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All Journal Jurnal Ilmiah Profesi Pendidikan SENTRI: Jurnal Riset Ilmiah
Kulsum Nur Hayati
Universitas Islam Negeri Sunan Kalijaga
Aerospace Engineering Humanities Computer Science & IT Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice

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Pengaruh Metode Pembelajaran Problem Based Learning dan Problem Posing Terhadap Hasil Belajar Pecahan Matematika Kelas V SD di Kecamatan Pituruh Slamet Binarso; Kulsum Nur Hayati; Puryati Puryati
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 3 (2026): Agustus
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i3.4877

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh metode pembelajaran Problem Based Learning (PBL) dan Problem Posing terhadap kemampuan High Order Thinking Skills (HOTS) pada materi pecahan matematika siswa kelas V sekolah dasar di Kecamatan Pituruh. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu (quasi experimental design) dengan bentuk nonequivalent control group design. Sampel penelitian terdiri dari 67 siswa yang terbagi dalam dua kelompok, yaitu kelas eksperimen dan kelas kontrol. Instrumen penelitian berupa tes kemampuan HOTS pada materi pecahan yang telah melalui uji validitas dan reliabilitas. Teknik analisis data meliputi uji prasyarat berupa uji normalitas, uji hipotesis menggunakan uji U Mann Whitney dan Wilcoxon, serta analisis perbandingan rata-rata (gain score).Hasil penelitian menunjukkan bahwa terdapat peningkatan kemampuan HOTS pada kedua kelompok, namun peningkatan pada kelas yang menggunakan metode Problem Based Learning dan Problem Posing lebih tinggi dibandingkan metode konvensional. Nilai rata-rata posttest kelas eksperimen lebih tinggi secara signifikan dibandingkan kelas kontrol yaitu sebesar 21,2 poin. Hasil uji U Mann Whitney menunjukkan nilai signifikansi < 0,05 yang berarti terdapat pengaruh signifikan penggunaan metode Problem Based Learning maupun Problem Posing terhadap kemampuan HOTS siswa. Selain itu, analisis gain menunjukkan kategori peningkatan berada pada kategori sedang hingga tinggi pada kelas eksperimen, sedangkan kelas kontrol berada pada kategori rendah hingga sedang.Temuan ini menunjukkan bahwa pembelajaran yang berpusat pada siswa mampu meningkatkan kemampuan berpikir kritis, analitis, dan kreatif dalam menyelesaikan masalah matematika khususnya materi pecahan. Dengan demikian, metode Problem Based Learning dan Problem Posing efektif digunakan sebagai alternatif strategi pembelajaran untuk meningkatkan kualitas hasil belajar matematika siswa sekolah dasar.
Local Wisdom-Based Practical Life and Project-Based Learning for Early Childhood Financial Literacy: A Systematic Literature Review Tika Amalia Fitriani; Kulsum Nur Hayati; Wahju Dyah Laksmi Wardhani; Erie Siti Syarah
SENTRI: Jurnal Riset Ilmiah Vol. 5 No. 10 (2026): SENTRI : Jurnal Riset Ilmiah, Oktober 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/sentri.v5i10.7250

Abstract

This systematic literature review synthesizes evidence on local-wisdom-based Practical Life activities and project-based learning (PjBL) for developing financial literacy in early childhood education. Following PRISMA 2020, searches covered Google Scholar, Scopus, DOAJ, Sinta, university repositories, and reference tracking for publications from 2020 to 2025. The selection process identified 281 records, removed 65 duplicates, screened 216 titles and abstracts, assessed 66 full-text reports, and included 25 studies in the qualitative thematic synthesis. Four connected findings emerged. First, Practical Life routines translate financial ideas into concrete habits by teaching children to care for materials, recognize limited resources, make choices, and assume responsibility. Second, PjBL develops planning, collaboration, problem solving, simple budgeting, saving, and decision making through authentic projects such as classroom shops, mini-banks, markets, and product-making activities. Third, local wisdom strengthens relevance by embedding thrift, sharing, mutual assistance, family production, and traditional market practices in learning. Fourth, the strongest model integrates these elements as a progression from daily habits to collaborative projects and culturally meaningful reflection. The evidence remains limited by heterogeneous measures, short intervention periods, geographic concentration, and few studies testing the integrated model directly. The review recommends developmentally appropriate assessment instruments, longitudinal and cross-cultural studies, and teacher professional development that connects financial concepts with children’s lived experiences.
Co-Authors Erie Siti Syarah Puryati Puryati Slamet Binarso Tika Amalia Fitriani Wahju Dyah Laksmi Wardhani