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All Journal Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal)
Dhelly Perwita Sari
Universitas PGRI Madiun
Agriculture, Biological Sciences & Forestry Chemistry Education Physics

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Peningkatan Hasil Belajar dengan Model Problem Based Learning Berbantuan Zona Diagram pada Materi Data Kelas V Farizka Zulfi Assyifa; Raras Setyo Retno; Dhelly Perwita Sari
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 4 (2026): November (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i4.3057

Abstract

Mathematics learning outcomes among elementary school students on data topics remain low due to teacher-centered instruction and limited use of concrete learning media. This study aims to improve mathematics learning outcomes through the implementation of the Problem Based Learning (PBL) model supported by “Zone Diagrams”. This Classroom Action Research (CAR) employed the Kemmis and McTaggart model and was conducted in two cycles, each consisting of planning, action, observation, and reflection. The subjects were 30 Grade V-B students at SDN 02 Mojorejo. Data were collected through learning achievement tests and analyzed using quantitative descriptive methods by calculating mean scores and learning mastery percentages. The results showed that the implementation of PBL supported by Zone Diagrams improved student learning outcomes. The class average increased from 54 in the pre-cycle to 69 in Cycle I and 83 in Cycle II. Learning mastery also increased from 20% in the pre-cycle to 53% in Cycle I and 90% in Cycle II, exceeding the predetermined success indicator. These findings indicate that integrating PBL with Zone Diagram media can create a more active, contextual, and meaningful learning experience, thereby improving students’ understanding and learning outcomes in the data topic
Peningkatan Hasil Belajar Siswa Dengan Bermain Peran Berbantuan Wayang Pada Materi Kata Tanya Kelas III SD Eva Rama Ayunda Putri Primadini; Raras Setyo Retno; Dhelly Perwita Sari
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 4 (2026): November (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i4.3070

Abstract

This study aimed to examine the extent to which the learning outcomes of third-grade elementary school students on question-word material could be improved through the application of role-playing combined with puppet media. The design used was Classroom Action Research (CAR) following the Kemmis and McTaggart model as reviewed by Parnawi (2020), conducted over two cycles, each comprising planning, action, observation, and reflection. The subjects were 28 third-grade students at SDN 02 Mojorejo, Madiun City, in the 2025/2026 academic year, with data collected through pre-tests, post-tests at the end of each cycle, observation sheets, and structured interviews. Before the intervention, students' average score was only 58.21, with a completeness rate of 39.28%. This figure rose to 71.43 (64.28% completeness) after Cycle I and reached 83.57 with 85.71% completeness in Cycle II surpassing the minimum mastery criterion (KKM) of 75. The N-Gain calculation yielded a value of 0.61, classified as moderate approaching high. These findings confirm that combining role-playing with puppet media can enhance students' comprehension and learning outcomes on question-word material, while offering a contextual Indonesian language learning strategy rooted in local wisdom for early-grade elementary students
Penerapan Model Problem Based Learning Melalui Media Wayang Mini Untuk Meningkatkan Hasil Belajar Pendidikan Pancasila Kelas 5 Farhan Rendi Triatma; Raras Setyo Retno; Dhelly Perwita Sari
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 4 (2026): November (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i4.3074

Abstract

Low student learning outcomes in Pancasila Education remain a challenge in creating active, meaningful, and student-centered learning. This study aims to improve the learning outcomes of fifth-grade students through the Problem-Based Learning (PBL) model assisted by mini-puppet media. This study employed Classroom Action Research based on the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection. Data were collected through observation, learning outcome tests, and documentation and analyzed using quantitative and qualitative descriptive methods. The results showed an improvement in students’ learning outcomes. The average score increased from 72.5 in Cycle I to 86.5 in Cycle II, while the percentage of students achieving mastery increased from 65% to 90%. Student learning activities also improved, as indicated by increased participation in discussions, confidence in expressing opinions, collaboration, and problem-solving related to diversity. These findings indicate that the PBL model assisted by mini-puppet media can improve Pancasila Education learning outcomes and support a more active, contextual, and meaningful learning process for elementary school students.
Peningkatan Hasil Belajar Siswa dengan Media Papan Hak dan Kewajiban Pelajaran Pendidikan Pancasila Siswa Kelas IV SD Faisyal Mahardika; Raras Setyo Retno; Dhelly Perwita Sari
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 4 (2026): November (In Press)
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i4.3124

Abstract

This study aimed to improve fourth-grade elementary school students' learning outcomes in the subject of Pancasila Education through the use of the Rights and Responsibilities Board as a learning medium. The study was motivated by the finding that students experienced difficulties in understanding the concepts of rights and responsibilities because the material is conceptual in nature. Therefore, a concrete learning medium that provides direct learning experiences was needed to facilitate students' conceptual understanding. This research employed the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model, which consists of four stages: planning, action, observation, and reflection. The participants were 27 fourth-grade elementary school students. The study was conducted in three cycles. Data were collected through learning achievement tests and observations of classroom learning activities. The findings indicated a consistent improvement in students' learning outcomes across each cycle. The average student score increased from 75.52 in the first cycle to 85.93 in the second cycle and reached 89.50 in the third cycle. These results demonstrate that the use of the Rights and Responsibilities Board as a learning medium effectively enhanced students' conceptual understanding and improved their learning outcomes in Pancasila Education
Co-Authors Eva Rama Ayunda Putri Primadini Faisyal Mahardika Farhan Rendi Triatma Farizka Zulfi Assyifa Raras Setyo Retno Raras Setyo Retno, Raras Setyo