Jurnal Ilmiah Pendidikan Profesi Guru

Model Pembelajaran Berbasis Masalah Meningkatkan Motivasi dan Hasil Belajar IPAS Siswa Sekolah Dasar

I Nyoman Sita Setiawan, Ketut Suma, I Wayan Suastra — Fri, 17 May 2024 00:00:00 +0000

Rendahnya motivasi dan hasil belajar siswa disebabkan karena penggunaan metode pembelajaran. Guru belum menggunakan metode yang bervariasi. Penelitian ini bertujuan untuk menganalisis perbedaan motivasi dan hasil belajar siswa antara yang dibelajarkan dengan Model Pembelajaran berbasis masalah dan yang dibelajarkan dengan model pembelajaran konvensional. Jenis penelitian ini adalah eksperimen semu (quasi experiment). Desain penelitian yang digunakan, yaitu posttest only control design. Populasi penelitian adalah seluruh siswa Kelas IV SD Gugus II. Populasi penelitian diuji kesetaraannya dengan menggunakan Anava satu jalur. Teknik pengambilan sampel penelitian menggunakan random sampling. Pengumpulan data dengan menggunakan koesioner dan tes pilihan ganda. Data dianalisis dengan menggunakan uji Manova. Hasil penelitian menunjukkkan bahwa terdapat perbedaan motivasi dan hasil belajar siswa antara yang dibelajarkan dengan Model Pembelajaran berbasis masalah dan yang dibelajarkan dengan model pembelajaran konvensional pada nilai sig. 0,000<0,05, terdapat perbedaan motivasi belajar siswa antara yang dibelajarkan dengan Model Pembelajaran berbasis masalah dan yang dibelajarkan dengan model pembelajaran konvensional pada nilai sig. 0,000<0,05, dan terdapat perbedaan hasil belajar siswa antara yang dibelajarkan dengan model pembelajaran berbasis masalah dan yang dibelajarkan dengan model pembelajaran konvensional pada nilai sig. 0,000<0,05. Simpulan penelitian terdapat perbedaan motivasi dan hasil belajar siswa antara yang dibelajarkan dengan Model Pembelajaran berbasis masalah dan yang dibelajarkan dengan model pembelajaran konvensiona pada mata pelajaran IPAS kelas IV SD. Implikasi penelitian ini dengan model pembelajaran berbasis masalah, kegiatan pembelajaran di kelas akan lebih efektif dan hasil belajar yang dihasilkan akan lebih baik.

Peningkatan Hasil Belajar Pendidikan Pancasila melalui Model Kooperatif Tipe STAD pada Siswa Kelas V Sekolah Dasar

Gilang Eko Setyo Suharjono, Chumi Zahroul Fitriyah — Mon, 16 Sep 2024 00:00:00 +0000

Kondisi pembelajaran yang kurang interaktif berdampak terhadap kurangnya keoptimalan hasil belajar siswa kelas V sekolah dasar. Penelitian ini bertujuan guna menganalisis model pembelajaran kooperatif tipe STAD terhadap hasil belajar Pendidikan Pancasila pada siswa kelas V sekolah dasar. Jenis penelitian ini yakni penelitian tindakan kelas. Subjek penelitian yakni siswa kelas V-C sebanyak 20 siswa. Teknik pengumpulan data secara kualitatif melalui observasi dan dokumentasi. Data secara kuantitatif melalui tes sebagai hasil belajar. Instrumen penelitian ini tes formatif secara tertulis. Hasil data dianalisis secara deskriptif kuantitatif. Hasil penelitian ini pada tahap pra-siklus didapati rata-rata sebesar 58 dengan ketuntasan klasikal 30% (sangat kurang). Siklus I melalui implementasi model kooperatif tipe STAD didapati peningkatkan rata-rata sebesar 74.4 dengan ketuntasan klasikal 75% (cukup). Siklus II terdapat pengingkatan kembali rata-rata hasil belajar sebesar 85,5 dengan ketuntasan klasikal 90% (sangat baik). Dengan demikian, implementasi model kooperatif tipe STAD mampu meningkatkan perolehan hasil belajar Pendidikan Pancasila pada siswa kelas V-C SDN Kepatihan 05. Implikasi penelitian ini diharapkan guru dalam merancang kegiatan belajar yang menekankan keaktifan belajar dengan menggunakan model kooperati tipe STAD guna mengoptimalkan hasil belajar siswa.

