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All Journal REFLEKSI EDUKATIKA Pendas : Jurnah Ilmiah Pendidikan Dasar
Fithriyanasari, Elly
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CONTEXTUAL TEACHING AND LEARNING UNTUK PENINGKATAN KETERAMPILAN MENULIS NARASI SISWA KELAS IV SEKOLAH DASAR Triaji, Choirudin Lutfi; Yayuk, Erna; Fithriyanasari, Elly
Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 9, No 2 (2019): Refleksi Edukatika : Jurnal Ilmiah Kependidikan
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/re.v9i2.3178

Abstract

The purpose of the study is knowing the increase of students' skills in writing narrative texts through learning activities with the contextual teaching and learning model in class IV A at Kauman 1 Malang Elementary School. Field data shows that students still write with that tend not to be coherent, short stories, and wrong in using PUEBI. This study uses the PTK method (Classroom Action Research). The research subjects were 31 students of class IV A SDN Kauman 1 Malang. The research was conducted in two cycles. Data collection uses tests and observations.The results of the study were obtained from student observations when learning activities and narrative text writing tests. The data analysis used in this study are two, qualitative descriptive and quantitative descriptive.Cycle I shows that students' skills in writing narrative texts have increased from pre-cycle test results with a class average value of 71.97 increasing to 73.84 on the results of cycle I and 77.87 tests on cycle II test results with the percentage of students completing in one class starting at 35.48% on the pre-cycle test results to 51.61% on the results of the first cycle test and 74.19% on the results of the cycle II test. The conclusion of this study is contextual teaching and learning can be used to improve students' narrative text writing skills.
PENINGKATAN KEMAMPUAN MENULIS MELALUI STRATEGI SELF REGULATED LEARNING BERBANTUAN MODUL BERBASIS ROLE AUDIENCE FORMAT TOPIC DI KELAS II SDN KAUMAN I Santika, Anas; Thohir, M Anas; Fithriyanasari, Elly
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59631

Abstract

The application of the SRL (Self-Regulated Learning) strategy and the “RAFT” (Role, Audience, Format, Topic) based module in this study aims to improve the writing skills of second-grade elementary school students in the Indonesian language subject, particularly in writing narrative texts on the theme of environmental awareness. The background of this study is the students’ low writing skills, as evidenced by their inability to formulate concepts into clear, coherent, and meaningful sentences. The Classroom Action Research method, conducted in two cycles, was used in this study. The research subjects consisted of 29 second-grade elementary school students. Assessment of writing proficiency and monitoring of student activities during the learning process served as the two data collection methods. The results showed a significant improvement. The learning achievement rate increased to 93.10% with an average score of 90 in Cycle II, up from 20.69% with an average score of 67 in Cycle I. Based on these findings, it can be concluded that the implementation of the Self-Regulated Learning (SRL) strategy in conjunction with the RAFT-based module can improve students’ writing skills and promote more focused, active, and meaningful learning by helping students develop structured story ideas with confidence.
PENINGKATAN PEMAHAMAN MATEMATIS DAN KEMAMPUAN KOLABORASI SISWA SEKOLAH DASAR MELALUI SELF PROGRESS LEARNING Rofikasari, Ingka; Anas Thohir, M; Fithriyanasari, Elly
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59670

Abstract

This study aims to improve second-grade elementary school students’ mathematical understanding and collaboration skills through the implementation of Self-Progress Learning (SPL). The method used in this study is Classroom Action Research (CAR) based on Kurt Lewin’s model, which consists of four stages—planning, action, observation, and reflection—carried out in a cycle. The study was conducted in the second grade at SDN Kauman 1 during the even semester of the 2026/2027 academic year. The background of this study was the low level of students’ mathematical understanding and collaboration skills, caused by variations in students’ learning speeds when grasping mathematical concepts. The learning strategies used were not yet able to accommodate these variations, thereby potentially hindering the development of students’ potential. The research subjects consisted of 29 students with diverse academic abilities. The study was conducted over two cycles, with each cycle comprising two teaching sessions. The selection of research subjects was based on initial observations and interviews with the classroom teacher, which indicated that students’ mathematical understanding and collaboration skills were still relatively low. The results of the study indicate that the implementation of SPL can significantly improve students’ mathematical understanding and collaboration skills. The improvement in mathematical understanding is evident from the students’ average academic scores, which increased from 65 in the first cycle to 88 in the second cycle.
Co-Authors Anas Thohir, M Erna Yayuk Rofikasari, Ingka Santika, Anas Thohir, M Anas Triaji, Choirudin Lutfi