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Pengaruh Model Pembelajaran Dan Kemandirian Belajar Terhadap Kemampuan Berpikir Kritis IPA Siswa Kelas V SDN Di Jakarta Timur Rachamatika, Tiara; M. Syarif Sumantri; Agung Purwanto; Jatu Wahyu Wicaksono; Alrahmat Arif; Vina Iasha
Buana Pendidikan Jurnal Fakultas Keguruan dan Pendidikan Universitas PGRI Adi Buana Surabaya
Publisher : Fakultas Pedagogi dan Psikologi Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/bp.vol17.no1.a3162

Penelitian ini bertujuan untuk mengetahui sejauh mana pengaruh model pembelajaran dan kemandirian belajar terhadap kemampuan berfikir kritis IPA siswa kelas V sekolah dasar di Jakarta Timur. Metode yang digunakan dalam penelitian ini adalah metode eksperimen semu (quasi experimental design) yang merupakan pengembangan dari metode eksperimen murni analisis varians (ANAVA) dengan desain treatment by level 2x2. Adapun teknik dalam pengumpulan data adalah dengan angket, tes, dan dokument. . Teknik pengambilan sampel menggunakan purposive sampling. Terjadi interaksi antara model pembelajaran dengan kemandirian belajar terhadap hasil kemampuan berpikir kritis mata pelajaran IPA. Hasil pengujian anava diperoleh nilai Fhitung = 5,63 dan nilai kritik Ftabel= 3,98 dengan dk (1,68) pada taraf Ã¡ = 0,05. Hasil ini menunjukkan bahwa Fh = > Ft = sehingga terdapat interaksi antara penggunaan model pembelajaran dan kemandirian belajar dalam mempengaruhi hasil keterampilan berpikir kritis pada mata pelajaran IPA.

Pengaruh Model Resource Based Learning Terhadap Hasil Belajar Ilmu Pengetahuan Sosial (IPS) Siswa Kelas IV SD Sekolah Dasar Sudrajat, Ajat; Meiliana Lovienica; Vina Iasha
Buana Pendidikan Jurnal Fakultas Keguruan dan Pendidikan Universitas PGRI Adi Buana Surabaya
Publisher : Fakultas Pedagogi dan Psikologi Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/bp.vol17.no1.a3217

Tujuan penelitian ini untuk mengetahui ada tidaknya pengaruh model Resource Based Learning terhadap hasil belajar Ilmu Pengetahuan Sosial (IPS) siswa kelas IV SD di Kelurahan Abadijaya, Depok dengan pokok bahasan perkembangan teknologi. Penelitian ini dilaksanakan di SDN Abadijaya 1 pada semester II tahun ajaran 2019/2020. Sampel diambil dengan menggunakan teknik Cluster Random Sampling dan desain peneltian Posttest Only Control Goup Design. Pengumpulan data dilakukan dengan menggunakan tes obyektif berbentuk pilihan ganda dan dianalisis dengan uji normalitas Lilliefors dan homogenitas dengan uji Fisher baik kelas eksperimen maupun kelas kontrol. Implikasi dari penelitian ini bahwa model Resource Based Learning berpengaruh positif terhadap hasil belajar IPS siswa kelas IV SD. Hasil ini menunjukkan bahwa model Resource Based Learning merupakan salah satu alternatif yang dapat digunakan dalam proses pembelajaran IPS di kelas. Oleh karena itu, guru perlu menerapkan model Resource Based Learning sebagai variasi model pembelajaran yang digunakan untuk mengatasi hasil belajar siswa kelas IV SD.

CHARACTER VALUES LEARNING MODEL IN THE PERKAMPUNGAN BUDAYA BETAWI SETU BABAKAN AT THE ELEMENTARY SCHOOL LEVEL OF DKI JAKARTA Ajat Sudrajat; Vina Iasha; Dewi Hartanti
JPSD (Jurnal Pendidikan Sekolah Dasar) Vol 7, No 1 (2021): JPSD (Jurnal Pendidikan Sekolah Dasar)
Publisher : Department of Primary education, Faculty of Teacher Training and Education, Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jpsd.v7i1.10637

AbstractInnovative learning in the industrial era of 4.0 emphasizes strengthening the character values integrated into traditional culture or customs in an area. In the Betawi Cultural Village, in particular, Integrated Thematic Learning is integrated with various traditional arts to develop the character values contained therein. However, in the process of teaching and learning activities, the implementation still tends to be separate for each subject. This research aims to create a product of character values learning model. The method used in this research is research and development using the Borg & Gall model through seven stages. The type of data used in this research is quantitative and qualitative data. Based on the results of the trials in this research, shows that the learning model developed, overall can be used without revision. This is indicated by the validity level of the model developed at 90.5% with very valid criteria (can be used). While the practicality level is indicated by the acquisition of a score of 96.04% with very practical criteria (can be used), and the effectiveness of the product is seen with a score of 88.25% with very effective criteria (can be used). The results of developing a learning model based on group investigation in this thematic learning can be suggested to be studied and utilized by all students.Keywords: Innovative Learning; Character Values; Betawi Culture.

