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Fitria Wulandari
Universitas Muhammadiyah Sidoarjo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Journal : Academia Open

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The Relationship Of Online Learning With The Learning Results Of Students Of Class V Theme 8 : Hubungan Pembelajaran Daring Dengan Hasil Belajar Siswa Kelas V Tema 8 Muhimmatur Rofiqoh; Fitria Wulandari
Academia Open Vol. 5 (2021): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.5.2021.2175

Abstract

This study aims to determine the relationship between online learning and student learning outcomes in class V Theme 8 at SDIT EL HAQ Buduran. The research method used is non-experimental quantitative. The population used was all fifth grade students of Al Hazen SDIT EL HAQ and the sample in this study was 28 students. Data collection techniques used in the form of a questionnaire (questionnaire) and student learning outcomes tests. Data collection techniques through Microsoft Forms. The instrument used in the questionnaire (questionnaire) using a Likert scale, as well as learning outcomes tests in the form of multiple choice tests. The results of the study were then analyzed using the data normality test, linearity test and product moment correlation. Based on the results of the analysis, it can be concluded that there is a relationship between online learning and the learning outcomes of class V Theme 8 students at SDIT EL HAQ Buduran. From the results of this study, it is in the category of having a fairly strong relationship.
The Relationship of Mind Mapping Learning Methods During the Covid-19 Pandemic With Science Learning Outcomes of Class 5 Students in Elementary Schools: Hubungan Metode Pembelajaran Mind Mapping Pada Masa Pandemi Covid-19 Dengan Hasil Belajar IPA Siswa Kelas 5 di Sekolah Dasar Sisfia Titis Zurachman; Fitria Wulandari
Academia Open Vol. 6 (2022): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.6.2022.2191

Abstract

This study aims to determine whether there is a relationship between the mind mapping learning method during the covid-19 pandemic with students' science learning outcomes, and how strong is the relationship between mind mapping learning methods during the covid-19 pandemic and students' science learning outcomes. The research method used in this research is non-experimental quantitative. Data collection techniques using questionnaires and learning outcomes tests. Data analysis using SPSS 25. The sample in this study amounted to 20 students. In this study, the research results obtained from the product moment correlation test results, namely r-count (0.567) > r-table (0.444) with a significant level of 5%. Based on the results of the research and the results of the product moment correlation test that has been carried out, it can be concluded that there is a fairly strong relationship between the mind mapping learning method during the COVID-19 pandemic and students' science learning outcomes.
Boosting 5th Grade Learning Outcomes with Ethnoscience-Based Problem-Based Learning: Meningkatkan Hasil Belajar Siswa Kelas 5 melalui Pembelajaran Berbasis Etnosains dengan Pendekatan Pemecahan Masalah: Studi Eksperimental Kuantitatif Izzatur Rohmawati; Fitria Wulandari
Academia Open Vol. 8 No. 1 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.8.2023.4633

Abstract

This quantitative experimental research aimed to investigate the influence of the Ethnoscience-based Problem Based Learning (PBL) model on the learning outcomes of 5th grade students. The study employed a one-group pretest-posttest design and included 27 students from SDN Karangbong. The data collection technique involved administering pre-tests and post-tests to assess student learning outcomes. Data analysis was conducted using paired sample t-tests and Eta Square tests. The results revealed a significant improvement in learning outcomes (Sig. [2-tailed] = 0.001 < 0.05), indicating the effectiveness of the Ethnoscience-based PBL model. These findings underscore the potential of this instructional approach in enhancing student learning and have important implications for educators and curriculum developers seeking innovative strategies to promote student engagement and academic achievement. Highlights: The study employed an experimental research design to assess the impact of the Ethnoscience-based Problem-Based Learning model on learning outcomes. The findings revealed a significant improvement in student learning outcomes, indicating the effectiveness of the instructional approach. This research has implications for educators and curriculum developers seeking innovative strategies to enhance student engagement and academic achievement in elementary school settings. Keywords: Ethnoscience, Problem-Based Learning, Learning Outcomes, Experimental Research, Elementary School
Guided Learning Model Raises Elementary Science Concept Mastery: Model Pembelajaran Terbimbing Meningkatkan Penguasaan Konsep Sains pada Tingkat Dasar M.Aliffiyano Rozzaq; Fitria Wulandari
Academia Open Vol. 10 No. 1 (2025): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.12390

Abstract

General Background: Concept mastery in elementary science learning is essential to develop students’ scientific reasoning and meaningful understanding of natural phenomena. Specific Background: Classroom practice often remains teacher-centered, resulting in passive participation and limited comprehension of core science concepts. Knowledge Gap: Although various instructional models and media have been reported, contextual evidence describing their classroom application and students’ conceptual outcomes remains limited. Aims: This study aims to describe the implementation of a guided learning model supported by instructional media and to examine students’ concept mastery within an elementary classroom. Results: Using educational research procedures with tests, observations, and documentation, the findings show increased student engagement, more active participation, and higher post-learning scores compared with initial performance. Structured activities, visual media, and collaborative tasks supported understanding, while time constraints and varied readiness posed challenges. Novelty: The study provides a detailed classroom-based account of model implementation combined with analysis of supporting and inhibiting factors. Implications: The results suggest that organized instructional design and appropriate media selection can support sustainable concept mastery in elementary science education. Keywords: Science Education, Concept Mastery, Elementary Students, Learning Model, Instructional Media Key Findings Highlights: Greater learner participation during instructional activities Posttest scores surpassed baseline achievement Classroom tools assisted clearer material comprehension
Co-Authors Agus Salim Choirun Nisak Aulina Dela Tri Rahayu Ela Nurul Aini Elisa Chalimatus Sa&#039;diyah Elisa Prezilia Dewi Erlita Khoirun Nisa Ilmiatul Hidayanti Izzatur Rohmawati lina faiza M.Aliffiyano Rozzaq Muhimmatur Rofiqoh Nia Maulidah Rifdah Ayu Fajri Sisfia Titis Zurachman Siti Aulia Febriyanti Widji Lestari