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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Pancar (Pendidik Anak cerdas dan Pintar) Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) International Journal of Curriculum Development, Teaching and Learning Innovation Jurnal Pendidikan Sosial dan Konseling JEBD Journal of Sharia Business Management Jurnal Ilmu Ekonomi dan Bisnis (JUKONI) Mega Buana Journal of Public Health
Radiansyah
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Arts Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Meningkatkan Aktivitas dan Hasil Belajar pada Materi Gaya dan Gerak menggunakan Model Inkuiri, Intellectualy, Stick Radiansyah; Oktaviani, Eka
JURNAL PANCAR (PENDIDIK ANAK CERDAS DAN PINTAR) Vol 5 No 2 (2021): Jurnal Pancar (Pendidik Anak cerdas dan Pintar)
Publisher : Prodi PGSD FKIP Universitas Nahdlatul Ulama Al Ghazali

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (214.17 KB) | DOI: 10.52802/pancar.v5i2.161

Abstract

Penelitian ini bertujuan untuk mendeskripsikan aktivitas pendidik, aktivitas peserta didik, dan menganalisis peningkatan hasil belajar peserta didik. Penelitian ini dilakukan menggunakan pendekatan penelitian kualitatif dengan jenis penelitian tindakan kelas, yang dilaksanakan dengan empat kali pertemuan. Subjek pada penelitian ini adalah peserta didik kelas IV semester genap SDN 1 Padang Luas Tanah Laut Kalimantan Selatan tahun pelajaran 2020/2021, dengan jumlah peserta didik 13 orang yang terdiri dari 6 peserta didik laki-laki dan 7 peserta didik perempuan. Penelitian menunjukkan bahwa kualitas pendidik mengajar menggunakan model Inkuiri, Intellectualy, Stick mengalami perbaikan di setiap pertemuan dan memperoleh kriteria sangat baik. Perbaikan kualitas pendidik dalam mengajar berdampak baik pada peningkatan aktivitas peserta didik yang memperlihatkan peningkatan dari pertemuan I yang memperoleh kriteria kurang aktif, meningkat sehingga pada pertemuan IV mencapai kriteria sangat aktif. Peningkatan aktivitas peserta didik berdampak pula pada hasil belajar, sehingga hasil belajar peserta didik secara klasikal mulai pertemuan I memperoleh 31%, kemudian meningkat pada setiap pertemuan sehingga pada pertemuan IV mencapai 100%.
Meningkatkan Aktivitas dan Keterampilan Berpikir Kritis Siswa Melalui Kombinasi Model PBL, TGT dan Pendekatan TPACK Maysira Fatiya Nasution; Radiansyah
Jurnal Pendidikan Sosial Dan Konseling Vol. 1 No. 3 (2023): Oktober - Desember
Publisher : CV. ITTC INDONESIA

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Abstract

Based on the observations, problems were found, namely activities, critical thinking skills and low student learning outcomes in PPKn learning. The solution to these problems is through the application of a combination of PBL, TGT, and TPACK Approach models. This study aims to describe teacher activities, student activities, and students' critical thinking skills and analyze student learning outcomes. The type of research used is Classroom Action Research (CAR) which is carried out for 4 meetings. The subjects of the study were 18 students of the VA class of SDN Melayu 6 Banjarmasin for the 2022/2023 academic year. Qualitative data includes teacher activities, activities and students' critical thinking skills obtained through observation sheets while quantitative data includes student learning outcomes obtained through written tests. The results showed an increase in teacher activity which scored 32, Student activity increased by 94%, Shiva's critical thinking skills increased by 89% and student learning outcomes increased by 94%. Based on the results of the study, it was concluded that the application of a combination of PBL, TGT, and TPACK Approach models can improve student activities, critical thinking skills and learning outcomes.
Implementasi Model PBL Dan Pendekatan TPACK Media Interaktif Meningkatkan Kemampuan Berpikir Kritis Serta Hasil Belajar Fahrina Hikmah; Radiansyah
Jurnal Pendidikan Sosial Dan Konseling Vol. 1 No. 3 (2023): Oktober - Desember
Publisher : CV. ITTC INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47233/jpdsk.v1i3.237

