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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Gema Wiralodra Jurnal Didactical Mathematics Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Jurnal Riset Pendidikan dan Pengajaran (JRPP) JGK (Jurnal Guru Kita) Scientica: Jurnal Ilmiah Sains dan Teknologi Journal of International Multidisciplinary Research Scientificum
Rasilah, Rasilah
Universitas Darul Ma’arif Indramayu
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Influence of a Realistic Mathematical Approach on Student Learning in Elementary Schools Koerunnisa, Koerunnisa; Rianto, Rianto; Novita, Safitri Dwi; Nurasih, Zahra; Abdullah, Abdullah; Aliah, Aliah; Fallo, Hamidah; Rasilah, Rasilah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 1 (2025): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i1.282

Abstract

This study investigates the impact of the Realistic Mathematics Education (RME) approach on students' critical thinking skills and learning outcomes in elementary schools. The research employs a literature review method by analyzing findings from previous studies, including experimental and quasi-experimental designs. The RME approach, characterized by its emphasis on real-world problems and contextual learning, enables students to connect mathematical concepts with practical applications, fostering critical thinking and problem-solving abilities. Various studies indicate that students using the RME approach exhibit significantly improved critical thinking skills compared to those taught using conventional methods. For example, one study showed an increase in the average critical thinking score from 63.29 to 80.29, with a significance value of 0.001 < 0.05, confirming the approach's effectiveness. Additionally, students demonstrated the ability to apply mathematical formulas in daily life and actively engage in learning activities, leading to higher academic achievement. The analysis highlights three key aspects of the RME approach: its ability to transform abstract concepts into relatable experiences, its adaptability to diverse student needs, and its effectiveness in promoting active participation. These attributes make RME a viable alternative for improving mathematics education in elementary schools. In conclusion, the RME approach provides a practical and effective solution for enhancing students' critical thinking skills and mathematical understanding, bridging the gap between theory and real-world application. This study recommends integrating the RME approach into mathematics curricula to achieve more meaningful and engaging learning experiences for elementary students.
Introduction To Basic Mathematical Concepts Through Learning Media Fatihatul Jannah, Ghina; Robicha, Naelatu; Khansah Inas Syarifah; Rasilah, Rasilah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 1 (2025): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i1.290

Abstract

Understanding fundamental mathematical concepts is essential for developing students' logical reasoning, critical thinking, and problem-solving abilities. This study employs a literature review methodology to analyze foundational mathematical concepts—such as numbers, arithmetic operations, geometry, algebra, and statistics—and their impact on students' learning and cognitive development. The findings indicate that interactive tools, cultural contexts, and hands-on learning media significantly enhance students' comprehension and retention of these basic concepts. Studies reviewed include applications of traditional games, visual aids, and realistic mathematics approaches, which help bridge abstract concepts with everyday life, thus fostering a deeper, more applicable understanding of mathematics. This research provides insights for educators to utilize varied, engaging approaches that support students' foundational knowledge, encouraging better academic outcomes and practical skills. The findings suggest that contextual and interactive methods in early mathematics education are crucial for cultivating a robust foundation for further learning.
Use of Counting Media to Improve Understanding of Elementary School Students Lestari, Fitriyani Fuji; Rasilah, Rasilah
Journal of General Education and Humanities Vol. 4 No. 1 (2025): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i1.324

Abstract

Counting media in elementary school mathematics learning has proven effective in enhancing students' understanding of fundamental mathematical concepts. This study aimed to explore the impact of counting media on students' conceptual understanding, learning motivation, and the challenges associated with its implementation. Utilizing a qualitative descriptive approach, data were collected through classroom observations, teacher interviews, focus group discussions, and document analysis. The findings reveal that counting media, such as counting blocks, coins, and number boards, significantly improved students' ability to visualize and comprehend abstract mathematical concepts, resulting in a 20% increase in average test scores. Counting media fostered active student participation and boosted motivation, making learning more engaging and enjoyable. Teachers also reported that these tools facilitated more varied and effective instructional strategies. Despite its benefits, the implementation of counting media faced challenges, including limited access to resources in rural areas and insufficient teacher training. Addressing these challenges requires more substantial support from schools and governments, including resource provision and professional development programs. Overall, this study underscores the potential of counting media to enhance cognitive outcomes and foster positive learning attitudes and collaboration among students. The results suggest that integrating innovative media into mathematics education can significantly improve the quality of learning, providing valuable insights for broader educational reforms.
Application of the STAD-type Cooperative Learning Model in Improving Natural Science Learning Outcomes Fahmi Syuhada, Muhamad; Tobroni, Tobroni; Rasilah, Rasilah; Hadiansah, Dede
Journal of General Education and Humanities Vol. 4 No. 1 (2025): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i1.329