Personal Context-based Digital Module Based on Teachers’ Promote Action on Arithmetic Series and Sequence Material to Improve Students’ Learning Outcomes

Linda Fajariyah, Jauhara Dian Nurul Iffah, Syarifatul Maf’ulah — Mon, 16 Sep 2024 00:00:00 +0000

Students are not used to solving arithmetic series problems in the form of story problems. They are not used to problem-solving indicators because they often work on convergent problems, resulting in difficulties when given problems on new concepts. This study aims to develop a personal context-based digital module based on teacher promotion action on the arithmetic sequence and series material to improve student learning outcomes. This type of research is development. This study uses the ADDIE development model. Respondents are mathematics teachers and grade X high school students. Data collection methods use observation, interviews, and tests. The research instruments include personal context-based digital module validation sheets, teacher and student activity observation sheets, teacher and student response questionnaires, pre-test and post-tests, and interview guidelines. Data analysis techniques use descriptive analysis and inferential statistics. The study results show that the personal context-based digital module meets the valid, practical and effective aspects. Validity is obtained from the results of the digital module's validation of the valid criteria. Practicality is obtained from the analysis of the teacher response questionnaire in the very good category, the student response questionnaire in the very good category and the student observation sheet in the good category. The effectiveness test results showed an influence between before and after being given a personal context-based digital module on student learning outcomes. It is concluded that personal context-based digital modules can improve student learning outcomes.

E-Module Based Training Management with an Experiential Learning Approach to Enhance Project Based Learning (PjBL) Implementation by Teachers

Philip Putra Perdana, Wahyudi — Mon, 16 Sep 2024 00:00:00 +0000

This research is motivated by several problems that hinder the optimization of project-based learning. These include misconceptions about PjBL, inadequate teacher training that does not have a solid connection to experiential learning, which is the core principle of PjBL, and the need for experiential learning-based training e-modules for teachers. Therefore, this study aims to develop an e-module-based training management system using an experiential learning approach to improve teachers' ability to implement the PjBL model. This study utilized the Borg & Gall research and development methodology and the ADDIE model. The study used a mixed-methods approach, combining qualitative and quantitative methods. The subjects involved in this study were various subjects taught to teachers in senior high and junior high schools. Data collection methods included observation, interviews, and questionnaires. Qualitative data were analyzed using the Miles and Huberman method, while quantitative data were analyzed using descriptive statistics with scores and percentages. The research produced an e-module-based PjBL model training management product with an experiential learning approach that was presented as a website. This product obtained a validation score of 94% from IT experts and 88% from training management experts, and it received a limited trial score of 95%, which is an outstanding category. Based on these results, it is stated that the e-module product is valid and feasible to use in the learning process. Training on the PjBL model with an experiential learning approach can give teachers different experiences and a deeper understanding.

Model Pembelajaran Project Based Learning terhadap Pemahaman Konsep IPA dan Sikap Ilmiah Siswa Kelas IV SD

Ni Nyoman Ayu Sugiartini, I Made Gunamantha, I Made Ardana — Mon, 16 Sep 2024 00:00:00 +0000

