Garuda - Garba Rujukan Digital

MODEL GROUP INVESTIGATION BERBANTUAN MEDIA REALIA UNTUK MENINGKATKAN HASIL BELAJAR Yuyun Dwi Haryanti; Yeni Dwi Kurino; Mila Rusmawati
ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Vol 9, No 2 (2019): ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED
Publisher : FIP Unimed

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/esjpgsd.v9i2.14319

ABSTRACTThe implementation of science learning in the fifth grade of Sindangwangi I Elementary School is conventional in order to have an impact on the low student learning outcomes. This study aims to improve student learning outcomes through a group investigation model assisted by media realia. Class action research includes four steps, namely planning, implementation, observation, and reflection. The techniques used in data collection are tests, observations, and documentation then analyzed quantitatively and qualitatively. The results of the study that the learning outcomes in the pre-cycle reached 24%, Cycle I was 52%, and the second cycle was 86%. Based on the results of the study that the use of the model group investigation assisted by media realia can significantly improve student learning outcomes by 62%. Keywords: Group Investigation, Media Realia, Learning Outcomes ABSTRAKImplementasi pembelajaran IPA di kelas V SDN Sindangwangi I bersifat konvensional sehingga berdampak rendahnya hasil belajar siswa. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa melalui model group investigation berbantuan media realia. Penelitian tindakan kelas meliputi empat langkah yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Teknik yang digunakan dalam pengumpulan data adalah tes, observasi, dan dokumentasi kemudian dianalisis secara kuantitatif dan kualitatif. Hasil penelitian bahwa hasil belajar pada pra siklus mencapai 24%, Siklus I sebesar 52%, dan siklus II sebesar 86%. Berdasarkan hasil penelitian bahwa penggunaan model group investigation berbantuan media realia dapat meningkatkan hasil belajar siswa secara signifikan sebesar 62%. Kata Kunci: Group Investigation, Media Realia, Hasil Belajar

DEVELOPMENT OF ANDROID APPLICATION LEARNING MEDIA USING ISPRING SUITE 9 TO INCREASE STUDENT LEARNING MOTIVATION Aida Azzahrah; Indra Adi Budiman; Yuyun Dwi Haryanti; Mahpudin Mahpudin
EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru Vol 14, No 2: July 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/eh.v14i2.41994

The purpose of this research is to develop an android-based learning media in thematic for grade IV elementary schools in Cikalong 1 to increase learning motivation. This research uses the type of research and development, the development model used in this research is ADDIE. The ADDIE development model has five stages namely, analysis, design, development, implementation, and evaluation. The result of the research on the development of the developed learning media obtained an average value of the level validated by material experts and media experts which was 87,05% with the valid category. The results of the questionnaire response from the teacher and 20 students obtained practicality of 91,25% and the result of the student's response questionnaire obtained a percentage of 92,12% and the result of the student motivation test percentage of 93%, meaning that the android application media attract students attention and increase students learning motivation.

Learning Technology in Elementary School Sa'odah Sa'odah; Nury Yuniasih; Yuyun Dwi Haryanti
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1488

Teachers currently face greater challenges than the previous era, where teachers are required to utilize technology in the learning process. This article provides a comprehensive overview of the technology used by primary school teachers. This study uses a qualitative descriptive method that explains what learning technologies are used by elementary school teachers. The instrument in this study was a questionnaire about the learning technology used and its strengths and weaknesses. The results showed 68% of the 335 teachers used the video call application via Whatsapp to create classes, Microsoft Power Point to create online learning media, Microsoft Word to create online student worksheets, Kinemaster to make learning videos, Whatsapp Group for online assignments, and Google Form for online evaluation. The advantage of this technology is that it is the only learning tool that is the most effective and efficient during this pandemic, while the disadvantage lies in the high costs involved in providing internet data packages. It is highly recommended for teachers to develop effective and efficient learning technology.

