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All Journal YASIN: Jurnal Pendidikan dan Sosial Budaya MASALIQ: Jurnal Pendidikan dan Sains J-CEKI
Khairunisa, Imada
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Meningkatkan Minat Belajar Matematika Melalui Model Pembelajaran Problem Based Learning (PBL) Kelas V Sekolah Dasar Astuti, Elida Rahma Dwi; Ermawati, Diana; Khairunisa, Imada
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 5: Agustus 2025
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i5.10680

Abstract

Minat belajar matematika peserta didik kelas V SDN Demangan masih tergolong rendah. Hal ini disebabkan oleh penggunaan model pembelajaran yang kurang bervariasi dan cenderung berpusat pada guru. Rendahnya minat belajar menyebabkan siswa kurang aktif, tidak antusias, dan kesulitan memahami materi. Penelitian ini bertujuan untuk meningkatkan minat belajar matematika melalui penerapan model Problem Based Learning (PBL). Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Subjek penelitian adalah 14 siswa kelas V, terdiri dari 7 laki-laki dan 7 perempuan. Setiap siklus terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Instrumen pengumpulan data menggunakan angket minat belajar siswa. Hasil penelitian menunjukkan adanya peningkatan minat belajar yang signifikan. Rata-rata presentase minat belajar siswa meningkat dari 50,4% pada pra-siklus menjadi 60,2% pada siklus I, dan mencapai 76,4% pada siklus II. Peningkatan terjadi pada seluruh indikator minat belajar, seperti perasaan senang, ketertarikan, perhatian, dan partisipasi aktif dalam pembelajaran. Hasil ini menunjukkan bahwa model PBL mampu menciptakan suasana pembelajaran yang lebih menyenangkan, menantang, dan mendorong keterlibatan siswa secara aktif. Dengan demikian, dapat disimpulkan bahwa model Problem Based Learning efektif digunakan untuk meningkatkan minat belajar matematika siswa sekolah dasar.
Implementasi Pendekatan TARL dalam Pembelajaran Diferensiasi untuk Meningkatkan Pemahaman Konsep IPAS Siswa Kelas VI Rosyidah, Aprilia Sabela; Ermawati, Diana; Khairunisa, Imada
MASALIQ Vol 5 No 3 (2025): MEI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v5i3.5793

Abstract

This study aims to improve the conceptual understanding of Science and Social Studies (Ilmu Pengetahuan Alam dan Sosial or IPAS) among sixth-grade students at SDN Demangan Kudus through the implementation of the Teaching at the Right Level (TaRL) approach within the context of differentiated instruction. The background of this research is the low level of conceptual understanding of IPAS and the gap in students’ initial abilities and basic literacy due to the use of a uniform instructional model. The method used was classroom action research based on the Kemmis and McTaggart model, with 15 students as subjects. Data collection techniques included interviews, observation, tests, and documentation. The results showed a gradual improvement in conceptual mastery of IPAS, increasing from 46.66% in the pre-cycle to 73.33% in the first cycle, and further to 80% in the second cycle. These findings indicate that the application of the TaRL approach in differentiated instruction effectively addresses students’ learning needs more accurately. The conclusion of this study is that instructional strategies tailored to students’ individual skill levels can significantly enhance conceptual understanding of IPAS at the elementary level and contribute to the development of more inclusive and adaptive learning models.
Peningkatan Pemahaman Konsep Matematika melalui Pendekatan Etnomatematika Berbasis Kebudayaan Kudus Kelas I Sekolah Dasar Amanina, Syahida Asma; Ermawati, Diana; Khairunisa, Imada
YASIN Vol 5 No 3 (2025): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v5i3.5740

Abstract

Understanding basic mathematical concepts at the elementary school level plays an important role as a foundation for students in solving mathematical problems. Current mathematics learning still emphasizes conventional lecture methods, causing many students to struggle with internalizing mathematical concepts. One innovation that can be applied is the ethnomathematics approach, which links mathematical concepts with local culture. This study aims to determine the improvement in understanding mathematical concepts through a culture-based ethnomathematics approach in Grade I at SDN Demangan. The research was conducted in two cycles of Classroom Action Research (CAR) using the Kemmis & McTaggart model. The subjects of the study consisted of 4 male students and 1 female student. Data were collected from the results of the mathematical concept understanding tests and analyzed descriptively. The results indicate an increase in the percentage of completeness from 20% in the pre-cycle to 40% in Cycle I, and further increased to 80% in Cycle II. These findings suggest an improvement in understanding mathematical concepts through the culture-based ethnomathematics approach in Kudus.
Co-Authors Amanina, Syahida Asma Astuti, Elida Rahma Dwi Diana Ermawati Rosyidah, Aprilia Sabela