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All Journal EKUIVALEN - Pendidikan Matematika Diniyah: Jurnal Pendidikan Dasar
Anggraeni, Arum
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Education Mathematics Transportation Other

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PENINGKATAN KOMUNIKASI MATEMATIS DAN PEMECAHAN MASALAH MELALUI MODEL PEMBELAJARAN TIPE TTW (THINK-TALK-WRITE) Anggraeni, Arum
EKUIVALEN - Pendidikan Matematika Vol 24, No 3 (2016): EKUIVALEN
Publisher : Universitas Muhammadiyah Purworejo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (94.634 KB)

Abstract

Penelitian ini bertujuan untuk meningkatkan komunikasi matematisdan pemecahan masalah melalui pembelajaran  dengan model kooperatif tipe TTW (Think-Talk-Write) pada siswa kelas VII C SMP N Sapuran. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK),yang terdiri dari dua siklus. Setiap siklus memuat perencanaan, tindakan, observasi, dan refleksi. Subyek penelitiannya yaitu siswa kelas VII C semester II SMP N Sapuran tahun 2015/2016 berjumlah 24 siswa. Metode pengumpulan data adalah metode observasi dan tes. Instrumen yang digunakan berupa lembar observasi dan soal tes yang berupa soal uraian. Hasil dari penelitian menunjukkan bahwa adanya peningkatan komunikasi matematis dan pemecahan masalah melalui model pembelajaran TTW (Think-Talk-Write) pada siswa kelas VII C SMP N 2 Sapuran. Hal ini ditunjukkan dari persentase komunikasi matematis siklus I yaitu 62% meningkat menjadi  80% pada siklus II. Hasil tes pemecahan masalah sebesar 62% pada siklus I, meningkat menjadi 76% pada siklus II.   Kata kunci: komunikasi matematis , pemecahan masalah , Think-Talk-Write (TTW)
Contextual picture storybooks to improve reading interest and beginning reading skills among first-grade primary school students Anggraeni, Arum; Sugiarsih, Septia
Diniyah: Jurnal Pendidikan Dasar Volume 7 Nomor 1, 2026
Publisher : IAIN Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/dy.v7i1.14428

Abstract

Early-grade reading instruction should cultivate both children’s interest in reading and their ability to decode and understand simple texts. This study aimed to analyze how contextual picture storybooks improved first-grade students’ reading interest and beginning reading skills through reflective classroom action. The study involved 26 first-grade students at an Indonesian primary school and was conducted in two action cycles. Data were collected through reading interest observation sheets, beginning reading performance assessments, field notes, and classroom documentation. The findings showed consistent improvement across cycles. Students’ reading interest increased from 57.7% in the pre-action stage to 73.1% in Cycle I and 88.5% in Cycle II. Beginning reading mastery also improved from 50.0% to 69.2% and then to 84.6%, while the average reading score increased from 59.6 to 81.9. These improvements were supported by picture walk, guided reading, expressive reading, peer support, and locally contextualized stories. The study implies that picture storybooks can serve as effective pedagogical tools for strengthening early literacy engagement and reading performance. Keywords: beginning reading; classroom action research; early literacy; picture storybooks; primary school; reading interest
Co-Authors Azhar Alam Hamidah, Raisa Aribatul Nizam, Renaldi Sahrul Septia Sugiarsih