Article Per Year (5 Year)
p-Index From 2020 - 2025
4.498
P-Index
This Author published in this journals
All Journal Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa Surabaya Jurnal Basicedu Journal of Social Research Jurnal Basicedu Jurnal Pendidikan Dasar Action Research Journal Indonesia (ARJI) Inisiatif: Jurnal Dedikasi Pengabdian Masyarakat EduBase: Journal of Basic Education International Journal of Education and Learning Studies
Iasha, Vina
Unknown Affiliation
Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

Published : 32 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 32 Documents
Search

 1   2   3   4 
Peningkatan Hasil Belajar Matematika Melalui Metode Make To Match Pada Materi Bangun Datar di Sekolah Dasar Iasha, Vina
EduBase : Journal of Basic Education Vol. 4 No. 2 (2023): EduBase : Journal of Basic Education
Publisher : LJPI UI Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/edubase.v4i2.1271

Abstract

Kurangnya minat siswa terhadap matematika dapat kita jumpai pada pembelajaran langsung/tatap muka. Sebagian siswa menganggap bahwa belajar matematika itu sulit dan membosankan, akan tetapi belajar matematika itu sangat penting untuk dipelajari sejak dini karena matematika mempunyai peranan yang sangat penting dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika materi bangun datar menggunakan metode make to match pada siswa sekolah dasar. Subjek penelitian ini adalah peserta didik kelas IV SDN Pondok Bambu 06 . Objek dari penelitian ini adalah hasil belajar peserta didik dalam penggunaan metode make to match terkait materi Bangun Datar . Pengumpulan data dalam penelitian ini menggunakan tes dalam bentuk uraian terbatas yang dilakukan tiap akhir siklus, dan observasi yang dilakukan oleh peneliti. Data aktivitas peserta didik dan guru dalam pembelajaran dianalisis secara deskriptif kualitatif dan data hasil tes dianalisis secara deskriptif kuantitatif dengan penyajian tabel dan persentase. Hasil penelitian ini menunjukkan bahwa penggunaan metode make to match dapat meningkatkan hasil belajar peserta didik kelas IV SDN Pondok Bambu 06 . Hal tersebut terbukti dengan adanya peningkatan nilai rata-rata hasil evaluasi peserta didik. Nilai rata-rata sebelum tindakan adalah 64 dengan ketuntasan belajar 37%, nilai rata-rata siklus pertama adalah 68 dengan ketuntasan belajar sebesar 68% dan nilai rata-rata siklus kedua adalah 82 dengan ketuntasan belajar sebesar 84%.
Looking at Differentiated Learning from the Lens of Underachiever Students: Viewpoints, Experiences, and Impacts Andayani, Andayani; Iasha, Vina
Journal of Social Research Vol. 3 No. 1 (2023): Journal of Social Research
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v3i1.1679

Abstract

This research aimed to comprehensively examine the implementation of differentiated learning strategies for underachiever students—those with untapped potential not commensurate with their academic performance. Employing a descriptive qualitative approach, the study focused on fourth-grade students chosen for their underachieving characteristics. Data collection involved in-depth interviews with the underachieving students, exploring their perspectives on differentiated learning, experiences during the learning process, and the impact on their comprehension of study materials. The analysis revealed valuable insights into the students' opinions regarding the benefits and challenges associated with differentiated learning. It delved into how this approach influenced their understanding of the subject matter, shedding light on the nuanced responses of underachiever students to the application of differentiated learning. The findings from this study offer a profound understanding of how underachiever students perceive and engage with differentiated learning methods. The implications extend to providing educators with crucial insights for designing effective learning strategies tailored to meet the unique needs of underachiever students. By incorporating these insights, educators can enhance academic performance, support the unfolding potential of underachieving students, and contribute to their overall development. This research contributes to the ongoing discourse on improving educational practices for diverse learning needs.
Co-Authors Andarini Permata Cahyaningtyas Andayani Andayani Arif , Alrahmat Asrifah, Siti Asworo, Aulia Fadya Cahayani Bachtiar, Ishak Gary Barokah, Awalina Dea Nur Hafifah Dewi, Nadila Diswantika, Noviana Enceng Enceng Ernandi, Deby Erry Utomo Gatot Margisal Utomo Hafifah, Dea Nur Hasanah, Lailati Herawati Ida Ayu Putu Sri Widnyani Ira Restu Kurnia Jayawarsa, A.A. Ketut Kadir Kadir Kencana, Bunga Amartya Mentari Khaerudin Khaerudin Komariyah, Syavinah Lesmanawati, Yunita Lestari, Lala Luvita, Ratri Dyah Mareyke Jessy Tanod, Mareyke Jessy Marudut, Masani Romauli Helena Mikdar, Saeful Mohamad Syarif Sumantri Mukhlis, Septian Nuhyal Ulia, Nuhyal Ojat Darojat Permadi, Lulu Hanaghina Rachmadtullah, Reza Rahmadini, Rahmadini Rida Fironika, Rida Rifqy, Zilzan Faqih Nur Rusmono S, Zulela M Safrina, Rien Sagita, Julius Salsa, Tanaya Sari, ⁠Syintia Bela Puspita Septian, Restu Ahmad Nugraha Setiantini, Ari Setiarini, Ari Sinyanyuri, Sonya Siti Aisyah Solehah, Salma Fauziah Solihatin, Etin Sonny Irawan Sugiant, Aulia Citra Sutisna, Alica Apriyani Ulumiyah, Dzuhrotul Wahyudiana, Endang Wardani Rahayu Wulandari, Annisa Sri Yarmi, Gusti Yuli Rahmawati Yunita Sari Yustiana, Sari Zahra, Siti Nabila Zulela Ms