Panicgogy International Journal

Use of flashcard media in improving literacy in writing procedure texts in class VII students of Al-Mauludi Middle School

2025-01-30T09:24:16+07:00

This research aims to explore the application of flashcard media and evaluate its impact on improving students' writing literacy. Using a Pre-experimental Design with a One Group Pretest-Posttest type, the study found that flashcard media positively influenced student behavior in learning to write procedural texts. Observations during the learning process, including the preliminary, core, and closing activities, indicated a high level of engagement, with a final score of 95%, categorized as very good. Statistical analysis revealed a significant increase in student performance, with the average pretest score rising from 58.95 (ranging from 43.75 to 75.00) to an average posttest score of 86.08 (ranging from 62.50 to 93.75), reflecting a difference of 27.13. Therefore, the use of flashcard media is shown to be effective in enhancing writing literacy in procedural texts among seventh-grade students at Al-Mauludi Middle School. The sample in this study consisted of seventh-grade students from Al-Mauludi Middle School, focusing on improving their procedural writing skills through the use of flashcard media. It is recommended that flashcard media be utilized more broadly in educational settings to further support and improve students' writing skills.

Enhancing adaptability in educational research: the role of AI-Driven Tools in VUCA environments

2025-02-28T06:32:32+07:00

This study explored how Artificial Intelligence (AI) tools enhanced the adaptability of research methodologies in the field of education, particularly in environments characterized by volatility, uncertainty, complexity, and ambiguity (VUCA). With the rapid pace of change in educational settings, AI technologies such as automated data analysis, intelligent learning systems, and natural language processing (NLP) were increasingly used by educational researchers. This research focused on identifying how AI-driven tools helped educational researchers respond flexibly and effectively to challenges that arose in complex and uncertain contexts. The researchers recommended developing comprehensive training programs for educators to enhance AI literacy, establishing ethical guidelines for AI in education focusing on data privacy, algorithmic fairness, and transparency, and encouraging interdisciplinary collaboration among educators, technologists, and policymakers to create scalable, equitable, and sustainable AI-enhanced learning frameworks, ensuring that AI's potential was harnessed for the benefit of all learners.

Principal management in instilling Islamic character in Islamic Kindergarten

2025-01-30T15:18:42+07:00

This study is to describe the role of the principal management in instilling islamic character in TK islamic integration of the Muslim Madani. This type of study is a qualitative study with a case study approach, the data-gathering techniqused in this study is observation, interview, and documentation. The information gathered came from the headmaster and the class teacher and the companion teacher. The data analysis techniq used in the research are several stages of data condense. 2) display, and 3) verification.The study result that the headmaster's management of the imprinting of islamic character had been designed and that implementation of implementation to instill the character of islami so that schools could achieve their purposes, to evaluate more effectively so that schools could know what to lack and what to improve.

The role of teachers in instilling religious character in children aged 5-6 years in kindergarten

2025-01-30T15:34:47+07:00

This study aimed to understand the role of teachers as educators and guides in implanting the religious character of five-year-old children and to examine the impact of this on group B children at TK Fathunintention. The research employed data collection methods such as observation, interviews, and documentation, with the data analysis following the techniques outlined by Miles and Huberman, which involved data condensation, data display, and verification. The study found that teachers played a pivotal role in implanting religious values through the use of breeding methods, which proved effective in shaping the religious character of the children. The results showed that, through these practices, children became capable of performing wudhu independently, memorizing short verses, correctly executing prayer movements, memorizing daily prayers, and reciting greetings. These practices not only enhanced the children’s religious knowledge but also contributed to their moral development and spiritual growth. It was clear that the teachers’ methods created a nurturing environment for the development of religious character, where the children could practice and internalize religious teachings in a meaningful way. Based on these findings, it was recommended that other institutions adopt similar structured methods to foster religious character, ensuring the integration of religious values into the daily lives of young children. Further research was suggested to focus on the long-term impact of these educational approaches on the children’s moral and spiritual growth, as well as investigate the role of parental involvement in supporting religious education. Teacher training programs were recommended to enhance the educators' ability to implement religious character education effectively, with an emphasis on pedagogical strategies that encouraged the holistic development of children's religious identity, ensuring consistency in the implementation of these practices across educational settings.

The role of teachers in instilling religious character in children aged 5-6 years in kindergarten

2025-01-30T15:26:51+07:00

The research aimed to explore how the use of ice-breaking activities affected student engagement and participation in the learning process. Specifically, it focused on how ice breaking was implemented at the beginning, middle, and end of lessons and the impact it had on creating a more enthusiastic and enjoyable learning atmosphere. This qualitative, phenomenological research aimed to provide insights into the effectiveness of ice-breaking games in fostering a more interactive and motivating classroom environment. The research was conducted in class 4 of elementary school during the second semester of the 2023/2024 academic year with a total of 35 students. This was qualitative research using phenomenological methods. Data collection techniques included observation, interviews, and documentation. The data collected were tested for credibility through extended observations during the research, increasing persistence and accuracy, carrying out triangulation, conducting negative case analysis, referencing materials related to the research, and conducting member checks. The results of this research showed that there was an increase in interest in learning for grade 4 students at elementary school through the use of ice-breaking games. The focus of the grade 4 teacher was to implement ice breaking at the beginning, middle, and end of lessons in a planned manner. As a result, by using the ice-breaking game, students became more enthusiastic in participating in the learning process, and the learning atmosphere became more enjoyable.