https://syekhnurjati.ac.id/jurnal/index.php/ibtida/issue/feedAl Ibtida: Jurnal Pendidikan Guru MI2024-03-05T01:43:57+00:00Ahmad Arifuddin, M.Pd.arief.udien4@gmail.comOpen Journal Systems<p class="normal">Al Ibtida: Jurnal Pendidikan Guru MI is an academic, open access, and peer-reviewed journal that focuses on critical studies of elementary education. Investigated the dynamics of learning students at elementary education / Madrasah Ibtidaiyah (Islamic elementary school). Besides focusing on the development of teaching at elementary education. The focus and scope of Al Ibtida: Jurnal Pendidikan Guru MI can be seen detailed in <strong><a href="/jurnal/index.php/ibtida/about/editorialPolicies#focusAndScope" target="_blank">here</a>.</strong></p><p class="normal">Al Ibtida: Jurnal Pendidikan Guru MI is published by Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, IAIN Syekh Nurjati Cirebon <a href="https://www.adpgmiindonesia.org/kerjasama-jurnal/" target="_blank">in collaboration with</a> Indonesian Islamic Elementary Education Lecturers Association (Perkumpulan Dosen PGMI Indonesia). Publishing twice a year, in June and October and already have a registration number p-ISSN: <a title="p-ISSN" href="https://portal.issn.org/resource/ISSN/2442-5133" target="_blank">2442-5133 </a>and e-ISSN: <a title="e-ISSN" href="https://portal.issn.org/resource/ISSN/2527-7227" target="_blank">2527-7227</a> published by the Indonesian Institute of Sciences (LIPI). </p><p class="normal">Al Ibtida: Jurnal Pendidikan Guru MI has been accredited <a title="sinta" href="https://sinta.kemdikbud.go.id/journals/profile/213#!" target="_blank"><strong>SINTA 2 </strong></a>at November 11th, 2019 by Indonesia Ministry of Research, Technology and Higher Education <strong>(RistekDikti) of The Republic of Indonesia</strong> as an <span>scientific journal </span>in Director Decree (<a href="https://drive.google.com/file/d/1IqAtkbVcyS6hRbXddKgmAcltIVMZ2jG-/view?usp=sharing" target="_blank"><strong>SK Dirjen No. 30/E/KPT/2019</strong></a>) and <strong><a href="https://drive.google.com/file/d/1H8iWQed7sR45pZNgLQS2X5Mby7MZzjxr/view?usp=sharing" target="_blank">Certified</a></strong> and effective until 2024.</p><p class="normal">Al Ibtida: Jurnal Pendidikan Guru MI has been indexed by Directory of Open Acces Journals (DOAJ), Science and Technology Index (SINTA), Crossref, GARUDA, Moraref, and <a href="/jurnal/index.php/ibtida/pages/view/indexing" target="_blank">more</a> and under evaluation of Web of Science.</p>https://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/12387Elementary School Students' Perceptions of STEM-Based Mobile Learning Applications2023-12-02T10:51:09+00:00Reza Rachmadtullahrezarachmadtullaheza@gmail.comEvita Purnaningrumevitapurnaningrum@unipasby.ac.idSuharni Suharnip110305@siswa.ukm.edu.my<p><strong>Abstract</strong></p><p>Research conducted by the "We Are Social" institution shows that Indonesian people are a significant resource in utilizing the internet. The ability of Indonesian elementary school students in using digital technology is quite good; however, its use is primarily for entertainment. Observing this phenomenon, researchers have taken the initiative to harness digital technology to enhance the learning experience, moving away from conventional methods. This study aims to investigate how elementary school students perceive STEM-Based Mobile Learning Application Technology. The research method used for this study is qualitative, emphasizing discourse analysis and conversational analysis. Participants in this study included ten fifth-grade elementary school students in the city of Cirebon. The results of the study have been quite positive, as this application makes it convenient for students to study anywhere and at any time, as long as their smartphones are connected to the internet. Nonetheless, the use of STEM-Based Mobile Learning Application Technology has received feedback regarding its limitations and weaknesses, such as the small screen, which makes it challenging for users to read text.</p><p>Keywords<em>: </em><em>mobile learning application, STEM, elementary school students</em><em>.</em></p><p><strong><br /></strong></p><p><strong>Abstrak</strong></p><p>Riset yang dilakukan oleh lembaga <em>We Are Social</em> menunjukkan bahwa masyarakat Indonesia merupakan sumber daya yang sangat besar dalam mendayagunakan internet. Kemampuan siswa Sekolah Dasar Indonesia sudah cukup baik dalam menggunakan teknologi digital. Namun pemanfaatannya masih bersifat hiburan. Melihat fenomena tersebut, peneliti berinisiatif untuk memanfaatkan teknologi digital untuk memfasilitasi pembelajaran sehingga tidak lagi bersifat konvensional. Penelitian ini bertujuan untuk mengetahui bagaimana persepsi Siswa Sekolah Dasar terhadap Teknologi Aplikasi Mobile Learning Berbasis STEM. Metode yang digunakan untuk jenis penelitian ini adalah metode penelitian kualitatif. menekankan pada fokus analisis wacana dan analisis percakapan Partisipan dalam penelitian ini yaitu melibatkan sepuluh siswa sekolah dasar kelas lima di kota Cirebon. Hasil penelitian ini yaitu Mendapatkan respon yang postif karena apliaksi ini memberikan kemudahan siswa untuk belajar dimanapun dan kapanpun asalkan smartphone mereka terhubung dengan internet. Namun penggunan Teknologi Aplikasi Mobile Learning Berbasis STEM juga mendapatkan respon terkiat kelemahan atau kekurangannya yaitu memiliki keterbatasan seperti perangkat lainnya diantaranya yaitu layarnya kecil sehingga pengguna kesulitan untuk membaca teks.</p><p>Kata kunci: <em>aplikasi mobile learning, STEM, siswa sekolah dasar.