PENERAPAN MODEL PEMBELAJARAN CTL UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN IPA DI SDN CIMANGGU II Nelly Sri Rezeki; Yuyun Dwi Haryanti
Mirabilis : Journal of Biology Education Vol. 1 No. 2 (2022): Mirabilis : Journal of Biology Education
Publisher : Publisher by: Papanda Publisher

Tujuan yang ingin dicapai dari penelitian ini yaitu untuk meningkatkan motivasi belajar IPA dengan menerapkan model pembelajaran CTL. Jenis penelitian ini adalah penelitian expost facto dengan menggunakan metode penetilian Metta analisis yaitu penelitian yang telah dilakukan sebelumnya. Variabel yang menjadi sasaran perubahan dalam penelitian ini adalah motivasi belajar IPA, sedangkan variabel tindakan yang digunakan dalam penelitian ini adalah model pembelajaran CTL. Peningkatan motivasi belajar IPA setelah diadakan tindakan kelas dengan menggunakan model pembelajaran CTL. Hal itu dapat ditunjukkan dengan meningkatnya Motivasi belajar IPA siswa dari sebelum dan sesudah tindakan. Dalam penelitian ini terdapat 10 penelitian yang berhasil meningkatkan hasil belajar yang optimal. Metode yang digunakan ini memberikan soal tes. Data yang telah terkumpul ini mencari rata-rata dan presentase hasil belajar. Tujuan yang ingin dicapai dari penelitian ini yaitu untuk meningkatkan motivasi belajar IPA dengan menerapkan model pembelajaran CTL. Jenis penelitian ini adalah penelitian expost facto dengan menggunakan metode penetilian Metta analisis yaitu penelitian yang telah dilakukan sebelumnya. Variabel yang menjadi sasaran perubahan dalam penelitian ini adalah motivasi belajar IPA, sedangkan variabel tindakan yang digunakan dalam penelitian ini adalah model pembelajaran CTL. Peningkatan motivasi belajar IPA setelah diadakan tindakan kelas dengan menggunakan model pembelajaran CTL. Hal itu dapat ditunjukkan dengan meningkatnya Motivasi belajar IPA siswa dari sebelum dan sesudah tindakan. Dalam penelitian ini terdapat 10 penelitian yang berhasil meningkatkan hasil belajar yang optimal. Metode yang digunakan ini memberikan soal tes. Data yang telah terkumpul ini mencari rata-rata dan presentase hasil belajar.

THE EFFECTIVENESS OF DIGITAL TEACHING MATERIALS TO IMPROVE LITERARY LITERACY SKILLS IN PRIMARY SCHOOLS Dudu Suhandi Saputra; Devi Afriyuni Yonanda; Yuyu Yuliati; Yuyun Dwi Haryanti
Jurnal Cakrawala Pendas Vol. 10 No. 3 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v10i3.10384

This research is motivated by the challenge of improving the literary literacy skills of elementary school students, which are often considered boring using conventional learning methods. The purpose of this study was to analyze the effectiveness of digital teaching materials in improving literary literacy skills, as well as the interests and motivations of 5th grade elementary school students in Majalengka Regency, West Java.. The research method used was quasi-experimental with a pre-test and post-test design in two groups: the Experimental Group which used digital teaching materials and the Control Group which used conventional methods. The research sample consisted of 60 grade 5 students, with each group consisting of 30 students. Data collection techniques include literary literacy tests, interest and motivation questionnaires, and classroom observations. Data analysis was done using statistical tests to compare changes in pre-test and post-test scores between the two groups. The research results showed that the use of digital teaching materials significantly improved the literary literacy skills of students in the Experimental Group compared to the Control Group. The average literary literacy score in the Experimental Group increased from 45 to 72, while in the Control Group, it only increased from 43 to 55. Students' interest and motivation also increased more significantly in the Experimental Group. In conclusion, digital teaching materials effectively improve students' literary literacy skills, interest, and motivation. The implication is that teachers and schools are advised to integrate technology into literature learning, and policymakers need to support using digital teaching materials in the national curriculum to improve the quality of education.

