al-Aulad: Journal of Islamic Primary Education
Al-Aulad: Journal of Islamic Primary Education is published by the Department of Primary Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Gunung Djati Bandung-Indonesia, published periodically twice in a year (March and September). The focus of the study is the results of research and theoretical reviews of Islamic primary education.
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<![CDATA[Penerapan Teknik Akrostik Untuk Meningkatkan Keterampilan Menulis Puisi Siswa Madrasah Ibtidaiyah ]]>
<![CDATA[Ina Diana]]>;
<![CDATA[Nasihudin Nasihudin]]>
<![CDATA[ Al-Aulad: Journal of Islamic Primary Education Vol 1, No 2 (2018): al-Aulad: Journal of Islamic Primary Education ]]>
Publisher : <![CDATA[Jurusan Pendidikan Guru Madrasah Ibtidaiyah ]]>
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DOI: 10.15575/al-aulad.v1i2.3521
<![CDATA[The purpose of this study was to determine students' poetry writing skills before the application of acrostic techniques, the process of applying acrostic techniques in each cycles, and the increase produced after applying the acrostic technique. The research method used is Classroom Action Research (CAR), consisting of planning, implementing, observing, and reflecting. Based on data analysis, it was concluded that 1) the students' poetry writing skills before applying the acrostic technique obtained an average score of 46.87. 2) The application of acrostic techniques goes well according to the stages. The activity of teachers and students has increased dramatically, in the first cycle the teacher's activity gained a percentage of 64.15%, in the second cycle teacher activity increased to 89.1%. Student learning activities in the first cycle reached 61.65%, in cycle II it increased by 87.5%. 3) Students' poetry writing skills after applying acrostic techniques have increased. In the first cycle, the average score of students was 69.45, and the percentage of learning completeness was 51.75%. In cycle II the average value of students skill increased sharply to 89.37, and the percentage was 91%. Thus, the CAR carried out has been completed with the expected goal of improving poetry writing skills in Indonesian Language Subjects.]]>
<![CDATA[Pengaruh Team Assisted Individualization Terhadap Motivasi Belajar Siswa Pada Pembelajaran Tematik ]]>
<![CDATA[Fia Alifah Putri]]>
<![CDATA[ Al-Aulad: Journal of Islamic Primary Education Vol 1, No 2 (2018): al-Aulad: Journal of Islamic Primary Education ]]>
Publisher : <![CDATA[Jurusan Pendidikan Guru Madrasah Ibtidaiyah ]]>
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DOI: 10.15575/al-aulad.v1i2.3528
<![CDATA[The purpose of this research is to know students learning motivation during the implementation of the Team Assested Individualization (TAI), ant then students learning motivation without using TAI, lasty, the influence of TAI to their motivation in thematic learning. The method used is a Quasi Experiment Research with the design of The Nonequivalent Pretest-Posttest Control Group Design, Non Probality sample with Purposive Sampling technique and analyzed using Independent Sample T-Test. Based on the results of the research can be summarized as follows, 1) The implementation of the TAI in thematic learning for teacher activities on average 96% and for student activities on averagec 83%. 2) Motivation of students with conventional learning models before learning by 54.59 and after learning by 58.43. 3) Motivation of students with the TAI learning model before learning by 54.49 in the high category and after learning by 65.31 in the very high category. 4) There is influence, with the Independent Sample T-Test of 0,000 smaller than the 0.05 sig. Where the experimental group amounted to 65.31 is influential than the control class amounted to 58.43.]]>
<![CDATA[Meningkatkan Hasil Belajar Kognitif Bahasa Arab Melalui Cooperative Learning Tipe Tebak Kata ]]>
<![CDATA[Rin-Rin Rosmayanti]]>;
<![CDATA[Nanang Kosim]]>
<![CDATA[ Al-Aulad: Journal of Islamic Primary Education Vol 1, No 2 (2018): al-Aulad: Journal of Islamic Primary Education ]]>