Abstract

This study aimed to improve the learning outcomes of fourth-grade students at State Elementary School 1 Singakerta in understanding the characteristics of light through the implementation of the STAD-type cooperative learning model. The research employed a Classroom Action Research (CAR) approach conducted in two cycles with 30 students as participants. Data were collected using tests, observations, and documentation and then analyzed descriptively using qualitative methods. The results revealed a significant improvement in student learning outcomes. The percentage of students achieving the Minimum Mastery Criteria (KKM) increased from 40% in the pre-cycle to 53% in Cycle I and reached 80% in Cycle II. Teacher activities improved from 70% (high category) in Cycle I to 87.5% (very high category) in Cycle II, while student engagement increased from 55% (high category) to 80% (very high category). These findings demonstrate that the STAD model enhances student learning outcomes and engagement in natural science classes. This study underscores the potential of cooperative learning models to address challenges in elementary science education, particularly in the context of the Fourth Industrial Revolution, by fostering active participation and collaborative skills among students
KEEFEKTIFAN MODEL SNOWBALL THROWING TERHADAP HASIL BELAJAR KELAS 3 PADA MATA PELAJARAN MATEMATIKA MATERI KELILING BANGUN DATAR DI SD NEGERI 2 JAGAPURA KIDUL KECAMATAN GEGESIK KABUPATEN CIREBON Ni’mah, Mamluatun; Rasilah, Rasilah
Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Vol 5 No 1 (2025): Vol. 5 No. 1 Edisi Februari 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Fakultas Pendidikan Ilmu Pengetahuan Sosial dan Bahasa Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/jipdas.v5i1.2412

Abstract

Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian pra-eksperimen dengan melibatkan satu kelas sebagai kelas eksperimen yang bertujuan untuk mengetahui keefektifan penerapan model pembelajaran Snowball Throwing pada siswa kelas 3 SD Negeri 2 Jagapura Kidul Kecamatan Gegesik Kabupaten Cirebon yang meliputi tiga aspek yaitu ketuntasan hasil belajar matematika siswa, aktivitas siswa dalam pembelajaran serta respon siswa dalam pembelajaran. Subjek penelitian adalah kelas III sebanyak 35 orang siswa yang terdiri dari 15 orang laki-laki dan 20 orang perempuan. Desain pada penelitian ini adalah satu kelompok Pretest-Posttest (The One Group Pretest-Posttest Design) yang hanya melibatkan satu kelas. Pengambilan data dilakukan dengan memperhatikan tiga instrumen yaitu tes hasil belajar, respon siswa, dan aktifitas siswa selama proses pembelajaran. Data yang diperoleh diolah dengan program pengolahan data statistik yaitu SPSS. Penelitian ini dilaksanakan selama 4 kali pertemuan. Instrumen penelitian yang digunakan adalah tes hasil belajar, lembar observasi aktivitas siswa, dan angket respons siswa. Analisis hasil penelitian menunjukkan bahwa: (1) skor rata-rata hasil belajar matematika siswa sebelum diterapkan model pembelajaran Snowball Throwing adalah 64,86 dengan standar deviasi 14,219. Sedangkan skor rata-rata hasil belajar matematika siswa setelah diterapkan model pembelajaran Snowball Throwing adalah 79,14 dengan standar deviasi 11,725 dimana skor terendah adalah 60 dan skor tertinggi adalah 100. Dari hasil tersebut diperoleh bahwa 31 siswa atau 89% mencapai ketuntasan individu dan 4 siswa atau 11% tidak mencapai ketuntasan individu. Ini berarti ketuntasan secara klasikal tercapai dengan nilai gain ternormalisasi yaitu 0,4188 berada pada kategori sedang. (2) aktivitas siswa berada pada kategori baik. (3) angket respon siswa menunjukkan bahwa respon siswa terhadap pembelajaran melalui model pembelajaran Snowball Throwing positif. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa penerapan model model pembelajaran Snowball Throwing efektif dalam pembelajaran matematika pada siswa kelas 3 SD Negeri 2 Jagapura Kidul Kecamatan Gegesik Kabupaten Cirebon.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS III DI SEKOLAH DASAR Aisyah Aisyah; Rasilah Rasilah; Priyantina Rukmini
JGK (Jurnal Guru Kita) Vol. 8 No. 3: Juni 2024
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v8i3.57275

