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All Journal Innovative: Journal Of Social Science Research Journal of Nonformal Education
Kartika Waty, Evy Ratna
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Humanities Computer Science & IT Education Law, Crime, Criminology & Criminal Justice Public Health Other

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Peningkatan Hasil Belajar Ipas Melalui Model Problem Based Learning (PBL) Di Kelas V C SDN 21 Palembang Ramadhana, Putri; Kartika Waty, Evy Ratna; Astria, Rani
Innovative: Journal Of Social Science Research Vol. 4 No. 5 (2024): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v4i5.15043

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar Ilmu Pengetahuan Alam dan Sosial (IPAS) melalui penerapan model pembelajaran Problem Based Learning (PBL) di kelas V C SDN 21 Palembang. Hasil tindakan dari Siklus I dan II menunjukkan adanya peningkatan proses pembelajaran dan hasil belajar siswa. Sebelum tindakan dilakukan, pada pra-siklus, rata-rata nilai siswa adalah 58, dengan hanya 46% siswa mencapai ketuntasan belajar. Setelah penerapan model PBL, terjadi peningkatan signifikan, di mana pada Siklus I, ketuntasan belajar siswa mencapai 67%, dan pada Siklus II meningkat menjadi 83%. Peningkatan ini menunjukkan bahwa model PBL efektif dalam meningkatkan hasil belajar siswa. Kesimpulannya, penerapan model PBL di kelas V C SDN 21 Palembang berhasil meningkatkan hasil belajar siswa secara signifikan, sebagaimana ditunjukkan oleh data pada setiap siklus.
An In-Depth Analysis of the Students' Perceptions of How the Final Exam Administered in Package C Program Kartika Waty, Evy Ratna; Nengsih, Yanti Karmila; Handrianto, Ciptro; Rasool, Shahid
Journal of Nonformal Education Vol. 10 No. 2 (2024): Equivalency education and community education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jone.v10i2.9960

Abstract

Assessments are essential in influencing students' academic results, but there are still worries about the equity and thoroughness of tests created by tutors for different subjects. This research examines how students view these assessments in Citizenship Education, Islamic Religious Education, and History Education. The main goal is to investigate how Package C Program students view the distribution and quality of final exam questions and evaluate their preparedness and performance. This qualitative study used thematic analysis on interviews with 20 randomly chosen Package C Program students in Palembang. The information was examined to find common themes on how feel about their readiness and the tutors' involvement in creating exams. The results suggest that students believe the exam questions do not accurately represent their understanding or what they have learned. Numerous individuals are unhappy with mistakes in the test questions, which hinder their success. The study also identifies differences between students' anticipations and the real exam material. Prejudiced evaluation methods and varying test creation by educators can greatly harm student learning and the development of future educational policies. Improvements are necessary in exam design to guarantee fairness and accuracy. This research offers fresh perspectives on how the quality of exams affects student performance and highlights the necessity of inclusive test development with input from various parties to prevent biases.
Co-Authors Ciptro Handrianto, Ciptro Nengsih, Yanti Karmila Ramadhana, Putri Rani Astria, Rani Rasool, Shahid