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PENGARUH PENGGUNAAN STRATEGI TIME TOKEN BERBANTUAN MEDIA PICTURE PUZZLE TERHADAP HASIL BELAJAR IPA TEMA 6 SUBTEMA 2 PESERTA DIDIK KELAS IV SDIT AL-BAARIQ KUBU RAYA TAHUN AJARAN 2021/2022 Dian Dhaniah; Saumi Setyaningrum; Yapandi Yapandi
Jurnal Karya Ilmiah Pendidik dan Praktisi SD&MI (JKIPP) Vol. 2 No. 1 (2023): Jurnal Karya Ilmiah Pendidik dan Praktisi SD & MI
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jkipp.v2i1.1259

Penelitian ini dilatar belakangi oleh fenomena yang dialami peserta didik tentang rendahnya hasil belajar IPA sehingga diperlukan strategi pembelajaran yang tepat. Strategi time token dan media picture puzzle dianggap dapat meningkatkan hasil belajar dan memberikan pengaruh pada proses kegiatannya. Penelitian ini eksperimen dengan bentuk penelitian one group pretest- posttest design. Sumber datanya; 1) Sumber data primer adalah peserta didik kelas IV dan dokumentasi hasil belajar; 2) Sumber data sekunder dalam penelitian ini adalah hasil observasi penerapan strategi time token berbantuan media picture puzzle dalam pembelajaran IPA tema 6 subtema 2 peserta didik. Teknik yang digunakan teknik observasi, teknik pengukuran, dan dokumentasi. Dengan proses kerjanya melakukan analisis deskriptif data, uji prasyarat dan uji hipotesis dipaparkan secara sistematis konstektual dan faktual. Hasil peneliti menyimpulkan bahwa: 1) Hasil belajar peserta didik sebelum menggunakan strategi time token berbantuan media picture puzzle memperoleh nilai rata-rata 43,33 dengan jumlah pre-test yang memperoleh nilai tuntas sebesar 13,33% sebanyak 2 dari 15 peserta didik, belum mencapai nilai KKM; 2) Proses menggunakan strategi time token berbantuan media picture puzzle telah dilakukan peneliti dengan membagi 4 kelompok dalam 1 kelas dan membagikan potongan picture puzzle sebagai kupon berbicara dalam waktu kurang lebih 30 detik. Setiap peserta didik mempunyai 2 kupon untuk berbicara dan berkesempatan 2 kali menyusun puzzle. Apabila habis kupon tersebut maka harus bergantian dengan peserta didik lainnya; 3) Hasil belajar peserta didik setelah menggunakan strategi time token berbantuan media picture puzzle dengan nilai rata-rata 64,67 menunjukkan hasil belajar mencapai nilai KKM; 4) Terdapat pengaruh yang signifikan dari penggunaan strategi time token berbantuan media picture puzzle terhadap hasil belajar peserta didik. Berdasarkan hasil perhitungan uji t dengan nilai sig 0,487 dan nilai probabilitas 0,05 yang artinya 0,487 ? 0,05.

PERBANDINGAN PRESTASI BELAJAR PADA MATERI METAMORFOSIS MENGGUNAKAN MODEL PICTURE AND PICTURE BERBANTUAN MEDIA PUZZLE DI KELAS IV Maryemah Maryemah; Ali Hasmy; Saumi Setyaningrum
Jurnal Karya Ilmiah Pendidik dan Praktisi SD&MI (JKIPP) Vol. 2 No. 1 (2023): Jurnal Karya Ilmiah Pendidik dan Praktisi SD & MI
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jkipp.v2i1.1260

The purpose of this study is to describe: first, the learning achievement of students in metamorphosis material in Class IV Ulumuddin private elementary school who is not taught using the picture and picture model with the help of puzzle media for the 2021/2022 school year. Second, the learning achievement of students in metamorphosis material in grade IV Ulumuddin private elementary school who is taught using a picture and picture model with the help of puzzle media for the 2021/2022 school year. Third, the difference in learning achievement of students who are taught using a picture and picture model with the help of puzzle media on metamorphosis material in Class IV Ulumuddin private elementary school in the 2021/2022 school year. This study uses a quantitative approach with an experimental method in the form of a quasi-experiment. The research location is Ulumuddin private elementary school, Jalan Parit Leban, Punggur Kecil Village, Sungai Kakap District. The data sources are fourth grade students. The technique is in the form of measurement, documentation. The tools are in the form of a test/question sheet and a camera. Data analysis used instrument analysis, descriptive analysis and inferential analysis. The results of this study were concluded, namely: First, the learning achievement of students on metamorphosis material in grade IV Ulumuddin private elementary school who did not use the picture and picture model with the help of puzzle media for the 2021/2022 academic year obtained a learning achievement value with a percentage of 56.16%. Second, the learning achievement of students on metamorphosis material in grade IV Ulumuddin private elementary school who uses a picture and picture model with the help of puzzle media, obtained a learning achievement value with a percentage of (86.03%) in the category of Very High learning achievement. Third, the difference in learning achievement between students who are taught using the picture and picture model with the help of puzzle media and those who do not use the picture and picture model with the help of puzzle media can be shown with a significance level value of 0.000 which is smaller than 0.005 and it can be seen the magnitude of the effect of using the model. picture and picture with puzzle media, there is a learning achievement of 0.863% × 100% = 86.3%.

