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RAHMA AYUNI
UNIVERSITAS TERBUKA
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ANALISIS KEAKTIFAN DAN PEMAHAMAN SISWA MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE PADA MATERI PERUBAHAN WUJUD BENDA DI KELAS IV SD RAHMA AYUNI; KMA FAUZI
Jurnal Pendidikan Dasar Vol. 17 No. 1 (2026): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v17i1.68317

Abstract

This study aimed to examine the implementation of the Think Pair Share (TPS) learning model in improving student participation and conceptual understanding of changes in the states of matter among fourth-grade elementary school students. The TPS model was selected because it encourages independent thinking, peer collaboration, and active communication during learning activities. This research employed a descriptive qualitative approach involving 18 fourth-grade students at UPTD SDN 010106 Sei Silau Barat. Data were collected through observation, interviews, documentation, and learning assessments. The novelty of this study lies in analyzing the contribution of each TPS stage (Think, Pair, Share) to student engagement and conceptual understanding in science learning. The findings showed an increase in student participation, with 14 students actively engaged in pair discussions and 12 students confidently presenting their results during class sharing sessions. In addition, 83.3% of students achieved scores above the minimum mastery criterion with an average score of 78.6. These results indicate that the TPS model effectively supports active, collaborative, and meaningful science learning at the elementary level.
IMPLEMENTASI TEORI BELAJAR KOGNITIF PADA PEMBELAJARAN MATEMATIKA DALAM PENERAPAN KONSEP KPK DENGAN MENGGUNAKAN MEDIA PAPAN MUSI PADA SISWA KELAS V SD RAHMA AYUNI; RYAN DWI PUSPITA
Jurnal Pendidikan Dasar Vol. 16 No. 2 (2025): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v16i2.62267

Abstract

This study aims to analyze the application of cognitive learning theory through the media of Musi Board (Multifunctional Board) in improving the conceptual understanding of 5 Grade elementary school students in the Smallest Common Multiples (KPK). The research background is based on the global challenges in building students' mathematical conceptual thinking skills, which is exacerbated by the dominance of procedural methods. A descriptive qualitative approach was used to observe the process of constructing students' knowledge through interaction with the media of the Musi Board. Data were collected through passive participant observation and description diagnostic tests. The results of the study show that the Musi Board acts as an effective cognitive scaffolding, bridging students' concrete and abstract thinking through sensorimotor and manipulative experiences. Physical interaction with the media facilitates the visualization of patterns and relationships between numbers, forming an accurate mental representation of the concept of the KPK. In addition, these implementations create a dynamic and participatory learning environment, where group discussions deepen students' conceptual understanding and hone their metacognitive skills. In conclusion, the integration of cognitive learning theory with Musi Board media has proven to be effective in improving the quality of mathematics learning in elementary schools, shifting students' understanding from procedural memorization to deep conceptual understanding.
Co-Authors KMA Fauzi Ryan Dwi Puspita