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Improving Student Learning Outcomes Through CTL Approach To The Material For Reducing Fractions Yulianti Yulianti; Akina Akina; Herlina Herlina
Education Journal Vol. 1 No. 1 (2020): April
Publisher : Universitas Tadulako

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The purpose of this study was to obtain a description of improving students learning outcomes through the Contextual Teaching and Learning (CTL) Approach on Fractional Reduction Material in Class V SDN 16 Sindue in the academic year 2018 / 2019. This research is a classroom action research in the form of a cycle in which the cycle is divided of the four stages, namely (1) planning, (2) action, (3) observation, and (4) reflection. For the location of this study, SDN 16 Sindue focused on class V with a total of 16 students. Data collection techniques in this study were (1) giving tests, (2) observation / observation, (3) interviews, and (4) documentation. Data analysis techniques used in this study are quantitative and qualitative. Learning conducted in this study was divided into 2 cycles with the following results: an increase in the results of the average value of the first cycle that is 76, 56in the good category rose 9.37 to 85.93in the second cycle into the very good category. Furthermore, classically it can be seen to increase from the activities of the first cycle by 75% in the good category up 12.5% to 87.5% in the second cycle in the very good category.

Development of adversity quotient based geometry learning model for prospective teachers Sudarman Bennu; Akina Akina
International Journal on Teaching and Learning Mathematics Vol 2, No 2 (2019): December (This issue published papers with authors/co-authors from 2 countries [
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ijtlm.v2i2.9352

The objective of this research is to develop the adversity quotient-based and media-assisted model of mathematics teaching. The stages follow Plomp Model that involves (1) preliminary study, (2) designing (planning), (3) realization/ construction, (4) test, evaluation and revision, (5) implementation. Stages 1 through 3 were held in 2017, stages 4 and 5 completed in 2018 and 2019. Through the preliminary study, designing, and realization/construction, the researchers were able to construct the model in five components: syntax, social system, reaction principles, supporting system, and instructional and nurturing effect. The syntax of this model covers: introduction of learning objectives, motivating, the presentation of prerequisite material and the discussion structured task, student categorization based on adversity quotient, group discussion, group presentation, concluding the discussion, evaluation, and assigning structured-tasks individually and in groups.

Pendampingan Pembuatan Modul Pembelajaran Bagi Guru Sekolah Dasar Azizah Azizah; Akina Akina; Mufidah Mufidah; Nuraini Nuraini
JURNAL PRODIKMAS Hasil Pengabdian Kepada Masyarakat Vol 6, No 2 (2021)
Publisher : Universitas Muhammadiyah Sumatera Utara

Tujuan dari pengadian pada masyarakat ini adalah meningkatkan keterampilan guru dalam pembuatan modul pembelajaran. Mitra pada pengabdian kepada masyarakat ini adalah SDN Inti Olaya Kabupaten Parigi Moutong. Pada pertemuan awal tim pengabdi dengan Kepala Sekolah SDN Inti Olaya diperoleh permasalahan bahwa guru di SDN Inti Olaya belum mengetahui pembuatan modul dalam pembelajaran. Kegiatan pendampingan pembuatan modul pembelajaran ini menggunakan pendekatan andragogy. Metode yang digunakan yaitu diskusi, brainstorming, dan demontrasi. Analisis data yang digunakan yaitu analisis deskriptif kualitatif. Hasil dari kegiatan ini adalah guru antusias dalam menyusun modul pembelajaran, khususnya pada masa pandemi saat ini. Modul pembelajaran dapat membantu tugas guru dalam menyampikan materi pelajaran ke siswa. Selain itu, implementasi penggunaan modul pembelajaran oleh guru dan siswa mendapat tanggapan positif. Guru dan siswa mengaku lebih mudah memahami materi dengan bantuan modul pembelajaran.

Pengembangan Media Kado Pecah pada Materi Pecahan Senilai di Sekolah Dasar Mufidah Mufidah; Yurni Lahinta; Akina Akina; Azizah Azizah; Nuraini Nuraini; Khairunnisa Khairunnisa
Jurnal Basicedu Vol 6, No 5 (2022): October Pages 7664-9236
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i5.1766

Ketidakpahaman peserta didik terhadap materi pecahan akan menyulitkan peserta didik memahami materi selanjutnya. Saat ini belum ada media pembelajaran berupa permaian yang menarik sehingga mendukung proses pembelajaran pecahan senilai, sebab waktu yang dibutuhkan untuk pembuatan media cukup lama. Tujuan dari penelitian ini adalah untuk mengembangkan Media KADO Pecah pada Materi Pecahan Senilai di Kelas IV SD dengan harapan dapat membuat siswa menjadi tertarik mempelajari materi Pecahan senilai dengan cara bermain. Penelitian yang digunakan adalah Research and Development (R&D) dengan Borg and Gall yang mencakup 7 tahapan, yaitu: 1) Potensi dan masalah; 2)mengumpulkan data; 3) desain produk; 4) validasi desain; 5) revisi desain ; 6) uji coba produk; dan 7) revisi produk. Penelitian ini dilakukan di SD IT AL-Qolam yang melibatkan 18 siswa kelas IV. Berdasarkan hasil validasi materi, respon pendidik dan uji coba lapangan utama terhadap para siswa, secara keseluruhan diperoleh rata-rata penilaian dengan kategori “sangat layak” yang menunjukkan pengembangan Media kado Pecah dinyatakan valid sehingga layak dan praktis untuk diterapkan pada materi pecahan senilai di sekolah dasar.