</em></p>2023-10-31T00:00:00+00:00Copyright (c) 2023 Al Ibtida: Jurnal Pendidikan Guru MIhttps://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/13123An Innovative Approach to Environmental Literacy: The Sustainable RADEC Learning Model for Elementary Schools2023-12-02T10:51:09+00:00Hana Lestarihanalestari3011@gmail.comIma Rahmawatidafenta.ima13@gmail.comMohammad Aliemaa.laith@upi.eduWahyu Sopandiwsopandi@upi.eduAna Ratna Wulananaratnawulan@upi.edu<p><strong>Abstract</strong></p><p>This study aims to design and develop an Education of Sustainable Development-oriented RADEC learning design model for enhancing the environmental literacy of elementary school students. The research approach employed consists of four key stages: (1) problem identification, (2) defining various objectives, (3) design and development, and (4) product validation. The research sample was selected using purposive sampling and comprised six elementary school teachers from various grade levels, ranging from grade 1 to grade 6. Data collection involved the use of scaled questionnaires and interviews. The collected data were then analyzed using the Explanatory Sequential Mixed Method. The results indicate that the curriculum design for the ESD-oriented RADEC learning model is suitable for implementation in elementary schools. This conclusion is supported by the mean score of 3.98 and a standard deviation of 0.22, showing a consistent range of responses among experts. In other words, the experts unanimously agree that the product design is appropriate for classroom learning. To further assess the validity of the design, a one-way ANOVA test was conducted to determine if there were significant differences in the opinions of experts across various domains (ESD, RADEC, Environmental Literacy, and Basic Education). The results revealed that the F score and p-value exceeded α = 0.05, indicating no significant differences in the perceptions of the experts involved in the study. In summary, the experts reached a consensus that the product design exhibits a high level of feasibility, earning a "proper" rating in each component developed.</p><p>Keywords: <em>environmental literacy, ESD, RADEC learning model.</em><em></em></p><p> </p><p><strong>Abstrak</strong></p><p>Penelitian ini bertujuan mengembangkan model pembelajaran RADEC berorientasi <em>Education of Sustainable Development (ESD)</em> untuk mengembangkan literasi lingkungan siswa sekolah dasar. Penelitian ini menggunakan penelitian design and development. Prosedur <em>Design and Development</em> yang terdiri dari beberapa langkah yaitu : (1) identifikasi masalah, (2) mendeskripsikan berbagai tujuan, (3) rancangan dan pengembangan artefak, (4) uji validasi artefak. Penelitian ini melibatkan enam orang guru sekolah dasar dari kelas 1 sampai 6 dengan teknik <em>purposive sampling</em><em>. </em>Pengumpulan data dilakukan dengan kuesioner tertutup berskala likert dan wawancara. Data yang diperoleh kemudian dianalisis menggunakan <em>Explanatory Sequential Mixed Method</em> yaitu metode analisis data yang menggunakan analisis data kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa desain kurikulum model pembelajaran RADEC berorientasi ESD layak diterapkan di sekolah dasar, hal ini ditunjukkan dari skor mean (3,98) dan standar deviasi (0,22) dengan rentang yang tidak jauh berbeda. Dapat diartikan persepsi ahli bersifat homogen (setuju) bahwa desain produk layak diterapkan dalam pembelajaran di kelas. Selanjutnya dilakukan uji one way ANOVA untuk mengetahui apakah terdapat perbedaan pendapat para ahli yang signifikan dari para ahli (ahli ESD, RADEC, Literasi lingkungan dan Pendidikan Dasar). Didapatkan hasil skor F dan p-value lebih besar dari α = 0,05 dari uji tersebut. Hasil ini menunjukkan persepsi para ahli yang terlibat dalam penelitian ini tidak berbeda nyata. Artinya, para ahli sepakat bahwa desain produk yang dikembangkan memiliki kriteria tingkat kelayakan dengan kategori “layak” untuk setiap komponen produk yang dikembangkan.</p><p>Kata kunci: <em>literasi lingkungan, ESD, model pembelajaran RADEC.</em></p>2023-10-31T00:00:00+00:00Copyright (c) 2023 Al Ibtida: Jurnal Pendidikan Guru MIhttps://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/12980Improving Social Science Learning Outcomes of Class V Elementary School Students through the TPACK Approach2023-12-02T10:51:09+00:00Desak Made Dharmawatid.m.dharmawati@uhamka.ac.idNur Busyranur_busyra@uhamka.ac.idErvin Azharervin.azhar.matematika@uhamka.ac.id<p><strong>Abstract</strong></p><p>The main problem in this study is the low learning outcomes of fifth grade students in social studies at a private elementary school in East Jakarta, Indonesia. This is because the learning approach used in these schools is still conventional. The purpose of this study was to improve social studies learning outcomes for fifth grade students using the technology pedagogical content knowledge (TPACK) approach. By using classroom action research, this research was conducted in three cycles involving 10 students. Each cycle consists of planning, implementing, acting, observing, and reflecting. Data collection was carried out using a test consisting of a pre-test and post-test. The test results data were then analyzed using descriptive statistics. The results showed that based on the post-test results in cycle I, only 6 students or 60% fulfilled the KKM. In cycle II the percentage of student learning completeness increased to 70% or 7 students fulfilled the KKM. In cycle III, student learning completeness again increased to 82%. Therefore, it can be concluded that the use of the technology pedagogical content knowledge (TPACK) approach in social studies learning is effective in improving student learning outcomes.<strong></strong></p><p>Keywords: <em>social science learning outcomes, TPACK approach, elementary school students.</em><em></em></p><p><em> </em></p><p><strong>Abstrak</strong></p><p>Masalah utama dalam penelitian ini adalah rendahnya hasil belajar siswa kelas V IPS di salah satu sekolah dasar swasta di Jakarta Timur, Indonesia. Sebab, pendekatan pembelajaran yang digunakan di sekolah-sekolah tersebut masih konvensional. Tujuan penelitian ini adalah untuk meningkatkan hasil belajar IPS siswa kelas V dengan menggunakan pendekatan technology pedagogi konten pengetahuan (TPACK). Dengan menggunakan penelitian tindakan kelas, penelitian ini dilaksanakan dalam tiga siklus dengan melibatkan 10 siswa. Setiap siklus terdiri dari perencanaan, pelaksanaan, pelaksanaan tindakan, observasi, dan refleksi. Pengumpulan data dilakukan dengan menggunakan tes yang terdiri dari pre-test dan post-test. Data hasil pengujian kemudian dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa berdasarkan hasil post-test pada siklus I, hanya 6 siswa atau 60% yang memenuhi KKM. Pada siklus II persentase ketuntasan belajar siswa meningkat menjadi 70% atau 7 siswa yang memenuhi KKM. Pada siklus III ketuntasan belajar siswa kembali meningkat menjadi 82%. Oleh karena itu, dapat disimpulkan bahwa penggunaan pendekatan teknologi pedagogi konten pengetahuan (TPACK) dalam pembelajaran IPS efektif dalam meningkatkan hasil belajar siswa.</p><p>Kata kunci: <em>hasil belajar IPS, pendekatan TPACK, siswa sekolah dasar.