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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Pendidikan Indonesia Primary: Jurnal Pendidikan Guru Sekolah Dasar REFLEKSI EDUKATIKA Jurnal Penelitian Pendidikan IPA (JPPIPA) LENSA (Lentera Sains): Jurnal Pendidikan IPA Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Basicedu Journal of Educational Research and Evaluation International Journal of Community Service Learning WIDYA LAKSANA EDUKATIF : JURNAL ILMU PENDIDIKAN Journal On Teacher Education (Jote) Jurnal Abdimas Kartika Wijayakusuma Journal of Education Research Jurnal Basicedu J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Jurnal Pendidikan Sosial dan Konseling AMPLITUDO: Journal of Science & Technology Innovation Journal Educational Research and Development Joyful Learning Journal
Muhsinah Annisa
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Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Bimbingan Teknis Perancangan Lembar Kerja Siswa Model Berpikir Kritis Berbasis Kearifan Lokal Untuk Guru-Guru SD Negeri Lakum 1 Kecamatan Gambut Kalimantan Selatan Prastitasari, Herti; Annisa, Muhsinah; Putra, Eka Cahya Sari; Jannah, Fathul; Asrani, Asrani; Aliya, Afrida Risa; Habibie, Muhammad Fathan Noor
Jurnal Abdimas Kartika Wijayakusuma Vol 6 No 3 (2025): Jurnal Abdimas Kartika Wijayakusuma
Publisher : LPPM Universitas Jenderal Achmad Yani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26874/jakw.v6i3.1059

Abstract

Lembar Kerja Siswa (LKS) merupakan salah satu perangkat pembelajaran penting yang tidak hanya berfungsi sebagai alat evaluasi, tetapi juga sebagai sarana untuk mendorong siswa berpikir kritis. Lembar kerja siswa pada tingkat sekolah dasar perlu berbasis berpikir kritis untuk membantu anak dalam mengembangkan kemampuan kognitif, pemecahan masalah, dan komunikasi sejak dini. Namun, hasil temuan di SDN Sungai Lakum 1 menunjukkan beberapa kendala,seperti guru belum terbiasa menggunakan LKS dalam pembelajaran, keterbatasan kemampuan dalam merancang LKS berbasis berpikir kritis, serta minimnya pemanfaatan teknologi digital. Kegiatan pengabdian ini dilakukan dengan pendekatan Participatory Action Research (PAR) melalui kegiatan bimbingan teknis selama lima kali pertemuan. Kegiatan ini mencakup sosialisasi konsep LKS, konsep dan indikator berpikir kritis, pelatihan penyusunan soal IPAS dan Matematika, serta perancangan LKS model berpikir kritis dan mendesain menggunakan aplikasi Canva. Hasil kegiatan menunjukkan peningkatan pemahaman dan keterampilan guru dalam menyusun LKS yang lebih kontekstual dan menantang siswa berpikir kritis. Antusiasme peserta dan hasil angket kepuasan yang sangat tinggi menjadi bukti konkret bahwa bimbingan teknis ini efektif dalam meningkatkan kompetensi guru merancang LKS berbasis berpikir kritis yang sesuai dengan kebutuhan pembelajaran abad ke-21.
Penerapan Model Problem Based Learning dan SAVI Berbasis STEM untuk Meningkatkan Aktivitas, Hasil Belajar dan Karakter Tanggung Jawab Siswa Kelas V Fatmawati, Laily; Annisa, Muhsinah
Journal on Teacher Education Vol. 6 No. 1 (2024): Journal on Teacher Education
Publisher : Universitas Pahlawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jote.v6i1.34921

Abstract

Penelitian ini didasari oleh permasalahan rendahnya aktivitas belajar siswa dan karakter tanggung jawab yang mengakibatkan hasil belajar IPA menjadi rendah. Salah satu solusi yang diterapkan adalah penggunaan model pembelajaran Problem Based Learning (PBL) dan SAVI berbasis STEM melalui Penelitian Tindakan Kelas (PTK) di kelas V SDN Melayu 11 Banjarmasin pada tahun ajaran 2022/2023. Penelitian ini terdiri dari dua siklus dan melibatkan 19 siswa sebagai objek. Tujuan penelitian adalah untuk mendeskripsikan aktivitas guru, menganalisis aktivitas siswa, serta mengukur karakter tanggung jawab dan hasil belajar siswa melalui observasi dan tes. Hasil penelitian menunjukkan peningkatan aktivitas guru sebesar 94,5%, aktivitas siswa mencapai 84%, hasil belajar kognitif 89,5%, hasil belajar afektif (karakter tanggung jawab) 89,5%, dan hasil belajar psikomotorik 81,5%. Kesimpulannya, penerapan model PBL dan SAVI berbasis STEM mampu meningkatkan aktivitas, karakter tanggung jawab, dan hasil belajar siswa.
Peningkatan Motivasi dan Karakter WASAKA Menggunakan Model Problem Based Learning dan Think Pair and Share Terintegrasi STEM Muatan IPA Annisa, Dwi; Annisa, Muhsinah
Journal of Education Research Vol. 5 No. 3 (2024)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v5i3.1389

