Didaktika Dwija Indria
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Hubungan pemenuhan kebutuhan belajar dengan kemampuan pemecahan masalah peserta didik Sekolah Dasar
No full textThis study investigated the correlation between the fulfillment of learning needs and students' problem-solving abilities in science instruction within elementary schools. The research was grounded in the urgency of 21st-century skills development, especially critical and problem-solving thinking, in response to the educational demands of the Industry 4.0 and Society 5.0 eras. A quantitative correlational survey design was applied. The population included elementary school students in Laweyan District. Data were gathered using a 4-point Likert-scale questionnaire to assess students’ perceptions of learning needs (readiness, interest, and learning profile) and open-ended questions to measure problem-solving ability (identification, alternative solutions, best solution implementation, and evaluation). Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4. Findings revealed low but positive correlations between all aspects of learning needs and problem-solving skills. Readiness had the strongest correlation with generating alternative solutions (r = 0.220), while interest was most strongly linked to executing the best solution (r = 0.217). Learning profile showed the weakest associations across all indicators. The results emphasized that although learning needs are not dominant predictors, their integrated fulfillment contributes to improving problem-solving competence. The study concluded that comprehensive attention to students’ learning readiness, interest, and learning profiles supports the development of their problem-solving abilities
Penerapan model pembelajaran time token berbantuan media question card untuk meningkatkan hasil belajar matematika pada materi geometri keliling dan luas bangun datar kelas V sekolah dasar
No full textThis study aims to improve the mathematics learning outcomes of fifth grade students of SDN Beskalan Surakarta on the material of the perimeter and area of flat shapes through the Time Token learning model assisted by question card media. The research was conducted in the form of Classroom Action Research (PTK) for two cycles. Data collection techniques include observation, interviews, tests, and documentation, with qualitative and quantitative analysis. The results showed an increase in teacher and learner activities in each cycle. The completeness of learning outcomes increased from 25.93% in pre-action to 88.89% in cycle II. The application of the Time Token model proved effective in increasing active participation and understanding of geometry concepts. This research reinforces the importance of active learning models that involve interesting media in supporting the improvement of learning outcomes in elementary schools
Pengaruh model project based learning terhadap aspek dekomposisi pada kemampuan computational thinking mathematics peserta didik kelas iv di sekolah dasar
No full textAbstrak . Model pembelajaran Project Based Learning (PjBL) saat ini menjadi perhatian dalam dunia pendidikan, khususnya dalam pembelajaran matematika di tingkat sekolah dasar. Penelitian ini bertujuan untuk menguji pengaruh penerapan model PjBL terhadap keterampilan berpikir komputasional siswa kelas IV mata pelajaran matematika. Pendekatan penelitian yang digunakan adalah eksperimen sejati dengan rancangan pretest-posttest control group design. Subjek penelitian terdiri dari dua kelompok, yaitu kelas eksperimen yang memperoleh pembelajaran dengan model PjBL dan kelas kontrol yang mengikuti pembelajaran konvensional. Hasil analisis menunjukkan adanya perbedaan yang signifikan antara keterampilan berpikir komputasional siswa pada kedua kelompok tersebut. Nilai effect size sebesar 1,418 menunjukkan bahwa penerapan model PjBL memberikan pengaruh yang besar terhadap peningkatan keterampilan berpikir komputasional siswa. Dengan demikian, model Project Based Learning terbukti efektif dalam mengembangkan keterampilan berpikir komputasional pada tingkat dasar sekolah.
