Jurnal Mahasiswa IKIP Siliwangi
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Pemanfaatan Canva dalam meningkatkan kreativitas dan kolaborasi siswa pada proyek desain digital
No full textPenelitian ini bertujuan untuk mengetahui efektivitas pemanfaatan aplikasi Canva dalam meningkatkan kreativitas dan kolaborasi siswa pada proyek desain digital. Metode yang digunakan adalah pre-experimental dengan desain one group pretest-posttest, melibatkan 30 siswa kelas V di salah satu SD di Kabupaten Karawang. Instrumen penelitian meliputi tes kreativitas dan lembar observasi kolaborasi siswa. Hasil penelitian menunjukkan adanya peningkatan kreativitas siswa setelah pembelajaran berbasis proyek menggunakan Canva. Hal tersebut ditunjukkan oleh nilai N-Gain sebesar 0,63. Peningkatan terlihat pada seluruh indikator kreativitas: fluency, flexibility, originality, dan elaboration. Selain itu, keterampilan kolaborasi siswa menunjukkan perkembangan positif, dengan skor observasi meningkat dari 65% (kategori baik) pada pertemuan pertama, 76% (Kategori baik) pada pertemuan kedua dan 86% (kategori sangat baik) pada pertemuan ketiga. Temuan ini mengindikasikan bahwa penggunaan Canva secara efektif dapat mendorong kreativitas dan kolaborasi siswa dalam pembelajaran berbasis proyek digital
Boneka Tangan sebagai Media Pembelajaran dalam Meningkatkan Kemampuan Berbicara Anak Usia Dini
No full textRendahnya kemampuan berbicara pada anak usia dini menjadi latarbelakang dilakukannya pnelitian ini. Hal ini terlihat ketika anak diminta untuk mengekspresikan pikirannya secara lisan, anak cenderung terlihat bingung, malu-malu dan tidak mau mencoba sama sekali. Selain itu, analisis data penelitian sebelumnya mengungkapkan bahwa pembelajaran yang cenderung pasif dan membosankan menjadi penyebab rendahnya kemampuan berbicara, karena kurangnya media yang menarik, anak jarang didorong untuk berpartisipasi aktif dalam pembelajaran. Oleh karena itu diperlukan media yang dapat mendorong kemampuan bicara anak, salah satunya adalah media boneka tangan. Penelitian ini bertujuan untuk mendeskripsikan penerapan media boneka tangan dalam meningkatkan kemampuan berbicara anak. Metodologi studi literatur yang digunakan dalam penelitian ini didasarkan pada membaca temuan penelitian, buku, dan artikel yang dipublikasikan. Metode pengumpulan data yang digunakan dalam penelitian ini adalah tunjauan literature, yaitu pengumpulan beberapa bahan bacaan dari berbagai artikel tentang penerapan media boneka tangan dalam meningkatkan kemampuan berbicara sebanyak 10 artikel yang dianalisis. Untuk mendapat kesimpulan, data yang diperoleh diperiksa dengan menggunakan metodologi deskriptif. Hasil penelitian terhadap media boneka tangan menunjukkan bahwa media boneka tangan meningkatkan keterampilan berbicara anak, anak menjadi lebih percaya diri, ekspresif dan lebih bersemangat saat berbicara.