Publisher : <![CDATA[Jurusan Pendidikan Guru Madrasah Ibtidaiyah ]]>
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DOI: 10.15575/al-aulad.v1i2.3523
<![CDATA[The purpose of this research was conducted to find out the results of the cognitive skill, especially in the subjects of Arabic language. This research analysed before and after cognitive skill using the model of cooperative learning, and identified the activites with the approach in grade III Madrasah Ibtidaiyah (MI) Nurul Huda Bandung, West Jawa, Indonesia. This research uses Classroom Action Research (CAR), that have been implemented in two cycles. Based on the results of the data processing, obtained mean of cognitive learning skill of students before using the model of cooperative learning is 54.09 (27%). The application of cooperative learning in cycle I gained an average rating of teacher's activities amounted to 72% and students is 67%, respectively. Furthermore, teacher and students activities in cycle II witnessed to increase dramatically, the former is 94% and later is 92%, respectively. The cognitive skill of students in MI after using cooperative learning on cycle I gained an average rating of 75 (86%), and in cycle II derived to 95 (87.7%). This indicate that model of cooperative learning is able to enhance cognitive skill of students on Arabic subject in MI Nurul Huda Bandung.]]>
<![CDATA[Peningkatan Keterampilan Membaca Pemahaman Siswa Sekolah Dasar Melalui Implementasi Model CIRC Berbantuan Media Cetak ]]>
<![CDATA[Vina Anggia Nastitie Ariawan]]>;
<![CDATA[Niken Tri Utami]]>;
<![CDATA[Rahman Rahman]]>
<![CDATA[ Al-Aulad: Journal of Islamic Primary Education Vol 1, No 2 (2018): al-Aulad: Journal of Islamic Primary Education ]]>
Publisher : <![CDATA[Jurusan Pendidikan Guru Madrasah Ibtidaiyah ]]>
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DOI: 10.15575/al-aulad.v1i2.3529
<![CDATA[One of effort to solve the low reading skill of students is through the implementation of innovative learning models. This research aims to enhance primary students’ reading comprehenssion by implementing CIRC model within printed media. This research used collaborative action research of Kemis & Mc Taggart model. Participants of this research were 20 students at one of primary school in Karangpucung Sub-district. Researcher employed teacher as opponent participant to implementing action research and obtain supplementary dataTechnique of collecting data used observation, interview, test, and observation and interview is used to obtain data about the implementation of research. Meanwhile, test is used to measure students’ reading comprehenssion skill. Researcher analyzed data with three steps namely data reduction, displaying data, and drawing conclusion. In addition, triangulation technique is used to validating data. The research outcome showed the enhance of reading comprehenssion skill in each cycle. Based on the research outcome, researcher concludes that the implementation of CIRC model within printed media can enhance reading comprehenssion skill of primary students.]]>
<![CDATA[Upaya Meningkatkan Pemahaman Siswa Dalam Pembelajaran Matematika Melalui Penerapan Pendekatan Konstruktivisme ]]>
<![CDATA[Triwahyu Riyatuljannah]]>
<![CDATA[ Al-Aulad: Journal of Islamic Primary Education Vol 1, No 2 (2018): al-Aulad: Journal of Islamic Primary Education ]]>
Publisher : <![CDATA[Jurusan Pendidikan Guru Madrasah Ibtidaiyah ]]>
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DOI: 10.15575/al-aulad.v1i2.3524
<![CDATA[This study aims to improve students' understanding on each cycles, and to determine the activities of students and teachers in each cycles activities towards learning mathematics by using constructivism approach. This research uses classroom action research, which is the subject of this research is the students of grade V of Madrasah Ibtidaiyah Negeri (MIN) 1 Bandung City amounting to 43 students consisting of 21 male students and 22 female students. This research instrument consists of students' mathematical description and observation sheet of teacher activity and student activity. Based on data analysis of research results there is increasing understanding of students ranging from pre cycles of 39.5%, the first cycle of 81.3% and the second cycle of 97.6% with very good criteria. In addition, the student activity also increased in each cycle, in the first cycle of 68.7% and the second cycle of 95.8% and teacher activity that increased from cycle I of 83.3% and cycle II reached the maximum score of 100%. The attitude of learners to the learning of mathematics with constructivism approach is very enthusiastic because it has a positive response, score obtained by students exceeds the average score.]]>