</em></p>2023-10-31T00:00:00+00:00Copyright (c) 2023 Al Ibtida: Jurnal Pendidikan Guru MIhttps://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/13467Why is Normative Commitment Invalid? An Empirical Study on Principals of Public Elementary Schools2023-12-02T10:51:09+00:00Kamaludin Kamaludinkamaludin.abahrizka.PPsUNMA@gmail.com<p>The purpose of this study is to assess the construct validity of the principal's commitment to the proposed theory so that it can be seen that the observation variable can form a latent variable. The research approach used in this study uses a quantitative approach with a measurement model in the form of First Order Confirmatory Factor Analysis. The sample in this study amounted to 233 principals of State Elementary Schools. The location in this study is Brebes Regency, Central Java Province, Indonesia. The data analysis in this research is starting by developing a theoretical model, making a causal relationship path diagram, choosing an input matrix and getting a model estimate, assessing the identification of structural models, and assessing the criteria for Goodness of Fit. The research findings in this study are the dimensions of the principal's commitment measurement include affective, sustainability, and normative commitment, indicating that the normative dimension is invalid and insignificant in measuring the principal's commitment. This proves that commitment does not arise only because of concerns about the bad opinions of colleagues if the principal does not stay in school.<strong></strong></p>2023-10-31T00:00:00+00:00Copyright (c) 2023 Al Ibtida: Jurnal Pendidikan Guru MIhttps://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/15056Integrating PhET Interactive Simulation to Enhance Students' Mathematical Understanding and Engagement in Learning Mixed Fraction2023-12-02T10:51:09+00:00Slamet Arifinslamet.arifin.pasca@um.ac.idFazilah Binti Razalifazilahrazali@upm.edu.myWinanjar Rahayuwinanjar.rahayu.2221038@students.um.ac.id<p><strong>Abstract</strong></p><p>This study aims to document how integrating PhET interactive simulations into mathematics learning enhances students' conceptual understanding of mixed fraction material. This collaborative action research project adhered to the action research cycle proposed by Kemmis and McTaggart. In total 17 4th-grade students from one of the public elementary schools in Malang City, Indonesia participated in this investigation. The data was collected through tests, interviews, and classroom observation. The test of students' mathematical understanding (TSMU) was administered to the students at the pre-cycle, post-cycle I, and post-cycle II stages. The number of questions given in each test was 10 mathematical problems, and they were designed to assess students' mathematical understanding of mixed fractions. The quantitative data was analyzed by using descriptive statistics using SPSS 25, and the qualitative data was analyzed simultaneously using a qualitative data analysis cycle. The research findings unveiled the following key insights. First, we found a notable enhancement in students' mathematical understanding of mixed fractions emerged throughout the study. Specifically, the pre-cycle average score for students' mathematical understanding stood at M=51.59, which saw substantial improvement in the post-cycle I phase (M=61.53) and further growth in the post-cycle II phase (M=76.94). Moreover, the utilization of PhET simulations was found to significantly enhance students' engagement in the realm of mathematics learning. Therefore, the integration of PhET interactive simulation in mathematics learning has been shown to have a significant effect on improving students' mathematical understanding and engagement in learning fractions.</p><p>Keywords<strong>: </strong><em>PhET interactive simulation, conceptual understanding, mixed fractions, students’ engagement.</em></p><p> </p><p><strong>Abstrak</strong></p><p>Penelitian ini bertujuan untuk mendokumentasikan bagaimana integrasi PhET <em>interactive</em> <em>simulation</em> ke dalam pembelajaran matematika meningkatkan pemahaman konseptual siswa pada materi pecahan campuran. Desain penelitian tindakan kelas kolaboratif (PTK) dilaksanakan mengikuti siklus penelitian tindakan Kemmis dan McTaggart. Sebanyak 17 siswa kelas 4 di salah satu sekolah dasar negeri di Kota Malang, Indonesia dilibatkan dalam penelitian ini. Pengumpulan data dilakukan melalui tes, wawancara, dan observasi kelas. Tes pemahaman matematis siswa (TPMS) diberikan kepada siswa pada tahap pra siklus, pasca siklus I, dan pasca siklus II. Jumlah soal yang diberikan dalam setiap tes adalah 10 soal matematika, dan dirancang untuk menilai pemahaman matematis siswa tentang pecahan campuran. Data kuantitatif dianalisis dengan menggunakan statistik deskriptif menggunakan SPSS 25, dan data kualitatif dianalisis secara simultan mengacu pada siklus analisis data kualitatif. Hasil penelitian mengungkapkan bahwa: (1) terdapat peningkatan kemampuan pemahaman matematis siswa pada materi pecahan campuran. Hasl ini ditunjukan dengan rata-rata hasil TPMS pada pra-siklus <em>M=51,59</em>, pasca siklus I <em>M=61,53</em>, dan pasca siklus II <em>M=76,94</em>; (2) penggunaan PhET <em>interactive simulation</em> terbukti berkontribusi dalam meningkatkan keterlibatan siswa dalam pembelajaran matematika. Oleh karena itu, integrasi simulasi interaktif PhET dalam pembelajaran matematika terbukti memberikan pengaruh yang signifikan terhadap peningkatan pemahaman konsep matematis pecahan campuran siswa.</p>Keywords:<strong> </strong><em>PhET interactive simulation, pemahaman matematis, pecahan campuran, keterlibatan siswa.</em>2023-10-31T00:00:00+00:00Copyright (c) 2023 Al Ibtida: Jurnal Pendidikan Guru MIhttps://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/14963Assessing the Character of Pancasila Student Profiles: Challenges Encountered by Teachers2023-12-02T10:51:09+00:00Medita Ayu Wulandarimedita@ikipsiliwangi.ac.idSiti Ruqoyyahsiti-ruqoyyah@ikipsiliwangi.ac.idCucun Sutinahcs@ikipsiliwangi.ac.idArie Rakhmat Riyadiarie.riyadi@upi.edu<p><strong>Abstract</strong></p><p>Administering assessment is essential in education, including, in the implementation of character building in the Pancasila Student Profiles. This study was conducted to examine the implementation of the <em>P5</em> (the Project for Strengthening Pancasila Student Profiles) in primary schools and the challenges teachers encountered in assessing the <em>P5</em> character. Descriptive analysis was used in this study. Data collection was carried out using questionnaires and interviews given to 160 teachers representing 160 schools in 16 sub-districts in West Bandung, Indonesia. The results of the data analysis show that several elements are dominantly used from each dimension. Particularly noteworthy is that the creativity dimension is rarely taught. In terms of assessments, summative assessment is the most frequently practiced assessment among teachers. The number of teachers who carried out diagnostic and formative assessments is relatively small (<5%). Furthermore, the challenges or difficulties faced by the teachers in preparing the assessment encompass aspects such as the <em>P5</em> comprehension, how to cultivate the <em>P5</em> character, the main obstacles in instilling the <em>P5</em> character, and measuring the <em>P5</em> character.