Hubungan keterampilan bertanya guru dengan hasil belajar kognitif IPAS materi cerita tentang daerahku kelas IV SD
No full textThoughtful questioning by teachers is essential for fostering students' critical thinking skills and actively involving them in the learning process. This study aims to determine the relationship between teacher questioning skills and cognitive learning outcomes in IPAS topic "Stories About My Region" of grade IV elementary school students in Pedan district for the 2024/2025 academic year. This study adopted a quantitative methodology, incorporating an ex post facto design and correlational analysis. Data were collected using a Guttman scale questionnaire for teacher questioning skills and an essay test for IPAS cognitive learning outcomes. We obtained a sample of 67 students from the elementary school of Muhammadiyah Al-Bayyin, elementary school of 1 Keden, and elementary school of 1 Ngaren was selected using cluster random sampling. The analysis used point biserial correlation and simple linear regression tests. The findings indicated a significant positive correlation (p = 0.041, r = 0.250), although categorized as low. Teacher questioning skills also significantly influenced students' cognitive learning outcomes ( = 0.063). Teachers who are skilled at asking questions tend to foster greater cognitive development in their students. This finding implies that improving teacher questioning skills, especially in advanced questioning techniques and providing sufficient thinking time, is necessary to optimize student learning outcomes
Penerapan model problem based learning untuk meningkatkan kemampuan berpikir kritis pada pembelajaran matematika peserta didik kelas iv di sekolah dasar
No full textThe purpose of this research is to improve the critical thinking skills of fourth-grade students at SD Negeri Jajar No. 73 for the 2024/2025 academic year in mathematics through the application of the Problem Based Learning. The type of this study is classroom action research. The subjects are the students and a teacher of the fourth class at SD Negeri Jajar No. 73. The data collection methods in this research use interviews, observations, tests, and documentation. The research instruments used in this study were interview procedures, observation sheets, and evaluation tests. The data validity test techniques used were source triangulation and technical triangulation. Data analysis used an interactive analysis model. The research results show that students’ critical thinking skills increased from 64% in cycle I to 88% in cycle II. Based on the results of this study, it was concluded that the applications of the Problem Based Learning in fourth-grade mathematics at SD Negeri Jajar No. 73 increase students' critical thinking skills
Pengaruh model pembelajaran challenge based learning dan problem based learning terhadap literasi numerasi ditinjau dari self efficacy peserta didik kelas 5 sekolah dasar
No full textThis research aims for analyze the Challenge Based Learning (CBL) and Problem Based Learning (PBL) learning models in numeracy abilities of grade 5 students at Sondakan State Elementary School, Surakarta, in terms of the level of self-ability. The subjects of this research were 49 grade 5 students consisting of 25 control class and 24 experimental class students. The research approach used was quasi-experimental with a non-equivalent control group design. The research sample consisted of two classes selected using purposive sampling, where one class applied the CBL model and the other class applied the PBL model. Research instruments include numeracy tests and self-efficacy questionnaires. Data analysis was carried out using the t-test to determine the average difference in numeracy ability between the two groups. The results of the study showed that there was a significant difference in increasing numeracy skills between the groups who studied with the CBL and PBL models. Apart from that, students' self-efficacy is also proven to have a significant influence on their numeracy abilities. Students with high levels of self-efficacy show better numeracy improvements compared to students with low levels of self-efficiency, both in CBL and PBL learning models. Kata kunci: numeracy, learning models, self efficac
Analisis problem-solving skills IPAS materi perubahan wujud benda pada peserta didik kelas IV sekolah dasar
No full textThis study aims to analyze the problem-solving skills of fourth-grade elementary school students in understanding changes in the state of objects. The study was conducted at SDN Dukuhan Kerten using a quantitative survey method, involving 26 students. The instrument used was a descriptive test with three questions covering the concepts of melting and freezing, evaporating and condensing, and sublimating and crystallizing. The results of the analysis showed that students had difficulties, especially in planning and implementing solutions. In question number 1 (melting and freezing), the greatest difficulty lies in planning problem solving, with a percentage of conceptual understanding of 73%. In question number 2 (evaporating and condensing), the main difficulty is implementing the plan, although the percentage of indicator achievement is the highest (61.8%). In question number 3 (subliming and crystallizing), conceptual errors and implementing the plan are the biggest challenges, although problem evaluation shows the highest achievement (56.4%). Theoretical implications show the importance of teaching that combines conceptual understanding with high-level cognitive skills, while practical implications require educators to strengthen planning and implementing solutions in learning and integrate real-life situations and evaluation of problem-solving as an integral part of the learning process
