Articles
<![CDATA[Implementasi Pendidikan Karakter pada Pembelajaran PKn Kelas IV di SDN Larangan 04 Kota Tangerang ]]>
<![CDATA[Yoranda, Dea Oktaviani]]>;
<![CDATA[Nuraeni, Yeni]]>;
<![CDATA[Unaenah, Een]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 7 No. 2 (2023): Agustus 2023 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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DOI: 10.31004/jptam.v7i2.7275
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan implementasi pendidikan karakter pada pembelajaran PKn pada peserta didik SDN Larangan 04. Penelitian ini merupakan penelitian deskriptif dengan menggunakan pendekatan kualitatif. Penelitian ini dilakukan di SDN Larangan 04 dengan subjek terdiri dari peserta didik kelas IV, kepala sekolah dan guru wali kelas sebagai informan. Teknik pengumpulan data yang digunakan dalam penelitian ini meliputi observasi, wawancara, dan studi dokumentasi. Sedangkan, teknik analisis data meliputi reduksi data, penyajian data, dan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi pendidikan karakter dalam mata pelajaran pendidikan kewarganegaraan di SDN Larangan 04 telah dilaksanakan oleh kepala sekolah serta guru dan telah diintegrasikan ke dalam mata pelajaran PKn sesuai dengan perencanaan yang dibuat oleh guru kelas yang mengajar. Di dalam proses pembelajaran, guru mengaitkan pendidikan karakter ke dalam kegiatan pendahuluan, kegiatan inti, dan kegiatan penutup. Adapun faktor-faktor yang memengaruhi pendidikan karakter pada peserta didik berasal dari lingkungan keluarga, lingkungan sekolah dan lingkungan masyarakat.]]>
<![CDATA[Studi Transposisi didaktik: Eksplorasi Taught Khowledge Pada Topik Pecahan Kelas V Sekolah Dasar ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Suryadi, Didi]]>;
<![CDATA[Turmudi, Turmudi]]>
<![CDATA[ Attadib: Journal of Elementary Education Vol 7, No 1 (2023): Attadib: Journal of Elementary Education ]]>
Publisher : <![CDATA[Fakultas Agama Islam Universitas Ibn Khaldun Bogor ]]>
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DOI: 10.32507/attadib.v7i1.2823
<![CDATA[Didactic transposition is an approach that allows the delivery of material more effectively and in accordance with student needs. The aim of this research is to explore how the concept of fractions is taught to fifth-grade elementary school students based on the didactic transposition approach. This research is part of didactic transposition research on fractional material, which consists of four stages: scholarly knowledge, knowledge to be taught, taught knowledge, and learned knowledge. Specifically, in this writing, the findings are presented only for the taught knowledge stage using qualitative research with descriptive methods. The results of the research show that the material presented in PBM shows a shift in knowledge on the concept of fractions from the concept of fractions as scholarly knowledge and knowledge to be taught to the concept of fractions as taught knowledge. This transition shows that there is a conceptual gap, both the concept gap between the concept definition presented by teachers in PBM as taught knowledge and the formal concept definition of scholarly knowledge, as well as the concept gap between the concept definition presented in PBM as taught knowledge and the concept definition presented in school mathematics textbooks as knowledge to be taught.]]>
<![CDATA[ANALISIS PEMAHAMAN KONSEP MATEMATIS SISWA KELAS 5 SEKOLAH DASAR PADA MATERI PECAHAN ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Sumantri, Muhammad Syarif]]>
<![CDATA[ Jurnal Basicedu Vol. 3 No. 1 (2019) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v3i1.85
<![CDATA[Penelitian dilatarbelakangi oleh munculnya kekeliruan jawaban siswa yang berakibat salah dalam mengisi jawaban pada tes ujian tengah semester. Beberapa siswa terlihat kebingungan ketika menjawab soal yang diberikan guru. Penelitian ini bertujuan (1) menganalisis kemampuan pemahaman konsep melalui hasil tes (2) menganalisis kemampuan pemahaman konsep melalui wawancara. Lokasi dalam penelitian ini ialah salah satu SD Swasta di kota Serang. Penelitian dilaksanakan pada bulan November 2018 samapai dengan Januari 2019. Subjek penelitian adalah guru dan siswa kelas V dengan jumlah 19 siswa. Teknik pengumpulan data menggunakan teknik wawancara, observasi, tes kemudian data dianalisis dengan teknik analisis data kualitatif. Berdasarkan hasil wawancara, observasi dan tes diketahui bahwa pemahaman konsep matematis siswa masih rendah.]]>
<![CDATA[Analisis Kesulitan Pembelajaran FPB dan KPK di Kelas 5 SDN Kampung Besar 2 Teluknaga ]]>
<![CDATA[Nabilah, Nabilah]]>;
<![CDATA[Unaenah, Een]]>;
<![CDATA[Lestari, Linda]]>;
<![CDATA[Nurvitasari, Nurvitasari]]>
<![CDATA[ MASALIQ Vol 2 No 4 (2022): JULI ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/masaliq.v2i4.454