</p><p>Keywords: <em>character education, assessment, primary teachers, Project to Strengthen the Pancasila Student Profiles (P5), Merdeka curriculum.</em><em></em></p><p><em> </em></p><p><strong>Abstrak</strong></p><p>Pelaksanaan kegiatan asesmen di sekolah merupakan suatu hal yang penting untuk dilakukan. Begitupun halnya pada pelaksanaan pembelajaran karakter Profil Pelajar Pancasila. Penelitian ini dilakukan untuk memberikan gambaran pelaksanaan asesmen dalam Projek Penguatan Profil Pelajar Pancasila di sekolah dasar dan kesulitan apa saja yang dihadapi guru dalam mempersiapkan dan melaksanakannya. Analisis deskriptif digunakan dalam penelitian ini. Pengumpulan data dilakukan dengan menggunakan angket dan wawancara yang diberikan kepada 160 guru terbaik yang mewakili 160 sekolah di 16 kecamatan di kabupaten Bandung Barat, Indonesia. Hasil analisis data menunjukkan bahwa dari setiap elemen terdapat beberapa elemen yang dominan digunakan; hal yang paling mencolok adalah adanya salah satu dimensi yang tingkat pengajarannya masih rendah yaitu kreativitas. Kemudian dalam pelaksanaan penilaian, kegiatan yang paling sering dilakukan guru adalah penilaian sumatif. Jumlah guru yang melaksanakan penilaian diagnostik dan formatif masih sedikit (<5%). Selanjutnya kesulitan yang dihadapi guru dalam mempersiapkan evaluasi itu sendiri terbagi dalam beberapa kategori, seperti pemahaman <em>P5</em>, cara menumbuhkan karakter <em>P5</em>, kendala utama dalam menanamkan karakter <em>P5</em> dan mengukur karakter <em>P5</em>.</p><p>Kata kunci: <em>pendidikan karakter, asesmen, guru sekolah dasar, projek penguatan profil pelajar pancasila (P5), kurikulum merdeka.</em></p>2023-10-31T00:00:00+00:00Copyright (c) 2023 Al Ibtida: Jurnal Pendidikan Guru MIhttps://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/12412The Challenges of Literacy Culture in the Digital Era: The Role of Fairy Tales through the Country in Improving Literacy and Numerical Literacy2023-12-02T10:51:09+00:00Bella Monicabellamonica.2022@student.uny.ac.idSetiawan Edi Wibowosetiawanediwibowo@uny.ac.idArta Mulya Budi Harsonoartamulya.2021@student.uny.ac.id<p><strong>Abstract</strong></p><p>This study aims to uncover (1) the challenges to foster literacy culture in the digital era, (2) the value of literacy conveyed through fairy tales, (3) the role of fairy tales for literacy and numeracy, and (4) the outcomes observed in literacy and numeracy development through fairy tales. The research used the qualitative approach with the case study method. Interviews, observations, and documentation were employed as data collection techniques. The collected data were analyzed through data collection, data reduction, data presentation, and drawing conclusions. The research results show that (1) the challenges of literacy culture in the digital era starts with finding and evaluating; (2) the literacy value conveyed through fairy tales includes literacy values encompassing listening, speaking, reading, and writing, while the value of numeracy includes skills in symbols and number, information analysis, and problem solving; (3) the role of fairy tales is as a medium to capture student’s attention. Fairy tales provide entertainment and moral teachings, which are engaging young learners since most children today prefer to see images rather than text. Therefore, the role of fairy tales is considered as a tool to enhance literacy among children.<strong></strong></p><p>Keywords: <em>fairy tales, literacy culture, numeracy.</em><em></em></p><p><em> </em></p><p><strong>Abstrak</strong></p><p>Penelitian ini bertujuan untuk mengungkap (1) tantangan budaya literasi di era digital, (2) nilai literasi yang disampaikan melalui dongeng, (3) peran dongeng untuk literasi baca tulis dan numerasi, dan (4) hasil literasi dan numerasi melalui dongeng. Pendekatan penelitian menggunakan kualitatif dengan metode studi kasus. Penelitian ini menggunakan teknik pengumpulan data melalui wawancara, observasi, dan dokumentasi. Teknik analisis data berupa pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian adalah (1) tantangan budaya literasi di era digital dimulai dengan menemukan dan mengevaluasi, (2) nilai literasi yang disampaikan melalui dongeng meliputi nilai literasi, yaitu menyimak, berbicara, membaca, dan menulis. Sedangkan nilai literasi numerasi adalah keterampilan simbol dan angka, menganalisis informasi, dan memecahkan masalah, (3) peran dongeng sebagai media untuk menarik perhatian peserta didik. Dongeng memberikan hiburan dan ajaran moral sehingga akan menarik bagi peserta didik untuk dilihat, karena sebagian besar anak saat ini lebih suka melihat gambar daripada teks. Oleh karena itu, peran dongeng dikatakan sebagai alat untuk meningkatkan budaya literasi kepada anak.</p><p>Kata kunci: <em>dongeng, budaya literasi, literasi numerasi.</em></p>2023-10-31T00:00:00+00:00Copyright (c) 2023 Al Ibtida: Jurnal Pendidikan Guru MIhttps://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/15069Merdeka Curriculum Based EBA Learning Model in Elementary Schools2023-12-02T10:51:09+00:00Miftahul Husnimiftahulhusni_uin@radenfatah.ac.idAl Ihwanah Al Ihwanahalihwanah_uin@radenfatah.ac.idDjoko Rohadi Wibowodjokorohadi_uin@radenfatah.ac.idMaulana Arafat Lubismaulanaarafat@uinsyahada.ac.id<p><strong>Abstract </strong></p><p>Merdeka Curriculum is the main gate to developing the potential of elementary school-level students to learn independently through teacher guidance. Currently, the government of the Republic of Indonesia hopes that the Program for International Student Assessment (PISA) results from data in 2018 can be improved. The research objective was to improve the learning outcomes of Pancasila and Civic Education in the aspects of spiritual attitudes, social attitudes, knowledge, and skills of students by applying the EBA learning model to the subject matter of ethnic, social, and cultural diversity in Indonesia. The research subjects were 24 students of class IV of a public elementary school in Padangsidimpuan City, Indonesia. This research used the Kemmis & McTaggart class action research method, which involved planning, acting, observing, and reflecting. Data were collected by using tests, observations, and interviews. The data were analyzed descriptively with qualitative and quantitative approaches. The study's results prove that after applying the EBA learning model, students’ learning outcomes have increased from pre-test, post-test I, and II to post-test III with an average score of 86.71 and a completeness percentage of 87.5%.