Improving the Critical Thinking Skills of Elementary School Students through Problem Based Learning and Inquiry Models in Social Science Learning Haryanti, Yuyun Dwi; Sapriya, Sapriya; Permana, Johar; Syaodih, Erna Wulan; Kurino, Yeni Dwi
Al Ibtida: Jurnal Pendidikan Guru MI Vol 9, No 2 (2022): October 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i2.10485

AbstractThe critical thinking skills are an important component to be instilled in elementary schools. The purpose of this study was to test the critical thinking skills of fifth grade students elementary school through the Problem Based Learning model and the Inquiry model based on the interest in learning social science using authentic assessments. Employing a quasi-experiment with Pretest-Posttest Control Group Design, this study involved 49 fifth grade elementary school students in two classes. A total of 24 students in the experimental class A learned using the Problem Based Learning (PBL) model, whereas 25 students in the experimental class B learned using the Inquiry model. The data were collected using description tests and questionnaires. The test was based on the level of reliability of 0.551, while the questionnaire with reliability of 0.893 was tested using ANOVA. The results of the study revealed that the implementation of the PBL model in social science learning was quite effective in improving critical thinking skills compared to the Inquiry model. The highest critical thinking ability was in students who had high learning interest in social science learning. This research contributed differently to the improvement of the social science learning process to acquire one of the 21st century thinking skills.Keywords: problem-based learning model, inquiry model, critical thinking.Abstrak Kemampuan berpikir kritis merupakan komponen penting yang perlu ditanamkan di sekolah dasar. Tujuan penelitian ini adalah untuk menguji kemampuan berpikir kritis siswa kelas V sekolah dasar melalui model Problem Based Learning (PBL) dan model Inquiry berdasarkan minat belajar mata pelajaran IPS dengan menggunakan penilaian autentik. Menggunakan eksperimen semu dengan Pretest-Posttest Control Group Design, penelitian ini melibatkan 49 siswa kelas V sekolah dasar. Sebanyak 24 siswa di kelas eksperimen A belajar dengan model Problem Based Learning, sedangkan 25 siswa pada kelas eksperimen B belajar dengan model Inquiry. Data dikumpulkan dengan menggunakan tes deskripsi dan kuesioner. Pengujian didasarkan pada tingkat reliabilitas 0,551, sedangkan kuesioner dengan reliabilitas 0,893 diuji menggunakan ANOVA. Hasil penelitian menunjukkan bahwa penerapan model PBL dalam pembelajaran IPS cukup efektif dalam meningkatkan kemampuan berpikir kritis dibandingkan dengan model Inquiry. Kemampuan berpikir kritis tertinggi terdapat pada siswa yang memiliki minat belajar yang tinggi pada pembelajaran IPS. Penelitian ini memberikan kontribusi yang berbeda terhadap peningkatan proses pembelajaran IPS untuk memperoleh salah satu keterampilan berpikir abad 21.Kata kunci: model PBL, model inquiry, berpikir kritis.

Project-based Authentic Assessment Needs Analysis for Teachers in Primary Schools Haryanti, Yuyun Dwi; Sapriya, Sapriya; Prawiyogi, Anggy Giri; Ash-Shiddiqy, Ahmad Rifqy; Sudarwo, Raden
Al Ibtida: Jurnal Pendidikan Guru MI Vol 11, No 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.16982