Abstract

Penelitian ini bertujuan untuk menerapkan model pembelajaran kooperatif dengan tipe Make a Match untuk meningkatkan hasil belajar siswa kelas III pada mata pelajaran Matematika disekolah SDN Luwunggesik materi perkalian. Metode yang digunakan menggunakan Penelitian Tindakan Kelas Jenis PTK Kemis & Mc. Taggart dengan 2 Siklus, dimana siklus 1 memperoleh kenaikan persentase keberhasilan hasil belajar sebesar 57% dan pada siklus 2 kenaikan persentase ketuntasan klasikal menjadi 86%.  Pengumpulan data hasil belajar siswa diperoleh dari instrumen yang digunakan berupa Rancangan Pelaksanaan Pembelajaran, lembar observasi penerapan model dan soal tes, dengan tingkat indikator keberhasilan klasikal sebesar 75% dan nilai KKM mata pelajaran matematika kelas III sebesar 75. Pelaksanaan penelitian dilakukan karena mendasari latar belakang masalah menunjukan bahwa dari 28 siswa hanya 8 siswa (28,57%) yang berhasil memperoleh hasil belajar Matematika dan 20 siswa (71,43%) lainnya memperoleh hasil belajar Matematika yang rendah, maka dengan penerapan model pembelajaran kooperatif tipe Make a Match ini, agar hasil belajar siswa menjadi meningkat dan memenuhi standar nilai KKM Matematika.
PENGARUH MODEL LEARNING CYCLE 5E TERHADAP MINAT DAN HASIL BELAJAR SISWA PELAJARAN MATEMATIKA KELAS V SEKOLAH DASAR Tiyah Putri Praandini; Rasilah; Dede Hadiansah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10, Nomor 01 Maret 2025 Progres
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.23515

Abstract

Education is an important process for passing on cultural values ​​and developing students' potential holistically, including spiritual, intellectual and skills aspects. In the learning context, the use of appropriate learning models can increase student interest and learning outcomes. The Learning Cycle 5E learning model (Engagement, Exploration, Explanation, Elaboration, Evaluation) emphasizes active student involvement, so it is effective in facilitating understanding of concepts and improving learning achievement. From the percentage obtained, it shows that 65% of the total number of students, 32 students, still shows low interest in learning. This means that only 11 students have shown interest in studying the eye math. Another cause is that the learning model applied is less attractive. Therefore, students become passive and tend to remain silent because they do not understand the material, which has an impact on students' low interest in learning. (Juniarti & Affandi, 2020). From the results of interviews with class V teachers, students' learning outcomes in mathematics were still below the specified minimum standard scores, of the 32 class V students at SDN 3 Kertasura who had achieved 34% completion of the KKM, 11 students, while 65% had not completed the KKM as many as 21 students. The application of the 5E Learning Cycle model is proposed to overcome this problem. This model not only improves understanding of the material, but also encourages students' active participation in the learning process. By providing a fun and relevant learning experience, this model is expected to significantly increase student interest and learning outcomes, especially in mathematics subjects.
PENERAPAN MODEL PEMBELAJARAN ROLE PLAYING UNTUK MENINGKATKAN PERCAYA DIRI DAN HASIL BELAJAR SISWA MATA PELAJARAN PENDIDIKAN PANCASILA KELAS IV SEKOLAH DASAR Rokhman, Nur; Setiawardani, Wawan; Rasilah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 Nomor2, Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i2.24047

Abstract

This research is based on a statement from the Minister of Education, Culture, Research, and Technology, Nadiem Anwar Makarim, who said that Indonesian children are experiencing a crisis of self-confidence. Likewise, students of SDN 3 Dadap showed a lack of self-confidence, especially in grade IV, this impacts their Pancasila Education scores, where 19 out of 21 students scored below the KKM, or around 90% of students are below the KKM score standard. This is because the learning model teachers use still uses conventional learning models and lecture approaches. One of the solution steps taken is to replace the learning model currently used with the Role-Playing learning model. This study aims to determine the application of the Role-Playing learning model, to increase student learning outcomes in the Pancasila Education subject, and to increase the self-confidence of grade IV students of UPTD SDN 3 Dadap by implementing the Role-Playing learning model. The research model used is Classroom Action Research (CAR) with 3 cycles using the Kemmis and McTaggart design models consisting of four steps, namely: planning, implementation, observation, and reflection. This research was applied to 21 fourth-grade students. The learning outcomes of students obtained during the implementation of the action increased, as seen from the results of cycle III, as many as 18 students completed with an average score of 80 and a percentage of 85%. Likewise, the level of student confidence increased in each cycle. Based on the results of the study, shows that the role-playing learning model can improve the learning outcomes and self-confidence of elementary school students.
The Effect of the Treasure Hunt Game Integrated with Think Pair Share Model on Student Activity and Math Learning Outcomes in Fourth Grade Aissyah, Nur; Rasilah, Rasilah; Dewi, Ririn Andriani Kumala
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 3 (2025): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i3.649