</p><p>Keywords: <em>curriculum merdeka, EBA learning model, elementary school.</em></p><p> </p><p><strong>Abstrak</strong></p><p>Kurikulum Merdeka merupakan gerbang utama untuk mengembangkan potensi siswa jenjang sekolah dasar agar mampu belajar mandiri melalui bimbingan guru. Saat ini, pemerintah Republik Indonesia berharap agar hasil Program for International Student Assessment (PISA) dari data tahun 2018 dapat ditingkatkan. Tujuan penelitian adalah untuk meningkatkan hasil belajar PKn pada aspek sikap spiritual, sikap sosial, pengetahuan dan keterampilan siswa dengan menerapkan model pembelajaran EBA pada mata pelajaran keberagaman suku, sosial dan budaya di Indonesia. Subyek penelitian adalah 24 siswa kelas IV di sebuah sekolah dasar negeri di Kota Padangsidimpuan, Indonesia. Penelitian ini menggunakan metode penelitian tindakan kelas Kemmis & McTaggart yang meliputi perencanaan, tindakan, observasi, dan refleksi. Pengumpulan data menggunakan tes, observasi, dan wawancara. Data dianalisis secara deskriptif dengan pendekatan kualitatif dan kuantitatif. Hasil penelitian membuktikan bahwa setelah diterapkan model pembelajaran EBA, hasil belajar siswa mengalami peningkatan dari pretes, postes I, dan II menjadi postes III dengan skor rata-rata 86,71 dan persentase ketuntasan 87,5. %.</p>Kata kunci:<strong> </strong><em>kurikulum merdeka, model pembelajaran EBA, sekolah dasar</em>2023-10-31T00:00:00+00:00Copyright (c) 2023 Al Ibtida: Jurnal Pendidikan Guru MIhttps://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/13769Primary School Students’ Analogical Reasoning in Solving Open-ended Word Problems2024-03-05T01:43:57+00:00Egitayanti Aulia Rochmanegitayanti.umsida@gmail.comMohammad Faizal Amirfaizal.amir@umsida.ac.id<p><strong>Abstract</strong></p><p>This study aims to identify primary school students' analogical reasoning in solving open-ended word problems. This is qualitative research with a case study approach. The participants in this study were 25 fifth-grade primary school students selected using the purposive sampling technique to represent each category of analogical reasoning based on analogical reasoning tasks. Research instruments comprised of tests in analogical reasoning tasks and interview guidelines. Data analysis techniques included data reduction, presentation, and verification. Research results showed that there were three categories of students' analogical reasoning in solving word problems with close-ended source problems and open-ended target problems: (1) open comprehensive analogy, where students successfully solved the close-ended source problem and the open-ended target problem; (2) semi-open comprehensive analogy, where students successfully solved the close-ended source problem but did not successfully solve the open-ended target problem; and (3) failure in close-open analogy, where students did not successfully solve the close-ended source problem and the open-ended target problem. The results of this study suggest that educators, especially at the primary level, deepen students' ability to solve close-ended problems first so that students can solve open-ended problems with analogical reasoning.<strong></strong></p><p>Keywords: <em>analogical reasoning, problem-solving, open-ended, primary school.</em><em></em></p><p><em> </em></p><p><strong>Abstrak</strong></p><p>Penelitian ini bertujuan untuk mengidentifikasi penalaran analogi siswa sekolah dasar dalam memecahkan <em>word problems</em> berbasis open-ended. Jenis penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus. Partisipan dalam penelitian ini sebanyak 25 siswa kelas lima sekolah dasar, untuk memilih subjek penelitian menggunakan teknik purposif yang mewakili setiap kategori penalaran analogi berdasarkan tugas penalaran analogi. Instrumen penelitian meliputi tes berupa analogical reasoning tasks dan pedoman wawancara. Teknik analisis data terdiri dari reduksi data, penyajian data, dan verifikasi data. Hasil penelitian menunjukkan bahwa terdapat tiga kategori penalaran analogi siswa ketika memecahkan <em>word problems</em> dengan masalah sumber close-ended dan masalah target open-ended, yaitu: (1) Analogi <em>open comprehensive,</em> siswa berhasil memecahkan masalah sumber close-ended dan masalah target open-ended; (2) Analogi <em>semi-open comprehensive</em>, siswa berhasil memecahkan masalah sumber close-ended tetapi tidak berhasil memecahkan masalah target yang open-ended; (3) Kegagalan analogi <em>close-open</em>, siswa tidak berhasil memecahkan masalah sumber close-ended dan masalah target open-ended. Hasil penelitian ini menyarankan kepada para pendidik khususnya di tingkat dasar untuk memperdalam kemampuan siswa dalam memecahkan masalah close-ended terlebih dahulu agar siswa bisa memecahkan masalah open-ended dengan penalaran analogi.</p><p>Kata kunci: <em>penalaran analogi, pemecahan masalah, open-ended, sekolah dasar.</em></p>2023-10-31T00:00:00+00:00Copyright (c) 2023 Al Ibtida: Jurnal Pendidikan Guru MIhttps://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/14927The Competence of Islamic Education Lecturers in the Elementary School Teacher Education Study Program2023-12-02T10:51:09+00:00Ani Nur Aenianinuraeni@upi.eduJenuri Jenurijenuri@upi.eduDadan Djuandadadandjuanda@upi.eduMulyana Abdullahmulya@upi.edu<p><strong>Abstract</strong></p><p>This study aims to find the competence degree of Islamic education lecturers based on the evaluation results of the teaching and learning process. This is motivated by the fact that evaluating lectures is an essential part of the lectures themselves. The evaluation results are used as sources for reflection and improvement for the next lectures. This is a case study conducted at an Elementary School Teacher Education Study Program at a state university in Sumedang, Indonesia. Data were obtained by document analysis, interviews, and observations. Data sources were obtained from primary data and secondary data. Data processing was carried out descriptively with a qualitative approach while the data validity was carried out through source triangulation and methodological triangulation. The results showed an average score of 8.33, signifying that the students perceived the lecturers to be very competent. The highest score is in the personality competence. There are 4 competences that have been demonstrated by the Islamic Religious Education lecturers, and 20 indicators, namely 8 indicators on pedagogic competence, 3 indicators on social competence, 5 indicators on personality competence and 4 indicators on professional competence. Based on the results of this study, it is concluded that the teaching and learning process of Islamic religious education has run very well because it is supported by lecturers who have excellent competence.