<![CDATA[Pendidikan Karakter di Sekolah Dasar/Madrasah Ibtidaiyah Berbasis Pemberdayaan Pikiran Bawah Sadar ]]>
<![CDATA[Andi Prastowo]]>
<![CDATA[ Al-Aulad: Journal of Islamic Primary Education Vol 1, No 2 (2018): al-Aulad: Journal of Islamic Primary Education ]]>
Publisher : <![CDATA[Jurusan Pendidikan Guru Madrasah Ibtidaiyah ]]>
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DOI: 10.15575/al-aulad.v1i2.3525
<![CDATA[National Education in Indonesia is still covered with a variety of issues. One of them is the moral degradation among students. Although since 2010 has imposed an integrated character education in schools, but these conditions indicate the character education has not been done properly. This was especially the case in elementary school. Because at this level attitude formation is a major concern compared to the cognitive and psychomotor. The learning process is integrated with learning characters of various subjects in primary schools should be done not just in a state of conscious mind (conscious mind), but it is more empowered is to condition the subconscious mind when active. To that end, the character of the learning process must be carried out under conditions that do with relaxation hypnosis, mind focus and the alpha state, the subconscious communication, reps, make braided rapport with learners, the information conveyed in the imprint, the message is delivered in a condition of intense emotions, affirmation and visualization. With such a mechanism learners belief system can be programmed or reprogrammed as expected character. Through this belief system changes can be found changes in the character of learners effectively and relatively fixed.]]>
<![CDATA[Penerapan Metode Problem Solving Untuk Meningkatkan Pemahaman Matematika ]]>
<![CDATA[Ii Wartini]]>;
<![CDATA[Hilman Mangkuwibawa]]>;
<![CDATA[Cecep Anwar]]>
<![CDATA[ Al-Aulad: Journal of Islamic Primary Education Vol 1, No 2 (2018): al-Aulad: Journal of Islamic Primary Education ]]>
Publisher : <![CDATA[Jurusan Pendidikan Guru Madrasah Ibtidaiyah ]]>
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DOI: 10.15575/al-aulad.v1i2.3519
<![CDATA[This research was conducted to determine students 'understanding before using problem solving methods, application of problem solving methods in the process of learning mathematics, and students' understanding after using problem solving methods in the fourth grade mathematics subjects. The method used is classroom action research. The research design consists of 2 cycles. Each cycle consists of planning, action, observation, and reflection. Data collection techniques in this study use tests, observation, interviews and documentation studies. Quantitative data analysis uses statistical approaches and qualitative data using a logical approach. The results of data analysis given student learning before using the problem solving method an average score of 66.5 and classical learning completeness only reaches 45.40%. Teacher activity in cycle 1 experienced 69.45% in the medium category. Add cycle 2 to 85.25% in good category. When students learn cycle activities 1 to 64.80% in the medium category. Add 2 to 81.30% of cycles with good categories. Based on result of data analysis obtained the result of student’s understanding of learning cycle 1 an 77.70 with the percentage of classical completeness 68.10%. The increase in cycle 2 was an average value of 87.10 with a percentage classical completeness percentage of 90.90%.]]>
<![CDATA[Metode Ceramah Plus Diskusi dan Tugas Untuk Meningkatkan Aktivitas Belajar Siswa ]]>