Abstract

The problem in research is the low learning activity, critical thinking and learning outcomes. This study aims to describe the improvement in the quality of learning through teacher activity and to describe the increase in student activity and critical thinking skills as well as to analyze student learning outcomes. The research method used a quantitative and qualitative approach with the type of Classroom Action Research (CAR) which was held in 3 meetings. The research subjects were fourth grade students at SDN Pengambangan 3 Banjarmasin totaling 22 students consisting of 11 male students and 11 female students. The data taken is qualitative data obtained through observing teacher activities, student activities and critical thinking skills then quantitative data for student learning outcomes is obtained through group and individual written tests, the completeness criteria set is ≥70. The results showed that 95.45% of student learning outcomes were complete. Teacher activity scores 28 very good criteria, student activity 90.91% with very active criteria and critical thinking skills 90.91 with very skilled criteria. Based on the data findings and results of this study, it can be concluded that using the PBL Model Interactive Media TPACK Approach in class IV. The results of this research can increase teacher activity, student activity, critical thinking skills and learning outcomes.
Meningkatkan Aktivitas dan Keterampilan Berpikir Kritis Siswa Menggunakan Model PBL Berbasis Media Powerpoint Canva Dewi, Putri Puspita; Radiansyah
Jurnal Pendidikan Sosial Dan Konseling Vol. 1 No. 3 (2023): Oktober - Desember
Publisher : CV. ITTC INDONESIA

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Abstract

Rendahnya aktivitas dan keterampilan berpikir kritis siswa. Ini disebabkan karena proses pembelajaran masih bersifat satu arah sehingga peserta didik susah mngingat dan memahami pembelajaran. Untuk mengatasi permasalahan digunakan Model PBL, dan Pendekatan TPACK Berbasis Media Powerpoint Canva. Penelitian bertujuan mendeskripsikan aktivitas pendidik dan peserta didik yang berdampak pada hasil belajar peserta didik. Penelitian menggunakan jenis Penelitian Tindakan Kelas. Subjek penelitian adalah kelas V UPTD SDN Panggung Baru tahun pelajaran 2022/2023 berjumlah 34 orang. Jenis data adalah data kualitatif dan kuantitatif. Data kualitatif diperoleh dari obervasi aktivitas guru dan siswa. Data kuantitatif diperoleh melalui teknik pengukuran tes tertulis secara individu. Hasil penelitian menunjukkan keterlaksanaan aktivitas guru meningkat dari 26 hingga 32 dengan kriteria sangat baik. Aktivitas siswa meningkat dari 62% hingga 94% dengan kriteria sangat aktif. Keterampilan berpikir kritis siswa meningkat dari 59% hingga 85%. Sehingga mempengaruhi meningkatnya hasil belajar peserta didik meningkat dari 68% hingga 94%. Dapat disimpulkan bahwa aktivitas guru telah terlaksana sesuai kriteria yang ditetapkan, selain itu aktivitas siswa, keterampilan berpikir kritis dan hasil belajar menggunakan model pembelajaran PBL dan pendekatan TPACK berbasis media Powerpoint Canva di UPTD SDN Panggung Baru meningkat.
Meningkatkan Kemampuan Berpikir Kritis & Hasil Belajar Menggunakan Model PBL Dengan Pendekatan Tpack Ummatin, Nisa Khaira; Radiansyah
Jurnal Pendidikan Sosial Dan Konseling Vol. 1 No. 3 (2023): Oktober - Desember
Publisher : CV. ITTC INDONESIA