Penyampaian materi pembelajaran, guru masih menggunakan metode ceramah dan tidak diimbangi dengan model yang inovatif serta media yang mendukung, guru hanya menggunakan papan tulis, sehinga tidak ada kontribusi siswa dalam proses pembelajaran atau dapat dikatakan proses pembelajaran masih bersifat teacher centered. Siswa masih kesulitan dalam menuangkan pikiran atau gagasan suatu masalah yang diberikan oleh guru, karena dalam pembelajaran IPA tidak hanya materi yang dijelaskan namun siswa dituntut untuk mampu melakukan. Tujuan penelitian ini untuk menganalisis perbedaan pemahaman konsep IPA dan sikap ilmiah siswa antara kelompok siswa yang dibelajarkan dengan model pembelajaran PjBL dan kelompok siswa yang dibelajarkan dengan model pembelajaran konvensional pada siswa kelas IV SD. Penelitian ini merupakan penelitian eksperimen yaitu eksperimen semu (quasi experiment) yang menggunakan subjek kelas IV SD sejumlah 173 siswa. Metode yang digunakan untuk mengumpulkan data penelitian ini adalah tes dan kuesioner dengan menggunakan instrumen berupa lembar kuesioner dan tes. Metode analisis yang digunakan untuk menguji hipotesis adalah menggunakan MANOVA. Hasil analisis menunjukkan bahwa, terdapat perbedaan yang signifikan dalam sikap ilmiah antara kelompok siswa yang dibelajarkan menggunakan model pembelajaran Project-Based Learning (PjBL) dan kelompok siswa yang dibelajarkan dengan model pembelajaran konvensional. Berdasarkan hasil analisis maka dapat disimpulkan bahwa model pembelajaran PjBL berpengaruh terhadap pemahaman konsep IPA dan sikap ilmiah siswa. Implikasi dalam penelitian ini yaitu model pembelajaran PjBL lebih efektif untuk mengembangkan pemahaman konsep IPA dan sikap ilmiah siswa dibandingkan model pembelajaran konvensional.

Implementation of Bruner's Theory to Improve the Concept Understanding of Numbers

Sigit Wibowo, Fery Muhamad Firdaus — Mon, 16 Sep 2024 00:00:00 +0000

The low understanding of mathematical concepts at the elementary school level is a serious problem so that mathematics learning can run effectively. This study aims to measure the increase in elementary school students' conceptual understanding after applying Bruner's theory in learning mathematics. This type of research is Class Action Research. The research design used was developed by Kemmis and McTaggart where each activity cycle consists of four components, namely planning, implementation of action/treatment, observation, and reflection. The research results show that the application of Bruner's learning theory can improve the mathematics concept understanding ability. Improvement of the concept understanding ability occurs in each cycle. At the beginning of the observation, the average number of concept understanding abilities of students was 22.67%, then increased in cycle I by 44%, cycle II by 69.33%, and achieving expectations in cycle III by 88%. The successful application of Bruner's learning theory is also evidenced by the increased mastery of student learning outcomes. At the beginning of the cycle, only 28% of students passed, then increased in cycle I by 48% of students, cycle II by 72% of students, and achieving expectations in cycle III by 92%. Thus, the implementation of Bruner's theory can improve understanding of the concept of numbers in learning mathematics.

Model Pembelajaran STEAM terhadap Kemampuan Kecerdasan Visual Spasial di Taman Kanak-Kanak

Melya Nurul Oktavianty, Putu Aditya Antara, Dewa Ayu Puteri Handayani — Mon, 16 Sep 2024 00:00:00 +0000

Penelitian ini dilatarbelakangi oleh kurangnya kemampuan kecerdasan visual spasial, kecerdasan visual spasial yang dimaksud yaitu kemampuan anak dalam mengenal ruang, bentuk, jarak dalam bentuk visual. Salah satu pendekatan yang semakin mendapat perhatian adalah STEAM (Science, Technology, Engineering, Arts, and Mathematics), yang mengintegrasikan seni ke dalam pendekatan STEM tradisional. Model pembelajaran STEAM diyakini mampu memberikan pengalaman belajar yang lebih menyeluruh, kreatif, dan interaktif bagi anak-anak, sehingga dapat meningkatkan kemampuan visual spasial mereka secara signifikan. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran STEAM terhadap kemampuan kecerdasan visual spasial anak di taman kanak-kanak. Jenis penelitian ini merupakan penelitian eksperimen semu dengan rancangan penelitian pretest-posttest control group design. Populasi pada penelitian ini yaitu seluruh siswa kelompok B sebanyak 332 anak. Sampel penelitian ini yaitu siswa dari kelompok B1 dengan jumlah siswa 23 orang digunakan sebagai kelompok eksperimen dan kelompok B1 dengan jumlah siswa 23 orang digunakan sebagai kelompok kontrol. Metode dan instrumen pengumpulan data hasil kecerdasan visual spasial anak dikumpulkan dengan menggunakan instrumen berupa lembar observasi. Selanjutnya di analisis dengan menggunakan teknik analisis statistik deskriptif dan inferensial (Uji-t). Berdasarkan perhitungan Uji-t menunjukkan bahwa nilai signifikansi kecerdasan visual spasial terdapat pengaruh yang signifikan model pembelajaran STEAM terhadap kemampuan kecerdasan visual spasial anak di taman kanak-kanak. Implikasi penelitian ini yakni dapat membantu guru dalam menerapkan pembelajarn STEAM untuk anak-anak.

