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Rujiani, Rujiani

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INQUIRY LEARNING UNTUK PENINGKATAN HOTS DAN HASIL BELAJAR IPA PADA SISWA KELAS V Rujiani, Rujiani
Jurnal Kreatif : Jurnal Kependidikan Dasar Vol 11, No 2 (2021): Jurnal Kreatif : Jurnal Kependidikan Dasar
Publisher : Universitas Negeri Semarang

Higher Order Thinking Skills (HOTS) atau keterampilan berpikir tingkat tinggi sangat dibutuhkanoleh siswa, penguasaan pemahaman materi pelajaran yang didapat merupakan hasil dari analisisyang dilakukannya. Suasana pembelajaran yang kurang kondusif dan kurangnya kegiatanpembelajaran penunjang kemampuan menelaah materi berpengaruh pada cara berpikir siswa,sehingga HOTS dan hasil belajar siswa belum maksimal, maka guru mengemas kegiatanpembelajaran dengan inquiry learning. Penelitian ini menggunakan rancangan penelitian tindakankelas, dilaksanakan dalam dua siklus yang di dalamnya terdapat empat tahapan utama kegiatan, yaituperencanaan, tindakan, pengamatan, dan refleksi. Subjek penelitian adalah siswa kelas V SDNTlogowungu 02, Kecamatan Tlogowungu, Kabupaten Pati tahun pelajaran 2019/2020 sebanyak 10siswa yang terdiri dari 9 siswa laki-laki dan 1 siswa perempuan. Data yang dikumpulkan diolahmenggunakan analisis deskriptif. Hasil penelitian menunjukkan perubahan HOTS siswa dari 30%saat prasiklus menjadi 60% pada siklus I, dan 80% pada siklus II. Untuk hasil belajar IPA mengalamipeningkatan ketuntasan belajar dari 40% saat prasiklus menjadi 70% pada siklus I, dan meningkatmenjadi 90% pada siklus II. Dari hasil tersebut disimpulkan bahwa inquiry learning terbukti mampumeningkatkan HOTS dan hasil belajar siswa, khususnya siswa kelas V SDN Tlogowungu 02.

The Effectiveness of Child-Friendly Media on the Reading Interest and Ability of Elementary School Students Rujiani, Rujiani; Handoyo, Eko; Waluyo, Edi
PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i1.112300

This study examined the effectiveness of a child-friendly interactive magnetic board in improving elementary students' reading interest and early reading skills in regular and inclusive classrooms. A convergent parallel mixed-methods design was used to integrate quantitative and qualitative evidence. Participants were 12 students selected purposively from two schools: six Grade-1 students from SD Negeri Tlogowungu 02 (regular setting) and six Grade-2 students from SD Negeri Trangkil 06 (inclusive setting with diverse learning needs). Reading interest was assessed through structured observations (attention, enthusiasm, verbal response, participation), while reading skills were measured using a teacher-administered early literacy test (letter recognition, word decoding, and simple sentence reading). Quantitatively, median reading-skill scores increased from 52.0 to 78.5 in the regular class and from 45.0 to 70.0 in the inclusive class after two intervention sessions; Wilcoxon signed-rank analysis indicated improvement in both groups (p = 0.031). Qualitative findings showed higher engagement, longer on-task behavior, and increased willingness to read aloud. The interactive magnetic board functioned as a child-friendly multisensory medium (visual, auditory, tactile) that supported motivation and literacy participation, including among students with learning difficulties. The study concludes that the media is a feasible and inclusive instructional tool for early literacy instruction, while also noting the need for larger samples and longer intervention periods in future studies

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