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HASIL BELAJAR SEJARAH INDONESIA MELALUI PEMBELAJARAN AKTIF TIPE EVERYONE IS A TEACHER HERE BERDASARKAN KEMANDIRIAN BELAJAR Pratama, Rinaldo Adi; Pratiwi, Inne Marthyane
Sosial Horizon: Jurnal Pendidikan Sosial Vol 6, No 1 (2019): Sosial Horizon: Jurnal Pendidikan Sosial
Publisher : IKIP PGRI Pontianak

Penelitian ini bertujuan untuk mengetahui hasil belajar Sejarah Indonesia pada siswa setelah mengikuti model pembelajaran aktif tipe Everyone Is A Teacher Here ditinjau dari kemandirian belajar. Penelitian menggunakan metode penelitian quasi eksperimen dengan subjek penelitian adalah siswa kelas X di salah satu SMAN di Tangerang. Instrumen yang digunakan adalah angket kemandirian belajar dan tes hasil belajar siswa pada materi Sejarah Indonesia. Hasil penelitian menunjukkan terdapat pengaruh interaksi antara penggunaan model pembelajaran aktif tipe Everyone Is Teacher Here terhadap hasil belajar siswa. Apabila ditinjau berdasarkan kemandirian belajar, hasil belajar Sejarah Indonesia pada siswa yang memiliki kemandirian belajar tinggi lebih baik daripada hasil belajar siswa yang memiliki kemandirian rendah. Dengan demikian model pembelajaran aktif tipe Everyone Is Teacher Here dapat diimplementasikan dalam pembelajaran Sejarah Indonesia pada siswa yang memiliki kemandirian belajar tinggi.

Integration of STEM education in history learning Rinaldo Adi Pratama; Inne Marthyane Pratiwi; Muhammad Adi Saputra; Sumargono Sumargono
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 1: March 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i1.22064

The 21st century needs pupils with learning ability and necessary skills, particularly critical thinking skills instead of content focused. The study of science, technology, engineering and mathematics (STEM) education approach can lead teachers to a new teaching approach in history learning. Through this approach, the teachers can create a new way of teaching history integrated with STEM. This study used a qualitative approach. Data collection in this research using pupil’s work samples, interview, and the teacher journal. This research was conducted in two high school and two vocational school in the urban area. The findings showed that the teachers integrated one of the historical thinking skills and understanding history. The skills are still in the lower level of historical thinking skills. For historical teaching skills to be effectively integrated in history learning, teachers need to be trained so the pupil's historical thinking skills can be enhanced through the integrated history learning with the STEM approach.

HASIL BELAJAR SEJARAH INDONESIA MELALUI PEMBELAJARAN AKTIF TIPE EVERYONE IS A TEACHER HERE BERDASARKAN KEMANDIRIAN BELAJAR Rinaldo Adi Pratama; Inne Marthyane Pratiwi
Sosial Horizon: Jurnal Pendidikan Sosial Vol 6, No 1 (2019): Sosial Horizon: Jurnal Pendidikan Sosial
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/sosial.v6i1.1036

Penelitian ini bertujuan untuk mengetahui hasil belajar Sejarah Indonesia pada siswa setelah mengikuti model pembelajaran aktif tipe Everyone Is A Teacher Here ditinjau dari kemandirian belajar. Penelitian menggunakan metode penelitian quasi eksperimen dengan subjek penelitian adalah siswa kelas X di salah satu SMAN di Tangerang. Instrumen yang digunakan adalah angket kemandirian belajar dan tes hasil belajar siswa pada materi Sejarah Indonesia. Hasil penelitian menunjukkan terdapat pengaruh interaksi antara penggunaan model pembelajaran aktif tipe Everyone Is Teacher Here terhadap hasil belajar siswa. Apabila ditinjau berdasarkan kemandirian belajar, hasil belajar Sejarah Indonesia pada siswa yang memiliki kemandirian belajar tinggi lebih baik daripada hasil belajar siswa yang memiliki kemandirian rendah. Dengan demikian model pembelajaran aktif tipe Everyone Is Teacher Here dapat diimplementasikan dalam pembelajaran Sejarah Indonesia pada siswa yang memiliki kemandirian belajar tinggi.

LITERASI NUMERASI SISWA DALAM PEMECAHAN MASALAH TIDAK TERSTRUKTUR Muhammad Rifqi Mahmud; Inne Marthyane Pratiwi
KALAMATIKA Jurnal Pendidikan Matematika Vol 4 No 1 (2019): KALAMATIKA April 2019
Publisher : FKIP Universitas Muhammadiyah Prof. DR. HAMKA

This study aims to explore the numeracy literacy of students in ill-structured problem-solving on the matter of numbers. This study involved 34 students of the 4th grader in one Madrasah Ibtidaiyah in Bandung. The research approach used is qualitative with the case study method. The type of data collected is test results about ill structured problem-solving. The data were collected from tests, document analysis, and interviews. After that, the data were analysed using thematic analysis, while the validity of data using triangulation, member checking, and reflexivity. The results of the research showthat students' numeracy literacy in ill structured problem-solving are (1) students are able to solve ill structured problem in the context of daily life; (2) students are able to analyze the information obtained from the problem then use the interpretation analysis to predict and draw conclusions. The difficulties experienced by students are (1) the difficulty in understanding the problem; (2) lack of students' understanding of the prerequisite material; (3) the difficulty in developing a settlement strategy; and (4) the difficulty in drawing conclusions.