PENGEMBANGAN MODUL PEMBELAJARAN MATEMATIKA BERBASIS PENEMUAN TERBIMBING TENTANG PENGUKURAN DI KELAS IV SEKOLAH DASAR Suryanto Suryanto; Zulela MS; Anton Noornia; Vina Iasha
Jurnal Pendidikan Dasar Vol 8 No 2 (2017): JPD-Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (301.886 KB)

Abstract: This study aims to develop a discovery-based module on "Measurement" of Mathematics subjects. This research was conducted on the fourth graders of elementary school with the number of respondents 120 students. This research uses research and development (R & D). The test results state that the module is feasible to apply. To see the effectiveness of the product followed by field test group with 120 students. The results of the Independent Samples Test analysis show that there is a significant difference between the control class and the experimental class. While the t-test shows differences in learning outcomes between pre-test and post-test. Judging from the average rating, indicating that the effective module is used to improve the learning outcomes of measurement materials. Keywords: Research and Development, Module, Guided Discovery, Elementary School. Abstrak: Penelitian ini bertujuan untuk mengembangkan modul berbasis penemuan terbimbing materi Pengukuran mata pelajaran Matematika. Penelitian ini dilakukan pada siswa kelas IV Sekolah Dasar dengan jumlah responden 120 siswa. Penelitian ini menggunakan metode penelitian Research and Development (R&D). Hasil uji tersebut menyatakan bahwa modul layak diterapkan. Untuk melihat efektifitas produk dilanjutkan dengan uji field group dengan 120 siswa. Hasil analisis Independent Samples Test menunjukkan bahwa terdapat perbedaan yang signifikan antara kelas kontrol dan kelas eksperimen. Sedangkan uji-t menunjukan perbedaan hasil belajar antara pre-test dan post-test. Dilihat dari nilai rata-rata, mengindikasikan bahwa modul efektif digunakan untuk meningkatkan hasil belajar materi pengukuran. Keywords: Research and Development, Modul, Penemuan terbimbing, Sekolah Dasar

Indonesian Primary School Teachers’ Perceptions of STEMPreneur for Supporting Computational Thinking in Science Learning Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji; Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.8

The increasing emphasis on computational thinking (CT) in primary education has encouraged the exploration of innovative pedagogical approaches that integrate scientific inquiry with authentic problem solving. One emerging approach is STEMPreneur, which combines STEM education with entrepreneurial thinking to foster innovation and value creation. This study explored Indonesian primary school teachers' perceptions of STEMPreneur for promoting computational thinking in Primary Science (IPAS) learning. A sequential explanatory mixed-methods design was employed involving 50 primary school teachers from Jakarta and Bekasi, followed by semi-structured interviews with five purposively selected participants. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings revealed that teachers perceived STEMPreneur as a relevant and pedagogically valuable approach that supports the development of decomposition, pattern recognition, abstraction, algorithmic thinking, and evaluation. However, teachers also identified challenges related to pedagogical knowledge, instructional resources, computational thinking assessment, and curriculum time. To address these challenges, participants recommended continuous professional development, practical instructional resources, explicit computational thinking assessment, and authentic project-based learning. The study proposes a pedagogical ecosystem for STEMPreneur implementation that provides a conceptual framework for integrating computational thinking into primary science education.

Indonesian Primary School Teachers’ Perceptions of STEMPreneur for Supporting Computational Thinking in Science Learning Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji; Bramianto Setiawan; Septian Mukhlis; Ahmad Fauzi; Zulela; Muhammad Faiz Rayyan; Vina Iasha; Prima Trisna Aji
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.8

The increasing emphasis on computational thinking (CT) in primary education has encouraged the exploration of innovative pedagogical approaches that integrate scientific inquiry with authentic problem solving. One emerging approach is STEMPreneur, which combines STEM education with entrepreneurial thinking to foster innovation and value creation. This study explored Indonesian primary school teachers' perceptions of STEMPreneur for promoting computational thinking in Primary Science (IPAS) learning. A sequential explanatory mixed-methods design was employed involving 50 primary school teachers from Jakarta and Bekasi, followed by semi-structured interviews with five purposively selected participants. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings revealed that teachers perceived STEMPreneur as a relevant and pedagogically valuable approach that supports the development of decomposition, pattern recognition, abstraction, algorithmic thinking, and evaluation. However, teachers also identified challenges related to pedagogical knowledge, instructional resources, computational thinking assessment, and curriculum time. To address these challenges, participants recommended continuous professional development, practical instructional resources, explicit computational thinking assessment, and authentic project-based learning. The study proposes a pedagogical ecosystem for STEMPreneur implementation that provides a conceptual framework for integrating computational thinking into primary science education.

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