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Rindy Mulyadi
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PENGARUH MODEL GUIDED INQUIRY BERBANTUAN MULTIMEDIA INTERAKTIF TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA SEKOLAH DASAR Desty Hastyka Faojiah; Esmi Tsalsa Sofiawati; Rindy Mulyadi; Muhamad Sahid Alfata; Fani Fadilah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60488

Abstract

This research is motivated by the low critical thinking skills of elementary school students in science learning, particularly on economic activity material. This is caused by the learning process which is still dominated by lecture methods and the minimal use of interactive learning media. This study aims to examine the effect of the Guided Inquiry model assisted by interactive multimedia on students' critical thinking skills. The research method used is quasi-experimental with a Nonequivalent Control Group Design. The research sample involved 56 fifth-grade students of SDN Cisarua, Sukabumi City, divided into experimental class (28 students) and control class (28 students). Data were collected through critical thinking skills test instruments in the form of pretest and posttest. Data analysis techniques include normality tests, homogeneity tests, Independent Sample t-Test, and N-Gain tests. The results showed an increase in the average score in the experimental class from 40.93 (pretest) to 87.86 (posttest), while the control class increased from 40.96 to 62.14. Based on the hypothesis test, a significance value (Sig. 2-tailed) of 0.000 < 0.05 was obtained, meaning H0 is rejected and H1 is accepted. Furthermore, the N-Gain test results showed the experimental class achieved 0.798 (79.76%) in the high category, while the control class only achieved 0.353 (35.32%) in the medium category. In conclusion, the application of the Guided Inquiry model assisted by interactive multimedia has proven to have a significant and effective effect in improving the critical thinking skills of elementary school students.
PENGARUH PENGGUNAAN MEDIA AJAR NUMBER LINE TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA DALAM OPERASI BILANGAN BULAT PADA SISWA KELAS IV DI MIS CIOMAS Lastri Kurniasih; Repi Heryanto; Yaya Yulia Bonita; Rindy Mulyadi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.60423

Abstract

This study was motivated by the low mathematical problem-solving skills of fourth-grade students regarding integer operations at MIS Ciomas. This was indicated by pretest results that remained below the Minimum Passing Criteria (KKM), suggesting that students struggled to understand the abstract concept of integers. The lack of concrete learning media is one of the factors contributing to students’ low understanding. The purpose of this study is to determine the effect of using the Number Line teaching media on mathematical problem-solving skills in integer operations among fourth-grade students at MIS Ciomas. The research method used is a quantitative method with a one-group pretest-posttest pre-experimental design. The research sample consisted of 25 students. Data collection was conducted through tests (pretest and posttest), which were then analyzed using normality tests, homogeneity tests, hypothesis tests, and N-Gain tests to determine improvements in learning outcomes. The results of the study indicate that there was a significant improvement in students’ mathematical problem-solving skills after using the Number Line teaching medium. The average pretest score of 51.60 increased to 83.40 on the posttest, representing an increase of 31.80 points. Additionally, the NGain test results showed an average value of 0.6746, or 67.46%, which falls into the moderate-to-high category, indicating that the Number Line teaching aid is effective in improving students’ abilities. The conclusion of this study is that the use of the Number Line teaching medium has a significant and effective impact on improving students’ mathematical problem-solving skills in integer operations. This medium helps students understand abstract concepts more concretely, thereby improving learning outcomes.
Co-Authors Desty Hastyka Faojiah Esmi Tsalsa Sofiawati Fani Fadilah Lastri Kurniasih Muhamad Sahid Alfata Repi Heryanto Yaya Yulia Bonita