Model Pembelajaran Teams Games Tournament (TGT) Berbantuan Soal Teka-Teki Silang terhadap Hasil Belajar IPAS Siswa Kelas V SD

Ni Nyoman Triana Putri, Putu Nanci Riastini, Kadek Yudiana — Mon, 16 Sep 2024 00:00:00 +0000

Penggunaan model pembelajaran pada muatan pelajaran IPAS yang terjadi masih kurang variatif dan masih berpusat pada guru. Hal tersebut menyebabkan proses pembelajaran menjadi kurang bermakna dan siswa cendurung pasif sehingga berdampak pada hasil belajar siswa yang rendah. Maka penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran TGT berbantuan soal Teka-Teki Silang (TTS) terhadap hasil belajar IPAS siswa kelas V SD. Metode yang digunakan dalam penelitian ini adalah kuantitatif dengan pendekatan Quasi Experimental Design dan desain Non-Equivalent Post-test Only Control Group Design. Populasi dalam penelitian ini merupakan seluruh siswa kelas V. Teknik pengambilan sampel pada penelitian ini adalah group random sampling. Metode pengumpulan data yang digunakan adalah metode tes dengan menggunakan isntrumen tes soal pilihan ganda yang berjumlah 20 butir. Data hasil penelitian dianalisis dengan menggunakan analisis statistik deskriptif dan uji hipotesis. Sebelum uji hipotesis dilakukan, terlebih dahulu dilakukan uji prasyarat normalitas sebaran data dan uji homogenitas varians. Berdasarkan analisis data yang dilakukan dengan menggunakan uji-t, disimpulkan bahwa terdapat pengaruh yang signifikan model pembelajaran TGT berbantuan soal TTS terhadap hasil belajar IPAS siswa kelas V SD. Implikasi penelitian ini yakni diharapkan mampu menjadi referensi bagi guru dalam menerapkan model pembelajaran yang kreatif dalam proses pembelajaran.

Model Pembelajaran Berdeferensiasi dengan Refleksi 4P Berbasis Guide Note Taking bagi Peserta Didik Berkesulitan Belajar Matematika di Sekolah Dasar

Fajriyatul Hidayah, Yessy Yanita Sary, Arum Fatayan, Ana Suhainah Soeparno — Mon, 15 Jul 2024 00:00:00 +0000

