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All Journal Cokroaminoto Journal of Primary Education QOSIM: Jurnal Pendidikan, Sosial & Humaniora Jurnal kiprah pendidikan PAEDAGOGIE
Ahmad Teguh Purnawanto
STKIP Muhammadiyah Blora
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrasi Model Talking Stick dan Trade A Problem melalui Media Interaktif untuk Meningkatkan Keterampilan Belajar Matematika Siswa Kelas IV SD Negeri 1 Ngronggah Devita Kusumaningrum; Aqidatul Munfariqoh; Ahmad Teguh Purnawanto
Paedagogie Vol 21 No 2 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/v59xrc20

Abstract

This study aims to describe the implementation of the integration of the Talking Stick and Trade a Problem learning models through interactive media, to explain the process of their application, and to determine the improvement of mathematics learning skills of fourth-grade students at SD Negeri 1 Ngronggah. This research employed a Classroom Action Research (CAR) approach using a spiral model consisting of planning, action, observation, and reflection stages conducted in two cycles. The research subjects were 15 students. Data were collected through observation, interviews, questionnaires, documentation, and tests. Data analysis used descriptive qualitative methods to describe the learning process and descriptive quantitative methods to measure the improvement of students’ learning outcomes. The results showed a significant improvement in students’ mathematics learning skills in each cycle, indicated by an increase in the average score from 67.3 in the pre-cycle to 72.5 in cycle I and 81.2 in cycle II, as well as an increase in learning mastery from 6% to 53% and then to 86%. In addition, students became more active, confident, and collaborative during the learning process. In conclusion, the integration of the Talking Stick and Trade a Problem models through interactive media is effective in improving students’ mathematics learning skills in cognitive, affective, and social aspects, and in creating a more interactive and meaningful learning environment.
Improving Mathematics Learning Outcomes on Composite Addition Through the Demonstration Method Using the Labyrinth Board Media for Grade II SDN 1 Mojowetan Wahyu Ari Saputra; Anna Mariyani; Ahmad Teguh Purnawanto
Jurnal Kiprah Pendidikan Vol. 5 No. 1 (2026): Jurnal Kiprah Pendidikan | January 2026
Publisher : Program Studi Pendididikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/kpd.v5i1.p1-14

Abstract

This study aims to improve the learning outcomes of second-grade students of SDN 1 Mojowetan on the material of stacked addition through the application of the demonstration method with a labyrinth board media. The subjects of the study were 23 students of class II A. This study used the Classroom Action Research (CAR) method with the Kemmis and Mc. Taggart model, implemented in two cycles, each consisting of planning, implementation, observation, and reflection. Data collection techniques included observation, interviews, documentation, and tests, with data validity tested using source and method triangulation. Data analysis was carried out qualitatively and descriptive statistics. The pretest results showed that only 4 students with a percentage (17.39%) achieved the Minimum Completion Criteria (KKM). After the application of the demonstration method and maze board, learning outcomes increased significantly, as many as 12 students with a percentage (52.17%) achieved completion in cycle 1, and increased to 20 students with a percentage (86.96%) in cycle 2. In addition to cognitive outcomes, the results of teacher skills in applying the demonstration method in cycle I got an average score of 17 with the category (Good), while in cycle 2 there was an increase with an average score of 19 with the category (Very Good) from a total score of 20. In conclusion, the application of the demonstration method with maze board media effectively improves the quality of learning and student outcomes.
Peningkatan Hasil Belajar Perkalian melalui Problem Based Learning Berbantuan Benda Konkret pada Siswa Kelas II Najla Nur Shafiyya; Ahmad Teguh Purnawanto; Muhammad Aunur Rofiq
Cokroaminoto Journal of Primary Education Vol. 9 No. 2 (2026): April - Juni 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cjpe.9.2.2026.8656

Abstract

Rendahnya hasil belajar perkalian pada siswa sekolah dasar perlu mendapat perhatian karena materi perkalian merupakan konsep dasar yang mendukung pemahaman operasi matematika pada jenjang berikutnya. Penelitian ini bertujuan meningkatkan hasil belajar perkalian melalui penerapan Problem Based Learning (PBL) berbantuan benda konkret pada siswa kelas II SDN 1 Tambaksari, Kabupaten Blora. Penelitian menggunakan pendekatan Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, masing-masing terdiri atas tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 25 siswa kelas II. Data dikumpulkan melalui tes hasil belajar, observasi, wawancara, dan dokumentasi. Analisis data dilakukan secara deskriptif kuantitatif dan kualitatif dengan menghitung rata-rata nilai, persentase ketuntasan belajar, serta N-Gain. Hasil penelitian menunjukkan bahwa persentase ketuntasan belajar meningkat dari 56% pada pra-siklus menjadi 76% pada siklus I dan mencapai 92% pada siklus II. Nilai rata-rata siswa juga meningkat dari 62 pada pra-siklus menjadi 74 pada siklus I dan 80,6 pada siklus II. Hasil perhitungan N-Gain sebesar 0,49 menunjukkan peningkatan dalam kategori sedang. Temuan penelitian mengindikasikan bahwa penerapan PBL berbantuan benda konkret berpotensi meningkatkan pemahaman konsep perkalian dan hasil belajar siswa sekolah dasar melalui pengalaman belajar yang lebih kontekstual dan bermakna.
Penguatan Konsep Sudut Melalui Project Based Learning Berbasis Proyek Rumah Origami Jefri Adi Prasetyo; Ahmad Teguh Purnawanto; Anna Mariyani
Jurnal QOSIM : Jurnal Pendidikan, Sosial & Humaniora Vol 4 No 3 (2026): 2026
Publisher : Yayasan pendidikan dzurriyatul Quran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61104/jq.v4i3.7370

Abstract

Siswa sekolah dasar sering mengalami kesulitan memahami konsep sudut karena pembelajaran geometri masih banyak didominasi penjelasan verbal dan gambar statis. Penelitian tindakan kelas ini bertujuan memperkuat pemahaman konsep sudut siswa kelas IV melalui model Project Based Learning (PjBL) berbasis proyek rumah origami. Penelitian menggunakan model Kemmis dan McTaggart dalam dua siklus dengan subjek 28 siswa kelas IV SDN 2 Andongrejo Kabupaten Blora. Data dikumpulkan melalui observasi, wawancara, dokumentasi, dan tes evaluasi, kemudian dianalisis secara deskriptif melalui persentase ketuntasan, rata-rata kelas, dan refleksi kualitatif. Hasil penelitian menunjukkan bahwa ketuntasan belajar meningkat dari 57,14% pada pra-siklus dengan rata-rata 65 menjadi 71,43% pada siklus I dengan rata-rata 72,5. Setelah instruksi proyek, scaffolding guru, dan pendampingan kelompok diperjelas pada siklus II, ketuntasan meningkat menjadi 89,29% dengan rata-rata 81,1. Proyek rumah origami membantu siswa mengenali, mengukur, dan mengklasifikasikan sudut melalui aktivitas konkret, visual-spasial, dan kolaboratif. Temuan ini berimplikasi bahwa pembelajaran geometri berbasis proyek sederhana dapat membuat konsep sudut lebih bermakna bagi siswa sekolah dasar.
Co-Authors Anna Mariyani Aqidatul Munfariqoh Devita Kusumaningrum Jefri Adi Prasetyo Muhammad Aunur Rofiq Najla Nur Shafiyya Wahyu Ari Saputra