Low speaking ability in early childhood forms the background of this study. This condition is evident when children are asked to express their thoughts verbally; they often appear confused, shy, and reluctant to try. In addition, an analysis of previous research indicates that passive and monotonous learning activities contribute to low speaking ability. Children are rarely encouraged to actively participate in learning activities due to the dearth of interesting educational media. Therefore, learning media that can stimulate children’s speaking ability are needed, one of which is hand puppets. This study aims to describe the application of hand puppets in improving children’s speaking ability. The methodology used in this study is a literature review, based on an analysis of research findings, books, and published journal articles. Data were collected through a literature study by reviewing and analyzing ten articles that discuss the use of hand puppets to enhance children’s speaking ability. The data were analyzed using a descriptive approach to draw conclusions. The findings indicate that the use of hand puppets can improve children’s speaking skills, as children become more confident, more expressive, and more enthusiastic when speaking.Penelitian ini dilatarbelakangi oleh masih rendahnya kemampuan bercerita pada anak usia dini, baik itu bercerita tentang pengalamannya atau mengulang kembali cerita yang sudah di dengarnya. Hal ini terlihat ketika anak diminta untuk bercerita anak cenderung terlihat bingung, malu-malu dan tidak mau mencoba sama sekali. Berdasarkan hasil analisis data penelitian sebelumnya didapat bahwa rendahnya kemampuan bercerita pada anak disebabkan oleh pembelajaran yang cenderung pasif dan monoton, anak jarang diajak untuk berinteraksi aktif dalam pembelajaran dikarenakan kurang nya media yang menarik, maka diperlukan media pembelajaran yang dapat menstimulasi kemempuan bercerita pada anak salah satunya adalah media boneka tangan. Tujuan dari penelitian ini adalah untuk mendeskripsikan penerapan media boneka tangan dalam kegiatan meningkatkan kemampuan bercerita anak, penelitian ini menggunakan metode studi literature berdasarkan sumber bacaan dari buku, artikel dan hasil penelitian yang telah dipublikasi. Adapun teknik pengumpulan data yang dilakukan dalam penelitian ini adalah studi pustaka dengan mengumpulkan beberapa sumber bacaan dari beberapa artikel mengenai penerapan media boneka tangan dalam meningkatkan kemampuan bercerita. Data yang diperoleh dianalisis dengan pendekatan deskripsi sehingga mendapatkan kesimpulan. Hasil penelitian tentang media boneka tangan menyatakan bahwa dengan media boneka tangan kemampuan bercerita anak meningkat, anak menjadi lebih percaya diri, ekspresif dan lebih bersemangat saat bercerita
The Development of Problem-Based Learning Interactive Teaching Material to Improve Mathematical Communication Skills and Learning Resilience
No full textMathematical communication skills and learning resilience are essential competencies for success in mathematics learning in the 21st century. However, Indonesian students still show low achievement in these aspects, as reflected in PISA results and classroom learning practices. This study aimed to develop and examine the effectiveness of Problem-Based Learning (PBL)-based teaching materials assisted by the Canva interactive web platform to improve students’ mathematical communication skills and learning resilience. This research employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The study involved 60 tenth-grade students of MAN 4 Sukabumi, divided into an experimental group and a control group. The experimental group learned using PBL-based teaching materials assisted by Canva, while the control group received conventional instruction. The research instruments included expert validation sheets, student and teacher response questionnaires, a mathematical communication test consisting of four essay items, and a learning resilience scale with 30 statements. Data were analyzed using descriptive statistics and inferential statistical tests. The results showed that the developed teaching materials were categorized as very valid and highly practical. Students in the experimental group achieved higher mathematical communication scores and learning resilience compared to the control group, with moderate N-Gain improvements. Statistical analysis confirmed a significant difference between the two groups (p < 0.05). It can be concluded that PBL-based teaching materials assisted by the Canva interactive web platform are effective in improving students’ mathematical communication skills and learning resilience
The Effect of Local Wisdom-Based Wayground Media on Fraction Problem-Solving Skills in Primary School