Penelitian ini didasarkan pada masalah rendahnya hasil belajar peserta didik yang mengalami kesulitan belajar Matematika di kelas IV SD. Tujuan utama penelitian ini adalah untuk mengembangkan dan mengevaluasi efektivitas model pembelajaran berdiferensiasi dengan refleksi 4P berbasis guide note taking dalam meningkatkan hasil belajar Matematika peserta didik yang mengalami kesulitan belajar. Penelitian ini menggunakan jenis penelitian pengembangan (Research and Development) dengan mengacu pada model Borg & Gall yang disederhanakan menjadi enam tahap. Subjek penelitian ini adalah peserta didik kelas IV yang teridentifikasi mengalami kesulitan belajar Matematika, berjumlah 25 orang. Metode pengumpulan data menggunakan lembar observasi, angket, dan tes hasil belajar yang telah divalidasi oleh para ahli. Analisis data dilakukan menggunakan Uji Wilcoxon Signed Rank Test untuk mengukur peningkatan hasil belajar, dan Uji Korelasi Rank Spearman untuk menentukan hubungan antara apresiasi peserta didik terhadap model pembelajaran dengan hasil belajar mereka. Hasil penelitian menunjukkan bahwa model pembelajaran berdiferensiasi dengan refleksi 4P berbasis guide note taking secara signifikan meningkatkan hasil belajar Matematika peserta didik yang mengalami kesulitan belajar. Simpulan yang dapat diambil adalah bahwa model ini efektif dalam meningkatkan hasil belajar dan dapat menjadi solusi bagi pembelajaran Matematika yang lebih inklusif. Implikasi penelitian ini adalah perlunya implementasi model pembelajaran berdiferensiasi dengan refleksi 4P dalam konteks pendidikan inklusif, serta perlunya pengembangan lebih lanjut untuk menyesuaikan model ini dengan berbagai mata pelajaran dan konteks pendidikan lainnya.

Active Viewing: A Strategy to Boost Listening and Speaking Skill in English Learners

Rizki Dian Retno, Edi Trisno — Mon, 16 Sep 2024 00:00:00 +0000

Listening and speaking are two essential skills students must master in the classroom. However, many students still need help improving their listening and speaking skills in English. Therefore, this study aims to explore the effectiveness of active viewing. This research is experimental. This research used a pre-test-post-test design for experimental and control groups. Determination of the sample using a purposive sampling technique. The research sample was 22 class XII BDP 2 students as the experimental group and 19 class XII BDP 1 students as the control. The methods used to collect data are observation and tests. The instruments used to collect data were test questions and observation lists. The technique used to analyze data is inferential statistics. The research results show that the average score from the post-test in the experimental class is 66.36, and the average score from the post-test in the control class is 47.89 in terms of listening skills. In addition, the average score from the post-test in the experimental class was 74.55, and the average score in the control class was 57.89 in terms of speaking skills. The results showed that the average post-test score in the experimental class was higher than the average post-test score in the control class. Based on these results, it is concluded that active viewing techniques are more effective than conventional techniques, especially for improving students' listening and speaking skill.

Implementasi Pendidikan Karakter Terintegrasi di Sekolah Dasar Karakter

Widy Rossani Rahayu, Arum Fatayan, Yessy Yanita Sari — Mon, 16 Sep 2024 00:00:00 +0000

Rendahnya karakter siswa berdampak pada output siswa sekolah dasar yang tidak baik. Implementasi pendidikan karakter dilakukan secara terpadu dalam setiap kegiatan harian di sekolah akan membentuk karakter pada siswa. Berdasarkan hal tersebut, tujuan penelitian ini yaitu menganalisis implementasi pendidikan karakter terintegrasi di sekolah dasar karakter. Penelitian ini menggunakan pendekatan kualitatif untuk memahami fokus penelitian secara menyeluruh. Jenis penelitian yang digunakan adalah studi kasus. Metode pengumpulan data penelitian penelitian ini yakni dokumentasi dan observasi langsung. Instrumen pengumpulan data menggunakan lembar kuesioner. Teknik analisis data menggunakan analisis deskriptif kualitatif. Hasil penelitian yaitu Pendidikan karakter yang dilaksanakan di sekolah dasar telah dilaksanakan sejak berdirinya sekolah. Visi dan misi sekolah menegaskan pentingnya pendidikan karakter dalam pembelajaran. Strategi yang digunakan untuk pendidikan karakter melibatkan seluruh elemen baik internal maupun eksternal sekolah. Hal ini termasuk pimpinan sekolah, guru, petugas keamanan, staf yayasan, dan orang tua siswa. Keterlibatan seluruh elemen ini penting untuk menciptakan iklim sekolah yang kondusif. Unsur internal dan eksternal sekolah memiliki pemahaman yang sama akan pentingnya pendidikan karakter. Guru juga turut mengingatkan siswa untuk menerapkan Pilar Karakter dalam kehidupan sehari-hari. Peran orang tua juga dirancang sedemikian rupa agar dapat mendukung pendidikan karakter secara maksimal.

