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All Journal Jurnal Prima Edukasia AKSIOMA: Jurnal Program Studi Pendidikan Matematika ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED Catharsis REiD (Research and Evaluation in Education) Edukasi : Jurnal Penelitian dan Artikel Pendidikan AXIOM : Jurnal Pendidikan dan Matematika Jurnal Basicedu Edukasi Tematik: Jurnal Pendidikan Sekolah Dasar Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Jurnal Basicedu Lucerna : Jurnal Riset Pendidikan dan Pembelajaran Jurnal PGSD Indonesia EDUKASI : Jurnal Penelitian dan Artikel Pendidikan
Budiharti Budiharti
Universitas PGRI Yogyakarta
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Number sense profile of prospective elementary school teachers in blended Mathematics learning Novitasari, Welly; Herwin, Herwin; Supartinah, Supartinah; Wulandari, Putri; Budiharti, Budiharti
REID (Research and Evaluation in Education) Vol. 10 No. 1 (2024)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v10i1.51394

Abstract

Number sense is a skill that contributes significantly to learning mathematics. However, number sense is often positioned as a fundamental skill whose development is more focused on children. The contribution of number sense in mathematics is even more apparent at higher levels of education. Ironically, number sense seems ignored and has become a rarely studied topic in higher education. Thus, the student's number sense ability profile seems buried with various problems. This study aims to reveal the profile of prospective elementary school teachers' number sense abilities and the factors causing their failure in solving math problems during the implementation of blended learning. This study uses a qualitative approach with 37 prospective elementary school teachers as research subjects. The observation of the test and lecture activities is the data collection method. The results showed that the prospective elementary school teachers' number sense ability was still relatively low. Based on the components, the order of number sense abilities is from the highest, namely: (1) knowledge and number facilities with the achievement of 14.41%; (2) knowledge and facilities for number operations with the achievement of 8.12%; and (3) knowledge and facilities of numbers and operations for computing settings with an achievement of 1.8%. The low number sense ability is caused by the habit of solving problems procedurally and the failure to solve problems due to misconceptions, not understanding concepts, inaccuracy, inability to understand questions, and difficulty representing fractions. Various factors causing the failure arose due to the limitations of implementing blended learning.
Peningkatan Prestasi Belajar Melalui Model Pembelajaran Think Pairs Share (TPS) Pada Mata Pelajaran IPA Kelas IV SDN Tirtosari, Magelang Kurniawati, Wahyu; Rachmawati, Dinda Ayu; Budiharti, Budiharti; Anggraini, Deri
Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 14 No 2 (2022)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/edukasi.v14i2.8063

Abstract

The purpose of this study was to improve science learning achievement using the Think Pairs Share (TPS) learning model for class IV at SD N Tirtosari. This study uses PTK method. Data collection techniques with interviews, observations, field notes, and tests. Sources of data are teachers and students as research subjects. The data analysis technique is descriptively taken from the average achievement score and the percentage of student completeness. Based on the research, it was concluded that the use of the TPS learning model could improve the learning achievement of fourth grade students at SD N Tirtosari. In the pre-action the average student achievement was 69.28 with a completeness percentage of 42.85%, in cycle I it increased from 5.86 to 75.14 with a completeness percentage of 57.14% because it was not in accordance with the percentage of success then proceed to cycle II . In cycle II there was an average increase of 11.71 so that the average student achievement was 86.85 with a completeness percentage of 100%. From this description it can be seen that there has been an increase from the pre-action stage, cycle I to cycle II.
Co-Authors Deri Anggraini Deri Anggraini Dewi, Anisa Vira Afara Dhivanandha Ris Mahardika Puspitasari Dinda Ayu Rachmawati Hastiwi, Lucia Herwin Herwin, Herwin Himawanti, Reni Jailani Jailani Khasanah, kKhikmatun Lucia Hastiwi Mustaqim, A'lam Na:am, Muh Fakhrihun Novitasari, Welly Nurlitawati, Dhea Setya Puspitasari, Dhivanandha Ris Mahardika PUTRI WULANDARI Rachmawati, Dinda Ayu Rahayu Condro Murti Reni Himawanti Sari, Okta Prastu Dinda Supartinah Supartinah Swaratifani, Yerrina syakir syakir Wahyu Kurniawati Wahyu Kurniawati Zikra, Nafa'atiz