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All Journal Jurnal Pendidikan Matematika dan IPA Jurnal Pendidikan dan Pembelajaran Kimia (JPPK) Edu Sains: Jurnal Pendidikan Sains dan Matematika Orbital: Jurnal Pendidikan Kimia Konfigurasi : Jurnal Pendidikan Kimia dan Terapan PENDIPA Journal of Science Education Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Jurnal Basicedu FIKRAH Jurnal PTK dan Pendidikan Jurnal Riset Pendidikan Kimia (JRPK) Jurnal Pembelajaran Sains Oxygenius Journal Of Chemistry Education Jurnal Paedagogy Reforma: Jurnal Pendidikan dan Pembelajaran Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Jurnal Basicedu Arfak Chem: Chemistry Education Journal Indonesian Journal of Science and Education Fikrah : Jurnal Pendidikan Agama Islam
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Journal : Jurnal Basicedu

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Penerapan Model Pembelajaran Project Based Learning untuk Meningkatkan Hasil Belajar Siswa Kelas IV Pada Materi Dekomposisi Bangun Datar di Madrasah Ibtidaiyah Mustafida, Anifa; Amalia, Faiz Nofita isti; Ilda, Nadia; Rahmawan, Setia
Jurnal Basicedu Vol. 8 No. 4 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v8i4.8084

Abstract

Strategi pengajaran yang kurang kreatif, seperti memberikan ceramah secara eksklusif, menyebabkan hasil belajar yang buruk. Metode ceramah saat diterapkan dalam materi bangun datar dekomposisi menjadi kurang efektif. Penelitian ini dilakukan bertujuan untuk meningkatkan hasil belajar peserta didik kelas IV B pada materi dekomposisi bangun datar melalui model Project Based Learning. Perencanaan, pelaksanaan, observasi, dan refleksi merupakan empat tahapan dari dua siklus pembelajaran yang menyusun metodologi penelitian tindakan kelas (PTK) kolaboratif ini. Subjek penelitian ini adalah peserta didik kelas IV B MI Wahid Hasyim Yogyakarta. Data dikumpulkan melalui Teknik tes berupa pre-test, post-test, dan project. Data dianalisis menggunakan persentase kuantitatif. Hasil penelitian menunjukkan bahwa ketuntasan belajar siswa meningkat dari 22% pada siklus 1 menjadi 88,9%, yang merupakan peningkatan signifikan. Pada siklus 2, kegiatan proyek menunjukkan ketuntasan sebesar 91%, yang menunjukkan peningkatan aktivitas siswa selama pembelajaran. Pembelajaran berbasis projek mampu meningkatkan pemahaman siswa serta keaktifan dan kemampuan berfikir kritis. Dari hasil penelitian ini dapat disimpulkan bahwa penerapan model Project Based Learning (PjBL) dapat meningkatkan pemahaman dan hasil belajar siswa pada materi dekomposisi bangun datar
Application Of Guided Inquiry Model to Learning Buffer Solution Material Chemistry to Improve Student Learning Outcomes Rahmawati, Adisya; Nofiandari, Qotrunnasywa Ratri; Rahmawan, Setia
Jurnal Basicedu Vol. 9 No. 2 (2025): April
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v9i2.9543

Abstract

This study aims to find out how well the Guided Inquiry Learning (GIL) paradigm works to help students learn about buffer solutions in chemistry classes. To conduct a thorough literature analysis, 15 research publications examined the effects of GIL on many facets of student learning—such as conceptual knowledge, process skills, critical thinking, motivation, and attitude—. Compared to conventional teaching techniques, the results repeatedly show that the GIL model greatly enhanced student learning outcomes. In addition to developing critical thinking and problem-solving skills, students also showed a more excellent conceptual grasp of buffer solutions and improved scientific process skills (such as hypothesis development, data analysis, and inference). Furthermore, GIL fostered enhanced self-efficacy, better attitudes about learning, and higher levels of student motivation. The review also emphasizes how adaptable the GIL paradigm is, with successful outcomes from various implementations. These include virtual laboratories, LKS (Student Worksheets), LKPD (Learner Worksheets), and guided inquiry with diagrams. To improve learning experiences and attain better results in chemistry education, our findings highlight the significance of guided exploration, active student engagement, and collaborative learning.
Co-Authors Agus Kamaludin, Agus Agustin, Istikomah Yulfa Ainun Nisa, Syarafina Al Mufida, Asita Amalia, Faiz Nofita isti Anggraeni, Septi Aondolumun Ayua, Geoffrey Ashfarini, Dyah Aulia, Adinda Fara Auniillah, Fadia Hayya Tahta Azzahroh, Syifa Darwis, Rahmiati Eljinsa, Sehati Mutiara Emilia, Talitha Enggal Mursalin Fackhurohman, Edi Harfiah, Vivin Fasihatul Ilda, Nadia Ilhami, Aldeva Indria Arifiani Istiqomah Miftahul Hasanah, Miftahul Mileniati, Fajriati Ramadhini Nur Mohammad Agung Rokhimawan Muryadi Mustafida, Anifa Nabila Putri, Lulu Nisa, Lilis Syahidatul Nofiandari, Qotrunnasywa Ratri Novita, Dias Nur Fadhilah, Septy Pristiana, Chofifah Puji Puspareni, Chyndi Nadhea Puspita, Dona Rahayu, Dea Santika Rahmawati, Adisya Raula Saputri, Legendaria Rian Nurhadi, Atep Rochman, Chaerul Rokhimawan, Mohammad Agung Romadhon, Dwi Gilang Romadhoni, Intan Kurnia Sabrina, Safira Afifah Safitri, Hasna Hanifah Saputri, Legendaria Raula Suci Arta, Herdina Sulistyaningsih Syahidatul Nisa, Lilis Syahrozi, Syahrozi Ulya, Nur Afni Himmatul Wulandini, Supatmi Yuliana, Elisa Zulfania, Annisa