Abstract

Permasalahan yang terdapat dalam penelitian ini adalah rendahnya motivasi belajar dan karakter WASAKA siswa pada pelajaran IPA. Tujuan penelitian ini mendeskripsikan aktivitas guru, menganalisis motivasi, aktivitas, karakter WASAKA dan hasil belajar siswa. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dua siklus. Subjek penelitian adalah siswa kelas V semester genap SDN Telawang empat Banjarmasin. Penelitian ini menggunakan data kualitatif dan kuantitatif. Hasil penelitian menunjukkan aktivitas guru Sembilan puluh tujuh persen sangat baik, hasil belajar emosional siswa terbudaya seratus persen, dan hasil belajar psikomotorik siswa Sembilan puluh tujuh persen sangat baik. Sembilan puluh persen keterlibatan siswa masuk dalam kelompok sangat aktif, dan serratus persen motivasi belajarnya masuk dalam kategori sangat tinggi. Disimpulkan bahwa motivasi dan karakter siswa kelas V WASAKA pada materi IPA dapat ditingkatkan dengan penerapan metodologi gabungan STEM PBL dan TPS.
MENINGKATKAN KETERAMPILAN PROSES IPA DAN KARAKTER WASAKA MENGGUNAKAN MODEL PROBLEM BASED LEARNING, TEAM GAMES TOURNAMENT TERINTEGRASI STEM PADA SISWA KELAS VA SDN BASIRIH 1 BANJARMASIN Nor Aida; Muhsinah Annisa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04, Desember 2024.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.18308

Abstract

The problem in this research is the lack of process skills in science learning and the low value of the WASAKA character, including discipline and hard work, in the learning process. This is caused by learning methods that are still one way, lack of implementation of STEM, and lack of emphasis on character values. Solution efforts were made by combining the Problem Based Learning, Teams Games Tournament and STEM models. This research aims to analyze WASAKA's science process skills and character using Classroom Action Research (PTK). The research subjects were class VA students at SDN Basirih 1 Banjarmasin for the 2023/2024 academic year with 33 students. The data used is qualitative and quantitative. The research results showed an increase in science process skills from 0% to 97% and an increase in WASAKA character from 15% to 94% classically from cycles I to II. In conclusion, the combination of learning models is effective in improving science process skills and WASAKA character.
MENINGKATKAN AKTIVITAS SISWA, MOTIVASI, KARAKTER WASAKA, DAN HASIL BELAJAR MENGGUNAKAN MODEL PROJECT BASED LEARNING (PjBL) DAN SNOWBALL THROWING TERINTEGRASI STEM PADA MUATAN IPA KELAS VA SDN SN SUNGAI MIAI 5 BANJARMASIN Ardana, Muhammad Ridha; Annisa, Muhsinah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04, Desember 2024.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.18332

Abstract

This study identifies issues such as low student activity, motivation, WASAKA character (religious and responsibility), and learning outcomes in Science Education. These problems stem from teacher-centered methods, lessons lacking engagement and relevance, low self-confidence, and student dissatisfaction. Students show a lack of seriousness in prayer, religious values are insufficiently integrated into lessons, and students do not complete assignments or actively participate. The solution proposed is using the Project-Based Learning (PjBL) model and Snowball Throwing integrated with STEM. The study uses Classroom Action Research (CAR) with two cycles involving 34 students of class 5A at SDN SN Sungai Miai 5 in 2023/2024. Results show that PjBL and Snowball Throwing integrated with STEM significantly improve student activity, motivation, WASAKA character, and learning outcomes. In Cycle I, student activity was 47.06%, motivation was 55.88%, WASAKA character was 47.06%, cognitive outcomes were 58.82%, and psychomotor outcomes were 52.94%. In Cycle II, these percentages increased to student activity 88.24%, motivation 94.12%, WASAKA character 91.18%, cognitive learning outcomes 91.18%, and psychomotor learning outcomes 94.12%.
MENINGKATKAN AKTIVITAS SISWA, MOTIVASI, KARAKTER WASAKA DAN HASIL BELAJAR SISWA MENGGUNAKAN MODEL PROBLEM BASED LEARNING DAN CHILDREN LEARNING IN SCIENCE PADA MUATAN IPA KELAS VB SDN BASIRIH 1 BANJARMASIN Radiva Rahmi; Muhsinah Annisa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04, Desember 2024.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.18340

