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All Journal Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar
Rosyidah Umami Octavia
Sekolah Dasar Negeri IV Pucang, Sidoarjo
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Meningkatkan Hasil Belajar Siswa Kelas 3 SDN Pucang IV pada Mata Pelajaran Matematika Materi Perkalian dan Pembagian dengan Model Pembelajaran Realistic Mathematics Education (RME) Dinar Mufidatus Sholiha; Rosyidah Umami Octavia; Arie Widya Murni
Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar Vol. 3 No. 1 (2026): Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar
Publisher : LPPM UNUSIDA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55732/jn743337

Abstract

Penelitian ini bertujuan untuk meningkatkan aktivitas pembelajaran dan hasil belajar matematika siswa kelas 3 sekolah dasar pada materi perkalian dan pembagian melalui penerapan model Realistic Mathematics Education (RME). Permasalahan penelitian berangkat dari rendahnya ketuntasan belajar, di mana 59% siswa belum mencapai Kriteria Ketuntasan Minimal (KKM), yang menunjukkan perlunya pendekatan pembelajaran yang lebih kontekstual dan bermakna. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus dengan tahapan perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah 27 siswa kelas 3 SDN Pucang IV Sidoarjo. Data dikumpulkan melalui observasi aktivitas guru dan siswa serta tes hasil belajar. Hasil penelitian menunjukkan adanya peningkatan aktivitas guru dari 64,8% menjadi 89,1% dan aktivitas siswa dari 61,6% menjadi 83,8%. Ketuntasan belajar meningkat dari 37% pada siklus I menjadi 74,07% pada siklus II. Temuan ini menunjukkan bahwa penerapan RME efektif dalam memperkuat keterlibatan siswa dan pemahaman konsep operasi hitung. This study aims to improve classroom learning activities and mathematics achievement of third-grade elementary students in multiplication and division through the implementation of the Realistic Mathematics Education (RME) model. The study was motivated by low learning mastery, where 59% of students failed to reach the minimum mastery criterion, indicating the need for more contextual and meaningful instructional strategies. The research employed a Classroom Action Research design conducted in two cycles consisting of planning, action, observation, and reflection stages. The participants were 27 third-grade students of SDN Pucang IV Sidoarjo. Data were collected through teacher and student activity observations and learning outcome tests. The results show an increase in teacher activity from 64.8% to 89.1% and student activity from 61.6% to 83.8%. Learning mastery improved from 37% in Cycle I to 74.07% in Cycle II. These findings indicate that RME effectively enhances student engagement and conceptual understanding of arithmetic operations.
Penerapan Model Pembelajaran Problem Based Learning untuk Meningkatkan Hasil Belajar IPAS Materi Rotasi dan Revolusi Bumi di Kelas VI Rezza Amanda pratiwi; Arie Widya Murni; Rosyidah Umami Octavia
Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar Vol. 3 No. 1 (2026): Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar
Publisher : LPPM UNUSIDA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55732/h0ye2815

Abstract

This Classroom Action Research (CAR) aims to improve students' learning achievement in the field of Natural and Social Sciences (IPAS) related to the topic of Earth's rotation and revolution by implementing the Problem Based Learning (PBL) model supported by the Paroreb media (Earth Rotation and Revolution Board). The subjects involved in this study were 25 students from grade VI of SDN Pucang 4. The research was conducted in two cycles, which included the stages of planning, action implementation, observation, and reflection. From the observations in the pre-cycle, it was found that the learning mastery level only reached 45%, indicating students' low understanding of the concepts of Earth's rotation and revolution. In cycle I, after implementing the PBL model with the support of Par media, the learning mastery level increased to 60%. Improvements made in cycle II resulted in a better mastery level, namely 88%. This increase indicates that the use of the PBL model together with the media
Meningkatkan Hasil Belajar Peserta Didik melalui Penggunaan Media Papan Jurang pada Materi Penjumlahan dan Pengurangan Bersusun di Kelas 2 SD Negeri Pucang 4 Sidoarjo Nurus Alfina; Arie Widya Murni; Rosyidah Umami Octavia
Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar Vol. 3 No. 1 (2026): Pengenalan Lapangan Persekolahan Pendidikan Guru Sekolah Dasar
Publisher : LPPM UNUSIDA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55732/a4fv6020

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika peserta didik kelas II melalui pemanfaatan media papan jurang. Penelitian menggunakan desain Penelitian Tindakan Kelas yang melibatkan 25 peserta didik dan dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, tindakan, observasi, dan refleksi. Data dikumpulkan melalui tes hasil belajar dan lembar observasi aktivitas peserta didik. Hasil penelitian menunjukkan bahwa tingkat ketuntasan belajar meningkat dari 42% pada tahap prasiklus menjadi 60% pada siklus I dan mencapai 84,96% pada siklus II. Temuan ini menunjukkan bahwa media papan jurang efektif membantu visualisasi nilai tempat dan proses meminjam serta menyimpan angka, sehingga meningkatkan keterlibatan dan pemahaman peserta didik. Kebaruan penelitian terletak pada integrasi media konkret papan jurang dengan pendekatan pembelajaran berbasis masalah dalam konteks operasi hitung bersusun di sekolah dasar. This study aims to improve mathematics learning outcomes of second-grade students through the use of the gap board media. The study used a Classroom Action Research design involving 25 students and was carried out in two cycles, each including planning, action, observation, and reflection stages. Data were collected through learning outcome tests and student activity observation sheets. The results showed that the learning completion rate increased from 42% in the pre-cycle stage to 60% in the first cycle and reached 84.96% in the second cycle. These findings indicate that the gap board media effectively helps visualize place value and the process of borrowing and storing numbers, thereby increasing student engagement and understanding. The novelty of the study lies in the integration of the gap board concrete media with a problem-based learning approach in the context of stacked arithmetic operations in elementary schools. 
Co-Authors Arie Widya Murni Dinar Mufidatus Sholiha Nurus Alfina Rezza Amanda pratiwi