<strong></strong></p><p>Keywords:<em> evaluation of teaching and learning process, lecturer competence, Islamic religious education, elementary school.</em><em></em></p><p><strong><br /></strong></p><p><strong>Abstrak</strong></p><p>Penelitian ini bertujuan untuk menemukan derajat kompetensi dosen pendidikan agama islam berdasarkan hasil evaluasi proses belajar mengajar. Hal ini dilatarbelakangi bahwa melakukan evaluasi perkuliahan itu menjadi bagian yang sangat penting dalam perkuliahan, untuk dijadikan bahan refleksi dan perbaikan pada perkuliahan selanjutnya. Metode yang digunakan dalam penelitian ini adalah studi kasus dengan lokasi penelitian di program studi pendidikan guru sekolah dasar universitas pendidikan indonesia kampus sumedang. Data diperoleh dengan cara analisis dokumen, wawancara, dan observasi. Sumber data didapatkan dari data primer dan data sekunder. Pengolahan data dilakukan secara deskriptif dengan pendekatan kualitatif, keabsahan data dilakukan melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa kompetensi dosen pendidikan agama islam sangat baik dengan nilai 8,33. Nilai yang paling tinggi adalah kompetensi kepribadian. Terdapat 4 kompetensi yang telah dimiliki oleh dosen Pendidikan Agama Islam, dan 20 indikator, yaitu 8 indikator pada kompetensi pedagogik, 3 indikator pada kompetensi sosial, 5 indikator pada kompetensi kepribadian dan 4 indikator pada kompetensi profesional. Berdasarkan hasil penelitian ini disimpulkan bahwa proses belajar mengajar pendidikan agama islam sudah berjalan dengan sangat baik karena ditunjang oleh dosen yang memiliki kompetensi yang sangat baik.</p><p>Kata kunci: <em>evaluasi proses belajar mengajar, kompetensi dosen, pendidikan agama islam, sekolah dasar.</em></p>2023-10-31T00:00:00+00:00Copyright (c) 2023 Al Ibtida: Jurnal Pendidikan Guru MIhttps://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/14749The Implementation of Merdeka Curriculum in Piloting Madrasa; A Case Study at State Madrasah Ibtidaiyah of Semarang City2023-12-02T10:51:09+00:00Ali Imronaliimron.aya@gmail.com<p><strong>Abstract</strong></p><p>This research examines the implementation of the Merdeka Curriculum at State Madrasah Ibtidaiyah (MIN) of Semarang City, Central Java, Indonesia. This type of research is qualitative research with a descriptive-analytical approach. The Data of this study are collected through interviews and documentation, while the analysis technique used is the Miles and Huberman model, including data reduction, data presentation, and conclusions. The results showed that the implementation of the Merdeka Curriculum at MIN of Semarang City has been effective despite facing obstacles. Some obstacles are a lack of experience in implementing the Merdeka Belajar approach, the references and access to learning resources, the facilities and the amenities, and the understanding of scoring and assessment. However, these obstacles can be overcome with several supporting actors, including the active participation of teachers and madrasahs, the use of Merdeka Belajar platforms, the continuity of evaluation and improvement, and assistance from supervisors. The impact of implementation, including the changes in learning methods, innovation, the development of student independence, increased creativity and initiative, the relevance of learning, and increased student collaboration, bring positive impacts in improving the quality of learning and the outcomes of the student.<strong></strong></p><p>Keywords: <em>implementation of merdeka curriculum, madrasa piloting, continuous improvement.</em></p><p><em><br /></em></p><p><strong>Abstrak</strong></p><p>Penelitian ini mengkaji tentang implementasi kurikulum merdeka di MIN of Semarang City, Jawa Tengah, Indonesia. Jenis penelitian ini merupakan penelitian kualitatif sehingga pendekatan yang digunakan dalam penelitian ini ialah pendekatan deskriptif-analitis.. teknik pengumpulan data pada penelitian ini melalui wawancara dan dokumentasi, sedangkan teknik analisisnya menggunakanmodel Miles dan Huberman yang mencakup tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi Kurikulum Merdeka di MIN of Semarang City telah berjalan efektif, meskipun menghadapi kendala seperti kurangnya pengalaman dalam menerapkan pendekatan merdeka belajar, keterbatasan referensi dan akses ke sumber belajar, keterbatasan sarana dan fasilitas, dan keterbatasan pemahaman dalam penilaian dan asesmen. Akan tetapi hambatan tersebut dapat diatasi dengan beberapa faktor pendukung yang meliputi partisipasi aktif guru dan madrasah, pemanfaatan platform merdeka belajar, evaluasi dan perbaikan terus-menerus, dan pendampingan dari pengawas. Dampak implementasi termasuk perubahan metode pembelajaran, inovasi, pengembangan kemandirian siswa, peningkatan kreativitas dan inisiatif, relevansi pembelajaran, dan peningkatan kolaborasi siswa, membawa dampak positif dalam meningkatkan kualitas pembelajaran dan hasil belajar siswa secara keseluruhan.</p><p>Kata kunci: <em>Implementasi kurikulum merdeka; Madrasah percontohan; perbaikan berkelanjutan.</em></p>2023-10-31T00:00:00+00:00Copyright (c) 2023 Al Ibtida: Jurnal Pendidikan Guru MIhttps://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/14984Analyzing Trends in Blended Learning for Professional Growth: A Scopus Bibliometric Review2023-12-02T10:51:09+00:00siti miatisitimiati82@gmail.comEveline Siregarevelinesiregar@gmail.comCecep Kustandicecep_kustandi@unj.ac.id<p><strong>Abstract</strong></p><p>This bibliometric review study investigates the current state of research on blended learning models for professional development based on articles indexed in the Scopus database. The study utilized various bibliometric methods to analyze publication trends, influential authors, institutions, journals, and keywords related to the topic. The search resulted in a total of 1,349 articles published from 2001 to March 2023, indicating a noticeable increase in publications in recent years. The analysis revealed that the United Kingdom is the leading country in research output, with Griffith University being the most productive institutions. The BMC Medical Education was identified as the top publishing outlet in the field. The study identified four keywords that represent the most commonly used terms in the literature: blended learning, online learning, assessment, and professional development. This study provides insights into the current research trends and gaps in the field of blended learning for professional development, which can inform future research directions and support the design of effective professional development programs.