Articles
<![CDATA[Kemampuan Siswa Kelas V dalam Menyelesaikan Soal Materi Pengelolahan Data di SD Negeri Curug II ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Anggraeni, Ani Nur]]>;
<![CDATA[Wahyu, Rahma Rizkiya]]>
<![CDATA[ ANWARUL Vol 3 No 6 (2023): DESEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/anwarul.v3i6.1598
<![CDATA[This study aims to describe the understanding of grade 5 students in learning data processing and to identify the types of errors that are often made by students. This study originates from the law of the Ministry of Learning of the Republic of Indonesia, No. 57 in 2014 on demonstrating essential skills of mathematics in specialization development, communication and life adjustment. This study used full-time and student checks of 34 students from SD. Data was collected through interviews, questionnaires and tests. Data processing includes making tables, line diagrams and bar diagrams. The results of the study show that students' understanding of data processing still needs to be improved. Common errors are conceptual errors, data usage errors, data interpretation errors, technical and input errors. Errors in the conclusions listed are common errors. Data processing education should be improved by providing a better understanding of basic data processing concepts and teaching students the proper way to use, interpret, and present data. It is also important to choose learning methods that are interactive, relevant and interesting to students. This research helps improve computer science education in grade 5 elementary schools and informs more effective learning efforts to improve students' understanding of mathematics.]]>
<![CDATA[Analisis Pembelajaran KPK dan FPB Kelas 4 SD ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Melyana, Angele]]>;
<![CDATA[Ummah, Siti Azkiatul]]>
<![CDATA[ ANWARUL Vol 3 No 6 (2023): DESEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/anwarul.v3i6.1600
<![CDATA[The purpose of this study was to see how the learning of the Least Common Multiple (KPK) and Greatest Common Factor (FPB) learning is carried out in grade 4 of Elementary School (SD). The concepts of KPK and FPB have important relevance in the development of students' understanding of mathematics, but are often taught fundamentally without regard to prerequisite concepts and variations of effective learning models. In this study, using the literature study method, we explore the concepts of KPK and FPB, effective teaching strategies, and their benefits in developing students' understanding of mathematics. We also identify challenges that may arise in KPK and FPB learning and provide solutions to overcome these challenges. The results of the study found that with a strong understanding of KPK and FPB, students can develop better mathematical skills and be ready to face more complex mathematical concepts in the future. By implementing appropriate teaching strategies and handling challenges that arise, learning from KPK and FPB is expected to improve students' understanding of mathematics in grade 4 elementary school.]]>
<![CDATA[Media Konkret untuk Mengajarkan Bangun Datar ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Oktapiani, Rizka]]>;
<![CDATA[Mufidah, Wiradatul]]>
<![CDATA[ ANWARUL Vol 3 No 6 (2023): DESEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/anwarul.v3i6.1603
<![CDATA[Learning will continue to be tiring if educators generally organize learning and teaching exercises. So that in the end Students will experience boredom and lack of enthusiasm enthusiastic to imitate. This arrangement The purpose of this is to show that there is an increase in the learning outcomes of class VI students at SDN Buaran Bambu III Pakuhaji Region, after involving substantial media such as cardboard, wall clocks, three-sided rulers in mathematical illustrations related to the material. Substantial Media for Displaying Level Forms. Basic information acquired in this study expressed that out of 42 understudies, just 25 kids scored over 65 or expressed to have graduated, 17 children had not completed their exams, because the scores obtained were still below 65 in cycle I. The information obtained indicated that the expansion of learning outcomes. student. It was informed that out of 32 students, 27 children had graduated and 15 children had not finished studying. Based on these findings, the second cycle was carried out, Additionally, the outcomes show a huge expansion in understudies' comprehension: 84% of the assignments according to the research findings. Instructors ought to utilize learning media or instructing helps that are genuine on the grounds that they can be utilized as an elective wellspring of advancing by focusing on understudy exercises and custom fitted to their requirements their contents.]]>
<![CDATA[Analisis Kesulitan yang Dihadapi pada Siswa Kelas V dalam Pembelajaran Bangun Ruang ]]>
<![CDATA[Unaenah, Een]]>;
<![CDATA[Kumarani, Nanda Citra]]>;
<![CDATA[Wulandari, Sri]]>
<![CDATA[ ANWARUL Vol 3 No 6 (2023): DESEMBER ]]>
Publisher : <![CDATA[Lembaga Yasin AlSys ]]>
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DOI: 10.58578/anwarul.v3i6.1604
<![CDATA[Students' inability to comprehend the nature of abstract geometry and the unstable nature of the concept of geometric properties are the driving forces behind this study. It is anticipated that geometry teaching aids will enhance teacher performance, learning outcomes for students, and learning activities for students. use math instruments to further develop learning results, understudy learning exercises, and instructor execution. Two brothers assisted in the execution of this exercise. According to the findings of this study, the BES (Education Guidance) tutoring center in the Batu Ceper area of Tangerang has students' comprehension of class V mathematical concepts. Both succeeded, however coming up short on vital information to figure out this mathematical shape. Information handling procedures use methods for perception and tests. Qualitative analysis methods were used to analyze the data. In light of perceptions and tests, 75% of respondents had the option to figure out math, while 25% of respondents couldn't comprehend arithmetic in view of one of the variables above.]]>
<![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.]]>
