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Aldi Surya Kinasih
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PENINGKATAN KETERAMPILAN BERTANYA SISWA KELAS 2A SD MATERI PEDULI LINGKUNGAN BERBANTUAN MEDIA POP UP BOOK Suaidah, Amida; Lilik Bintartik; Aldi Surya Kinasih; Alviena Tazky Amalia; Devi Restu Putpitasari; Hinggar Relung Puspita; Sinta Kiswoyo Putri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60856

Abstract

This study was motivated by the low level of questioning skills among lower-grade students in the Pancasila Education subject. The research aimed to improve the questioning skills of Grade IIA students at SDN Bareng 3, Malang City, regarding the topic of "Environmental Care" through the use of pop-up book media. A Classroom Action Research (CAR) method utilizing the Kemmis and McTaggart model was implemented over three cycles. The research subjects consisted of 28 students (16 boys and 12 girls). Data collection was conducted through observation using a questioning skills assessment rubric, teacher activity observation sheets, and documentation. The results indicated an improvement in questioning skills across each cycle. The number of students actively asking questions rose from 9 in Cycle I to 11 in Cycle II, reaching 17 in Cycle III. The class average score also increased from 41.56 to 53.50, ultimately reaching 62.50 in Cycle III. The percentage of classical mastery rose from 3.70% to 18.52%, reaching 32.14% by the end of the study. Based on these findings, it can be concluded that the use of pop-up book media, combined with heterogeneous group discussions, is effective in enhancing students' questioning skills. This medium helps boost students' confidence in asking questions, reduces hesitation during communication, and trains them to formulate appropriate questions. Although classical mastery did not reach an optimal level, the research results demonstrated consistent progress in questioning skills throughout the implementation cycles
Penerapan PjBL Terintegrasi STEAM melalui Proyek Mini Riset Data Kontekstual untuk Meningkatkan Literasi Numerasi Siswa Kelas IV SD Kiswoyo, Sinta; Lilik Bintartik; Hinggar Relung Puspita; Devi Restu Putpitasari; Alviena Tazky Amalia; Amida Suaidah; Aldi Surya Kinasih
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.v11i03.62869

Abstract

This study aimed to describe the implementation of the STEAM-integrated Project Based Learning (PjBL) model through a contextual mini research project and to analyze its effect on improving the numeracy literacy skills of fourth-grade elementary school students. The study employed a Classroom Action Research (CAR) design based on the Kemmis and McTaggart model, conducted in one cycle consisting of three meetings. The participants were 27 fourth-grade students. Data were collected through numeracy literacy tests, learning implementation observation sheets, student activity observations, project assessments, interviews, and documentation. Quantitative and qualitative data analyses were conducted by calculating mean scores, learning mastery percentages, and normalized gain (N-Gain) scores, supported by descriptive analysis. The findings revealed that students’ average numeracy literacy score increased from 32.1% in the pretest to 74.1% in the posttest, representing an improvement of 42.0%. Learning mastery also increased from 25.9% to 77.8%, exceeding the predetermined success criterion of 75%. The calculated N-Gain score was 0.62, which falls into the moderate category. In addition, the implementation of learning activities improved from 66.7% in the first meeting to 88.9% in the third meeting. The contextual mini research project achieved an average score of 80.2, categorized as good. These findings indicate that the implementation of STEAM-integrated Project Based Learning through a contextual mini research project is effective in improving elementary school students’ numeracy literacy skills
PENERAPAN MODEL PEMBELAJARAN STAD BERBANTUAN MEDIA AUGMENTED REALITY UNTUK MENINGKATKAN KETERAMPILAN KOLABORASI SISWA SD Alviena Tazky Amalia; Lilik Bintarik; Aldi Surya Kinasih; Amida Suaidah; Devi Restu Putpitasari; Hinggar Relung Puspita; Sinta Kiswoyo Putri
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.63076

Abstract

This study aims to improve the collaboration skills of third-grade students at SDN Bareng 3 Malang in the IPAS subject through the application of the Student Teams Achievement Divisions (STAD) cooperative learning model aided by Augmented Reality (AR) media. The background of this study is the students’ low collaboration skills, characterized by a tendency to work individually, a lack of positive interaction, and the dominance of certain students in group discussions. The method used was Classroom Action Research (CAR) based on the Kemmis and McTaggart model, conducted over three cycles. Research data were collected through observation, interviews, and validation questionnaires, then analyzed using descriptive qualitative and quantitative methods. The results showed that integrating the STAD model with AR media successfully improved students’ collaboration skills gradually, with the average percentage of students’ collaboration skills reaching 72.15% in Cycle I (good category), 84.12% in Cycle II (very good category), and 91.63% in Cycle III (very good category). This improvement is supported by the characteristics of the STAD model, which emphasizes individual and group responsibility, as well as AR technology, which facilitates structured role-sharing and more immersive interactions in learning activities. These findings conclude that the AR-assisted STAD learning model is effective in creating an active and collaborative learning environment and can serve as a reference for educators in developing 21st-century skills among elementary school students.
Co-Authors Alviena Tazky Amalia Amida Suaidah Devi Restu Putpitasari Hinggar Relung Puspita Kiswoyo, Sinta Lilik Bintarik Lilik Bintartik Sinta Kiswoyo Putri Suaidah, Amida