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Abstract

Permasalahan pada penelitian ini adalah rendahnya kemampuan berpikir kritis dan hasil belajar. Penyebabnya siswa belum mampu berpikir kritis dalam kemampuan menganalisis argumen, kemampuan bertanya, kemampuan menjawab, kemampuan memecahan masalah, dan kemampuan menarik kesimpulan. Solusi permasalahan tersebut guru dapat menggunakan model Problem Based Learning dengan pendekatan TPACK. Tujuan dari penelitian ini mendiskripsikan aktivitas guru, aktivitas siswa, menganalisis kemampuan berpikir kritis dan peningkatan hasil belajar menggunakan model Problem Based Learning dengan pendekatan TPACK. Metode penelitian menggunakan kuantitatif dan kualitatif dengan jenis Penelitian Tindakan Kelas (PTK), yang dilaksanakan dengan 3 kali pertemuan. Subjek penelitian adalah siswa kelas 5 berjumlah 24 orang siswa di SDN Teluk Dalam 9 pada tahun ajaran 2022/2023. Hasil dari penelitian diperoleh aktifitas guru memperoleh skor 32 dengan kriteria sangat baik, aktivitas siswa mencapai 100% dengan kriteria sangat aktif, sedangkan kemampuam berpikir kritis 100% dan hasil belajar 95,8% tuntas. Kesimpulannya pembelajaran menggunakan model Problem Based Learning dengan pendekatan TPACK dikatakan berhasil. Aktivitas guru mencapai kriteria sangat baik dan aktivitas siswa mencapai kriteria sangat aktif. Serta kemampuan berpikir kritis dan hasil belajar meningkat atau mencapai indikator keberhasilan yang ditetapkan.
Meningkatkan Kemampuan Berpikir Kritis Hasil Belajar Materi Siklus Air Menggunakan Kombinasi Model PBL, TPACK & VIDEO Febriyanti, Ervina; Radiansyah
Jurnal Pendidikan Sosial Dan Konseling Vol. 1 No. 3 (2023): Oktober - Desember
Publisher : CV. ITTC INDONESIA

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Abstract

The concern addressed in this research pertains to the reduced activity levels, lack of critical thinking abilities and poor learning outcomes of fifth graders at SDN Kelayan Selatan 6 Banjarmasin, which are brought on by learning that only occurs in one direction, teaching that only employs lectures, students who are not faced with challenges and learning that does not employ the proper strategy. This study’s objective is to describe teacher actions and assess student activities, critical thinking abilities and learning outcomes in instruction utilizing the PBL model paired with the TPACK method based on instructional video medium. This study used a three meeting Classroom Action Research (CAR) technique that combines a qualitative and quantitative methodology. The outcomes of study utilizing this approach are as follows: student engagement at meeting 1 meets the requirement for being active with a percentage of 73% and at meeting 3 it climbs to satisfy the criteria for being highly active with a percentage of 93%. At meeting 1, students critical thinking abilities scored in the less critical group with a percentage of 13% and at meeting 3, they rose to the highly critical category with a percentage of 87%. Student learning outcomes in meeting 1 did not reach a value of 70 by getting 20% of students to finish, but at meeting 3, they were able to get 80% of students to finish, resulting in a value of 70.
Meningkatkan Keterampilan Berpikir Kritis, Aktivitas, Hasil Belajar IPA Menggunakan Model PBL Berbasis Video Wuryaningsih, Irmayanti; Radiansyah
Jurnal Pendidikan Sosial Dan Konseling Vol. 1 No. 3 (2023): Oktober - Desember
Publisher : CV. ITTC INDONESIA

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Abstract

The problems that occur in research are the low critical thinking skills, activities and student learning outcomes. This is because innovative models have not been used and appropriate learning media have not been used, such as digital media or learning video media. To overcome these problems, the Problem Based Learning (PBL) learning model is used combined with the TPACK approach based on video media. This study aims to describe teacher activities, student activities, and analyze critical thinking skills that have an impact on student learning outcomes. This study used Classroom Action Research (PTK), which involved 16 grade 5 students at SDN Kuin Selatan 1 Banjarmasin for the academic year 2022/2023. The results showed that the implementation of teacher activities in meetings 1 to 4 increased from 75% to 96% with very good criteria. Student activity increased significantly from 38% to 100% with very active criteria so that it affected increased student learning outcomes from meetings 1 to 4. It can be concluded that student learning activities on Theme 6 Heat and Transfer using the Problem Based Learning model, a combination of the media-based TPACK approach the video at SDN Kuin Selatan 1 Banjarmasin was declared successful and complete.
Meningkatkan Aktivitas dan Keterampilan Berpikir Kritis Melalui Model PBL, CRH, dengan Pendekatan TPACK pada Siswa Kelas 5 Riska Amalia; Radiansyah
Jurnal Pendidikan Sosial Dan Konseling Vol. 1 No. 3 (2023): Oktober - Desember
Publisher : CV. ITTC INDONESIA