Dialogic Reading Sebagai Upaya Mengembangkan Keterampilan Berbahasa Anak Usia Dini Vina Anggia Nastitie Ariawan; Inne Marthyane Pratiwi
Jurnal Pendidikan Raudhatul Athfal Vol 1, No 1 (2018): Jurnal Pendidikan Raudhatul Athfal
Publisher : Jurusan Pendidikan Islam Anak Usia Dini UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/japra.v1i1.3070

Language skills are basic skills that are mastered and learned early childhood. Language skills obtained by the child through interaction with parents. Early childhood language development periods are categorized into two, namely pre-linguistic and linguistic periods. Pre-linguistic periods are passed by the child as a baby. If in the pre-linguistic period the child is introduced to the proper use of language then the language skills of the child develop in the linguistic period. The intensity of an interaction will affect the skills of listening and speaking of early childhood. Therefore, parents and teachers as a close to the child are very necessary to facilitate the development of the language of children. Dialogic reading is an approach used to develop language skills and basic literacy of children. Dialogic reading provides many opportunities for children to speak so that language skills and self-confidence are growing.

SUPPORTING THE NUMERACY LITERACY SKILLS OF ELEMENTARY SCHOOL STUDENTS Inne Marthyane Pratiwi; Lisna Apriani; Rinaldo Adi Pratama
Jurnal Pengajaran MIPA Vol 25, No 2 (2020): JPMIPA: Volume 25, Issue 2, 2020
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v26i1.41718

Numeracy literacy is an essential part of literacy because in it there is a competency that make student to do reasoning so that it can be used in daily life. The research aims to describe the implementation of classroom-based numeracy literacy, school culture, and community in elementary schools. The research uses a qualitative approach with descriptive methods. The research was conducted on 76 students from 1st grade and 6th students, homeroom teachers of 1st grade and 6th from public elementary schools. Data collection techniques using observation, document analysis, and interviews. The data is analyzed with thematic analysis. The results showed that at least teachers had participated in numeracy literacy training, students' math skills above the minimum criteria, implementation of problem-based learning and projects, but there were limited resources. Numeracy literacy based on school culture shows the lack of variation of numeration literacy books so that the library as the center of literacy activities has not been maximized. The numeracy literacy of the community base shows that there is no public space used for numeracy literacy and sharing sessions that start running. One of the efforts to optimize numeracy literacy by providing training to teachers. ABSTRAKLiterasi numerasi merupakan bagian literasi yang sangat penting, karena di dalamnya terdapat kompetensi yang mengasah individu untuk melakukan penalaran sehingga dapat digunakan dalam kehidupan sehari-hari. Penelitian bertujuan untuk mendeskripsikan implementasi literasi numerasi berbasis kelas, budaya sekolah, dan masyarakat di sekolah dasar. Pendekatan penelitian menggunakan kualitatif dengan metode deskriptif. Penelitian dilaksanakan terhadap 76 siswa kelas 1 dan 6 serta guru kelas 1 dan 6 sekolah dasar negeri. Teknik pengumpulan data menggunakan observasi, analisis dokumen, dan wawancara. Data dianalisis dengan analisis tematik. Hasil penelitian menunjukkan pada literasi numerasi basis kelas setidaknya guru pernah mengikuti pelatihan literasi numerasi, kemampuan matematika siswa di atas kriteria minimum, terlaksananya pembelajaran berbasis masalah dan proyek, namun terdapat keterbatasan sumber daya. Literasi numerasi basis budaya sekolah menunjukkan kurangnya variasi buku literasi numerasi sehingga perpustakaan sebagai pusat kegiatan literasi keberadaannya belum maksimal. Adapun literasi numerasi basis masyarakat menunjukkan belum adanya ruang publik yang digunakan untuk literasi numerasi dan sharing session yang mulai berjalan. Salah satu upaya optimalisasi literasi numerasi dengan memberikan pelatihan kepada guru.