<![CDATA[This study aims to explain the difficulties of grade 5 students at SDN Kampung Besar 2 Teluknaga in learning mathematics regarding FPB and KPK materials. And also the teacher's efforts in overcoming the difficulties of learning mathematics in the FPB and KPK materials. This study uses a descriptive research method with qualitative research with the research subject being a 5th grade teacher at SDN Kampung Besar 2 Teluknaga. The research instruments used were observation, interviews, and documentation. The results of the study revealed that grade 5 students of SDN Kampung Besar 2 Teluknaga studied FPB and KpK material by orienting students to contextual problems where in this problem students could explore and also with models or methods that were familiar with the student's own world. And most of the students already understand the material for FPB and KPK with the method given by the teacher. And there are only a few students who really don't understand the material, it's probably caused by 2 factors and it can still be evaluated by the teacher. And students also think that mathematics is a difficult, boring, rigid, and not fun learning and that is the wrong perception. there are 2 possible factors in the difficulties regarding FPB and KPK learning experienced by these students, namely: internal factors and external factors. Where the internal factors of the students themselves lack psycho-physical, namely the lack of capturing information explained by the teacher and external factors, namely the absence of encouragement to learn from parents so that students are not motivated in learning. And as educators should be able to convey material so that it is easily understood by students. So that students are also not easily bored and passive in learning. So the method or media used can attract students' attention and motivate student learning, especially on FPB and KPK materials in class 5 at SDN Kampung Besar 2 Teluknaga.]]>
<![CDATA[Analisis Kesulitan Belajar Siswa Kelas V pada Materi Bangun Ruang Kerucut dan Prisma SDN Batujaya Kecamatan Batu Ceper ]]>
<![CDATA[Ramdhan, Savina Nurrahmadanti]]>;
<![CDATA[Unaenah, Een]]>;
<![CDATA[Oktavia, Dela]]>;
<![CDATA[Luftiyah, Vivi]]>
<![CDATA[ MASALIQ Vol 2 No 4 (2022): JULI ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/masaliq.v2i4.455
<![CDATA[The purpose of this study is to describe: 1) Difficulty learning mathematics in class V even semester at SDN Batujaya, Batu Ceper District, 2) Factors causing difficulty in learning mathematics in class V SDN Batujaya, Batu Ceper District. This research method uses a qualitative description where the instruments used are interviews, observation sheets, learning outcomes tests and documentation. The sample of this study were 25 fifth grade students at SDN Batujaya, Batu Ceper sub-district with 12 male students and 13 female students. Data were analyzed by data reduction steps, data presentation, and drawing conclusions. The results showed that from 25 students there were 5 people who did not complete learning mathematics to achieve KKM. The difficulties encountered were: (a) Difficulty in memorizing multiplication (b) Difficulty in determining the formula that should be used to solve the problem (c) Difficulty in calculating using multiplication. The causes of learning difficulties in mathematics are students who do not understand mathematics, especially conical shapes and prism, students do not pay attention to the teacher's explanation when learning activities take place in front of the class, students do not practice math problems.]]>
<![CDATA[Meningkatkan Hasil Belajar Matematika Materi Bangun Ruang melalui Penggunaan Media Tiga Dimensi pada Siswa Kelas V SDN Cipondoh 4 Kota Tangerang ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Manjaya, Raja Ashabul Humayah]]>
<![CDATA[ MASALIQ Vol 3 No 5 (2023): SEPTEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/masaliq.v3i5.1514
<![CDATA[The purpose of this study is to improve mathematics learning outcomes of space building materials through the use of three-dimensional media in students. Based on the results of research and discussions that have been carried out, the following conclusions can be drawn: 1) The use of three-dimensional media in learning to build space in grade V students of SD N Cipondoh 4 Tangerang can improve student learning outcomes. This is evidenced by the increase in class average scores and the percentage of student completeness at each stage of the study. In the precycle stage, the average score of students reached 61.14 and in cycle I it increased to 71 then increased again in cycle II to 81. While the percentage of student completeness in the pre-action stage only reached 51%, while in the first cycle student completeness increased to 71%, then increased again in the second cycle to 94. 2) The use of three-dimensional media in building space learning in grade V V SD N Cipondoh 4 Tangerang students can improve the quality of the learning process. This is evidenced by the increase in teacher activity during the learning process from cycle I by 83% to 90% in cycle II with a very good category.]]>
<![CDATA[Analisis Pendekatan Realistic Mathematic Education dalam Pemahaman Pembelajaran Bangun Datar Siswa Kelas 3 SD ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Septiani, Amalia]]>;
<![CDATA[Nurfadilah, Nurfadilah]]>;
<![CDATA[Mariyam, Siti]]>
<![CDATA[ MASALIQ Vol 3 No 6 (2023): NOVEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/masaliq.v3i6.1566
