22 research outputs found
PENERAPAN STRATEGI REACT UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI MATEMATIS PADA SISWA SEKOLAH DASAR MATERI BANGUN RUANG SEDERHANA : Penelitian Tindakan Kelas pada Siswa Kelas IV di SDN 1 Cibogo Kab. Bandung Barat
No full textPenelitian ini dilaksanakan di kelas IV SDN 1 Cibogo dengan banyaknya siswa 14 orang terdiri dari delapan orang laki-laki dan enam orang perempuan. Latar belakang penelitian ini adalah rendahnya kemampuan komunikasi matematis pada siswa sekolah dasar yang disebabkan oleh proses belajar yang masih berpusat pada guru (teacher centered) atau konvensional. Komunikasi matematis dalam penelitian ini yaitu komunikasi matematis dalam bentuk tulisan. Tujuan penelitian ini adalah untuk mendeskripsikan perkembangan perencanaan pembelajaran, pelaksanaan pembelajaran, dan peningkatan kemampuan komunikasi matematis pada siswa sekolah dasar materi bangun ruang sederhana setelah Pembelajaran Matematika dengan menggunakan Strategi REACT. Metode penelitian yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas Model Kemmis dan McTaggart dalam dua siklus. Untuk memperoleh data hasil penelitian, dibuat instrumen pembelajaran dan instrumen pengumpul data. Data dianalisis dengan cara kuantitatif dan kualitatif. Pada perencanaan pembelajaran disusun antisipasi didaktis pedagogis sebagai acuan dalam pembuatan RPP. Pelaksanaan pembelajaran dilaksanakan dalam tiga kegiatan yaitu kegiatan pembuka, kegiatan inti, dan kegiatan penutup. Pada kegiatan inti dilaksanakan langkah-langkah pada komponen Strategi REACT yaitu relating (mengaitkan/ menghubungkan), experiencing (mengalami), applying (menerapkan), cooperating (bekerja sama), dan transferring (mentransfer). Dari pembelajaran tersebut dapat meningkatkan kemampuan komunikasi matematis pada siswa sekolah dasar materi bangun ruang sederhana. Rata-rata nilai pada siklus I adalah 74,79 meningkat di siklus II menjadi 80,57. Adapun indeks gain sebesar 0,23 dengan interpretasi tergolong rendah. Pada indikator (1), rata-rata nilai siklus I adalah 81,29 meningkat menjadi 85,71 pada siklus II, sedangkan pada indikator (2), rata-rata nilai siklus I adalah 64,29 meningkat menjadi 74,68 pada siklus II.
Kata kunci: Strategi REACT, Kemampuan Komunikasi Matemati
PENGARUH PEMBELAJARAN DISKURSUS DENGAN STRATEGI MATHEMATICAL BET LINE TERHADAP KEMAMPUAN PEMAHAMAN MATEMATIS DAN SELF-CONFIDENCE SISWA KELAS IV
Full text linkMasalah utama dalam penelitian ini yaitu kesulitan beberapa siswa untuk memahami matematika dan rendahnya kemampuan self-confidence beberapa siswa. Penelitian ini bertujuan untuk mendeskripsikan peningkatan kemampuan pemahaman matematis dan self-confidence siswa yang mengikuti pembelajaran diskursus dengan strategi Mathematical Bet Line lebih baik daripada siswa yang mengikuti pembelajaran dengan Direct Instruction. Penelitian ini merupakan penelitian kuasi eksperimen dengan nonequivalent control group design. Sampel dalam penelitian ini ialah siswa kelas IV di salah satu sekolah dasar negeri di Kecamatan Kuningan Kabupaten Kuningan pada tahun ajaran 2016/2017. Data penelitian kemampuan pemahaman matematis dikumpulkan menggunakan instrumen tes. Sementara itu, data self-confidence dikumpulkan menggunakan angket skala sikap, observasi, dan wawancara. Data hasil observasi dan wawancara digunakan untuk mengkonfirmasi data angket skala sikap. Hasil penelitian menunjukkan bahwa peningkatan kemampuan pemahaman matematis dan self-confidence siswa yang mengikuti pembelajaran diskursus dengan strategi Mathematical Bet Line lebih baik daripada siswa yang mengikuti pembelajaran dengan Direct Instruction pada pokok bahasan pecahan. Dengan demikian, dapat disimpulkan bahwa pembelajaran diskursus dengan strategi Mathematical Bet Line berpengaruh terhadap kemampuan pemahaman matematis dan self-confidence siswa. Hal ini dikarenakan pembelajaran diskursus dengan strategi Mathematical Bet Line menekankan keterlibatan siswa untuk mengkonstruk pengetahuannya sendiri. Pembelajaran diskursus dengan strategi Mathematical Bet Line dapat dijadikan sebagai alternatif pembelajaran untuk di sekolah dasar sebagai upaya meningkatkan dan mengembangkan kemampuan pemahaman matematis dan self-confidence siswa.;---The main problems in this research are the difficulty of some students to understand the mathematics and their low self-confidence. This study aims to describe the improvement of mathematical understanding and self-confidence of the students who are engaged in the discourse learning with Mathematical Bet Line strategy compares to the students who are engaged in learning with Direct Instruction. This study was a quasi experimental study with nonequivalent control group design. The sample in this