RELATIONSHIP BETWEEN TEACHER TEACHING CREATIVITY AND STUDENT LEARNING OUTCOMES IN MATHEMATICS IN CLASS V SDN 14 BUNGKU DURING THE COVID-19 PANDEMIC Fiska Ariyanti; Akina Akina; Nuraini Nuraini
Jurnal Dikdas Vol 9, No 1 (2021): JURNAL DIKDAS
Publisher : Universitas Tadulako

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This The problem in this study is whether there is a relationship between teacher teaching creativity and student learning outcomes in mathematics class V SDN 14 Bungku during the Covid-19 pandemic. This study aims to determine the relationship between teacher teaching creativity and student learning outcomes in mathematics in grade V SDN 14 Bungku during the Covid-19 pandemic. The subjects of this study were all fifth grade students of SDN 14 Bungku with a total of 16 students. This research is a quantitative study, the design used in this study is a correlation design. The instruments used in data collection were observation, questionnaires and documentation. Student learning outcomes data were obtained from the students' daily test scores on fractions. The results of the research data analysis showed that: (1) The teaching creativity of teachers at SDN 14 Bungku during the Covid-19 pandemic was included in the very good category, there were 15 students or 93.75% who stated that the teacher's teaching creativity was very high and 1 student or 6, 25% stated that the teacher's teaching creativity was high. (2) Student learning outcomes in mathematics class V are included in the good category, there are 11 students or 68.75% of students whose mathematics learning outcomes get a very good predicate and 5 students or 31.25% students whose mathematics learning outcomes get a good predicate. (3) There is a significant relationship between teacher teaching creativity and student learning outcomes in mathematics. This can be seen from the acquisition of rcount> rtabel = 0.5151> 0.4973 at the 95% significance level or α = 0.05 and n-2 = 14 (16-2). The value of this correlation coefficient if interpreted at the interpretation value of the correlation coefficient can be categorized as "moderate" in the level of influence. Based on this, the hypothesis (H1) is "accepted", thus there is a relationship between teacher teaching creativity and mathematics learning outcomes for fifth grade students of SDN 14 Bungku during the Covid-19 pandemic.

ANALYSIS OF STUDENT LEARNING ERRORS IN COMPLETING THE OPERATIONS OF CLASS V ROUND NUMBERS OF SD NEGERI MALEWA Agnes Grasela Besu; Akina Akina; Nuraini Nuraini
Jurnal Dikdas Vol 9, No 2 (2021): JURNAL DIKDAS
Publisher : Universitas Tadulako

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This study aims to describe the types of student learning errors in completing integer arithmetic operations and to determine the factors that cause student learning errors in completing integer arithmetic operations. This research is a qualitative descriptive study based on the polya steps. The subjects in this study were all class V, amounting to 3 students, and the sampling technique was using tests, interviews, and documentation. The instrument in this study was a test in the form of an integer arithmetic operation story question consisting of 5 questions. The results of this study can be concluded that: (1) misunderstanding of the problem, namely students do not write down what is known and asked, (2) errors in making plans, namely students do not determine the strategy and methods to be used to make problem solving solutions, (3) errors in implementing the plan is that students do not correctly write down the steps or work procedures in solving the problem (4) errors in re-checking, namely students incorrectly seeing (checking) the results obtained. The factors that cause student learning errors in completing integer arithmetic operations are (1) the student is in a hurry, (2) is afraid of a shortage of time, (3) the student is not able to solve the problem, (4) the student is not careful in working on story problems, ( 5) the atmosphere is less conducive

Peningkatan Hasil Belajar Matematika Menggunakan Model Pembelajaran Tipe Novick di Sekolah Dasar Nurul Fitriah Aras; Akina Akina; Mardi Lestari; Wildayanti Rahmat
Jurnal Basicedu Vol 6, No 5 (2022): October Pages 7664-9236
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i5.3399

Problematika hasil belajar siswa saat ini sangat dipengaruhi oleh model pembelajaran yang di berikan oleh pengajar di satuan pendidikan. Tujuan penelitian ini adalah untuk meningkatkan hasil belajar matematika dengan menggunakan model pembelajaran tipe Novick pada kelas V SD Inpres Bumi Sagu. Model pembelajaran koopratif tipe Novick terdiri dari tiga fase, yaitu: (1) mengungkap konsepsi awal siswa, (2) menciptakan konflik konseptual, (3) mengupayakan terjadinya akomodasi kognitif. Jenis Penelitian ini adalah penelitian tindakan kelas. Hasil penelitian menunjukkan bahwa observasi guru pada siklus I dan siklus II sebesar 82% dan 85%. Hasil observasi siswa siklus I dan Siklus II sebesar 82% dan 86%. Pelaksanaan tes awal diperoleh sebesar 40%. Mengalami peningkatan pada siklus I dan siklus II yaitu 80% dan 86,66%. Berdasarkan hasil tersebut dapat disimpulkan bahwa peningkatan hasil belajar matematika siswa di sekolah dasar dapat ditingkatkan dengan menggunakan model pembelajaran Novick.

