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Pendekatan Inovatif Guru Muda dalam Mengatasi Kendala Implementasi Kurikulum Deep Learning di Sekolah Dasar
No full textPenelitian ini mendeskripsikan implementasi pendekatan deep learning dalam pembelajaran di SDN Panggilingan 02 Jakarta dengan menggunakan metode kualitatif deskriptif melalui wawancara mendalam, studi dokumen, dan observasi kelas. Penelitian ini mengkaji strategi guru muda dalam merancang pembelajaran yang bermakna meskipun menghadapi keterbatasan fasilitas, rasio guru-siswa yang tinggi, dan variasi kemampuan serta gaya belajar siswa. Guru menggunakan asesmen diagnostik, pendekatan saintifik, teknik Think-Pair-Share, model kooperatif Jigsaw, umpan balik reflektif, dan media sederhana berbahan daur ulang yang kontekstual dengan kehidupan sehari-hari siswa. Hasil penelitian menunjukkan peningkatan kemampuan berpikir kritis, kolaborasi, kemandirian belajar, serta keberanian siswa dalam menyampaikan ide dan bertanya. Temuan ini menegaskan pentingnya kreativitas pedagogis guru, dukungan manajerial sekolah, dan budaya belajar positif dalam penerapan deep learning di sekolah dasar perkotaan. Penelitian ini merekomendasikan penguatan program pengembangan profesional guru dan penyediaan sarana pembelajaran yang lebih adaptif terhadap kebutuhan abad ke-21
The Talking Stick\u27s Impact: A Study on Improving Second- Graders\u27 English Speaking Skills
No full textThis study investigated the effectiveness of the Talking Stick method in improving the speaking skills of students at SMP N 2 Padang, addressing common issues like low proficiency, anxiety, and poor communication. Using a quantitative pre-experimental design, a single group of 32 students from class VIII.1 received a pre-test and a post-test. The results showed a significant improvement, with the average score increasing from 48.59 on the pre-test to 75 on the post-test. Statistical analysis confirmed this finding, as the calculated t-test value of 23.893 was significantly greater than the t-table value of 2.042, leading to the rejection of the null hypothesis (H0) and the acceptance of the alternative hypothesis (Ha). The significance of these findings lies in their ability to provide empirical evidence that the Talking Stick method is a highly effective, data-backed tool for enhancing student speaking skills. This research offers a practical, actionable solution for teachers facing similar challenges in their classrooms and contributes to the existing body of literature by validating the method\u27s effectiveness in a specific, localized context
Implementasi Program Bimbingan Belajar Inklusif sebagai Upaya Meningkatkan Literasi Siswa SD, SLB, dan Masyarakat Buta Aksara di Kabupaten Garut
No full textEducation shapes human capital, yet learning support in rural areas remains limited. Padasuka Village, Pasirwangi, Garut, still has elementary pupils with academic difficulties and adults who are illiterate. This Community Service Program (KKN) aimed to boost students’ motivation and comprehension while providing basic literacy for residents. Methods included needs assessment, material development, instructional delivery, and evaluation at SDN 1 Padasuka, SLB ABCD Mahmud Mahmudah, several neighborhood units (RW), and the KKN post. Participants comprised approximately 150 elementary students, 50 students with special needs, and 8 adult learners. Results indicate higher learning motivation and improved mastery of reading, writing, and arithmetic; adult participants progressed from letter recognition and spelling to writing simple words. The program also strengthened collaboration among university students, schools, and the community. In conclusion, KKN-based tutoring effectively enhances educational quality in Padasuka and should be sustained
Deteksi Kesalahan Pemahaman Membaca Berbasis Deep Learning untuk Pengembangan Strategi Pembelajaran Adaptif