research was the fourth grader in one of public elementary schools in Kuningan District of Kuningan Regency in the academic year 2016/2017. Research data of Mathematical understanding was collected using test instrument. Meanwhile, self-confidence data was collected using a questionnaire of attitude scale, observation, and interview. Observation and interview data were used to confirm the questionnaire of attitude scale. The result showed that the improvement of mathematical understanding and self-confidence of students who are engaged in the discourse learning with Mathematical Bet Line strategy is better than the students who are engaged in the learning with Direct Instruction on the fractional subject. Thus, it can be concluded that learning discourse with Mathematical Bet Line strategy has an effect on students’ mathematical understanding and self-confidence. It is caused discourse learning with mathematical Bet Line strategy emphasizes the involvement of students to construct their own knowledge. Discourse learning with Mathematical Bet Line strategy can be used as an alternative learning for elementary school students as an effort to improve and develop students' mathematical understanding and self-confidence
MENGEMBANGKAN PEMAHAMAN MATEMATIS SISWA MADRASAH IBTIDAIYAH MELALUI LEMBAR KEGIATAN SISWA BERBASIS KEARIFAN LOKAL
Full text linkPemahaman matematis adalah proses yang dikuasai dan dipelajari oleh siswa Madrasah Ibtidaiyah dalam proses pembelajaran matematika. Prosesnya ditingkatkan melalui berbagai kegiatan di kelas. Oleh karena itu, guru perlu memfasilitasi peningkatan pemahaman matematika siswa. Salah satu cara untuk memfasilitasi peningkatan pemahaman matematika siswa adalah melalui penggunaan lembar kerja kegiatan siswa berdasarkan kearifan lokal. Ini adalah bahan ajar yang berisi tugas-tugas matematika yang menggabungkan nilai-nilai budaya. Dengan integrasi kearifan lokal, siswa akan menyadari nilai-nilai budaya yang mulia dari daerah dan meningkatkan kecintaan siswa terhadap budaya. Hasil pengembangan lembar kerja kegiatan siswa berdasarkan kearifan lokal adalah untuk membuat siswa memiliki kemampuan yang baik dalam pemahaman matematika dan prinsip-prinsip budaya kehidupan.
Analisis Kemampuan Literasi Numerasi Pada Siswa Madrasah Ibtidaiyah
No full textThe purpose of this study is to assess the numeracy literacy skills of Madrasah Ibtidaiyah fifth grade pupils and ascertain the challenges these kids face in this area. The study's descriptive methodology, which employed a qualitative approach, was applied to fifth-grade pupils at MI Al-Misbah Bandung City. Tests, interviews, and documentation served as the research's instruments. Techniques for data analysis, reduction, presentation, and conclusion are used in this study. According to the study's findings, class V pupils at MI Al-Misbah Al-Misbah in Bandung City scored an average of 54 on the numeracy literacy test. Ten of the 58 students who started the course finished it. The challenges that pupils face, both internal and external (internal and external), are described as supporting the deficiency in numeracy literacy skills. There are numerous additional reasons that contribute to a lack of numeracy literacy skills among students, therefore it is determined that class V MI students' numeracy literacy abilities are not the only reason why troublesome pupils struggle. Al-Misbah Al-Misbah from the purchase of Bandung City When considering the challenges that pupils face, the average score goes into the low range
Dialogic Reading Sebagai Upaya Mengembangkan Keterampilan Berbahasa Anak Usia Dini
No full textLanguage skills are basic skills that are mastered and learned early childhood. Language skills obtained by the child through interaction with parents. Early childhood language development periods are categorized into two, namely pre-linguistic and linguistic periods. Pre-linguistic periods are passed by the child as a baby. If in the pre-linguistic period the child is introduced to the proper use of language then the language skills of the child develop in the linguistic period. The intensity of an interaction will affect the skills of listening and speaking of early childhood. Therefore, parents and teachers as a close to the child are very necessary to facilitate the development of the language of children. Dialogic reading is an approach used to develop language skills and basic literacy of children. Dialogic reading provides many opportunities for children to speak so that language skills and self-confidence are growing
Joyful learning strategy using game method of treasure clue to improve reading comprehension skill