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Abstract

The problem in this study is low activity, critical thinking skills and student acquisition results in the material of rights and obligations. This study aims to describe teacher activities, analyze activities, critical thinking skills and further develop student learning outcomes. This research used PTK which was completed in 3 meetings. The research location was at SDN Teluk Dalam 12 Banjarmasin Class 5 which amounted to 20 students. The types of data in this study are qualitative and quantitative data, obtained through observation and individual written test measurement techniques. The indicator of research success is ≥82% or a score of ≥70. The results of the review showed that the educator's movement at each gathering faced an increase, initially getting a score of 25 increased to a score of 31 (very good). Student activity at meeting 1 got 50% increased at meeting 3 to 100% (very active). Critical thinking skills initially 50% increased to 100% (very high). The classical completeness of student learning outcomes increased significantly, originally 50% complete and increased to 100%, it can be concluded that the implementation of the Problem Based Learning model, Course Review Horay, and TPACK Approach with teacher activities carried out very well can increase activity, critical thinking skills and student learning outcomes.
Implementasi Model Pbl Dan Nht Pendekatan Tpack Untuk Meningkatkan Aktivitas Dan Berpikir Kritis Siswa SD Tri Mustika S; Radiansyah
Jurnal Pendidikan Sosial Dan Konseling Vol. 2 No. 1 (2024): April - Juni
Publisher : CV. ITTC INDONESIA

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Abstract

Low levels of activity, critical thinking skills, and learning outcomes in science education are the problems raised in this research. This research used Classroom Action Research (PTK) which was carried out four meetings. This research was attended by fourteen fourth grade students at SDN Tabunganen Kecil, consisting of five girls and nine boys, in the second semester of the 2023/2024 academic year. Based on the findings of this research, teacher activity scores increased from 24 in meeting 1 to 32 in meeting 4. The level of student engagement increased from 36% in meeting 1 to 100% in meeting 4. On the other hand, the percentage of critical thinking skills increased from 36% in meeting 1 to 93% in meeting 4. The percentage of students who achieved classical mastery of learning outcomes increased from 36% meeting 1 to 93% meeting 4. Utilization of PBL and NHT models, in addition to the Video-Based TPACK Approach, can improve student learning outcomes, teacher activity, and critical thinking skills, according to with the findings of this research.
Penerapan Model PBL Kombinasi Pendekatan TPACK Media Interaktif Meningkatkan Keterampilan Memecahkan Masalah Serta Hasil Belajar Chabelita Puspita Sari; Radiansyah
Jurnal Pendidikan Sosial Dan Konseling Vol. 2 No. 1 (2024): April - Juni
Publisher : CV. ITTC INDONESIA

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Abstract

Based on the observations, problem solving skills are still low and student learning outcomes are also not optimal. Indeed, the learning model used is not optimal, the approach is not appropriate, and the means of interaction required are not appropriate, thus they have an impact on students' development in understanding the concepts. math. The solution to this problem can be using creative learning by applying the PBL model in combination with the TPACK Media Interactive method. For the purpose of describing teacher’s activities, increasing student activities, analyzing problem-solving skills and student learning outcomes. This research methodology uses Quantitative and qualitative methods with Classroom Action Research (CAR) were conducted in 3 meetings. The subjects of this study are 5th grade students at SDN Mantuil 1 Banjarmasin for the academic year 2022/2023, ie a total of 26 students. The results showed that the teacher’s performance reached 26 points with very good criteria, 96% of the student’s activities scored very positively and 88% of the students' problem-solving ability scored high. The achievement criteria and student achievement is 96% in the completed category. It can be concluded that the teacher’s activities are done well, the student’s academic achievement increase.
Co-Authors Alfina Nur Islami Amanda Adelia Annissa Putri Meiliyanah Arlin Adam, Arlin Azizah, Ni'mah Chabelita Puspita Sari Dina Aulia Elsa Amalia Fahrina Hikmah Fathul Jannah Fathul Jannah, Fathul Febriyanti, Ervina Fitriana Anisa Hairunnisa HAMIDAH Masdiyarti Maysira Fatiya Nasution Norlina Nurbaiti Puspita, Prima Mega Putri Puspita Dewi, Putri Puspita Rahmaniah, Nahdia Fitri raihanah sari Ranti An Nisaa Ratna Kusumadewi Reja Fahlevi RISKA AMALIA Rizali, Muhammad Sainuddin, Sudirman Sari, Raihanah Setyaningsih, Maryanti Syifaulhusna Tri Mustika S Ummatin, Nisa Khaira Wafa, Faqih El Wuryaningsih, Irmayanti Yogi Prihandoko Zamli Zefri, Muhammad