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<![CDATA[MODUL BERBASIS PROBLEM BASED LEARNING UNTUK MENINGKATKAN MOTIVASI BERPRESTASI SISWA KELAS V ]]>
<![CDATA[Rofisian, Nela]]>
<![CDATA[ Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 10 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Magelang ]]>
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DOI: 10.31603/edukasi.v10i1.2001
<![CDATA[Penelitian ini bertujuan untuk meningkatkan motivasi berprestasi melalui modul berbasis problem based learning dalam pembelajaran IPS kelas V SDN Pucangan 04 Kartasura. Penelitian ini merupakan penelitian tindakan kelas dengan model siklus dari Kemmis & McTaggart. Subjek penelitian adalah siswa kelas V SDN Pucangan 04 Kartasura. Data yang diperoleh disajikan dalam tabel dan dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa pemanfaatan modul berbasis problem based learning dalam pembelajaran IPS dapat meningkatkan motivasi berprestasi siswa kelas V SDN Pucangan 04 Kartasura. Rata-rata persentase kuesioner motivasi berprestasi siswa sebelum tindakan adalah 16% (sangat kurang), pada siklus I meningkat menjadi 59% (cukup baik) dan siklus II meningkat menjadi 77% (baik).]]>
<![CDATA[Implementasi Kegiatan Projek Penguatan Profil Pelajar Pancasila (P5) dalam Kurikulum Merdeka di Sekolah Dasar ]]>
<![CDATA[Christiananda, FR.]]>;
<![CDATA[Purwaningrum, Nova Sugiana]]>;
<![CDATA[Rofisian, Nela]]>
<![CDATA[ Jurnal Pendidikan, Sains Dan Teknologi Vol. 2 No. 3 (2023): Juli - September ]]>
Publisher : <![CDATA[CV. ITTC INDONESIA ]]>
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DOI: 10.47233/jpst.v2i2.1368
<![CDATA[Learning activities in elementary schools that have implemented the Independent Curriculum have problems regarding the implementation of P5 activities. One of them is that the teacher still does not understand the concepts used in P5 activities. Teachers only emphasize the results of projects made by students without paying attention to the project creation process. So students cannot develop their creativity according to their interests and talents. The aim of this research is to find out how to implement P5 activities at the elementary school level with differentiated learning. The method we use in this research is qualitative with a library research approach using literature study. The objects of this research are students and educators at elementary school level who have used the Independent Curriculum. The research results show that P5 learning must use differentiated learning with 8 stages and choose several scheduling options.]]>
<![CDATA[Kefektifan Bahan Ajar Ilmu Pengetahuan Alam Model Learning Cycle 7e Untuk Kelas V ]]>
<![CDATA[Fembriani, Fembriani]]>;
<![CDATA[Rofisian, Nela]]>
<![CDATA[ Jurnal Dikdas Bantara Vol 1 No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Veteran Bangun Nusantara ]]>
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DOI: 10.32585/jdb.v1i2.136
<![CDATA[Proses pembelajaran dalam KTSP memerlukan pengembangan bahan ajar. Observasi yang peneliti lakukan di kelas V pada lima sekolah dasar, 80% guru tidak membuat bahan ajar sendiri, 60% SD masih menggunakan bahan ajar teacher center, dan 50% belum mengembangkan bahan ajar active learning. Penelitian ini menggunakan model pengembangan Plomp dengan tujuan untuk memperoleh bahan ajar yang efektif. Subjek uji coba adalah siswa kelas V SD Negeri Grujugan sebagai kelas eskperimen, dan SD Negeri Kritig sebagai kelas kontrol. Teknik analisis data yang digunakan adalah uji beda dua rata-rata dan uji N-gain. Hasil Penelitian menunjukan implementasi bahan ajar terbukti efektif karena setelah diberi perlakuan menggunakan model learning cycle 7E terdapat perbedaan antara kelas kontrol dan ekperimen dengan nilai signifikansi 0,02 < 0,05 dan peningkatan hasil N-gain kelas eksperimen sebesar 0,62 yang menunjukan kriteria sedang. Simpulan yang diperoleh dari penelitian ini adalah pengembangan bahan ajar IPA model learning cycle 7E adalah efektif. Kata Kunci: Keefektifan, learning cycle 7E, Bahan Ajar IPA]]>
<![CDATA[Peran Kegiatan Pramuka dalam Penanaman Pendidikan Karakter Siswa SD Negeri 2 Barenglor ]]>
<![CDATA[Anisa, Rofiana Prilia]]>;
<![CDATA[Ningrum, Diah Ayu Sekar]]>;
<![CDATA[Rofisian, Nela]]>
<![CDATA[ Jurnal Pendidikan Sosial Dan Konseling Vol. 1 No. 3 (2023): Oktober - Desember ]]>
Publisher : <![CDATA[CV. ITTC INDONESIA ]]>
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<![CDATA[The purpose of this research is to describe, 1) the process of scouting activities at Sd N 1 Bareng Lor 2) the suitability of scouting activities with the agreed MoU 3) the students' sense of responsibility in obeying activity regulations. This research uses a qualitative approach, descriptive analysis method, namely research where data collection is carried out in the field. The results of this research will discuss 1) The process of scouting activities at Sd N 1 Bareng Lor, training is carried out to shape students to have skills in knowledge, skills and responsibilities regarding the world of scouting, the material taught is not only about theories but also the application of theory through practice. 2) Conformity of Scouting Activities with the agreed MoU 3) Students' sense of responsibility in obeying activity regulations is very necessary in scouting activities, because when students already have a sense of responsibility within themselves to take part in scouting activities automatically students can also obey the rules in the activity scout well.]]>
<![CDATA[MODUL BERBASIS PROBLEM BASED LEARNING UNTUK MENINGKATKAN MOTIVASI BERPRESTASI SISWA KELAS V ]]>
<![CDATA[Rofisian, Nela]]>