No full textThe objectives of this research are (1) to describe steps in the implementation of joyful learning strategy using game method of treasure clue to improve reading comprehension skill for the fourth grade students of elementary school; (2) to improve reading comprehension skill for the fourth grade students of elementary school by implementing joyful learning strategy using game method of treasure clue. This research is collaborative Classroom Action Research (CAR) and implemented within two cycles. Each cycle implemented within two meetings. This research impelemented at one of elementary school in Kuningan. Subjects of this research are 31 students of the fourth grade of elementary school. Techniques of collecting data were observation, interview, an document analysis. Data were analyzed using thematic analysis meanwhile data were validated using triangulation, member checking, and reflectivity. The results of this research show that joyful learning strategy using game method of treasure clue can increase students’ reading comprehension skill . The results proved by the increase of reading comprehension outcomes in each cycles. Passing grade percentage of students result in the first cycle is 73,86% and in the second cycle is 87,56%. Therefore, students’ learning outcomes has passed performance indicator research of 85%. The conclusion of this research is the implementation of joyful learning strategy using game method of treasure clue can improve reading comprehension skill for the fourth grade students of elementary school
MATHEMATICAL CRITICAL THINKING SKILL OF MADRASAH IBTIDAIYAH STUDENTS ON CUBES AND BEAM VOLUMES MATERIAL
No full textThis research-based on the findings that elementary school students already have mathematical critical thinking skills but have not reached the whole stage of the skills. Critical thinking skills of mathematics is essential for students because critical mathematical thinking can solve the problems and as a consideration to make decisions. This research aims to: (1) explore the critical thinking skills of mathematics of the subject of the volume of cubes and beams; (2) to determine student\u27s difficulties in solving mathematical critical thinking skills test questions on the subject of the volume of cubes and beams. The research used a case study method of 28 students in one of the Islamic elementary schools in Bandung Regency. The data collected in the form of qualitative data obtained through tests of mathematical critical thinking skills, interviews, and document analysis. Data analysis techniques used thematic analysis by analyzing students\u27 learning trajectory. The results showed that most students were still in the low category in the ability of critical thinking. As for the difficulties experienced by students, namely in providing simple explanations and working on problems that are not systematic. For this reason, the improving of students\u27 mathematical critical thinking skills need further research
Joyful learning strategy using game method of treasure clue to improve reading comprehension skill
No full textThe objectives of this research are (1) to describe steps in the implementation of joyful learning strategy using game method of treasure clue to improve reading comprehension skill for the fourth grade students of elementary school; (2) to improve reading comprehension skill for the fourth grade students of elementary school by implementing joyful learning strategy using game method of treasure clue. This research is collaborative Classroom Action Research (CAR) and implemented within two cycles. Each cycle implemented within two meetings. This research impelemented at one of elementary school in Kuningan. Subjects of this research are 31 students of the fourth grade of elementary school. Techniques of collecting data were observation, interview, an document analysis. Data were analyzed using thematic analysis meanwhile data were validated using triangulation, member checking, and reflectivity. The results of this research show that joyful learning strategy using game method of treasure clue can increase students’ reading comprehension skill . The results proved by the increase of reading comprehension outcomes in each cycles. Passing grade percentage of students result in the first cycle is 73,86% and in the second cycle is 87,56%. Therefore, students’ learning outcomes has passed performance indicator research of 85%. The conclusion of this research is the implementation of joyful learning strategy using game method of treasure clue can improve reading comprehension skill for the fourth grade students of elementary school.</jats:p
LITERASI NUMERASI SISWA DALAM PEMECAHAN MASALAH TIDAK TERSTRUKTUR