No full textReading comprehension is a critical skill for academic success; however, students with reading difficulties often face significant challenges in mastering this skill. This study aims to develop a deep learning-based error detection model for reading comprehension, integrated with Barrett’s Taxonomy as the analytical framework. The model is designed to automatically identify students’ error patterns through the analysis of reading comprehension test responses, thereby providing specific and timely feedback. The research method involves collecting reading test data from elementary school students, annotating errors based on Barrett’s Taxonomy categories, training the deep learning model for error classification, and testing the model’s validity and reliability. Preliminary results indicate that the model can accurately recognize different types of errors, which are then used as the basis for designing adaptive learning strategies tailored to each student’s error profile. These findings are expected to contribute to the development of literacy learning innovations that are responsive to individual needs while enriching artificial intelligence–based educational practices at the elementary school level
Model Concept Sentence: Upaya Mengasah Keterampilan Menulis Eksposisi pada Siswa dengan Tingkat Minat yang Beragam
No full textPenelitian ini dilatarbelakangi oleh rendahnya keterampilan menulis teks eksposisi siswa SMP, ditandai dengan hanya 35% siswa yang mencapai KKM. Rendahnya minat menulis serta penggunaan metode ceramah yang masih dominan menjadi faktor utama permasalahan. Penelitian ini bertujuan untuk mengetahui pengaruh model Concept Sentence dan minat menulis terhadap keterampilan menulis teks eksposisi siswa kelas VIII SMP Muhammadiyah Puraseda Bogor. Metode penelitian yang digunakan adalah eksperimen dengan desain faktorial 2×2. Sampel penelitian terdiri atas 60 siswa yang dipilih secara acak dari dua kelas. Data dikumpulkan melalui angket minat menulis dan tes menulis teks eksposisi, kemudian dianalisis menggunakan ANOVA dua arah. Hasil penelitian menunjukkan bahwa (1) terdapat pengaruh signifikan penggunaan model Concept Sentence terhadap keterampilan menulis teks eksposisi dibandingkan metode ceramah; (2) minat menulis berpengaruh signifikan terhadap keterampilan menulis eksposisi; dan (3) terdapat interaksi signifikan antara model pembelajaran dan minat menulis. Rata-rata skor tertinggi diperoleh pada kelompok siswa dengan minat menulis tinggi yang diajar menggunakan model Concept Sentence. Temuan ini mengimplikasikan bahwa model Concept Sentence efektif digunakan untuk meningkatkan keterampilan menulis, terutama bagi siswa dengan minat tinggi, sekaligus menjadi alternatif strategi pembelajaran bahasa Indonesia yang berpusat pada siswa
Evaluating the Professional Competence of Indonesian Mathematics Teacher Candidates to Face 21st Century Education Challenges
No full textAbstrak
Penelitian ini bertujuan untuk mengungkap sejauh mana kompetensi profesional calon guru matematika di Perguruan Tinggi Keagamaan Islam Negeri (PTKIN) di Indonesia dalam menghadapi tantangan pendidikan abad ke-21. Empat aspek kompetensi profesional yang dikaji meliputi: penguasaan kompetensi dasar pembelajaran, kreatifitas dalam mengembangkan pembelajaran, pengembangan keprofesian serta pemanfaatan teknologi informasi dan komunikasi (TIK) dalam mendukung pembelajaran. Data dikumpulkan melalui kuisioner kompetensi profesional, tes kemampuan matematika dan kemampuan berpikir matematis, serta wawancara dengan calon guru matematika dari lima PTKIN. Sampel penelitian terdiri dari 448 mahasiswa yang dipilih dengan teknik proportional random sampling. Hasil penelitian menunjukkan bahwa secara umum calon guru matematika PTKIN memiliki kompetensi profesional yang tinggi, yang menunjukkan kesiapan mereka dalam menghadapi tantangan abad ke-21. Namun demikian, masih diperlukan peningkatan kemampuan dalam menyelesaikan soal-soal Higher Order Thinking Skills (HOTs), yang mendorong kemampuan berpikir kritis dan kreatif siswa dalam pembelajaran matematika. Implikasi praktis dari penelitian ini menyarankan agar dosen dan institusi PTKIN melakukan evaluasi diagnostik awal guna mengidentifikasi kebutuhan dan hambatan spesifik dalam pengembangan profesional calon guru, khususnya dalam aspek analisis, evaluasi, dan sintesis berpikir.