PENGGUNAAN MODEL PEMBELAJARAN TIPE MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR MATERI PERSATUAN DAN KESATUAN BANGSA INDONESIA DI KELAS VB Pitriatul Unsi; Marsih Muhammad; Saumi Setyaningrum
Jurnal Karya Ilmiah Pendidik dan Praktisi SD&MI (JKIPP) Vol. 2 No. 1 (2023): Jurnal Karya Ilmiah Pendidik dan Praktisi SD & MI
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jkipp.v2i1.1271

The purpose of this study is to describe: 1) Result of learners of the material of the unity of Indonesian before using the make a match type learning model. 2)numbers of steps for the use of the make a match type learning model to improve learning result material of the unity of Indonesian. asil belajar learners material unity and unity of the Indonesian nation after using the make a match type learning model. 4)Whether there is an increase in student learning outcomes material for the unity of Indonesian after using the make a match type learning model in class VB Nuruh Hasanah Islamic Elementary School Sungai Nipah for the 2021/2022 academic year. This research uses quantitative research. Type of classroom action research (PTK). The location ofthe search is Nuruh Hasanah Islamic Elementary School Sungai Nipah. Source of data for class VB learners. Techniques for collecting test data, observation and documentation. Data collection tools for question sheets, observation sheets and digital cameras / cellphones. Data analysis uses mean, percentage and success indicators. The results of this study are: 1) Learning outcomes before using the make a match type learning model to improve learning outcomes of material for the unity of Indonesian in class VB Nuruh Hasanah Islamic Elementary School Sungai Nipahin the 2021/2022 year, namely there are an average of 69.9 and 26% student complate. 2) Steps to use the make a match type learning model to improve learning outcomes of the unity of Indonesiana in class VB Nuruh Hasanah Islamic Elementary School Sungai Nipah for the 2021/2022 academic year in cycle I can be carried out 75%, siklus II is carried out 85% and cycle III is carried out 90% of the stepsh learning carried out. 3) Learning outcomes after using the make a match type learning model to improve learning outcomes of the material for the unity of Indonesian in class VB Nuruh Hasanah Islamic Elementary School Sungai Nipah for the 2021/2022 academic year in cycle I is 46%, siklus II is 53% and siklus III is 88%. 4) There is an increase in learning outcomes after using a make a match type learning model to improve learning outcomes of material for the unity of Indonesian in class VB Nuruh Hasanah Islamic Elementary School Sungai Nipah the 2021/2022 academic year is from cycle I to cycle II has increased by 7%, from cycle II to cycle III experienced an increase of 35% while from cycle I to cycle III experienced an increase of 35% while from cycle I to cycle III experienced an increase of 7%, from cycle II to cycle III experiencedan increase of 35% while from cycle I to cycle III experienced an increase of 35% while from cycle I to cycle III experienced an increase of 35% while from cycle I to cycle III experienced an increase of 35% while from cycle I to cycle III experienced an increase of 35% while from cycle I to cycle III experienced an increase of 35% while from cycle I to cycle III experienced an increase of 7%, from cycle II to cycle III. i an increase of 42%.

STRATEGI GURU DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA KELAS IV SD ISLAM SE-KECAMATAN SUNGAI AMBAWANG Tiya Triyanti; Yusriadi Yusriadi; Saumi Setyaningrum
Jurnal Karya Ilmiah Pendidik dan Praktisi SD&MI (JKIPP) Vol. 2 No. 2 (2023): Jurnal Karya Ilmiah Pendidik dan Praktisi SD & MI
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jkipp.v2i2.1869

The purpose of this study is to find out: what strategies are used, step for implementing learning strategies used by teachers in increasing students' learning motivation to achieve KKM scores for Indonesian subjects and obstacles faced by teachers and their solutions in implementing learning strategies. This research includes qualitative research in the form of descriptive research. This research can be concluded that: (1) media-assisted strategies, storytelling methods, inquiry, contextual, problem-based, cooperative, expository, participatory, with modules, complete learning. (2) conveying goals and motivating students, informing, organizing students into study groups, guiding groups for work and study, evaluation. (3) a. Obstacles in implementing learning strategies are: difficult material that is not in accordance with students' initial knowledge, students lack confidence in expressing opinions, difficulty managing time allocation, choosing appropriate strategies, not wanting to listen to teacher explanations or busy themselves. b. How to overcome obstacles in motivating students such as: by taking a personal approach to students, providing freedom of opinion, providing motivations that can help students to be more confident and enthusiastic about learning, not forcing students to learn, providing a little entertainment so that children do not bored and rewarded.