<strong></strong></p><p>Keywords: <em>bibliometric review, blended learning, professional development, Scopus database, research trends</em>.<em></em></p><p><em> </em></p><p><strong>Abstrak</strong></p><p>Studi tinjauan bibliometrik ini menyelidiki keadaan penelitian saat ini tentang model pembelajaran campuran untuk pengembangan profesional, berdasarkan artikel yang diindeks di database Scopus. Studi ini menggunakan berbagai metode bibliometrik untuk menganalisis tren publikasi, penulis berpengaruh, institusi, jurnal, dan kata kunci yang terkait dengan topik tersebut. Pencarian menghasilkan total 1.349 artikel yang diterbitkan dari tahun 2001 hingga Maret 2023, dengan peningkatan publikasi yang nyata dalam beberapa tahun terakhir. Analisis mengungkapkan bahwa Inggris adalah negara terdepan dalam hasil penelitian, dengan Universitas Griffith menjadi institusi paling produktif. BMC Medical Education diidentifikasi sebagai outlet penerbitan teratas di lapangan. Studi ini mengidentifikasi empat kata kunci yang mewakili istilah yang paling umum digunakan dalam literatur, termasuk pembelajaran campuran, pembelajaran online, penilaian, dan pengembangan profesional. Studi ini memberikan wawasan tentang tren dan kesenjangan penelitian saat ini di bidang pembelajaran campuran untuk pengembangan profesional, yang dapat menginformasikan arah penelitian di masa depan dan mendukung desain program pengembangan profesional yang efektif.</p>Kata kunci: <em>tinjauan bibliometrik, blended learning, pengembangan profesional, database Scopus, tren penelitian</em>.2023-10-31T00:00:00+00:00Copyright (c) 2023 Al Ibtida: Jurnal Pendidikan Guru MIhttps://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/13718An Analysis of Student’s Difficulties in Learning Mathematics at Madrasah Ibtidaiyah2023-12-02T10:51:09+00:00Atin Supriatinatin.supriatin@iain-palangkaraya.ac.idAeni Latifahaenilatifah@staisukabumi.ac.idSiti Annisahsitiannisah@metrouniv.ac.id<p align="center"><strong>Abstract</strong></p><p>This study aims to describe the level of difficulty of students in solving story problems in mathematics learning at Madrasah Ibtidaiyah. This research is a descriptive-analytical study. The participants of the study were third-grade students at one Madrasah Ibtidaiyah in Palangka Raya City, which numbered 34 people and fifth-grade students at one Ibtidaiyah Madrasah in East Lampung City, which amounted to 40 people. Data collection techniques use tests in the form of 10 questions. The tests given to the research sample have met the criteria of validity and reliability. Data analysis techniques use descriptive statistics in the form of tables and graphs through the calculation of averages and percentages. The results of this study explain that, in general, students have difficulty solving story problems. The most difficulty experienced by third graders is associating mathematics with daily life problems, which is 83.82%. In comparison, the most difficulty experienced by fifth-grade students is changing the language of everyday problems into the language of mathematics (making mathematical models or making a solution plan), which is 82%. This research produced a novelty in describing the difficulty of students solving story problems in mathematics learning by linking mathematics to daily life problems in Madrasah Ibtidaiyah.</p><p>Keywords: <em>analysis of difficulty levels, story problems, mathematics learning.</em></p><p><strong> </strong></p><p align="center"><strong>Abstrak</strong></p><p>Penelitian ini bertujuan untuk mendeskripsikan tingkat kesulitan siswa dalam memecahkan masalah cerita dalam pembelajaran matematika di Madrasah Ibtidaiyah. Penelitian ini merupakan penelitian deskriptif analitis. Subjek penelitian adalah siswa kelas III Madrasah Ibtidaiyah Kota Palangka Raya yang berjumlah 34 orang dan siswa kelas lima Madrasah satu Madrasah Kota Lampung Timur yang berjumlah 40 orang. Teknik pengumpulan data menggunakan tes berupa 10 pertanyaan. Tes yang diberikan kepada sampel penelitian telah memenuhi kriteria validitas dan reliabilitas. Teknik analisis data menggunakan statistik deskriptif berupa tabel dan grafik, melalui perhitungan rata-rata dan persentase. Hasil penelitian ini menjelaskan bahwa pada umumnya siswa mengalami kesulitan dalam memecahkan masalah cerita. Kesulitan yang paling banyak dialami oleh siswa kelas tiga adalah mengaitkan matematika dengan masalah kehidupan sehari-hari, yaitu 83,82%. Sedangkan kesulitan yang paling banyak dialami oleh siswa kelas V adalah mengubah bahasa soal sehari-hari menjadi bahasa matematika (membuat model matematika atau membuat rencana solusi) yaitu 82%. Penelitian ini menghasilkan kebaruan berupa deskripsi kesulitan siswa memecahkan masalah cerita dalam pembelajaran matematika dengan mengaitkan matematika dalam masalah kehidupan sehari-hari di Madrasah Ibtidaiyah.</p><p>Kata kunci: <em>analisis tingkat kesulitan, permasalahan cerita, pembelajaran matematika.</em></p>2023-10-31T00:00:00+00:00Copyright (c) 2023 Al Ibtida: Jurnal Pendidikan Guru MIhttps://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/12844Elementary School Teachers' Understanding of Inquiry Skills and Scientific Attitude2023-12-02T10:51:09+00:00Rif'at Shafwatul Anamrifat.shafwatul@gmail.comUcu Rahayuurahayu@ecampus.ut.ac.idMestika Sekarwinahyutika@ecampus.ut.ac.idAmalis Sapriatilia@ecampus.ut.ac.id<p><strong>Abstract</strong></p><p>This study aims to assess elementary school teachers' inquiry skills and scientific attitudes related to science. The instrument used in this study evaluates four groups of skills: conceptualizing and planning design, implementation, analysis, interpretation, and communication. Additionally, it assesses six categories of scientific attitudes: the nature of science, the basis of science, characteristics of scientists, goals of science, benefits of science, and responses regarding scientists. This research instrument underwent validation by two experts in the field of science. Validation results using Kendall's Tau calculations showed a value of 0.853 for the inquiry ability instrument and 0.807 for scientific attitude, and both falling into the ‘very high’ category. The study involved 49 elementary school teachers. Findings revealed that teachers' inquiry skills were categorized as 'weak', indicated by an average percentage below 50% in each skill group. Regarding scientific attitude, respondents' responses varied significantly between positive and negative statements, despite similarities found in two categories: 'basic science' and 'purpose of science'. This study highlights the necessity to consider the the learning process science, particularly emphasizing the development of inquiry skills and fostering positive scientific attitudes, from elementary school through university education.