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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Development Education and Learning
Nurul Atikah
Universitas Pahlawan Tuanku Tambusai
Education

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Menguasai Pecahan, Persen, dan Desimal Nurul Atikah; Pinanti Pinanti; Rasti Wulandari; Vania Ardelia; Wilda Afdiliani; Zahira Zaifa
Journal of Development Education and Learning (JODEL) Vol. 4 No. 1 (2026): January 2026
Publisher : LPPI Yayasan Almahmudi bin Dahlan

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Abstract

Pecahan, desimal, dan persen adalah konsep matematika yang esensial bagi siswa sekolah dasar, dan pemahaman yang baik terhadap ketiganya dapat dicapai melalui beberapa langkah sederhana. Pertama, gunakan visualisasi seperti diagram atau model untuk menggambarkan pecahan secara konkret. Selanjutnya, ajarkan cara mengonversi pecahan menjadi desimal dengan membagi pembilang dengan penyebut, serta sebaliknya. Untuk persen, hubungkan konsep ini dengan situasi sehari-hari, seperti diskon saat berbelanja, dan tunjukkan cara mengubah desimal menjadi persen dengan mengalikan 100. Dengan pendekatan yang interaktif dan kontekstual ini, siswa akan lebih mudah memahami dan menerapkan pecahan, desimal, dan persen dalam kehidupan sehari-hari. Dengan demikian, tujuan dari penelitian ini adalah untuk menyoroti pentingnya pemahaman pecahan, desimal, dan persen serta memperkenalkan langkah-langkah mudah yang dapat diterapkan dalam proses pembelajaran. Melalui metode yang interaktif dan kontekstual, diharapkan siswa dapat mengembangkan fondasi yang kuat dalam matematika, yang akan bermanfaat bagi pembelajaran mereka di tingkat yang lebih lanjut
RAGAM MODEL PEMBELAJARAN DALAM KURIKULUM SD: DARI PENDEKATAN KONVENSIONAL MENUJU PEMBELAJARAN INOVATIF BERBASIS KOMPETENSI Romi Laspita; Dewi Andini; Muhammad Arif; Atiyah Qonitah; Lili Mulyanti; Raudhatul Hasanah; Syava Firdania; Natasya Az-zahra Nelzira; Nurul Atikah; Rasti Wulandari; Nayla Nabilla; Resya Putri Insani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.16645

Abstract

Learning models constitute the conceptual framework that determines the direction and quality of the teaching and learning process in the classroom. At the elementary school level, selecting the appropriate learning model is a critical factor in realizing the goals of the Freedom to Learn Curriculum (Kurikulum Merdeka), which is oriented toward the holistic development of the Pancasila Student Profile. This article aims to comprehensively review various learning models relevant to the elementary school curriculum context, encompassing: (1) conventional learning models and their enduring relevance; (2) innovative constructivist-based learning models, including Cooperative Learning, Problem-Based Learning (PBL), and Project-Based Learning (PjBL); and (3) competency-based learning approaches within the Kurikulum Merdeka framework. The study was conducted through systematic literature review of scientific sources from SINTA-accredited journals and educational reference books published between 2006 and 2024. The findings indicate that no single learning model is universally superior across all conditions. Each model possesses distinct theoretical foundations, implementation procedures, strengths, and limitations depending on the learning context. An effective elementary school teacher is one who possesses broad pedagogical literacy capable of reading classroom characteristics and selecting and combining learning models appropriately and adaptively. This article is expected to serve as a useful academic reference for PGSD students and elementary education practitioners in developing their pedagogical competence.
Co-Authors Atiyah Qonitah Dewi Andini Lili Mulyanti Muhammad Arif Natasya Az-zahra Nelzira Nayla Nabilla Pinanti Pinanti Rasti Wulandari Raudhatul Hasanah Resya Putri Insani Romi Laspita Syava Firdania Vania Ardelia Wilda Afdiliani Zahira Zaifa