Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Kiswoyo, Anggi Regita Cahyani
Unknown Affiliation
Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
IMPLEMENTASI MODEL PROBLEM BASED LEARNING (PBL) DAN PROJECT BASED LEARNING (PJBL) TERHADAP MOTIVASI DAN PARTISIPASI AKTIF PESERTA DIDIK PADA PEMBELAJARAN MATEMATIKA MATERI BANGUN DATAR SEDERHANA KELAS III SEKOLAH DASAR Kiswoyo, Anggi Regita Cahyani; Arum Kusuma Nugrahani; Hamidah Noer; Qoriati Mushafanah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (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.v11i2.51450

Abstract

Low learning motivation and active participation of students remain a challenge in mathematics learning in elementary schools, especially in simple plane geometry. This condition was found during clinical learning practice in grade III of SDN Sawah Besar 01, where some students tended to be passive, lacked confidence in asking questions, and had difficulty understanding the concept of plane geometry elements concretely. This article aims to describe the implementation of the Problem Based Learning (PBL) and Project Based Learning (PjBL) models in increasing learning motivation and active participation of students while reflecting the development of educators' pedagogical competence during the learning process. The study used a qualitative descriptive approach with data collection techniques in the form of observation, interviews, documentation, and reflection journals. Data were analyzed through the stages of data reduction, data presentation, and drawing conclusions. The results showed that the implementation of the PBL and PjBL models was able to increase student involvement in discussions, courage to ask questions, the ability to work together, and enthusiasm in participating in mathematics learning. In addition to having an impact on students, clinical learning practices also contributed to strengthening educators' pedagogical competence in designing active learning, managing classes, and providing more reflective feedback.
Co-Authors Arum Kusuma Nugrahani Hamidah Noer Qoriati Mushafanah