Abstract

The problem of this research is where during science learning students tend to be passive and do not want to ask questions when the teacher asks questions to students, they only answer these questions with answers that are already listed in the book. To follow up on these problems, the researchers tried to provide a solution to the problem, namely by using a combination of learning models consisting of Problem Based Learning (PBL), Children Learning In Science (CLIS). The approach used in this research is qualitative research and this type of research applies classroom action research. The types of data presented in this study are qualitative data and quantitative data. Qualitative data in the form of data on teacher activities, student activities and student learning motivation in teaching and learning process activities, through observation with observation sheets. Quantitative data in the form of student learning outcomes obtained through written tests at the end of each meeting. This research was conducted at SDN Basirih 1 Banjarmasin in the even semester of class VB in the 2023/2024 academic year. After conducting 4 meetings with 2 cycles, the results showed that the activities of teachers, students, student learning motivation, WASAKA character and learning outcomes increased in each cycle with the categories "Very Active", "Very High" and "Completed". This proves that learning using the Problem Based Learning (PBL) model, Children Learning In Science (CLIS) is stated to be effective.
MENINGKATKAN KETERAMPILAN PROSES SAINS DAN KARAKTER WASAKA MENGGUNAKAN MODEL PROBLEM BASED LEARNING DAN TAKE AND GIVE PADA MUATAN IPA KELAS 5 SDN TATAH BELAYUNG BARU Farras Nur Rania; Muhsinah Annisa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09, Nomor 04, Desember 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.18426

Abstract

The problem in this study is the low science process skills and WASAKA character (discipline character and hard work character) of students in science subjects. The purpose of this study is to describe teacher activities, analyze science process skills, student activities, WASAKA characters and student learning outcomes. This study uses 2 approaches, namely quantitative and qualitative, with clear Classroom Action Research (CAR) which is carried out in four meetings. The subjects of the study here are grade 5 students of the even semester of SDN Tatah Belayung Baru. This study uses qualitative and quantitative data. The results of this study indicate that teacher activities are carried out to reach a value of 97% with a very good category, students' science process skills reach a percentage of 100% with a very skilled category, student activities are carried out to reach a percentage of 93% with a very active category, students' cognitive learning outcomes reach a percentage of 100% with a complete category, affective learning outcomes reach 100% with a cultural category and psychomotor learning outcomes reach 100% with a very good category. Based on this research, it can be concluded that using the Problem Based Learning, Take and Give model can improve the Science Process Skills and WASAKA character of grade 5 students in science content.
MENINGKATKAN KETERAMPILAN PROSES SAINS DAN KARAKTER WASAKA MENGGUNAKAN MODEL PROBLEM BASED LERANING, TEAM ASSISTED INDIVIDUALIZATION DAN MEDIA AUDIO VISUAL PADA MUATAN IPA SISWA KELAS V SDN TELAWANG 4 BANJARMASIN Vicky Hernandarias; Muhsinah Annisa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04, Desember 2024.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.18441

Abstract

The problem in this study is where during science learning students tend to be passive and do not want to ask questions.and when the teacher asks questions to students, they only answer the questions with answers that are already listed in the book. The question with the answers already listed in the book. To follow up on these problems, the researchers tried to provide a solution to the problem, namely by using a combination of learning model which consists of Problem Based Learning, Team Assisted Individualization and audio visual media. Individualization and audio visual media. The approach used in this research is qualitative research qualitative research and this type of research applies class action research. Type of data presented in this study are qualitative data and quantitative data. Quantitative data. Qualitative data in the form of data on teacher activities and student activities activities in the teaching and learning process, through observation with an observation sheet. observation sheet. Quantitative data in the form of student learning outcomes obtained through written tests at the end of each meeting. This research was conducted at SDN Telawang 4 in the even semester of class V in the 2023/2024 academic year. After conducting 4 meetings with 2 cycles, the results showed that activities of teachers, students, Science process skills, WASAKA character and learning outcomes improved in each cycle with learning outcomes increased in each cycle with the categories of "Very Active", "Highly Skilled" and "Completed". This proves that learning using model of Problem Based Learning, Team Assisted Individualization and audio-visual media is declared successful.audio-visual media was declared successful.
TEACHER PERCEPTION RELATED TO WASAKA CHARACTER IMPLEMENTATION Muhsinah Annisa; Fadhlan Muchlas Abrori; Prasetio, Teguh; Asrani; Herti Prastitasari; Jannah, Fathul
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 t
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.23643