Analisis profesionalisme guru dalam implementasi media pembelajaran untuk meningkatkan karakter siswa sekolah dasar
Get PDFProfesionalisme seorang guru dalam proses pembelajaran merupakan kunci utama dalam meningkatkan mutu pendidikan dimana seorang guru yang profesional tidak hanya memiliki pemahaman dan penguasaan materi yang baik, tetapi juga harus memiliki kompetensi pedagogik, kepribadian, sosial, dan etik profesional yang sesuai dengan standar kriteria yang telah ditentukan. Profesionalisme ini berperan dalam menciptakan pembelajaran yang inspiratif dan efektif serta membangun karakter siswa. Salah satu aspek penting dalam meningkatkan profesionalisme guru adalah penggunaan media pembelajaran yang inovatif dan sesuai dengan perkembangan teknologi, seperti media berbasis audio-visual, digital, dan game dimana media pembelajaran ini tidak hanya membantu meningkatkan pemahaman siswa tetapi juga berkontribusi dalam pembentukan karakter mereka, seperti kemandirian, disiplin, kejujuran, dan kerja sama. Namun, dalam implementasinya masih terdapat berbagai tantangan yang dihadapi guru. Oleh karena itu, peningkatan profesionalisme guru melalui pelatihan, dukungan struktural, dan pemanfaatan teknologi itu sangat penting. Dengan demikian, guru dapat lebih efektif dalam mengelola pembelajaran dengan memilih media pembelajaran yang tepat untuk meningkatkan kualitas pendidikan secara keseluruhan
Hubungan keterampilan guru mengelola kelas dengan kemampuan berpikir kritis peserta didik pada pembelajaran ipas kelas iv sekolah dasar
No full textThe primary objective of this research is to analyze the relationship of teacher’s classroom management skills with students' critical thinking ability in social and science learning for the fourth grade students at the state Elementary School of Ngebung Beran. The sample for this study consists of all students from fourth grade students at the State Elementary School of Ngebung Beran. The sampling technique applied is simple random sampling. Data were collected through questionnaires and tests. Internal validity in this study is assessed using content validity and construct validity, while the reliability of the instruments is measured using Cronbach's Alpha. The data analysis techniques applied include descriptive data analysis, prerequisite testing with normality and linearity tests, and hypothesis testing using product moment/Pearson correlation. The correlation coefficient between classroom management skills (X) and critical thinking ability (Y) is 0.955. The significance test results show that the calculated correlation coefficient (0.955) is greater than the table value (0.339) at the 5% significance level, with a sample size (N) of 36, indicating that the alternative hypothesis (Ha) is accepted. The implication of this study is that teachers can apply classroom management skills in social and science learning for fourth grade. Teachers who manage the classroom effectively, including managing time, building good relationships with students, and creating a supportive learning environment, will positively impact their ability to guide students in developing their critical thinking skills
Peningkatan pemahaman mata pelajaran ipas materi indonesiaku kaya raya melalui model problem based learning pada kelas v sekolah dasar
Get PDFThis research aims to increase understanding of science and science learning material on Indonesia Kaya Raya by using the Problem Based Learning learning model for class students at SD Negeri 2 Kuwarisan Kebumen. This research is a classroom action research (PTK). This research was carried out through two cycles. Each cycle has two meetings. Every meeting contains observation, planning, action, reflection. The subjects of this research were class V students at SD Negeri 2 Kuwarisan. Data collection techniques include interviews, observation, documentation and tests. The validity test technique uses triangulation techniques. The data analysis used in this research is data analysis according to Sugiyono. Data analysis begins with data collection, data reduction, data presentation and drawing data conclusions. The results of the research show an increase in understanding of Indonesia Kaya Raya material by using the Problem Based Learning learning model. This can be proven by the increase in the percentage of students who meet the minimum completeness criteria (KKM) at the pre-action stage by 22% or there are 2 students. Meanwhile, 78% of students have not met the minimum completeness criteria (KKM), or there are 7 students. In cycle I, 66.6% of students met the minimum completeness criteria (KKM), or there were 6 students. Meanwhile, 33.3% or 3 students have not reached the minimum completion criteria (KKM). In cycle II, there were 11.1% or 1 student who had not met the minimum completeness criteria (KKM), while 88.8% or 8 students had met the minimum completeness criteria (KKM). The conclusion based on this research is that using the Problem Based Learning learning model can increase understanding of the wealth of Indonesian science and science learning material