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All Journal Social, Humanities, and Educational Studies (SHEs): Conference Series
Hartini, Kristina Aspri
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Education Languange, Linguistic, Communication & Media Social Sciences

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Rendahnya Keterampilan Berbicara Siswa Sekolah Dasar: Analisis Masalah dan Solusi dalam Pembelajaran Bahasa Indonesia Suhartono, Suhartono; Restiani, Ning Dainty; Hartini, Kristina Aspri; Sari, Novita Riana
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107395

Abstract

Speaking skills are basic competencies that must be mastered by elementary school students, but various studies show that learners' speaking skills are still relatively low. This study aims to identify the factors that cause low speaking skills in elementary school students and formulate effective solutions in learning Indonesian. This research method uses a qualitative descriptive approach through a literature review with thematic analysis of eight selected articles from 2019–2024 obtained from various reputable databases. The results of the study show that low speaking skills are influenced by a lack of self-confidence, monotonous learning methods, minimal use of learning media, lack of support from the social and family environment, and limited opportunities to practice speaking. Effective solutions include building self-confidence and a safe learning environment, using active and varied learning methods, utilizing interesting media, providing regular speaking exercises, and building cooperation between schools and parents. These strategies have been proven to significantly increase students' participation, courage, and verbal abilities.Keterampilan berbicara merupakan kompetensi fundamental yang harus dikuasai siswa sekolah dasar, tetapi berbagai penelitian menunjukkan bahwa kemampuan berbicara siswa masih tergolong rendah. Penelitian ini bertujuan mengidentifikasi faktor-faktor penyebab rendahnya keterampilan berbicara siswa sekolah dasar dan merumuskan solusi efektif dalam pembelajaran Bahasa Indonesia. Metode penelitian ini menggunakan pendekatan deskriptif kualitatif melalui studi kepustakaan dengan analisis tematik terhadap delapan artikel terpilih tahun 2019–2024 yang diperoleh dari berbagai database bereputasi Hasil kajian menunjukkan bahwa rendahnya keterampilan berbicara dipengaruhi oleh kurangnya kepercayaan diri, metode pembelajaran yang monoton, minimnya penggunaan media pembelajaran, kurangnya dukungan lingkungan sosial dan keluarga, serta terbatasnya kesempatan berlatih berbicara. Solusi efektif meliputi membangun kepercayaan diri dan lingkungan belajar yang aman, menggunakan metode pembelajaran aktif dan variatif, memanfaatkan media yang menarik, memberikan latihan berbicara secara rutin, serta membangun kerja sama sekolah dan orang tua. Strategi-strategi tersebut terbukti mampu meningkatkan partisipasi, keberanian, dan kemampuan verbal siswa secara signifikan.
Profil Keterampilan Berpikir Kritis Siswa Melalui Studi Kasus di Sekolah Dasar Hartini, Kristina Aspri; Suryandari, Kartika Chrysti; Wijayanti, Murwani Dewi; Salimi, Moh.
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107313

Abstract

Critical thinking skills are very important to be implemented since elementary education, but in practice, elementary school students still face various challenges in developing these abilities. The purpose of this study is to describe the profile of critical thinking skills of students at Paduroso Elementary School by referring to the six main indicators proposed by Facione and to identify students' strengths and weaknesses in applying critical thinking skills through a case study approach that reflects real events in the school environment, in order to provide an in-depth understanding of the actual condition of students' critical thinking abilities. Data collection activities were carried out using a qualitative approach through a case study involving 54 students from grades IV, V, and VI at Paduroso Elementary School.  Data were collected through a critical thinking test based on two real-life incidents at school: a lost shoe and a broken flower pot. Data analysis techniques used the Miles and Huberman model, which consists of data sorting, data presentation, and conclusion formulation. The results showed that the evaluation, interpretation, and self-control indicators obtained the highest scores, indicating that students' abilities to understand situations and evaluate actions reflectively were quite good. Conversely, analysis and inference were still low, indicating the need for strengthening logical thinking and drawing conclusions. This study concluded that real-life case-based and dialogic learning were effective in fostering critical thinking skills. Future recommendations include the development of systematic learning strategies that hone analytical and inferential skills, and involve the role of teachers and a supportive learning environment.Keterampilan berpikir kritis sangat penting diterapkan sejak pendidikan dasar namun pada praktiknya, siswa sekolah dasar masih menghadapi berbagai tantangan dalam mengembangkan kemampuan ini.. Penelitian ini bertujuan untuk menggambarkan profil keterampilan berpikir kritis siswa SDN Paduroso dengan mengacu pada enam indikator utama yang dikemukakan oleh Facione serta mengidentifikasi kekuatan dan kelemahan siswa dalam menerapkan keterampilan berpikir kritis melalui pendekatan studi kasus yang mencerminkan peristiwa nyata di lingkungan sekolah, guna memberikan pemahaman mendalam mengenai kondisi aktual kemampuan berpikir kritis siswa.  Kegiatan pengambilan data dilakukan dengan pendekatan kualitatif melaui  studi kasus yang melibatkan 54 siswa dari kelas IV, V, dan VI di SDN Paduroso.  Data dikumpulkan melalui tes berpikir kritis berbasis dua peristiwa nyata di sekolah, yaitu kasus sepatu hilang dan pot bunga pecah.  Tenik analisis data menggunakan model Miles dan Huberman yang terdiri dari pemilahan data, pemaparan data, dan perumusan kesimpulan.  Hasil penelitian menunjukkan bahwa indikator evalusi, interpretasi, dan pengendalian diri memperoleh skor tertinggi, menandakan kemampuan siswa dalam memahami situasi dan mengevaluasi tindakan secara reflektif cukup baik.  Sebaliknya, analisis dan Inferensi masih rendah, menandakan perlunya penguatan dalam berpikir logis dan penyusunan kesimpulan.  Penelitian ini menyimpulkan bahwa pembelajaran berbasis kasus nyata dan dialogis efektif dalam mendorong keterampilan berpikir kritis. Rekomendasi ke depan adalah pengembangan strategi pembelajaran sistematis yang mengasah kemampuan analitis dan inferensial, serta melibatkan peran guru dan lingkungan belajar yang mendukung.
Analisis Problematika Pembelajaran Bangun Ruang dan Alternatif Strategi Pemecahannya dalam Pelajaran Matematika di Sekolah Dasar Hilmawan, Adiyatma Zaki Nabil; Fauzi, Aditya Zaki Gemawan; Hartini, Kristina Aspri; Indrapangastuti, Dewi; Wahyudi, Achmad Basari Eko
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107316