<![CDATA[Hana Maurin]]>;
<![CDATA[Sani Insan Muhamadi]]>
<![CDATA[ Al-Aulad: Journal of Islamic Primary Education Vol 1, No 2 (2018): al-Aulad: Journal of Islamic Primary Education ]]>
Publisher : <![CDATA[Jurusan Pendidikan Guru Madrasah Ibtidaiyah ]]>
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DOI: 10.15575/al-aulad.v1i2.3526
<![CDATA[This study aims to determine the learning activities of students before and after using the lecture method plus discussion and assignment. The method used is Classroom Action Research (CAR) through II cycles and each cycle consist of planning, implementation, observation, and reflection, with the number of student 40 people in class IV MI Nurul Huda Sukasari Bandung Regency. Student learning activities before using the lecture method plus discussion and assignment obtained 45,06% (not god), after using the lecture method plus discussion and assignment to get and increase in each cycle, in the first cycle it reached 61,40% (good enough) then the student learning activities increased in the cycle II became 92,21% (very good). Thrus there is a significant increase after using the lecture method plus discussion and assignmenton the moral principles of the noble subject.]]>
<![CDATA[Penerapan Model Mastery Learning Dalam Meningkatkan Pemahaman Matematik Siswa ]]>
<![CDATA[Hismi Hadria Setiawati]]>;
<![CDATA[Agus Hikmat Syaf]]>
<![CDATA[ Al-Aulad: Journal of Islamic Primary Education Vol 1, No 2 (2018): al-Aulad: Journal of Islamic Primary Education ]]>
Publisher : <![CDATA[Jurusan Pendidikan Guru Madrasah Ibtidaiyah ]]>
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DOI: 10.15575/al-aulad.v1i2.3520
<![CDATA[This purpose of this research is to know the implementation of the Mastery Learning to improve the ability of mathematic in every cycles, and rising of activities in learning process through Mastery Learning. The methodolgy in this research is Classroom Action Research (CAR) which consists of two cycles, whereby in each cycle consists of planning, action, observation, and reflection. Subject of this research is students of class IV (grade four) MIN 1 Bandung, West Java Indonesia. The results in this research is the implementation of Mastery Learning in each cycles by teachers and students increased sharply. In addition, the average mathematical ability of students in the first cycle which is 79.75, and in the second cycle is 83.85, furthermore the rate of mathematical ability in the last cycle is 86,7 (a very large majority). Thus, the application of Mastery Learning can improve students' mathematical ability.]]>
<![CDATA[Pengaruh Penerapan Strategi Inquiring Minds Want To Know Terhadap Hasil Belajar Siswa ]]>
<![CDATA[Af’idatun Nisaul Khoiroh]]>;
<![CDATA[Imas Kania Rahman]]>;
<![CDATA[Suhendra Suhendra]]>
<![CDATA[ Al-Aulad: Journal of Islamic Primary Education Vol 1, No 2 (2018): al-Aulad: Journal of Islamic Primary Education ]]>
Publisher : <![CDATA[Jurusan Pendidikan Guru Madrasah Ibtidaiyah ]]>
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DOI: 10.15575/al-aulad.v1i2.3527
<![CDATA[This research aims to determine whether there are differences in student learning outcomes that use learning with inquiring minds want to know strategy and students who use conventional learning lectures. The research method used is Quasi Experimental Design with non-equivalent kontrol group design.The research sample is class 3C as many as 25 students as an experimental class and 3D class as many as 25 students as a kontrol class. Data collection techniques using a test, which consist of pretest and posttest questions. Data analysis using Independent Sample tTest with t count obtained in the Independent sample t-Test is 2,932. Whereas the t table for the 5% significance level is 2.02 and 1% is 2.69, it can be seen that t count is greater than t table that is 2.02 <2.932> 2.69, meaning that there are differences in learning outcomes between experimental and kontrol classes. So it can be said that the Inquiring Minds Want to know Strategy influences student learning outcomes on “Money type and use” material.]]>