<![CDATA[RME learning is an approach to student-centered mathematics learning that links students to the real world. But in reality, teachers more often use conventional learning. One of the difficulties of students in understanding learning material is influenced by the approach used by the teacher which is still not appropriate and interesting and very influential on student learning outcomes in mathematics. This study aims to: (1) analyze the mathematics learning outcomes of students who use the PMRI application, (2) analyze the mathematics learning outcomes of students who do not use the PMRI application, (3) analyze significant differences in mathematics learning outcomes between those who use and do not use the PMRI application . This study uses a quantitative approach. The type of research used is Quasi Experimental Design, using the Nonequivalent Control Group Design quasi experimental design. The population in this study were 40 students in class III at SDN JURUMUDI 4. Sampling using total sampling technique is a sampling technique in which all members of the population are taken as a sample. The sample in this study were 20 students in class III A as the control class and 20 students in class III B as the experimental class. Data analysis of the results of this study used the Malnn-Whitney test. Based on the data analysis that has been done by the researcher, it can be concluded that: (1) The mathematics learning outcomes of third grade students at SDN JURUMUDI 4 who use the PMRI application have an average of 82. (2) The mathematics learning outcomes of third grade students at SDN JURUMUDI 4 who not using PMRI implementation has an average of 58.65. (3) There is a significant difference in mathematics learning outcomes in class III students at SDN JURUMUDI 4 between those who use and do not use the PMRI application. The results of the analysis show a significant value of 0.00 <0.05, so H0 is rejected. It can be concluded that the mathematics learning outcomes of students who were taught using PMRI were better than the mathematics learning outcomes of students who were not taught using PMRI.]]>
<![CDATA[Faktor Penyebab Kurang Efektifnya Penggunaan Alat Peraga dalam Pembelajaran Pengukuran Satuan Waktu pada Siswa Kelas V ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Aulia, Nabilah]]>;
<![CDATA[Rahma, Salsa Nabila]]>
<![CDATA[ MASALIQ Vol 3 No 6 (2023): NOVEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/masaliq.v3i6.1567
<![CDATA[The ineffectiveness of visual aids, particularly when teaching how to measure time, is the driving force for this study. This study intends to identify the factors that contribute to class V students' inability to learn unit time measures effectively when using instructional aids. The data collection procedures employed in this study are descriptive methods that involve observation, interviewing, and documentation throughout the course of a three-stage process._The_results_of_the_study_can be_seen_that_there_are_several problems that can hinder the effectiveness of the use of props. Based on interviews with teachers and students, the factors that cause these problems include_the_lack_of sufficient availability_of props, the_state of props that are damaged or not functioning, the lack of adequate explanations, limited learning time, lack of student motivation in learning to measure units of time, and lack of diversity in the use of props during learning.]]>
<![CDATA[Pembelajaran Pengolahan Data dengan Metode Permainan Pos Berantai pada Siswa Kelas 4 Sekolah Dasar ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Marctines, Gabriella Sinthia]]>;
<![CDATA[Nahzifa, Nanda]]>
<![CDATA[ MASALIQ Vol 3 No 6 (2023): NOVEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/masaliq.v3i6.1576
<![CDATA[Data processing is an important aspect of learning mathematics at the elementary school level. Next will understand mathematics in data processing. Data processing is the process of collecting, compiling, analyzing, and presenting data in graphical or tabular form so that it is easy to understand. There are two types of data that are often used in data processing, namely qualitative data and quantitative data. Qualitative data are those that are measured based on research as they are and cannot be measured by numbers, such as color, smell, and taste. Meanwhile, quantitative data is data that can be measured based on numbers, such as numbers or sizes. There is a method that can be used to better understand interactive data processing, namely the serial post game method. With this method in order to be able to explore the use of the postal game method in teaching data processing to grade 4 students in elementary schools so that it is more fun and does not make students easily bored. There is also the purpose of this study is to know how to improve learning outcomes in mathematics lessons regarding data processing using the serial post method for class IV Elementary School and to find out the responses to mathematics lessons on data processing materials that link students' activeness.]]>
<![CDATA[Pendekatan Pemecahan Masalah sebagai Strategi Pembelajaran Matematika di Sekolah Dasar ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Ilyasa, Nabila]]>;
<![CDATA[Fazriah, Nurul]]>;
<![CDATA[Uthantry, Zuanita Hershifani]]>
<![CDATA[ MASALIQ Vol 3 No 6 (2023): NOVEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/masaliq.v3i6.1577
<![CDATA[This research discusses many approaches to teaching mathematics to children, including problem solving techniques. It investigates the value of critical thinking skills for arithmetic investigations and demonstrates the benefits of using these techniques in an elementary school climate. This explanation thus goes a long way to managing critical thinking and how this approach can be used in numerical training. It also examines potential problems educators can see when implementing this framework and provides tips for implementing them. Overall, this paper showcases the importance of making assertive reasoning a profitable developmental experience in learning basic mathematics and providing pointers for teachers to try out instructive practices.]]>