Item Quality Analysis of Concept Understanding and Problem Solving in Environmental Change Materials Using ANATES

Intan Hermaya, Helendra, Vauzia, Fitri Arsih — Fri, 04 Oct 2024 00:00:00 +0000

Teachers need help to measure students' understanding and problem-solving abilities, so these abilities are not measured well. This research analyses the quality of understanding concepts and problem-solving from environmental change material using the ANATES tool. Quantitative descriptive methods were used in this research. The research tool consists of objective questions and essays tested on class XI high school students after being verified by experts. The data collection method uses a questionnaire. The data collection instrument uses a questionnaire sheet. Data analysis techniques use quantitative analysis. The findings of the analysis show that although several things need to be modified, most of the items have good validity. The reliability of the instrument is in the high and very high categories. Question difficulty index, which varies from easy to complex. The majority of questions fall into the outstanding category for differentiating power. Based on the results of this research, the questions are generally of high quality. They can assess students' conceptual knowledge and problem-solving abilities related to environmental change material.

21st Century Competencies (4C) on Improving Students' Social Skills

Lusiana Rahmatiani, Cecep Darmawan, Kokom Komalasari, Rahmat — Mon, 16 Sep 2024 00:00:00 +0000

The main challenge of education is to require students to have social skills. However, there are still many students who need more social skills. Students who lack social skills will feel challenged or have more difficulty adapting to the school environment. Based on this, this study aims to analyze 21st-century competencies (4C) to improve students' social skills. The method used in this study is a survey research method with a quantitative approach. This study uses a quasi-experiment with a one-group pretest posttest design. The population of this study was 423 class students. The sample of this study was 166 students. The methods of collecting data used were questionnaires, observations, and interviews. The instrument used in collecting data was a questionnaire sheet. The technique used to analyze the data was inferential statistics. The study results positively influenced 21st-century competencies (4C) and students' social skills. The regression coefficient shows that 21st-century competencies (4C) positively affect students' social skills. It is concluded that 21st-century competencies (4C) can improve students' social skills. Students' social skills are becoming increasingly important in the digital era. Therefore, improving students' social skills with 21st-century competencies (4C) in the learning process is necessary.

Revolutionizing Science Education Evaluation Using a Vision Language Model of Effective Assessment and Supervision

Irfan Ananda Ismail, Mawardi , Qadriati; Munadia Insani; Khairil Arif — Mon, 16 Sep 2024 00:00:00 +0000

Implementing the Independent Curriculum in Indonesia presents challenges in educational assessment, especially in efficiently evaluating students' essay responses. This study aims to develop and test an educational evaluation model based on artificial intelligence (AI) technology, especially the vision language model, which can automate and improve the process of assessing student learning outcomes in science. This study explores the potential of Vision Language Models (VLMs) as an innovative solution. This study uses a mixed sequential explanatory method. The subjects in this study were junior high school students. The data collection method used interviews. Data collection instruments with questionnaires. Data analysis techniques used were qualitative, quantitative, descriptive analysis, and inferential statistics. The study results are that integrating VLMs increases the efficiency and objectivity of assessment. This study concludes that VLMs can reduce teacher workload, improve feedback, and show synergy between technology and curriculum reform in the Independent Curriculum era. The implications of this study are very significant for the development of science and technology education; the use of vision language models (Vision-Language Models) in evaluating science education can increase the accuracy and objectivity in assessing student learning outcomes.