PENGARUH PENGGUNAAN MODEL PEMBELAJARAN PICTURE AND PICTURE TERHADAP HASIL BELAJAR PESERTA DIDIK KELAS IV SDN 06 PONTIANAK Santi Santiya; saumi setyaningrum; Yapandi Yapandi
Jurnal Karya Ilmiah Pendidik dan Praktisi SD&MI (JKIPP) Vol. 2 No. 2 (2023): Jurnal Karya Ilmiah Pendidik dan Praktisi SD & MI
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jkipp.v2i2.1870

This reseach so that students have not been able to maximize the picture and picture learning model so that the ability of students to increase students' learning motivation and improve learning outcomes to the fullest. The purpose of this study was to (1) determine the learning outcomes of students before and after using the picture and picture learning model on the learning outcomes of students on animal metamorphosis. (2) Knowing student learning outcomes after using the picture and picture learning model on student learning outcomes for animal metamorphosis for class IV SDN 06 East Pontianak in 2021/2022. To achieve this goal, this research uses quantitative methods with experimental types. The conclusions of this study (1) The learning outcomes of students before using the picture and picture learning model (pretest) have obtained an overall average value of 62.86 with sufficient categories. This result has not reached the Minimum Completeness Criteria (KKM) which is 75 in animal metamorphosis material. (2) The learning outcomes of students after using the picture and picture learning model (posttest) increased with an average value of 81.07 with a good category on animal metamorphosis material.

PENGARUH PENGGUNAAN VIDEO ANIMASI BERBANTUAN APLIKASI PLOTAGON TERHADAP HASIL BELAJAR PESERTA DIDIK KELAS V MI NURUL ISLAM PONTIANAK Ria Dhatul Azizah; saumi setyaningrum; Maha Lastasa Buju Basafpipana Habaridota
Jurnal Karya Ilmiah Pendidik dan Praktisi SD&MI (JKIPP) Vol. 2 No. 2 (2023): Jurnal Karya Ilmiah Pendidik dan Praktisi SD & MI
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jkipp.v2i2.1871

The purpose of this study was to reveal: (1) Learning outcomes before using animated videos assisted by plotagon applications; (2) Learning outcomes after using animated videos assisted by plotagon applications; (3) Whether or not there is an influence on the use of animated videos assisted by the plotagon application on the learning outcomes of students of animal and human organs of motion in class V of Madrasah Ibtidaiyah Nurul Islam Pontianak for the 2021/2022. This research uses a quantitative approach with a pretest postest one group design experiment research design. Data collection techniques are tests, documentation and observations with the tool in the form of a test sheet with 30 multiple-choice questions, a cellphone camera and an observation sheet. Data analysis using instrument analysis and influence analysis. Based on the results of the research and discussion carried out, the researchers concluded that: (1) The learning outcomes of students before using animated video media assisted by plotagon applications averaged 53.47. (2) Application of animated video media assisted by plotagon application with a percentage result of 100%. (3) Student learning outcomes after using plotagon application-assisted animated videos averaged 92.86. (4) There was a significant influence on using plotagon application-assisted animated video with Ho rejected (H? accepted)

PENERAPAN METODE EVERYONE IS A TEACHER HERE UNTUK MENINGKATKAN KEAKTIFAN BELAJAR PESERTA DIDIK KELAS V DI SD MUHAMMADIYAH 2 PONTIANAK Nanda Erka Amalia; saumi setyaningrum; Yusdiana Yusdiana
Jurnal Karya Ilmiah Pendidik dan Praktisi SD&MI (JKIPP) Vol. 2 No. 2 (2023): Jurnal Karya Ilmiah Pendidik dan Praktisi SD & MI
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jkipp.v2i2.1872

The background of this study is not enough active students to ask and listening when learning currently going on . The purpose of this study is for Describe how students activeness in learning thematic theme 2 before applied the everyone is a teacher here method in class V SD Muhammadiyah 2 Pontianak, Describe how application the everyone is a teacher here method for increase student activeness in learning thematic theme 2 in class V SD Muhammadiyah 2 Pontianak. Describe How active students in learning thematic theme 2 after applied the everyone is a teacher here method in class V SD Muhammadiyah 2 Pontianak. Research this use type study action class (PTK) with use approach quantitative. Based on observations made _ so could concluded : (1) Activeness study participant educate before applied method everyone is a teacher here obtain percentage classification which is 19.35%. including to in classification no active . (2) Application method everyone is a teacher here on study this conducted as much two cycle , two cycle the all conducted by researcher with results implementation study of 95.4 % of _ observed aspects . _ (3) Liveliness study participant educate after applied method everyone is a teacher here obtain classification of 87.09% which is included to in category classification very active . (4) Application method everyone is a teacher here increase liveliness study participant educate from 19.35% to 87.09%.

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