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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Aldia Sundara, Fazar
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ANALISIS LEVEL KOGNITIF LOTS DAN HOTS SISWA DALAM PEMBELAJARAN IPAS MENGGUNAKAN MODEL PEMBELAJARAN RADEC BERBANTUAN MEDIA FLIPBOOK DIGITAL Ratna Ningrat, Ayu; Aldia Sundara, Fazar; Novitasari, Gita; Setiawati, Ina
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51152

Abstract

This study aims to describe the achievement of Lower Order Thinking Skills (LOTS) at the C2 and C3 levels and Higher Order Thinking Skills (HOTS) at the C4 level among sixth-grade students (Class 6A) of SDN 1 Awirarangan in IPAS (Natural and Social Sciences) learning Chapter 7 Topic A, implementing the RADEC (Read, Answer, Discuss, Explain, Create) model assisted by digital flipbook media. This research employed a quantitative descriptive approach. The subjects were 22 students consisting of 9 male and 13 female students, selected through purposive sampling. Data were collected using a multiple-choice evaluation test comprising 5 items covering cognitive levels C2, C3, and C4. Data analysis utilized descriptive statistics including mean, percentage of achievement per cognitive level, and distribution of achievement categories. The results revealed that the classical average score reached 82.73 with a mastery rate of 86.36%. LOTS achievement (C2+C3) reached 86.37% in the Very Good category, while HOTS achievement (C4) reached 77.27% in the Good category. The cognitive level distribution showed a consistent declining pattern: C2 (88.64%) > C3 (81.82%) > C4 (77.27%). Gender-based analysis indicated that male students achieved higher LOTS (92.59%) compared to female students (82.05%), whereas HOTS achievement was relatively equal between both groups (male 77.78%; female 76.92%). These findings indicate that the implementation of the RADEC model assisted by digital flipbook media contributes positively to students' cognitive level mastery, particularly in developing analytical thinking skills equitably across gender groups.
STRATEGI GURU DALAM MENUMBUHKAN GROWTH MINDSET PADA SISWA SEKOLAH DASAR Nur Alif Malik, Abdillah; Aldia Sundara, Fazar; Sufyan Tsauri, Ade; Acesta, Arrofa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62873

Abstract

The development of a growth mindset has become an essential aspect of elementary education, as it encourages students to believe that intelligence and abilities can be developed through effort, perseverance, and continuous learning. However, learning practices in schools remain largely focused on academic achievement rather than the learning process, limiting students' motivation and resilience in overcoming challenges. This study aims to examine teachers' strategies for fostering a growth mindset among elementary school students through a review of relevant literature. The study employed a literature review method by analyzing and synthesizing theories and findings from previous studies on growth mindset, the characteristics of elementary school students, teachers' instructional strategies, and the implementation of growth mindset in the learning process. The findings indicate that teachers play a crucial role in fostering a growth mindset by providing process-oriented praise, constructive feedback, encouraging students to view mistakes as learning opportunities, offering challenges that match students' abilities, using positive and motivating language, creating a supportive learning environment, and promoting self-reflection. These strategies are aligned with the student-centered learning approach advocated in the Merdeka Curriculum and contribute to improving students' learning motivation, self-confidence, perseverance, and academic resilience. Therefore, the consistent implementation of appropriate instructional strategies can effectively support the development of resilient, adaptive, and lifelong learners who are well prepared to face future academic and real-life challenges.
Peran Growth Mindset dalam Meningkatkan Hasil Belajar Siswa Sekolah Dasar Sufyan Tsauri, Ade; Aldia Sundara, Fazar; Nur Alif Malik, Abdillah; Acesta, Arrofa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Posted
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.62874

Abstract

Hasil belajar merupakan salah satu indikator keberhasilan proses pendidikan yang dipengaruhi oleh berbagai faktor, termasuk faktor nonkognitif seperti growth mindset. Peserta didik yang memiliki growth mindset cenderung lebih percaya bahwa kemampuan dapat berkembang melalui usaha, strategi yang tepat, dan pengalaman belajar yang berkelanjutan sehingga lebih mampu menghadapi tantangan dalam proses pembelajaran. Artikel ini bertujuan mengkaji peran growth mindset dalam meningkatkan hasil belajar siswa sekolah dasar melalui studi literatur. Penelitian menggunakan metode studi literatur dengan pendekatan deskriptif kualitatif. Data diperoleh dari berbagai sumber ilmiah berupa artikel jurnal nasional dan internasional, buku, serta referensi lain yang relevan. Data dianalisis menggunakan teknik content analysis melalui proses identifikasi, pengelompokan, perbandingan, dan sintesis temuan penelitian sesuai dengan fokus kajian. Hasil kajian menunjukkan bahwa growth mindset berperan positif dalam meningkatkan hasil belajar melalui peningkatan motivasi belajar, ketekunan, self-efficacy, dan keterlibatan siswa dalam pembelajaran. Selain itu, guru memiliki peran strategis dalam menumbuhkan growth mindset melalui pemberian umpan balik yang konstruktif, penghargaan terhadap proses belajar, serta penciptaan lingkungan belajar yang aman dan suportif. Dengan demikian, implementasi growth mindset secara terintegrasi dalam pembelajaran di sekolah dasar dapat menjadi salah satu strategi yang efektif untuk meningkatkan kualitas proses pembelajaran dan hasil belajar siswa.
Co-Authors Arrofa Acesta Ina Setiawati Novitasari, Gita Nur Alif Malik, Abdillah Ratna Ningrat, Ayu Sufyan Tsauri, Ade