No full textMathematics education in elementary schools often encounters challenges, especially in teaching fractions that are many students difficult to understand it. These challenges need for more interactive and contextual teaching methods that can improve students' comprehension of fractions. The purpose of study to evaluate the effectiveness of Wayground media based on local wisdom, in increasing fraction problem-solving skills in primary school students. The Method of research employed a quantitative pre-experimental design with a one-group pretest and posttest, conducted on fifth-grade students at SD Islam Sabilillah Malang. Instruments based on Polya's problem-solving indicators were used to measure students’ abilities, beside their validity and reliability were tested using Cronbach's Alpha. Additionally, a questionnaire was administered to assess student responses to the Wayground media. Data analysis was performed using Microsoft Excel, including normality tests and calculation of the N-Gain Score. The results indicated a significant improvement in students' problem-solving skills, with pretest scores averaging 42.57 and posttest scores increasing 74.77. The N-Gain score of 0.5573 placed the media in the "moderately effective" category. Students' responses to the media were also very positive, with motivation and material understanding scores exceeding 80%. In conclusion, Wayground media based on local wisdom effectively improves fraction problem-solving skills, making learning more engaging and culturally relevant. This research contributes to the development of innovative and contextually relevant teaching methods in mathematics education
The Effect of Geometry Concrete Learning Media on Students’ Mathematics Learning Outcomes
No full textMathematics is often perceived as a difficult subject because many of its concepts are abstract and difficult for students to visualize. The use of appropriate learning media is therefore essential to support students’ conceptual understanding, particularly in geometry topics such as plane figures. This study aims to investigate the effect of concrete object learning media on the mathematics learning outcomes of Grade VII students at SMPN 2 Suwawa. This research employed a quasi-experimental method using a Pretest–Posttest Control Group Design. The sample consisted of 36 students selected through simple random sampling and divided into an experimental group and a control group. The experimental group was taught using the Contextual Teaching and Learning (CTL) model supported by concrete object media, while the control group received CTL instruction without concrete media. Data were collected using pretests and post-tests in the form of essay questions to measure students’ cognitive understanding of plane geometry. Instrument validity and reliability were tested prior to data analysis, which included descriptive statistics and inferential tests such as normality, homogeneity, and independent t-tests. The results show that students in the experimental group achieved significantly higher post-test scores (mean = 88.27) than those in the control group (mean = 64.50). The hypothesis testing revealed a calculated t-value of 6.1028, exceeding the critical t-value of 1.691, with a very strong effect size (Cohen’s d = 2.1985). In conclusion, the use of concrete object media within the CTL model significantly improves students’ mathematics learning outcomes. This approach is effective in creating meaningful and active learning experiences, particularly for abstract mathematical topics such as plane figures
Kemampuan literasi matematika siswa SMP pada materi SPLDV melalui problem based learning berbantuan nearpod
No full textThe 2022 PISA results show that the mathematical literacy performance of Indonesian students remains low. This study aims to describe the mathematical literacy abilities of ninth-grade students through the implementation of Problem Based Learning (PBL) supported by Nearpod in the topic of Systems of Linear Equations in Two Variables (SPLDV). The research subjects consisted of 29 students from MTs Negeri 1 Ogan Ilir. Data were collected through written tests in the form of open-ended questions, as well as interviews. The PBL learning supported by Nearpod was carried out in one meeting prior to the administration of the test. The data were analyzed using triangulation to obtain a comprehensive description of students’ mathematical literacy abilities. The findings indicate that the implementation of PBL supported by Nearpod can enhance students’ mathematical literacy, particularly in the aspect of formulating problems. However, students still encounter difficulties in mathematizing contextual information into mathematical models and performing basic calculations accurately. These findings contribute to efforts to improve the quality of mathematics learning through the integration of problem-based learning and interactive technological tools
EFEKTIVITAS LAYANAN BIMBINGAN DAN KELOMPOK MENGGUNAKAN TEKNIK ROLE-PLAYING UNTUK MEREDUKSI PERILAKU AGRESIF PADA SISWA KELAS VIII DI SMP NEGERI 7 CIMAHI