Peningkatan Hasil Belajar Matematika Menggunakan Model Pembelajaran Tipe Novick di Sekolah Dasar Nurul Fitriah Aras; Akina Akina; Mardi Lestari; Wildayanti Rahmat
Jurnal Basicedu Vol 6, No 5 (2022): October Pages 7664-9236
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i5.3399

Problematika hasil belajar siswa saat ini sangat dipengaruhi oleh model pembelajaran yang di berikan oleh pengajar di satuan pendidikan. Tujuan penelitian ini adalah untuk meningkatkan hasil belajar matematika dengan menggunakan model pembelajaran tipe Novick pada kelas V SD Inpres Bumi Sagu. Model pembelajaran koopratif tipe Novick terdiri dari tiga fase, yaitu: (1) mengungkap konsepsi awal siswa, (2) menciptakan konflik konseptual, (3) mengupayakan terjadinya akomodasi kognitif. Jenis Penelitian ini adalah penelitian tindakan kelas. Hasil penelitian menunjukkan bahwa observasi guru pada siklus I dan siklus II sebesar 82% dan 85%. Hasil observasi siswa siklus I dan Siklus II sebesar 82% dan 86%. Pelaksanaan tes awal diperoleh sebesar 40%. Mengalami peningkatan pada siklus I dan siklus II yaitu 80% dan 86,66%. Berdasarkan hasil tersebut dapat disimpulkan bahwa peningkatan hasil belajar matematika siswa di sekolah dasar dapat ditingkatkan dengan menggunakan model pembelajaran Novick.

Pengembangan Media Kado Pecah pada Materi Pecahan Senilai di Sekolah Dasar Mufidah Mufidah; Yurni Lahinta; Akina Akina; Azizah Azizah; Nuraini Nuraini; Khairunnisa Khairunnisa
Jurnal Basicedu Vol 6, No 5 (2022): October Pages 7664-9236
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i5.1766

Ketidakpahaman peserta didik terhadap materi pecahan akan menyulitkan peserta didik memahami materi selanjutnya. Saat ini belum ada media pembelajaran berupa permaian yang menarik sehingga mendukung proses pembelajaran pecahan senilai, sebab waktu yang dibutuhkan untuk pembuatan media cukup lama. Tujuan dari penelitian ini adalah untuk mengembangkan Media KADO Pecah pada Materi Pecahan Senilai di Kelas IV SD dengan harapan dapat membuat siswa menjadi tertarik mempelajari materi Pecahan senilai dengan cara bermain. Penelitian yang digunakan adalah Research and Development (R&D) dengan Borg and Gall yang mencakup 7 tahapan, yaitu: 1) Potensi dan masalah; 2)mengumpulkan data; 3) desain produk; 4) validasi desain; 5) revisi desain ; 6) uji coba produk; dan 7) revisi produk. Penelitian ini dilakukan di SD IT AL-Qolam yang melibatkan 18 siswa kelas IV. Berdasarkan hasil validasi materi, respon pendidik dan uji coba lapangan utama terhadap para siswa, secara keseluruhan diperoleh rata-rata penilaian dengan kategori “sangat layak” yang menunjukkan pengembangan Media kado Pecah dinyatakan valid sehingga layak dan praktis untuk diterapkan pada materi pecahan senilai di sekolah dasar.

Analysis of Conceptual, Factual, Principle, and Skill Errors Based on Students' Thinking Ability: How is it Connected to Science Learning? Mufidah Mufidah; Niluh Sadiani; Akina Akina; Nuraini Nuraini; Khairunnisa Khairunnisa
Jurnal Penelitian Pendidikan IPA Vol 9 No 5 (2023): May
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v9i5.3209

This study aims to describe misconceptions about concepts, facts, principles and skills based on thinking skills that were made by fifth grade students at SD Inpres 6 Lolu in solving multiplication fraction problems. This research is descriptive qualitative research which is based on the problem solving steps put forward by Polya. The research subjects were taken by 6 students based on the level of thinking skills determined using the Standard Deviation (SD) calculation. Data collection methods used are test and interview methods. The study's findings reveal that students make different types of errors based on their thinking ability in the process of solving mathematical problems. These errors can be categorized into four main areas namely: factual errors, conceptual errors, skill errors, principal errors. In summary, the study highlights that students' thinking ability is closely linked to the types of errors they make when solving mathematical problems. These errors primarily involve faulty facts, conceptual misunderstandings, skill-related issues, and principal errors. Understanding these patterns of errors can guide educators in developing targeted interventions to improve students' mathematical problem-solving skills

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