Abstract
This study aims to reveal the extent of professional competence of prospective mathematics teachers at State Islamic Religious Universities (PTKIN) in Indonesia in facing the challenges of 21st century education. The four aspects of professional competence studied include: mastery of basic learning competencies, creativity in developing learning, professional development and utilization of information and communication technology (ICT) in supporting learning. Data were collected through professional competence questionnaires, tests of mathematical ability and mathematical thinking ability, and interviews with prospective mathematics teachers from five PTKIN. The research sample consisted of 448 students selected using proportional random sampling technique. The results showed that in general, PTKIN mathematics teacher candidates have high professional competence, which indicates their readiness to face the challenges of the 21st century. However, it is still necessary to improve the ability to solve Higher Order Thinking Skills (HOTs) questions that encourage students\u27 critical and creative thinking skills in learning mathematics. The practical implications of this study suggest that PTKIN lecturers and institutions conduct an initial diagnostic evaluation to identify specific needs and obstacles in developing prospective teachers\u27 professionalism, especially in the aspects of thinking analysis, evaluation, and synthesis
Analysis Enhancing Math Problem Solving Skills in Slow Learners: The Impact of Differentiated Learning and Educational Games: Analysis of Math Problem Solving Skills in Slow Learner Students in Elementary School
No full textPenelitian ini bertujuan untuk mengidentifikasi faktor-faktor yang memengaruhi kemampuan pemecahan masalah matematika siswa lamban belajar di tingkat sekolah dasar. Secara khusus, penelitian ini mengeksplorasi dampak metode pembelajaran diferensiasi dan media permainan edukatif serta alat bantu pembelajaran konkret terhadap peningkatan pemahaman dan keterampilan siswa lamban belajar dalam memecahkan masalah matematika. Penelitian ini dilakukan dengan menggunakan desain pretest-posttest dengan empat siswa dalam lingkungan yang terkontrol. Hasil penelitian menunjukkan peningkatan yang signifikan dalam kemampuan pemecahan masalah matematika siswa setelah penerapan pendekatan konten terdiferensiasi dan media edukatif. Hasil pretest dan posttest menunjukkan peningkatan rata-rata sebesar 22,5 poin pada seluruh siswa, yang menyoroti dampak positif dari intervensi tersebut. Selain itu, penggunaan balok Dienes sebagai alat bantu pengajaran konkret secara signifikan membantu siswa lamban belajar menghubungkan konsep matematika abstrak dengan objek konkret, sehingga meningkatkan keterampilan berhitung mereka. Lebih lanjut, penerapan permainan edukatif labirin matematika terbukti efektif dalam meningkatkan motivasi dan keterlibatan siswa, dengan tingkat kepuasan siswa sebesar 79,9%. Secara praktis, temuan ini dapat menjadi rujukan bagi guru sekolah dasar dalam merancang pembelajaran matematika yang lebih diferensiatif, konkret, dan interaktif untuk mendukung kebutuhan belajar siswa lamban belajar.
This study aims to identify the factors influencing the mathematical problem-solving abilities of slow learner students at the primary school level. Specifically, the study explores the impact of differentiated instructional methods, educational game-based media, and concrete learning aids on improving the understanding and skills of slow learners in solving mathematical problems. The research employed a pretest–posttest design involving four students in a controlled setting. The findings indicate a significant improvement in students’ mathematical problem-solving abilities following the implementation of differentiated content approaches and educational media. The pretest and posttest results show an average increase of 22.5 points across all students, highlighting the positive impact of the intervention. Furthermore, the use of Dienes blocks as concrete instructional aids significantly helped slow learners to connect abstract mathematical concepts with tangible objects, thereby enhancing their numeracy skills. In addition, the implementation of an educational mathematics maze game proved effective in increasing students’ motivation and engagement, with a student satisfaction rate of 79.9%. Practically, these findings may serve as a reference for primary school teachers in designing more differentiated, concrete, and interactive mathematics instruction to better support the learning needs of slow learner students
Mapping the Mathematical Resilience of Prospective Elementary Teachers: A Large-Scale Survey Analysis
Get PDFKetahanan matematis merupakan sikap positif agar siswa tidak mudah menyerah dalam menghadapi kesulitan dan menjadi hal yang sangat penting dalam pembelajaran matematika. Tujuan penelitian ini untuk menganalisis dan mendeskripsikan tingkat mathematical resilience mahasiswa calon guru di sekolah dasar. Penelitian ini menggunakan metode survey tipe cross sectional survey yang dilaksanakan di Institut Pendidikan Indonesia (IPI) Garut. Teknik pengambilan sampel ditentukan berdasarkan teknik sampling jenuh. Sampel penelitian ini yaitu mahasiswa Program Studi Pendidikan Guru Sekolah Dasar IPI Garut dengan jumlah 876 mahasiswa. Instrumen yang digunakan dalam penelitian ini adalah kuisioner. Instrument ini digunakan untuk mengukur resiliensi matematika yang memuat empat indicator (nilai, perjuangan, pertumbuhan, dan resiliensi) dan pilihan jawaban, yaitu sangat setuju sampai sangat tidak setuju. Penelitian ini menyimpulkan bahwa tingkat resilience matematis mahasiswa Program Studi Program Studi Pendidikan Guru Sekolah Dasar IPI Garut sudah memadai dengan terpenuhinya setiap indikator resiliensi. Sebagian besar mahasiswa telah memiliki ketahanan dalam menghadapi segala kesulitan selama belajar matematika, seperti meminta bantuan orang lain dan berdiskusi.