No full textThis research is based on the existence of various cases motivated by aggressive behavior among adolescents. In this research, the use of group guidance services with role-playing techniques is one method of solving the problem. The use of mixed method research methods in this study became the achievement of the goal of reducing aggressive behavior indicated in a number of students. The results of the sample selection using random sampling obtained subjects totaling 15 students consisting of 11 male students and 4 female students in class VIII at SMP Negeri 7 Cimahi. Instruments used from observation sheets, interviews, and questionnaires. In the pretest, the results obtained were 68.93%. While in the posttest results obtained results of 57.93%. the results of the calculation of the average value on the pretest and posttest showed that there was a decrease of (57.93% < 68.93%). . Can be reviewed from the average N-Gain Score (0.33). In addition, the obstacles experienced by teachers in handling efforts and student obstacles in carrying out activities. So it can be concluded that group guidance service activities with role playing techniques can reduce adolescent aggressive behavior in class VIII students at the Junior High School level
STRATEGI GURU DALAM MENGATASI PERILAKU MENYENDIRI PADA SISWA DI SDN 40 INPRES PAPPOTA
No full textSolitary behavior in elementary school students is one of the problems in social-emotional development that can hinder children's ability to adapt both academically and socially. This condition is reflected in students’ tendencies to avoid interaction, withdraw from peers, show low participation in group activities, and display minimal social responses in the learning environment. This study aims to identify the factors causing withdrawal behavior and to describe teachers’ strategies in addressing it at SDN 40 Inpres Pappota.The research employs a descriptive qualitative method through observation, interviews, and documentation. The literature review indicates that solitary behavior is influenced by internal factors such as low self-confidence, social anxiety, and communication barriers, as well as external factors such as parenting styles, unsupportive social environments, and limited opportunities for interaction. Various studies show that effective teacher approaches include cooperative learning, strengthening positive teacher–student relationships, light counseling, social skills training, and collaborative games.This study is expected to serve as a consideration for teachers in designing appropriate interventions to help students develop their social skills, particularly at SDN 40 Inpres Pappota
Online Teaching of Passive Voice in an Indonesian Vocational School Amid Covid-19: Insights from a Novice English Teacher
No full textThe shift to online learning during the COVID-19 pandemic required English teachers to adopt digital media capable of sustaining instructional effectiveness and student engagement. This study investigated how a novice English teacher utilized videos in teaching students to write passive voice sentences in an online vocational school classroom and examined students’ responses to its implementation. A qualitative descriptive design was employed, involving one English teacher and 20 twelfth-grade vocational students. Data were collected through online-classroom observation, questionnaires, and interviews, and subsequently analyzed qualitatively. The findings reveal that the novice teacher successfully implemented video-assisted instruction to support structured grammar teaching in the online classroom. By integrating multimedia with guiding questions, the ability to replay instructional videos, and continuous corrective feedback, the teacher enhanced students’ conceptual understanding of passive voice and encouraged active participation while facilitating self-paced learning. Moreover, students perceived the video as engaging and helpful. However, some experienced difficulties due to a limited vocabulary. This suggests that multimedia resources should be complemented with appropriate scaffolding to optimize learning outcomes. Thus, while video can foster more adaptive and engaging learning environments, effective teacher facilitation remains essential for successful online language learning
Integrating Grammarly Into Process Based Writing Approach: A Case Study of Vocational High School Students in Karawang
No full textThe integration of Grammarly in language education has gained momentum, especially in enhancing students’ writing. Grammarly provides automated feedback on grammar, clarity, and style. However, little is known about how vocational students perceive and engage with this feedback. This study explores how vocational high school students in Karawang interact with Grammarly during the revising and editing stages of the Process-Based Writing Approach (PBWA), and how they perceive its role in their writing development. Using a qualitative method, data were collected from five students through classroom observations and semi-structured interviews. PBWA was used as the framework to examine students’ engagement and reflections. The findings reveal diverse behavioral, cognitive, and emotional responses to Grammarly feedback. Students found the tool helpful and confidence-boosting but were sometimes confused by its formality suggestions. Engagement patterns varied, including reflective revisions, active editing, and overreliance on suggestions. These findings highlight the need for instructional support to improve feedback literacy. Effective integration of Grammarly into writing instruction should include guidance to help students critically evaluate AI feedback and develop greater writing independence