Learning Pancasila Through Garuda AR Media

Candra Cuga, Ni Nyoman Nofi Dwi Astuti, Yuli Adhani — Mon, 16 Sep 2024 00:00:00 +0000

The lack of digital media has an impact on low student learning outcomes. This study aims to develop augmented reality-based civics learning media on the Garuda Pancasila material for grade IV in elementary schools. This study uses a mixed method, namely a quantitative and qualitative approach with quasi-experimental and descriptive techniques. The study subjects were media experts, material experts, and user experts. The subjects of the trial were grade IV elementary school students. The data collection techniques used in this study were observation, questionnaires, and documentation. The data collection instrument used a questionnaire sheet. The data analysis technique used qualitative and quantitative descriptive analysis. The study results, namely the validation results obtained from material, media, and user experts (users) with consecutive percentages included in the very feasible category. The trial results were limited to students, and a questionnaire was provided that obtained a percentage of the very good category. Thus, it can be concluded that the developed learning media is feasible for elementary school civics learning. The developed learning media can stimulate students' mindsets in thinking critically and independently and increase students' motivation and interest in learning. This research implies that its results can significantly contribute to developing technology-based interactive learning methods, significantly augmented reality (AR), which can enrich the Pancasila teaching process in schools.

Problem Based Learning Bermuatan Kearifan Lokal terhadap Kemampuan Berpikir Kritis dan Kreatif Siswa SMP

I Kadek Muliarsa, A. A. I. A. Rai Sudiatmika, Ni Made Pujani — Mon, 16 Sep 2024 00:00:00 +0000

Kemampuan berpikir kritis siswa kelas pada mata pelajaran IPA memiliki persentase yang masih rendah. Tujuan penelitian ini adalah untuk menganalisis pengaruh model problem based learning bermuatan kearifan lokal terhadap kemampuan berpikir kritis dan kreatif siswa. Penelitian ini merupakan kuasi eksperimental dengan megambil desain nonequivalent pretest-posttest control group design. Penelitian ini melibatkan satu kelompok eksperimen dan satu kelompok kontrol. Data dikumpulkan dengan menggunakan metode tes. Data yang dikumpulkan diuji dengan menggunakan statistik inferensial Mancova. Namun sebelum dilakukan pengujian hipotesis dilakukan uji asumsi yang meliputi uji normalitas, uji homogenitas, uji linearitas, uji multikolinearitas, dan uji homogenitas matriks varians-kovarian. Setelah semua uji asumsi terpenuhi dilakukan pengujian hipotesis dengan menggunakan Mancova. Hasil penelitian menunjukkan bahwa terdapat perbedaan kemampuan berpikir kritis dan kemampuan berpikir kreatif antara kelompok model problem based learning bermuatan kearifan lokal dengan kelompok model problem based learning. Kemampuan berpikir kritis dan kemampuan berpikir kreatif kelompok model problem based learning bermuatan kearifan lokal berada dalam kategori sangat baik, sedangkan untuk kelompok model problem based learning berada pada kategori cukup baik. Simpulan penelitian menunjukkan terdapat perbedaan kemampuan berpikir kreatif siswa yang menggunakan model problem-based learning bermuatan kearifan lokal.

Model Pembelajaran PjBL terhadap Kemampuan Berpikir Kiritis Siswa Kelas V Sekolah Dasar

Muhamad Afandi, Nuraini Khoirul Fatma, Sari Yustiana — Mon, 16 Sep 2024 00:00:00 +0000

Penelitian ini dilatarbelakangi oleh rendahnya Kemampuan berpikir kritis siswa yang rendah menjadi perhatian utama dalam penelitian ini. Salah satu faktor yang berkontribusi adalah penggunaan model pembelajaran yang monoton, sehingga materi pelajaran tidak tersampaikan secara efektif. Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran Project Based Learning (PjBL) terhadap kemampuan berpikir kritis siswa dalam mata pelajaran Pendidikan Pancasila di kelas V Sekolah Dasar. Desain penelitian yang digunakan adalah Pre-Eksperimental dengan pendekatan One Group Pre-test-Post-test, melibatkan 26 siswa sebagai subjek penelitian. Pengumpulan data dilakukan melalui tes dan nontes, termasuk lembar observasi dan soal. Data dianalisis menggunakan uji normalitas, uji paired sample t-test, dan uji N-gain. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam kemampuan berpikir kritis siswa setelah penerapan model PjBL, yang dibuktikan dengan hasil uji t yang signifikan pada taraf 5%. Implikasi dari penelitian ini menunjukkan bahwa penerapan PjBL di sekolah dasar dapat menjadi strategi yang efektif dalam meningkatkan kemampuan berpikir kritis siswa, yang merupakan keterampilan esensial dalam menghadapi tantangan akademik dan kehidupan di masa depan.