<![CDATA[ Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 10 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Magelang ]]>
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DOI: 10.31603/edukasi.v10i1.2001
<![CDATA[Penelitian ini bertujuan untuk meningkatkan motivasi berprestasi melalui modul berbasis problem based learning dalam pembelajaran IPS kelas V SDN Pucangan 04 Kartasura. Penelitian ini merupakan penelitian tindakan kelas dengan model siklus dari Kemmis & McTaggart. Subjek penelitian adalah siswa kelas V SDN Pucangan 04 Kartasura. Data yang diperoleh disajikan dalam tabel dan dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa pemanfaatan modul berbasis problem based learning dalam pembelajaran IPS dapat meningkatkan motivasi berprestasi siswa kelas V SDN Pucangan 04 Kartasura. Rata-rata persentase kuesioner motivasi berprestasi siswa sebelum tindakan adalah 16% (sangat kurang), pada siklus I meningkat menjadi 59% (cukup baik) dan siklus II meningkat menjadi 77% (baik).]]>
<![CDATA[Prototipe Rancangan Pembelajaran Matematika Untuk Siswa Sekolah Dasar ]]>
<![CDATA[Ferryka, Putri Zudhah]]>;
<![CDATA[Rofisian, Nela]]>
<![CDATA[ Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 14 No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Magelang ]]>
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DOI: 10.31603/edukasi.v14i2.8056
<![CDATA[This study aims to explain the procedure for developing prototypes and producing quality prototypes for learning Mathematics in Elementary Schools. The research method used is Research and Development (R&D). The prototype was prepared using Sugiyono's six development steps including: 1) potential and problems, 2) data collection, 3) product design, 4) design validation, 5) design revision, 6) product trials. Data collection techniques used were interviews and questionnaires. The results of the questionnaire which were distributed to 22 students in grade 15 of SD, the researcher obtained data that 60% of students had difficulty understanding fractional material. From these data the researcher was motivated to relate the material containing the concept of fractions to the song. Prototypes are validated by experts and practitioners. The average score of the three validators is 3.5 in the "very good" category, so it's worth testing. Limited trials were conducted by researchers to 22 fourth grade elementary school students. From the results of the evaluation, the researchers obtained data that 90.9% of students scored above the KKM for addition and subtraction of whole numbers. From the results of reflection, students are happy to learn fractional material using song media. The quality of the thematic Mathematics learning design for fractional materials using song media is included in the very good criteria and is appropriate for students' understanding. included in the very good criteria and feasible to use. This was obtained based on the results of validation by mathematicians 3.15, from music experts it was 3.41 and from grade IV elementary school teachers it was 3.21. The average validation result of the three validators is 3.25.]]>
<![CDATA[Meningkatkan Hasil Belajar Siswa Melalui Model Pembelajaran Discovery Learning Pada Siswa SD ]]>
<![CDATA[Ferryka, Putri Zudhah]]>;
<![CDATA[Suwartini, Sri]]>;
<![CDATA[Rofisian, Nela]]>;
<![CDATA[Rahmawati, Isna]]>
<![CDATA[ Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 16 No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Magelang ]]>
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DOI: 10.31603/edukasi.v16i1.10975
<![CDATA[Learning outcomes are one of the final achievements in learning that need to be considered. Good learning outcomes can of course be determined from many things. The aim of this research is to determine the improvement in learning outcomes of class 2 students at SD Negeri 2 Prambanan through the discovery learning model. This research was motivated by the low student learning outcomes, seen from the student learning outcomes that were still below the KKM as many as 62% of students. This is due to the teacher's lack of innovation in implementing learning models so that students find it difficult to understand the learning material. The type of research used is classroom action research using the Kemmis & Mc Taggart model. This research model consists of four stages, namely planning, implementing actions, observing and reflecting. The research subjects were all class 2A students at SD N 2 Prambanan consisting of 21 students with details of 10 male students and 11 female students. Data collection techniques use observation sheets, measuring learning test results, and documentation. The data analysis technique used is descriptive analysis with percentages. The results in this research show an increase in learning outcomes in each cycle. The learning outcomes of students who have completed cycle 1 are 15 students with a percentage of 71%. In cycle 2 there were 20 students who had completed it with a percentage of 95%. These results reveal a significant increase in student learning outcomes in mathematics in fraction material through the application of the discovery learning model.]]>
<![CDATA[Peningkatan Hasil Belajar Peserta Didik Melalui Model Problem Based Learning ]]>
<![CDATA[Rahmawati, Isna]]>;
<![CDATA[Suwartini, Sri]]>;
<![CDATA[Ferryka, Putri Zudhah]]>;
<![CDATA[Rofisian, Nela]]>
<![CDATA[ Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 16 No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Magelang ]]>
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DOI: 10.31603/edukasi.v16i1.11146