AbstractLearning and assessment are an inseparable whole. Assessment, if designed appropriately, thoroughly and used appropriately in assessment procedures, can contribute to effective learning and have an impact on the competence of quality students. This study aims to analyze the need for project-based authentic assessment of teachers in elementary schools. This research includes descriptive qualitative research on elementary school teachers in Banjarnegara Regency, Central Java. Data was collected through literature studies of reputable international articles indexed by Scopus and field studies through questionnaires distributed to 103 elementary school teachers, interviews, and documentation studies of 10 elementary school teachers. Data analysis using the Miles and Huberman model includes: data collection, data reduction, data presentation, and conclusions. The results of the study showed that the majority of teachers' assessments focused on the knowledge aspect using a multiple-choice test, the attitude aspect using observation, and the skill aspect using project assessment. Due to a lack of references, teachers struggle to develop assessment instruments and thus lack a clear rubric. The conclusion of this study is that teachers have difficulty implementing project-based authentic assessments so they need a practical authentic assessment companion book.Keywords: authentic assessments, project-based, primary school teacher.AbstrakPembelajaran dan penilaian menjadi satu kesatuan yang tidak dapat dipisahkan. Penilaian bila dirancang dengan tepat, menyeluruh dan digunakan secara tepat dalam prosedur penilaian dapat berkontribusi pada pembelajaran yang efektif serta berdampak pada kompetensi peserta didik yang berkualitas. Penelitian ini bertujuan untuk menganalisis kebutuhan penilaian autentik berbasis proyek terhadap guru di sekolah dasar. Penelitian ini termasuk penelitian kualitatif deskriptif terhadap guru Sekolah Dasar di Kabupaten Banjarnegara, Jawa Tengah. Data dikumpulkan melalui studi literatur artikel internasional bereputasi terindeks scopus dan studi lapangan melalui kuesioner yang dibagikan terhadap 103 guru SD, wawancara, dan studi dokumentasi terhadap 10 guru SD. Analisis data menggunakan model Miles dan Huberman meliputi: pengumpulan data, reduksi data, penyajian data, dan kesimpulan. Hasil penelitian menunjukkan bahwa bentuk penilaian mayoritas guru pada aspek pengetahuan menggunakan tes pilihan ganda, aspek sikap dengan menggunakan observasi, dan aspek keterampilan diukur dengan penilaian proyek. Guru kesulitan dalam mengembangan instrumen penilaian sehingga tidak memiliki rubrik yang jelas diakibatkan kurangnya referensi. Simpulan penelitian ini bahwa guru kesulitan menerapkan penilaian autentik berbasis proyek sehingga membutuhkan buku pendamping penilaian autentik yang praktis.Kata kunci: penilaian autentik, berbasis proyek, guru sekolah dasar.

Learning Technology in Elementary School Sa'odah Sa'odah; Nury Yuniasih; Yuyun Dwi Haryanti
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1488

Teachers currently face greater challenges than the previous era, where teachers are required to utilize technology in the learning process. This article provides a comprehensive overview of the technology used by primary school teachers. This study uses a qualitative descriptive method that explains what learning technologies are used by elementary school teachers. The instrument in this study was a questionnaire about the learning technology used and its strengths and weaknesses. The results showed 68% of the 335 teachers used the video call application via Whatsapp to create classes, Microsoft Power Point to create online learning media, Microsoft Word to create online student worksheets, Kinemaster to make learning videos, Whatsapp Group for online assignments, and Google Form for online evaluation. The advantage of this technology is that it is the only learning tool that is the most effective and efficient during this pandemic, while the disadvantage lies in the high costs involved in providing internet data packages. It is highly recommended for teachers to develop effective and efficient learning technology.

Enhancing Mathematical Problem-Solving Skills Through Flipped Classrooms and Discovery Learning: A Resilience-Based Approach for Elementary Students Yeni Dwi Kurino; Tatang Herman; Turmudi Turmudi; Devi Afriyuni Yonanda; Yuyun Dwi Haryanti
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.6243

Mathematical problem-solving skills are essential for elementary students and can be enhanced through innovative teaching approaches. This study investigates the effectiveness of Discovery Learning and Flipped Classroom models in improving problem-solving abilities among fifth-grade students. A quasi-experimental design was employed with two experimental groups: one taught using Discovery Learning and the other using the Flipped Classroom model. The study involved 60 randomly selected fifth-grade students. Data collection was conducted using pretest and posttest assessments to evaluate mathematical problem-solving skills. The results indicate that students in the Discovery Learning group demonstrated a significantly greater improvement in their problem-solving scores compared to those in the Flipped Classroom group. The findings suggest that the interactive and exploratory nature of Discovery Learning contributes more effectively to the development of critical thinking and collaborative problem-solving skills. The study highlights the potential of Discovery Learning in fostering deeper understanding and engagement in mathematical problem-solving. While the Flipped Classroom also showed positive effects, Discovery Learning proved to have a stronger impact, suggesting its suitability for enhancing problem-solving capabilities in elementary education. Discovery Learning is more effective than the Flipped Classroom in improving mathematical problem-solving skills among fifth-grade students. These findings underscore the importance of adopting active learning approaches to strengthen critical and collaborative skills in mathematics education.

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