Abstract

Understanding the foundational concepts and dimensions of geometric solids represents a critical component of mathematical competency at the elementary education level. However, numerous studies have consistently reported that students continue to experience significant challenges in grasping the properties and structures of three-dimensional figures. This article aims to investigate the recurring obstacles encountered in teaching spatial geometry at the elementary school level and to explore evidence-based pedagogical strategies to address them, drawing upon findings from prior scholarly research. The method used is a systematic literature study of scientific articles published between 2016 and 2025, with inclusion criteria being articles discussing difficulties in learning mathematics in elementary schools, particularly on the topic of geometric shapes, and published in nationally or internationally accredited journals. Exclusion criteria include articles that are not relevant to the focus of geometric shapes, not based on empirical research, or not available in full text. Articles were searched using the keywords: "learning difficulties", "elementary school mathematics", and "geometric shapes". The results of the study indicate that students' difficulties in learning geometric shapes are closely related to a weak understanding of basic concepts, misconceptions about mathematical terms, low learning motivation, and the lack of optimization of the use of learning media. Several recommended strategies to overcome these problems include: (1) the use of interesting and concrete learning media; (2) strengthening basic concepts before students are introduced to more complex concepts; (3) the application of active and enjoyable learning methods; (4) increasing students' active involvement in the learning process; and (5) the use of visual, narrative, and exploratory educational media, such as Pop-Up Books and math comics. This study is expected to be the basis for designing a more effective and enjoyable learning activity approach to introduce the concept of spatial shapes to students at elementary school level.Penguasaan terhadap konsep dan ukuran bangun ruang termasuk kompetensi dasar esensial pada kegiatan belajar matematika di jenjang sekolah dasar. Berbagai temuan penelitian menunjukkan bahwa siswa masih mengalami hambatan yang cukup signifikan dalam memahami materi ini. Studi ini dirancang untuk melakukan identifikasi serta analisis mendalam terhadap permasalahan yang timbul dalam pembelajaran bangun ruang di tingkat sekolah dasar, serta mengeksplorasi strategi alternatif yang dapat diterapkan untuk mengatasinya berdasarkan temuan-temuan studi sebelumnya. Metode yang digunakan adalah studi literatur sistematis terhadap artikel-artikel ilmiah yang dipublikasikan dalam kurun waktu 2016 hingga 2025, dengan kriteria inklusi berupa artikel yang membahas kesulitan pembelajaran matematika di sekolah dasar, khususnya pada topik bangun ruang, dan dipublikasikan dalam jurnal terakreditasi nasional atau internasional. Kriteria eksklusi mencakup artikel yang tidak relevan dengan fokus bangun ruang, tidak berbasis penelitian empiris, atau tidak tersedia dalam teks lengkap. Artikel ditelusuri menggunakan kata kunci: “kesulitan pembelajaran”, “matematika sekolah dasar”, dan “bangun ruang”.  Hasil kajian menunjukkan bahwa kesulitan siswa dalam mempelajari bangun ruang berkaitan erat dengan lemahnya pemahaman terhadap konsep dasar, miskonsepsi terhadap istilah matematika, rendahnya motivasi belajar, serta kurangnya optimalisasi penggunaan media pembelajaran. Beberapa strategi yang direkomendasikan untuk mengatasi permasalahan tersebut antara lain: (1) pemanfaatan media pembelajaran yang menarik dan bersifat konkret; (2) penguatan konsep dasar sebelum siswa dikenalkan pada konsep yang lebih kompleks; (3) penerapan metode pembelajaran yang aktif dan menyenangkan; (4) peningkatan keterlibatan aktif siswa dalam proses pembelajaran; serta (5) penggunaan media edukatif berbasis visual, naratif, dan eksploratif, seperti Pop-Up B,ok dan komik matematika. Kajian ini diharapkan menjadi landasan dalam merancang pendekatan kegiatan belajar yang lebih efektif dan menyenangkan guna memperkenalkan konsep bangun ruang kepada siswa di jenjang sekolah dasar.
Co-Authors Achmad Basari Eko Wahyudi Dewi Indrapangastuti Fauzi, Aditya Zaki Gemawan Hilmawan, Adiyatma Zaki Nabil Kartika Chrysti Suryandari Moh Salimi Murwani Dewi Wijayanti, Murwani Dewi Restiani, Ning Dainty Sari, Novita Riana Suhartono