<strong></strong></p><p>Keywords: <em>inquiry skills, scientific attitudes, elementary teacher</em></p><p><em>.</em><em></em></p><p align="left"><strong> Abstrak</strong></p><p>Penelitian ini bertujuan untuk mengetahui bagaimana keterampilan inkuiri guru baik dari sisi proses maupun sikap ilmiah terkait dengan sains. Proses yang diujikan dalam instrument ini terdiri dari empat kelompok keterampilan: mengkonsepsi dan merencanakan desain, implementasi, analisis dan interpretasi, serta mengkomunikasikan. Pada sikap ilmiah terdiri dari enam kategori yaitu: sifat dari ilmu sains, dasar ilmu sains, hal yang dimiliki ilmuan, tujuan ilmu sains, manfaat ilmu sains, dan tanggapan mengenai ilmuan sains. Instrumen penelitian ini telah dilakukan validasi pada dua orang doktor pada bidang sains. Berdasarkan hasil validasi menggunakan perhitungan Kendall’s Tau memiliki nilai sebesar 0,853 untuk instrument kemampuan inquiry dan nilai sebesar 0,807 untuk sikap ilmiah serta keduanya termasuk ke dalam kategori sangat tinggi. Responden dalam peneitian ini terdiri dari 49 orang guru sekolah dasar yang didapatkan bahwa keterampilan inkuiri berada pada kategori “lemah” hal ini ditunjukkan dengan persentase rata-rata responden pada setiap kelompok dibawah 50%. Sedangkan pada sikap ilmiah didapatkan bahwa respon responded terhadap pernyataan sikap ilmiah antara pernyataan positif dan negatif cukup berbeda walaupun ada dua kategori sikap ilmiah yang sama responnya. Dua kategori itu adalah pada “dasar ilmu sains” dan “tujuan dari sains”. Studi ini menunjukkan bahwa proses pembelajaran sains dari SD sampai dengan perguruan tinggi perlu untuk diperhatikan terutama hal yang berkaitan dengan keterampilan inkuiri dan sikap ilmiah.</p><p>Kata kunci: <em>kemampuan inkuiri, sikap ilmiah, guru sekolah dasar</em></p>2023-10-31T00:00:00+00:00Copyright (c) 2023 Al Ibtida: Jurnal Pendidikan Guru MIhttps://syekhnurjati.ac.id/jurnal/index.php/ibtida/article/view/15037The Effect of Team Games Tournament (TGT) in Social Science Learning to Improve Student Learning Outcomes2023-12-05T01:41:49+00:00Jenny Koce Matitaputtyjenny.matitaputty@fkip.unpatti.ac.idNugroho Susantonugrohosusanto@fik.unp.ac.idMuhammad Rijal Fadlim.rijalfadlii@gmail.comIwan Ramadhaniwan.ramadhan@untan.ac.idChristofer Judy Manuputtychristofer.manuputty@yahoo.com<p><strong>Abstract </strong></p><p>The Team Games Tournament (TGT) method is effective for improving student learning outcomes in social science learning, but there are still very few teachers who apply this method. The TGT method creates a competitive and collaborative learning environment where students engage in group games to deepen their understanding of social science concepts and develop social skills. This study aimed to investigate the TGT in social science learning to improve student learning outcomes. This study used a quasi-experimental with two experimental and control classes. The population used was fifth-grade elementary school students in Lampung, and the number of samples was 133. The sampling technique used cluster random sampling in determining the sampling, while the data collection was in the form of a questionnaire instrument. Questionnaires were analyzed using the n-gain score and Kruskal-Wallis tests to determine whether there was an increase in historical research skills with the help of SPSS 25. The results showed that the influence of the TGT in social science learning significantly improved student learning outcomes. The TGT method uses a competitive and collaborative group play approach to create an interesting and motivating learning environment for students. By applying the TGT, students become more involved and enthusiastic in social science learning. They actively participate in group play that involves discussion, teamwork, and joint problem-solving.</p><p>Keywords:<strong> </strong><em>learning methods, teams games tournament (TGT), social science, <br /> learning outcomes</em>.</p><p><strong>Abstrak</strong></p><p>Metode Team Games Tournament (TGT) merupakan metode efektif untuk meningkatkan hasil belajar siswa dalam pembelajaran IPS, namun masih minim guru yang menerapkan metode ini. Metode TGT digunakan untuk menciptakan lingkungan pembelajaran yang kompetitif dan kolaboratif, di mana siswa terlibat dalam permainan kelompok untuk memperdalam pemahaman konsep IPS dan mengembangkan keterampilan sosial. Tujuan penelitian ini adalah untuk menginvestigasi TGT dalam pembelajaran IPS untuk meningkatkan hasil belajar siswa. Penelitian ini menggunakan quasi eksperimen dengan dua kelas eksperimen dan control. Populasi yang digunakan siswa kelas V sekolah dasar di Lampung dan jumlah sampel 133. Teknik sampling menggunakan cluster random sampling dalam menentukan sampling, sedangkan pengumpulan data berupa instrument angket. Angket dianalisis menggunakan uji n-gain score dan Kruskal-Wallis untuk mengetahui adanya peningkatan pada keterampilan meneliti sejarah dengan bantuan SPSS 25. Hasil penelitian menunjukkan bahwa pengaruh TGT dalam pembelajaran IPS memiliki dampak yang signifikan dalam meningkatkan hasil belajar siswa. Metode TGT menggunakan pendekatan permainan kelompok yang kompetitif dan kolaboratif untuk menciptakan lingkungan pembelajaran yang menarik dan memotivasi siswa. Dengan menerapkan TGT, siswa menjadi lebih terlibat dan antusias dalam pembelajaran IPS. Mereka berpartisipasi aktif dalam permainan kelompok yang melibatkan diskusi, kerja tim, dan pemecahan masalah bersama.</p>Keywords:<strong> </strong><em>metode pembelajaran, teams games tournament (TGT), IPS, <br /> hasil belajar</em>.2023-10-31T00:00:00+00:00Copyright (c) 2023 Al Ibtida: Jurnal Pendidikan Guru MI