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Andriani, Melly
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PENERAPAN STRATEGI PEMBELAJARAN THE POWER OF TWO UNTUK MENINGKATKAN KEMAMPUAN KERJA SAMA SISWA Heldanita, Heldanita; Asri, Salsabila; Marlisa, Welli; Andriani, Melly; Sari, Herlini Puspika; Murhayati, Sri; Susiba
Jurnal Pendidikan Dasar Vol. 13 No. 2 (2022): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v13i2.34374

Abstract

ABSTRACT This research aimed at finding out the increase of student cooperation ability through the  implementation of the Power of Two learning strategy at the fourth grade of Babussalam  Elementary School Pekanbaru. It was a classroom action research. The subjects of this  research were a teacher and 16 of the fourth-grade students at Babussalam Elementary School  Pekanbaru. The objects were the Power of Two learning strategy with Corner Clock media  and cooperation ability. This research was conducted for two cycles, and every cycle  comprised two meetings. Documentation, observation, and test were the techniques of  collecting data. The technique of analyzing data was qualitative descriptive with percentage.  Based on the research findings and data analyses, the Power of Two learning strategy could  increase student cooperation ability. It could be seen from the upgrade graph of student Keyword : The Power of Two Learning Strategy, Cooperation Ability, Student of Elementary School   ABSTRAK Penelitian ini bertujuan untuk mengetahui peningkatan kemampuan kerja sama siswa melalui strategi pembelajaran the power of two di kelas IV SD Babussalam Pekanbaru. Penelitian ini  merupakan penelitian tindakan kelas dengan subjek penelitian 1 orang guru dan 16 orang  siswa kelas IV SD Babussalam Pekanbaru, dan objek penelitiannya adalah strategi pembelajaran the power of two sudut dan kemampuan kerja sama. Penelitian ini dilaksanakan dalam dua siklus, setiap siklus terdiri dari dua kali pertemuan. Teknik pengumpulan data yang digunakan adalah dokumentasi, observasi, dan tes, sedangkan teknik analisisnya adalah  deskriptif kualitatif dengan persentase. Berdasarkan hasil penelitian dan analisis data,  diketahui strategi pembelajaran the power of two dapat meningatkan kemampuan kerja sama  siswa. Hal tersebut dapat dilihat dari grafik peningkatan kemampuan kerja sama siswa sejak pra-siklus yang hanya mencapai nilai rata-rata 56,87 dengan kategori rendah, lalu meningkat pada siklus I menjadi 57,96 dengan kategori rendah, dan meningkat kembali pada siklus II  dengan nilai rata-rata 84,06 atau berada pada kategori baik. Dengan demikian dapat disimpulkan bahwa strategi pembelajaran the power of two dapat meningkatkan kemampuan  kerja sama siswa di kelas IV SD Babussalam Pekanbaru. Kata Kunci: Strategi Pembelajaran The Power of Two, Kemampuan Kerja Sama, Siswa SekolahDasar  
Application of the Team-Assisted Individualization Learning Model to Improve Students' Critical Thinking Skills in Mathematics in Fourth Grade Elementary Schools Andari, Ade Mustika; Andriani, Melly; Habibi, Mhmd.; Risnawati, Risnawati
Journal of Educational Sciences Vol 7. No. 2. April 2023
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.2.p.224-232

Abstract

This study describes the improvement of the Team Assisted Individualization learning model in the fourth grade of SD Negeri 028 Kubang Jaya in improving students' mathematical critical thinking skills. Data collection was carried out through observation, testing, and documentation, with qualitative data analysis using percentages. Based on the research results and data analysis, it was shown that before the action, 11 (73%) students were in the less critical category, and 3 (20%) students were in the critical category. 6.6% of students are in the quite critical category. Team-assisted, individualized learning applies remedial actions. After taking corrective action with the team-assisted individualization learning model. Then corrective action is taken with the team-assisted individualization learning model. In cycle I, students' critical thinking skills increased; 6 students, or 40%, were in the critical category, and 9 students, or 60%, were in the moderately critical category. Furthermore, in cycle II, the ability to think critically has increased: 8 students, or 53%, are in the very critical category, 4 students, or 26%, are in the moderately critical category, and 3 students, or 20%, are in the critical category. In cycle II, students' critical thinking skills have achieved the target success of the action set. Thus, it can be concluded that the application of the team-assisted individualization learning model can improve students' critical thinking skills in fourth-grade mathematics at Public Elementary School 028 Kubang Jaya.
Application of the Team-Assisted Individualization Learning Model to Improve Students' Critical Thinking Skills in Mathematics in Fourth Grade Elementary Schools Andari, Ade Mustika; Andriani, Melly; Habibi, Mhmd; Risnawati, Risnawati
Journal of Educational Sciences Vol. 7 No. 2 (2023): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.2.p.224-232

Abstract

This study describes the improvement of the Team Assisted Individualization learning model in the fourth grade of SD Negeri 028 Kubang Jaya in improving students' mathematical critical thinking skills. Data collection was carried out through observation, testing, and documentation, with qualitative data analysis using percentages. Based on the research results and data analysis, it was shown that before the action, 11 (73%) students were in the less critical category, and 3 (20%) students were in the critical category. 6.6% of students are in the quite critical category. Team-assisted, individualized learning applies remedial actions. After taking corrective action with the team-assisted individualization learning model. Then corrective action is taken with the team-assisted individualization learning model. In cycle I, students' critical thinking skills increased; 6 students, or 40%, were in the critical category, and 9 students, or 60%, were in the moderately critical category. Furthermore, in cycle II, the ability to think critically has increased: 8 students, or 53%, are in the very critical category, 4 students, or 26%, are in the moderately critical category, and 3 students, or 20%, are in the critical category. In cycle II, students' critical thinking skills have achieved the target success of the action set. Thus, it can be concluded that the application of the team-assisted individualization learning model can improve students' critical thinking skills in fourth-grade mathematics at Public Elementary School 028 Kubang Jaya.
Co-Authors Andari, Ade Mustika Asri, Salsabila Heldanita, Heldanita Marlisa, Welli Mhmd. Habibi Risnawati Risnawati Sari, Herlini Puspika Sri Murhayati Susiba