Abstract

This research investigates the influence of a treasure hunt game combined with the Think Pair Share (TPS) learning model on student engagement and mathematics achievement among fourth-grade students at NU Kaplongan Elementary School. The study employed a true experimental design using a pretest–posttest control group approach. The population comprised all fourth-grade students in the 2024/2025 academic year, with participants selected through random sampling. Research instruments consisted of a mathematics achievement test and a student activity questionnaire. Data were analysed using an independent sample t-test to determine differences between the experimental and control groups. Findings revealed a statistically significant improvement in learning outcomes and student activity for the experimental group compared to the control group (t = 2.114, p = 0.03 < 0.05; t = 3.453, p = 0.00 < 0.05). These results support the acceptance of the alternative hypothesis (Ha), indicating that integrating the treasure hunt game with the TPS model effectively enhances mathematics learning at the elementary level. Consequently, this approach is recommended as an innovative strategy combining educational games with collaborative learning to foster active participation and improved academic performance.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS III DI SEKOLAH DASAR Aisyah, Aisyah; Rasilah, Rasilah; Rukmini, Priyantina
JGK (Jurnal Guru Kita) Vol. 8 No. 3: Juni 2024
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jgk.v8i3.57275

Abstract

Penelitian ini bertujuan untuk menerapkan model pembelajaran kooperatif dengan tipe Make a Match untuk meningkatkan hasil belajar siswa kelas III pada mata pelajaran Matematika disekolah SDN Luwunggesik materi perkalian. Metode yang digunakan menggunakan Penelitian Tindakan Kelas Jenis PTK Kemis & Mc. Taggart dengan 2 Siklus, dimana siklus 1 memperoleh kenaikan persentase keberhasilan hasil belajar sebesar 57% dan pada siklus 2 kenaikan persentase ketuntasan klasikal menjadi 86%.  Pengumpulan data hasil belajar siswa diperoleh dari instrumen yang digunakan berupa Rancangan Pelaksanaan Pembelajaran, lembar observasi penerapan model dan soal tes, dengan tingkat indikator keberhasilan klasikal sebesar 75% dan nilai KKM mata pelajaran matematika kelas III sebesar 75. Pelaksanaan penelitian dilakukan karena mendasari latar belakang masalah menunjukan bahwa dari 28 siswa hanya 8 siswa (28,57%) yang berhasil memperoleh hasil belajar Matematika dan 20 siswa (71,43%) lainnya memperoleh hasil belajar Matematika yang rendah, maka dengan penerapan model pembelajaran kooperatif tipe Make a Match ini, agar hasil belajar siswa menjadi meningkat dan memenuhi standar nilai KKM Matematika.
Co-Authors Abdullah Abdullah Afgani Dahlan, Jarnawi Agustin, Evie Aissyah, Nur Aisyah Aisyah Aisyah Aisyah Aliah, Aliah Andriani Kumala Dewi, Ririn Asrizal Wahdan Wilsa Aura, Billy Anggun Azzahra , Fatimah Dede Hadiansah Dede Hadiansah Dewi, Ririn Andriani Kumala Fadilatul Inayah Fahmi Syuhada, Muhamad Fallo, Hamidah Fatihatul Jannah, Ghina Fatimatuszahro, Fatimatuszahro Hadiansah, Dede Heni Hanifah Ilham Syamsudin Janah, Hannatun Jarnawi Afgani Dahlan Karnita, Nurbaetullah Keriyah Khansah Inas Syarifah Koerunnisa, Koerunnisa Kusmiyati Arum Ningsih Laela, Wardatun Lestari, Fitriyani Fuji Lily Hermawanti Mahmudiyah, Rifa’atul Maulida, Laela Mufatikhatunihayah, Mufatikhatunihayah Muhamad Ismail, Muhamad Najwa Nengsih, Eka Dwi Ni’mah, Mamluatun Novita, Safitri Dwi Nur Rokhman Nurasih, Zahra Nurhalizah, Amelia Nurossobah, Pipit Priyantina Rukmini Reni Rosefah Rianto Rianto Rizqiyani, Rahmawati Robicha, Naelatu Rukmini, Priyantina Salam, Melly Alaihis Sari, Nella Setiawardani, Wawan Siti Rachmah Siti Ruby’atul Adawiyah SRI RAHAYU Sri Wahyuni Sudirman Sudirman Sudirman Sugiro Sugiro, Sugiro Tiyah Putri Praandini Tobroni Tobroni Tobroni Tobroni Triyani Warsinih, Wiwin Wati, Kunia Wati, Kurnia Widiyanti Widiyanti Yuliana S., Selfi Yusuf, Hafidz Baharuddin