Implementation of National Assessment

Desi Rahmawati, Supadi, Rugaiyah, Muhammad Fadholi — Mon, 16 Sep 2024 00:00:00 +0000

The quality of education, based on the results of the PISA study, shows a lag compared to other countries. Efforts to improve this quality through the National Assessment (AN) program still need to overcome various obstacles, especially in implementation and follow-up. This study aims to evaluate strategies to optimize AN implementation, identify solutions to the challenges faced, explore school programs that support students facing AN, and analyze school follow-up on AN results. This study used a qualitative approach with an evaluative descriptive design. The research subjects comprised teachers, principals, and vice principals, as well as 15 students from various levels taken as samples to represent the school population. Data were collected through observation, interviews, and documentation using instruments like interview guidelines and observation sheets. Data analysis was conducted using data reduction, data presentation, and conclusion-drawing techniques, with triangulation of methods and sources as data validation. The results showed that AN optimization strategies include strategic planning, improving teacher competence, and utilizing digital technology. Solutions for implementation constraints include improving infrastructure and intensive training for teachers. School programs that support students include intensive guidance and assessment simulations. In conclusion, AN can be optimized by strengthening planning, training, and technical support. The implication of this research is the need for sustainable policies to improve the readiness of schools and teachers to face AN.

Evaluation Implementation of the Independent Curriculum for Physical Education Learning and Sport Health

Irfan, Ramli, Ishak Bachtiar, Cayati — Mon, 16 Sep 2024 00:00:00 +0000

This research is motivated by the problem of the quality of PJOK learning processes and outcomes that have yet to reach the expected standards. This problem can potentially hamper the effectiveness of curriculum implementation in improving student competencies. This research aims to analyze objective information and find improvements in the quality of the process and output in PJOK learning. This type of research is evaluative with descriptive research design. The subjects of this research trial involved 85 students from grades 7 and 8 who participated in PJOK learning. Data was collected through interviews, observations, questionnaires, and document studies with instruments tested for validity and reliability. The data analysis method used is quantitative and qualitative descriptive analysis. The results showed that the quality of the PJOK learning process was in a suitable category, while the quality of the learning output was classified as very good. The conclusion of this study shows that although the quality of PJOK learning is adequate, some aspects still require improvement to ensure more optimal effectiveness in achieving student competence. This research implies the need to strengthen teacher competence in designing and implementing curriculum-based learning to improve the overall quality of learning.

Gardening Learning Methods Increase Responsibility in Early Childhood

Made Gautama Jayadiningrat, Ni Wayan Dapet, I Wayan Suyanta — Mon, 16 Sep 2024 00:00:00 +0000

Children's lack of responsibility can be seen in small things. Therefore, it is essential to stimulate the character of responsibility in early childhood as early as possible so that children have a good attitude of responsibility. This study aims to analyze the method of learning gardening and the attitude of responsibility of children in kindergarten. This study uses a quasi-experimental method with a nonequivalent control group design. The population of this study was 43 early childhood children. The technique used in collecting samples was purposive sampling, so the sample of this study was 43 early childhood children. The data collection method used observation and documentation. The data collection instrument in this study used observation guidelines. The data analysis technique used inferential statistical analysis with the SPSS 25 program. The results of this study showed a significant difference between the control class and the experimental class. The results of the data analysis showed that there was an influence between the method of learning gardening and the attitude of responsibility of children. It was concluded that the method of learning gardening can improve the attitude of responsibility in students. This study implies that teachers can foster children's attitude of responsibility through the application of the method of learning gardening.