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All Journal PeTeKa JURNAL MathEdu (Mathematic Education Journal) International Journal of Community Service (IJCS)
Safrina Harahap
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PENERAPAN MODEL PROBLEM BASED LEARNING DENGAN MEDIA MANIPULATIF UNTUK MENINGKATKAN HASIL BELAJAR PECAHAN PADA PESERTA DIDIK SD Pefriani Pefriani; Juliana Sari Caniago; Safrina Harahap; Rama Nida Siregar
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 9, No 2 (2026): PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran)
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v9i2.253-262

Abstract

Penelitian ini bertujuan untuk menganalisis penerapan model pembelajaran Problem Based Learning (PBL) dengan media manipulatif terhadap hasil belajar matematika materi pecahan pada Peserta Didik kelas IV SD Negeri 200110 Padangsidimpuan pada tahun ajaran 2025/2026. Keberhasilan dalam pembelajaran sering diukur berdasarkan hasil belajar, yang mencakup ranah kognitif, afektif, dan psikomotor. Model PBL berfokus pada pemecahan masalah yang dapat mengembangkan keterampilan berpikir kritis, sementara media manipulatif digunakan untuk memudahkan pemahaman konsep-konsep matematika yang abstrak. Penelitian ini menggunakan metode penelitian tindakan kelas (PTK) dengan empat langkah utama: perencanaan, tindakan, pengamatan, dan refleksi. Data dikumpulkan melalui tes tertulis, observasi, dan dokumentasi. Hasil penelitian menunjukkan adanya peningkatan signifikan pada nilai rata-rata Peserta Didik, dengan jumlah Peserta Didik yang tuntas belajar meningkat dari prasiklus ke siklus II. Penerapan model PBL dengan media manipulatif juga meningkatkan aktivitas dan partisipasi Peserta Didik dalam pembelajaran. Penelitian ini menyimpulkan bahwa model PBL yang didukung oleh media manipulatif efektif dalam meningkatkan hasil belajar matematika, keterlibatan aktif, dan kolaborasi Peserta Didik, serta dapat menjadi alternatif pembelajaran yang lebih menarik dan efektif di kelas.
PENGARUH MEDIA PEMBELAJARAN DAN TIPE KEPRIBADIAN TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA SD Safrina Harahap; Zurriyana Nainggolan; Yusmiarn Yusmiarn
JURNAL MathEdu (Mathematic Education Journal) Vol 9 No 2 (2026): JURNAL MathEdu (Mathematic Education Journal) Juli 2026
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v9i2.8160

Abstract

. This research is motivated by the low achievement of mathematics learning of elementary school students caused by the use of learning media that is less varied and has not paid attention to individual characteristics of students, especially personality types. This study aims to analyze the influence of learning media and personality type on students' mathematics learning achievement. The method used was a quasi-experiment with a 2×2 factorial design, involving 41 third grade students of SD Muhammadiyah 1 Padangsidimpuan. The research variables included learning media (interactive multimedia and magnetic boards) and personality types (introverts and extroverts). Data were collected through learning outcome tests and personality observations, then analyzed using a two-track ANOVA and Tukey's follow-up test. The results showed that there was a significant difference between the use of interactive multimedia and magnetic boards on mathematics learning achievement, where interactive multimedia provided higher results. In addition, there is a significant interaction between learning media and personality type. Interactive multimedia is more effective for introverted students, while magnetic boards are more effective for extroverted students. Thus, the selection of learning media that is suitable for the personality type of students plays an important role in increasing the effectiveness of learning and mathematics learning achievement.
PROBLEMATIKA INTEGRASI MAZHAB FILSAFAT PENDIDIKAN DALAM PENDIDIKAN ISLAM Pefriani Pefriani; Juliana Sari Caniago; Mufidah Hannum Nst; Safrina Harahap; Pahri Siregar
International Journal of Community Service (IJCS) Vol. 5 No. 1 (2026): January-June
Publisher : PT Inovasi Pratama Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55299/ijcs.v5i1.1866

Abstract

This study aims to analyze the characteristics of schools in educational philosophy and their implications for Islamic education. This study uses a qualitative approach with the type of library research, which is sourced from books, scientific journals, and other relevant literature. The data was analyzed descriptively and comparatively to identify the differences, similarities, and contributions of each school. The results show that the philosophy of education is divided into two main tendencies, namely traditional (essentialism and perennialism) that emphasizes the stability of values and the dominant role of educators, and contemporary (progressivism, existentialism, and reconstructionalism) which is oriented towards individual freedom, learning experience, and social change. In the context of Islamic education, each school has its relevance as well as its limitations. Traditional schools are aligned with efforts to maintain basic Islamic values, while contemporary schools contribute to the development of more adaptive and contextual learning methods. However, the difference in paradigm between schools requires a proper selection and integration process so as not to conflict with Islamic principles. This study concludes that an integrative approach that combines traditional values with modern thinking becomes a strategic solution in the development of relevant, adaptive, and sustainable Islamic education.
Co-Authors Juliana Sari Caniago Mufidah Hannum Nst Pahri Siregar Pefriani Pefriani Pefriani Pefriani Rama Nida Siregar Yusmiarn Yusmiarn Zurriyana Nainggolan