No full textThis study aims to explore the numeracy literacy of students in ill-structured problem-solving on the matter of numbers. This study involved 34 students of the 4th grader in one Madrasah Ibtidaiyah in Bandung. The research approach used is qualitative with the case study method. The type of data collected is test results about ill structured problem-solving. The data were collected from tests, document analysis, and interviews. After that, the data were analysed using thematic analysis, while the validity of data using triangulation, member checking, and reflexivity. The results of the research showthat students' numeracy literacy in ill structured problem-solving are (1) students are able to solve ill structured problem in the context of daily life; (2) students are able to analyze the information obtained from the problem then use the interpretation analysis to predict and draw conclusions. The difficulties experienced by students are (1) the difficulty in understanding the problem; (2) lack of students' understanding of the prerequisite material; (3) the difficulty in developing a settlement strategy; and (4) the difficulty in drawing conclusions
Process Oriented Guided Inquiry Learning (POGIL) A Learning Model to Developing Basic Science Process Skills in Madrasah Ibtidaiyah
No full textThe research was driven the lack of student engagement in Natural and Social Sciences subjects, particularly in the areas of communication and clasification, both of which are key components of basic science process skills. This research aims to see the improvement of basic science process skills by applying the POGIL learning model in the subjects of Natural Sciences and Social Sciences in each cycle. Conducted through Classroom Action Research using the Kemmis and Taggart model (planning, acting, observing, and reflecting), the study involved 33 fifth-grade students at MIN 1 Bandung City. Data were collected through observations, performance tests, and descriptive tests. Initial findings showed that students’ basic science process skills were at a "Low" level, with an average score of 60.15 and a classical completeness rate of 30.33% ("Very Poor" category). The POGIL model used in Natural and Social Sciences subjects for the students from the fifth grade was revealed to be effectively implemented over three cycles, as reflected in increasing teacher activity scores (from the pre-cycle 66.67%, cycle I 82.36%, cycle II 94.11%, and cycle III 100%). Meanwhile, the cumulative average of student activity scores also increased (from the pre-cycle 60.10%, cycle 1 66.91%,cycle II 94.11%, and cycle III 88.38%). Additionally, students’ science process skills improved across cycles: 62.72 ("Low") in Cycle I, 70.15 ("Medium") in Cycle II, and 76.96 ("Medium") in Cycle III. These results shows that POGIL model can effectively enhance students’ basic science process skills in Natural and Social Sciences at the Madrasah Ibtidaiyah level.Penelitian ini dilatarbelakangi oleh rendahnya keterlibatan peserta didik dalam mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) salah satunya dalam aktivitas mengkomunikasikan dan memberikan kesimpulan, yang mana keduanya menjadi salah satu bagian dari keterampilan proses sains dasar. Tujuan penelitian ini diarahkan untuk mengetahui, gambaran proses penerapan model pembelajaran Process Oriented Guided Inquiry Learning (POGIL) pada mata pelajaran IPAS pada setiap siklusnya. Metode penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) dengan mengadaptasi model Kemmis dan Tagart, yang mana setiap siklus terdiri atas tahapan perencanaan (planning), pelaksanaan (acting), pengamatan (observing), dan refleksi (reflecting). Penelitian ini dilakukan di kelas V MIN 1 Kota Bandung dengan peserta didik sebanyak 33 orang. Data diperoleh dengan menggunakan teknik pengambilan data berupa observasi, tes unjuk kerja, tes uraian dan dokumentasi. Hasil penelitian menunjukkan bahwa, keterampilan proses sains dasar peserta didik pra siklus memperoleh rata-rata skor 60,15 “Rendah” dengan persentase ketuntasan klasikal 30,33% pada kategori “Kurang sekali”. Penggunaan model pembelajaran POGIL pada mata pelajaran IPAS di kelas V dapat terlaksana dengan baik. Skor aktivitas guru pra siklus 66,67%, siklus I 82,36%, siklus II 94,11%, dan siklus III 100%. Adapun untuk rata-rata skor aktivitas siswa pada Pra siklus 60,10%, siklus I 66,91%, siklus II 94,11%, dan siklus III 88,38%. Adanya peningkatan keterampilan proses sains dasar peserta didik pada setiap siklusnya, yaitu 62,72 “Rendah” pada siklus 1, 70,15 “Sedang” pada siklus II, dan 76,96 “Sedang” pada siklus III. Berdasarkan hasil yang telah diperoleh, model POGIL dapat meningkatkan keterampilan proses sains dasar pada mata pelajaran IPAS di Madrasah Ibtidaiyah