Mathematical resilience is a positive attitude that encourages students to not give up easily when facing difficulties and is very important in mathematics learning. The purpose of this study is to analyze and describe the level of mathematical resilience of prospective elementary school teacher students. This study used a cross-sectional survey method conducted at the Indonesian Education Institute (IPI) Garut. The sampling technique was determined based on saturated sampling techniques. The sample of this study was 876 students of the Elementary School Teacher Education Study Program at IPI Garut. The instrument used in this study was a questionnaire. This instrument was used to measure mathematical resilience, which contained four indicators (value, struggle, growth, and resilience) and answer options, from strongly agree to strongly disagree. This study concluded that the level of mathematical resilience of students of the Elementary School Teacher Education Study Program at IPI Garut was adequate, with each resilience indicator fulfilled. Most students had resilience in facing all difficulties while learning mathematics, such as asking for help from others and discussing
Learning Trajectory of Percentage Profit and Loss using Selling New Math Pempek Context
Get PDFBerawal dari ketidakpahaman peserta didik tentang menentukan persentase untung atau rugi. Peserta didik mengalami kesulitan dalam menghubungkan konsep persentase dengan situasi nyata, sehingga pembelajaran menjadi kurang bermakna. Penelitian ini bertujuan untuk menghasilkan lintasan belajar menggunakan pendekatan PMRI dengan konteks menjual new math pempek untuk membantu peserta didik memahami konsep persentase untung dan rugi secara lebih mendalam. Penelitian ini melibatkan 25 siswa di MTs Darul Ulum dan menggunakan metode penelitian desain: preliminary design, experimental design, dan retrospective analysis. Data dianalisis secara retrospektif melalui jawaban lembar kerja siswa, video, dokumentasi berupa foto, dan wawancara. Hasil dari penelitian ini adalah lintasan belajar yang terdiri dari tiga kegiatan: (1) memperkirakan dan menghitung persentase keuntungan, (2) memperkirakan dan menghitung persentase kerugian, dan (3) menyelesaikan masalah persentase keuntungan dan kerugian yang lebih rumit. Dengan menggunakan pendekatan kontekstual, siswa lebih tertarik dan percaya diri dalam memahami materi, sehingga pembelajaran menjadi lebih bermakna.
It all started with students\u27 lack of understanding of determining profit or loss percentages. Students had difficulty connecting the concept of percentages to real-life situations, making learning less meaningful. This study aimed to create a learning trajectory using the PMRI approach in the context of selling New Math Pempek to help students understand the concept of profit and loss percentages more deeply. This study involved 25 students at MTs Darul Ulum and employed design research methods, including preliminary design, experimental design, and retrospective analysis. Data were analyzed retrospectively through student worksheet answers, videos, photo documentation, and interviews. The results of this study were a learning trajectory consisting of three activities: (1) estimating and calculating profit percentages, (2) estimating and calculating loss percentages, and (3) solving more complex profit and loss percentage problems. By adopting a contextual approach, students became more engaged and confident in understanding the material, thereby making learning more meaningful
Implementation of GeoGebra-Assisted Problem-Based Learning to Optimize Understanding of the Distance Concept
No full textPemahaman konsep jarak merupakan fondasi krusial dalam matematika, khususnya geomet ri. Observasi awal di SMAN 4 Sidoarjo menunjukkan siswa mengalami kesulitan dalam mem ahami konsep ini secara abstrak. Penelitian ini menguji efektivitas implementasi model Probl em-Based Learning (PBL) berbantuan GeoGebra dalam meningkatkan pemahaman konsep jarak. Metode yang digunakan adalah kuasi-eksperimen dengan desain Non-equivalent Cont rol Group. Partisipan terdiri dari dua kelas XI, yaitu kelas eksperimen (PBL+GeoGebra) dan kelas kontrol (pembelajaran konvensional). Instrumen penelitian berupa tes pemahaman kon sep yang telah divalidasi. Hasil analisis Independent Sample t-test pada nilai N-Gain menunj ukkan bahwa peningkatan pemahaman konsep jarak pada kelas eksperimen (N-Gain = 0,67; rata-rata post-test = 82,13) secara signifikan lebih tinggi daripada kelas kontrol (N-Gain = 0, 46; rata-rata post-test = 70,20) dengan sig. < 0,05. Dengan demikian, implementasi PBL berb antuan GeoGebra efektif meningkatkan pemahaman konsep jarak siswa.
Understanding the concept of distance constitutes a crucial foundation in mathematics, particularly in geometry. Preliminary observations at SMAN 4 Sidoarjo indicated that students struggle to grasp this concept abstractly. This study examines the effectiveness of implementing a GeoGebra-assisted Problem-Based Learning (PBL) model in enhancing students\u27 understanding of the distance concept. A quasi-experimental method with a Non-equivalent Control Group design was employed. The participants consisted of two eleventh-grade classes: an experimental class (PBL + GeoGebra) and a control class (conventional learning). The research instrument utilized was a validated conceptual understanding test. The Independent Sample t-test analysis on N-Gain scores revealed that the improvement in understanding the distance concept in the experimental class (N-Gain = 0.67; post-test mean = 82.13) was significantly higher than that of the control class (N-Gain = 0.46; post-test mean = 70.20) with p < 0.05. Thus, the implementation of GeoGebra-assisted PBL effectively enhances students\u27 understanding of the distance concept