Mengembangkan Pemahaman Matematis Siswa Madrasah Ibtidaiyah Melalui Lembar Kegiatan Siswa Berbasis Kearifan Lokal Carlian, Yayan; Pratiwi, Inne Marthyane
JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 2, No 1 (2018): JMIE: JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION)
Publisher : PD PGMI se Indonesia

Mathematical understanding is a process that is mastered and studied by Madrasah Ibtidaiyah students in the process of mathematics learning. The process is improved through various activities in the classroom. Therefore, teachers need to facilitate the improvement of students' mathematical understanding. One of the ways to facilitate the improvement of students' mathematical understanding is through the use of studentsâ€™ activities worksheet based on local wisdom. It is a teaching material that contains mathematical tasks that incorporate cultural values. With the integration of the local wisdom, students will be aware of the noble cultural values of the region and increase the love of students to the culture. The result of the development of studentsâ€™ activities worksheet based on local wisdom is to make students have a good ability in mathematical understanding and cultural principles of life.

Learning obstacles analysis of lowest common multiple and greatest common factor in primary school Muhammad Rifqi Mahmud; Turmudi Turmudi; Wahyu Sopandi; Siti Maryam Rohimah; Inne Marthyane Pratiwi
Jurnal Elemen Vol 9 No 2 (2023): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v9i2.12359

This research aims to find learning obstacles for students studying LCM and GCF as a reference in preparing teaching materials that can overcome these obstacles. This research involved 74 grade V students at three public schools in Bandung, Indonesia. The research method used in this study was case study research—data collection techniques using triangulation by providing tests, interviews, and documentation. Data analysis techniques use data collection, reduction, presentation, and conclusions. The results show three categories of learning obstacles: ontogenic, epistemological, and didactic. The ontogenic obstacle was found because the students understood multiples, factors, and arithmetic operations on natural numbers in solving LCM and GCF problems. Epistemological obstacles were discovered because of the limited context in which students understood the concepts of LCM and GCF, so they could not use them in contexts such as word problems. Didactical obstacles were found from learning that was given by the teacher procedurally using factoring methods, namely prime factorization or factor trees. Therefore, these obstacles must be anticipated by designing learning designs that can facilitate learning trajectories, focus on concepts, and make learning more meaningful.

Persepsi Guru terhadap Pembelajaran Daring pada Masa Pandemi Covid-19 di MI Se-Kecamatan Rajagaluh Majalengka Nafisah, Farhah Dzikrotun; Carlian, Yayan; Pratiwi, Inne Marthyane
Mitra PGMI: Jurnal Kependidikan MI Vol. 8 No. 2 (2022): Mitra PGMI: Jurnal Kependidikan MI
Publisher : Program Studi PGMI STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/mpgmi.v8i2.481

This research is motivated by the existence of obstacles that occur in the online learning process. Obstacles that occur can lead to not achieving the competencies that must be possessed by students. The purpose of this study is to describe the teacher's perception of online learning, the implementation of online learning, the obstacles to online learning, and the inhibiting factors of online learning. This study uses a qualitative approach with a descriptive method. Data collection techniques used are observation, interviews, and documentation. Meanwhile, the data analysis techniques used are data reduction, data presentation, and drawing conclusions based on Miles and Huberman. The results show that teachers think online learning is the right strategy to use during the Covid-19 pandemic. The implementation is only in the form of assignments via whatsapp groups. The obstacles include decreased student enthusiasm for learning, students' difficulties in understanding learning material, and the lack of maximum learning provided. The inhibiting factor for online learning is in the learning device such as cellphone.

Didactical Design of Mathematics Teaching Based on 3D Big Book for Numeracy Literacy Skill in Elementary School Andini, Wulan; Wijaya, Apriyanda Kusuma; Ikawati, Listiana; Pratiwi, Inne Marthyane
PrimaryEdu : Journal of Primary Education Vol. 8 No. 2 (2024): Volume 8, Number 2, September 2024
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v8i2.5176

Numerical literacy is one of the skills needed by students. Referring to the low results of the AKM (minimum competency assessment), especially in the numeracy literacy component, it is necessary to develop numeracy literacy from an early age in schools. This numeracy literacy relates to students' skills in representing mathematical objects or situations, using problem-solving strategies, and reasoning and giving reasons. This study aimed to identify the learning obstacles faced by students in the development of numeracy literacy at the elementary school or madrasah ibtidaiyah, design a didactic design based on the learning obstacles found, implement the initial didactic design, and analyze the implementation process to produce a revised didactic design. This research was a Didactical Design Research (DDR). The participants in this study were 33 fourth-grade students. Data collection was carried out by tests, interviews, and observations. The results of the study show that the initial didactical design is developed in the form of several didactic situations packaged in the form of a 3D Big Book by paying attention to the level of thinking and the level of students' numeracy literacy skills as well as a guidebook for teachers which contains steps of didactic situations, predictions of student responses, and didactic anticipation. In the implementation of the initial didactic design, it is found that fourth-grade students have begun to be able to develop their numeracy literacy skills. The initial didactic design was revised by adding several steps or explanations to the didactic situation to help students according to their level of numeracy literacy.

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