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All Journal Jurnal Pamator : Jurnal Ilmiah Universitas Trunojoyo Madura Jurnal Pendidikan (Teori dan Praktik)
Putri, Novita Martika
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Humanities Economics, Econometrics & Finance Education Social Sciences

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Pengembangan Bahan Ajar Modul Berbasis Contextual Teaching and Learning (CTL) Kelas IV Tema 3 Subtema 1 Sulistyowati, Prihatin; Putri, Novita Martika
Jurnal Pendidikan (Teori dan Praktik) Vol 3, No 1 (2018): Volume 3, Nomor 1, April 2018
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v3n1.p1-6

Abstract

Proses pembelajaran pada Kurikulum 13 memerlukan komponen pendukung berupa bahan ajar. Bahan ajar yang praktis dapat berupa modul. Tujuan penelitian ini adalah untuk mengembangkan produk berupa bahan ajar modul berbasis Contextual Teaching and Learning (CTL) pada kelas IV Tema 3 Subtema 1. Jenis penelitian ini adalah penelitian pengembangan berdasarkan Model 4D yang dimodifikasi oleh peneliti dari 4 langkah menjadi 3 langkah penelitian. Validasi oleh tim pakar, validasi oleh peer reviewer,Uji coba lapangan terbatas terhadap 10 siswa SDN Bandungrejosari 2 Kota Malang, lembar observasi pengamatan aktivitas guru dan siswa. Efektifitas modul dari hasil belajar siswa berupa soal tes. Aspek kelayakan isi, penyajian, kebahasaan dan penilaian kontekstual masing-masing sebesar 92,71%, 91,5%, 93,06%, dan 92% yang berarti “Sangat Layak”. Validasi yang dilakukan oleh guru kelas IV SD dengan presentase 93,75% yang berarti “Valid”. Diharapkan penelitian selanjutnya dapat mengembangkan produk ini dengan melakukan uji coba kelompok besar dan produk dapat disebar luaskan.AbstractThe learning process on Curriculum 13 requires supporting components in the form of teaching materials. Practical teaching materials can be modules. The purpose of this research is to develop the product in the form of teaching materials of module based on Contextual Teaching and Learning (CTL) in Grade IV of Theme 3 Subtema 1. This type of research is a research development based on 4D model modified by researchers from 4 steps into 3 research steps. Validation by expert team, validation by peer reviewer, Field trial limited to 10 students of SDN Bandungrejosari 2 Malang, observation observation sheet of teacher and student activity. Effectiveness module is taken from student learning result in the form of test question. The results of the assessment of the appropriateness of content, presentation, compliance and contextual valuation were 92.71%, 91.5%, 93.06%, and 92%, respectively, meaning "Very Eligible". The results of the assessment of the validation conducted by fourth grade elementary school teachers with a percentage of 93.75% which means "Valid". It is expected that further research can further develop this product by conducting large group trials and products can be disseminated.
The Effect of the Deep Learning-Based Problem-Based Learning (PBL) Model on the Critical Thinking Skills and Mathematical Disposition of Elementary School Students Putri, Novita Martika; Kristiantari, Maria Goreti Rini; Marisa, Riandi
Jurnal Pamator : Jurnal Ilmiah Universitas Trunojoyo Vol 19, No 1: January - March 2026
Publisher : LPPM Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/pamator.v19i1.33994

Abstract

This study aims to analyze the effect and effectiveness of the Deep Learning-based Problem-Based Learning (PBL) model on the critical thinking skills and mathematical dispositions of elementary school students. A quasi-experimental study with a non-equivalent control group design was employed. The population consisted of fifth-grade students in Gugus 3 Kuta, with a total sample of 168 students (84 in the experimental group and 84 in the control group) selected through purposive sampling. The experimental group was treated with the deep learning-based PBL model, while the control group followed conventional learning. Data were collected using a critical thinking skills essay test and a mathematical disposition questionnaire. Analysis included N-Gain tests, Mann-Whitney U tests, and correlation analysis using SPSS. The results indicated a significant difference in outcomes between the two groups. The experimental group achieved a significantly higher post-test average for critical thinking (83.85) compared to the control group (47.65). Statistical tests confirmed that the deep learning-based PBL model significantly improved both critical thinking skills and mathematical dispositions (Asymp. Sig. 0.001 0.05). Furthermore, the model was found to be effective in enhancing both variables simultaneously. The integration of deep learning strategies into the PBL framework—emphasizing conceptual understanding, reflection, and knowledge transfer—creates a more interactive and reflective learning environment. This synergy effectively addresses students' difficulties with contextual problems and fosters a more persistent, confident attitude toward mathematics. In conclusion, the deep learning-based PBL model is a potent alternative for developing 21st-century skills at the elementary level.
Co-Authors Maria Goreti Rini Kristiantari Prihatin Sulistyowati, Prihatin Riandi Marisa