<![CDATA[The research objective of this research is to determine student learning outcomes after learning using the Problem Based Learning model. This research is motivated by problems in learning, especially science and science, namely the low learning outcomes of class V students. This problem is caused by the learning model used by educators being less innovative so that learning activities are less enjoyable, students only become listeners when the teacher explains the material. The benefits of this research can increase the insight and ability of educators in designing learning models and improving the quality of learning. This research is classroom action research using the Kemmis & Mc Taggart model. This research model consists of four stages, namely planning, implementing actions, observing and reflecting. The subjects in this research were class V students at SD N 2 Prambanan, consisting of 19 students. The data collection techniques for this research are observation using observation sheets, measuring learning outcomes, and c) documentation. The data analysis technique in this research uses descriptive analysis by reflecting the results of implementing the actions carried out in each cycle. The results in this research show an increase in learning outcomes in each cycle. The learning outcomes of students who had completed the first cycle were 14 students with a percentage of 73.58%. In cycle II there were 16 students who had completed it with a percentage of 84.21%. These results reveal a significant increase in student learning outcomes through the application of the Problem Based Learning learning model.]]>
<![CDATA[Pengembangan LKPD Terhadap Model Pembelajaran PJBL Bagi Siswa SD ]]>
<![CDATA[Suwartini, Sri]]>;
<![CDATA[Ferryka, Putri Zudhah]]>;
<![CDATA[Rahmawati, Isna]]>;
<![CDATA[Rofisian, Nela]]>;
<![CDATA[Irawati, Iisrohli]]>
<![CDATA[ Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 16 No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Magelang ]]>
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DOI: 10.31603/edukasi.v16i2.12684
<![CDATA[PJBL is a project-based learning to improve students' creativity by linking it to their daily lives. The focus of learning is on making a project to instill environmental awareness in Elementary Schools by producing a product in the form of a poster of me and my surroundings. In this learning, students are divided into groups of four to five children in one group. The pictures on the poster are the students' daily activities. Learning that is done in groups aims to increase students' self-confidence in expressing their opinions and respecting the opinions of other students. The purpose of this study was to determine the role of the PJBL-based learning model in increasing environmental awareness in Elementary Schools. This learning collaborated with grade V educators of Pancasila Education subjects to implement learning, and grade V students. This study used the Research and Development (R&D) method with the ADDIE model. Data collection techniques used observation and interviews to analyze the needs of educators and students. The data analysis technique used data collection, feasibility testing, reliability testing, and product moment correlation validity testing. The product feasibility test uses material experts, language experts, and module presentation experts. The results of this study produce a product in the form of a module that contains LKPD with a PJBL learning model. The product feasibility test states that this module product is suitable for use or does not need revision. The test results obtained quite good scores with scores above the learning objective achievement criteria (KKTP) set by educators. The results of the study and supported by previous research, that the PJBL learning model is effective in increasing environmental awareness in elementary schools.]]>
<![CDATA[Peningkatan Hasil Belajar Matematika Dengan Pendekatan Crt Pada Peserta Didik Kelas 1 SDN 2 Prambanan ]]>
<![CDATA[Ferryka, Putri Zudhah]]>;
<![CDATA[Suwartini, Sri]]>;
<![CDATA[Susanti, Maria Melani Ika]]>;
<![CDATA[Rofisian, Nela]]>;
<![CDATA[Rahmawati, Isna]]>;
<![CDATA[Irawati, Iisrohli]]>
<![CDATA[ Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 17 No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Magelang ]]>
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DOI: 10.31603/edukasi.v17i1.13400
<![CDATA[The purpose of this study was to determine the improvement in mathematics learning outcomes of grade 1 students of SD Negeri 2 Prambanan with the CRT approach. This study was motivated by the low learning outcomes of students, seen from the learning outcomes of students who were still below the KKTP as many as 73.5% of students. This is due to the lack of teacher innovation in implementing learning so that students find it difficult to understand the learning material. The type of research used was classroom action research with the Kemmis & Mc Taggart model. This research model consists of four stages, namely planning, implementing actions, observation, and reflection. The subjects of the study were all grade 1A students of SD N 2 Prambanan consisting of 28 students with details of 15 male students and 13 female students. Data collection techniques used observation sheets, measurement of learning test results, and documentation. The data analysis technique used was descriptive analysis with a percentage. The results in this study showed an increase in learning outcomes in each cycle. The learning outcomes of students who had completed cycle 1 were 19 students with a percentage of 67.8%. In cycle 2, there were 25 students who had completed it with a percentage of 89.2%. The results revealed a significant increase in student learning outcomes in mathematics on the material of recognizing geometric shapes through the CRT approach.]]>