Abstract

Teachers' perceptions of the character of Waja Sampai Kaputing (Wasaka) are intentionally or unintentionally influenced by character education. It consists of behaviourism, cognitivism, constructivism, habituation, and reward and punishment. This study aims to identify teachers' perceptions regarding implementing the Wasaka character. This research was an exploratory study using two quantitative and qualitative approaches. The results of this study indicated that the tendency of schools and teachers' experience leads more to learning activities that refer to the cognitive-constructivist learning model and habituation. It is closely related to the teachers' perception, where they used these two models more in the classroom. The teacher also believed that this model is in line with the character of Wasaka, which leads to assimilation and repetition of experiences, such as persevering, working hard, and others. This research is an early initiation with many limitations. In the future, it is hoped that further research with the expansion of data collection methods or additional participants can enrich this research data to make it more representative.
MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DAN KARAKTER WASAKA PADA MUATAN IPAS MENGGUNAKAN MODEL PBL, NHT, TALKING STICK TERINTEGRASI STEAM PADA SISWA SEKOLAH DASAR Sarwani Abdan; Muhsinah Annisa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 3 September 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.31426

Abstract

This research is focused on improving critical thinking skills and also the character of Wasaka (diligent) students through Problem Based Learning, Number Head Together, and Talking Stick which is integrated with STEAM in learning IPAS. This research was carried out in the form of Class Action Research (PTK) with a qualitative approach, which was divided into two cycles. in grade V of elementary school. Data collection used observation sheets as the main instrument to assess critical thinking skills and Wasaka (diligent) character. Indicators of critical thinking include interpretation, analysis, evaluation, and inference. Meanwhile, Wasaka character indicators (diligent) include the attitude of working hard, being earnest, respecting time, and completing tasks. The results showed that students' critical thinking skills increased from 60% in cycle I to 90% in cycle II. Wasaka's character (diligent) has also increased from 55% to 90%. The learning model applied creates a collaborative and fun learning atmosphere, so it is effective in encouraging the development of students' critical thinking skills and character.
Co-Authors -, Kartini a, Asrani A. Wilda Indra Nanna Ahmad Suriansyah Aliya, Afrida Risa alwahid, scahyo masan Amelia, Dessy Putri Anita Inayati Annisa Pratiwi, Annisa Annisa, Dwi Aplah, Ainul Ardana, Muhammad Ridha Arman Arman Arta Mulya Budi Harsono Asrani Asrani, Asrani Atiek Winarti Az Zahra, Siti Aminah Budi Harsono, Arta Mulya Dasim Budimansyah Eka Cahya Sari Putra Fadhlan Muchlas Abrori Faqihatuddiniyah, Faqihatuddiniyah Farras Nur Rania Fatchurrohman, Sujud Fathul Jannah, Fathul Fatmawati, Laily Firima Zona Tanjung, Firima Zona Fitriani, Nurul Gita, Sari Damara Habibie, Muhammad Fathan Noor Hariyati Hamid, Hariyati Hasbiah Hasbiah, Hasbiah Herti Prastitasari Jumadi Kamaliah Kartini Kartini Kartini Kartini Khairun Nazwa Khairuna, Yulia Khalisa, Sri Indriyati Kusnandi, Dedi Latifa Putri Ridhaningtyas Listiani Listiani Mahmuddin Mahmuddin Melinda Fitria Muchlas Abrori, Fadhlan Mulyadi, Fadeli Mupid Hidayat Noor Habibi, Muhammad Fathan Nor Aida Nur Aliyah, Siti Nur Khalisa, Sri Indriyati Putri Nugroho, Ade Radiva Rahmi Ridwan, Ridwan Risa Aliya, Afrida Risma Risma, Risma RR. Ella Evrita Hestiandari Salsabila, Syafira Sarah, Zeni Sari Damara Gita Sarwani Abdan Siti Nur Aida Sofyan, Ahsan SUNARNO Syafira Salsabila Teguh Prasetio Toding bua, Agustinus Vicky Hernandarias Vlorensius Vlorensius Wilda Indra Nanna Yogi Prihandoko6 Yulandra, Rianty Zain Ahmad Fauzi