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All Journal JPsd ( Jurnal Pendidikan Sekolah Dasar ) Pedagogia: Jurnal Pendidikan Naturalistic : Jurnal Kajian dan Penelitian Pendidikan dan Pembelajaran Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini EDUHUMANIORA: Jurnal Pendidikan Dasar TUNAS BANGSA Pendas : Jurnah Ilmiah Pendidikan Dasar ABDIMAS SILIWANGI COLLASE (Creative of Learning Students Elementary Education) PrimaryEdu - Journal of Primary Education Jurnal Pendidikan dan Konseling Jurnal Sekolah Dasar (JSD) Jurnal Educatio FKIP UNMA Didaktik : Jurnal Ilmiah PGSD STKIP Subang Pedagogika : Jurnal Pedagogik dan Dinamika Pendidikan ELEMENTARY : Jurnal Inovasi Pendidikan Dasar These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan Indo-MathEdu Intellectuals Journal caXra: Jurnal Pendidikan Sekolah Dasar PIWURUK: Jurnal Sekolah Dasar Jurnal Ilmiah Pendidikan Dasar (JIPDAS) Cendekia: Jurnal Ilmu Sosial, Bahasa dan Pendidikan Jurnal Bintang Pendidikan Indonesia Jurnal Arjuna : Publikasi Ilmu Pendidikan, Bahasa dan Matematika Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika Journal Innovation In Education Journal of Education For Sustainable Innovation Journal of Professional Elementary Education KOPEMAS Jurnal Pendidikan Rafflesia Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar Ijarme

Geri Syahril Sidik

UNIVERSITAS PERJUANGAN TASIKMALAYA

Author-ID : 2495389

Arts Humanities Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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PENGGUNAAN MEDIA AUDIO VISUAL DALAM PEMBELAJARAN MENYIMAK DONGENG DI ERA DIGITAL Nurani, Riga Zahara; Nugraha, Fajar; Sidik, Geri Syahril
EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru Vol 10, No 2: Juli 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/eh.v10i2.10867

Abstract: Learning in the 21st century is inseparable from the influence of digital technology. Learning listening of fairy tale with conventional method (teachers read a fairy tale in front of the class) is no longer suitable to be applied for the students in this digital era, so that a new breakthrough in the use of learning media is needed. Learning listening of fairy tale by using an audio visual media can be one of alternatives used by teachers. Research used an audio visual media in learning listening of fairy tale was conducted in SDN 6 Singaparna. Research method used is descriptive qualitative method. The enthusiasm of students in learning listening of fairy tale by using audio visual media is better than learning listening of fairy tale read by the teacher. This is seen from the average score of listening ability of studentâ€™s fairy tales. The average listening ability of studentâ€™s fairy tale using audio visual media is 84,53, while the average listening ability of studentâ€™s fairy tale before the researchÂ was 67,20. In addition to making the average listening ability of studentâ€™s fairy tale increased was by the use of audio visual media that also made students more active in the learning process. This is seen when the teacher asked a few questions when the fairy tale has been played, most students responded well to the questions given by the teacher.Â Abstrak: Pembelajaran di abad ke-21 ini tidak terlepas dari pengaruh teknologi digital. Pembelajaran menyimak dongeng dengan cara konvensional (guru membacakan dongeng di depan kelas) dirasa sudah tidak cocok lagi diterapkan pada siswa di era digital ini, sehingga diperlukan adanya terobosan baru dalam penggunaan media pembelajaran. Pembelajaran menyimak dongeng dengan menggunakan media audio visual dapat menjadi salah satu alternatif yang bisa digunakan oleh guru. Penelitian tentang penggunaan media audio visual dalam pembelajaran menyimak dongeng dilakukan di SDN 6 Singaparna. Metode penelitian yang digunakan adalah metode deskriptif kualitatif.Â Antusiasme siswa dalam pembelajaran menyimak dongeng dengan menggunakan media audio visual lebih baik daripada pembelajaran menyimak dongeng yang dibacakan langsung oleh gurunya. Hal ini terlihat dari rata-rata kemampuan menyimak dongeng siswa. Rata-rata kemampuan menyimak dongeng siswa setelah menggunakan media audio visual adalah 84,53, sedangkan rata-rata kemampuan menyimak dongeng sebelumnya hanya 67,20. Selain membuat rata-rata kemampuan menyimak dongeng siswa meningkat, penggunaan media audio visual juga membuat siswa lebih aktif dalam proses pembelajaran. Hal ini terlihat saat guru mengajukan beberapa pertanyaan saat dongeng telah diputar, sebagian besar siswa merespon dengan baik pertanyaan-pertanyaan yang diberikan oleh guru.

Realistic Mathematics Education Toward Mathematical Communication Skills of Students using Hypothetical Learning Trajectory Febriani, Winarti Dwi; Sidik, Geri Syahril
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (346.906 KB)

This research is motivated by the indispensability of learning that is able to bridge the students to understand a concept in mathematics. The difficulty of students to understanding the concept of fractions is still a problem in elementary school, so there is an assumption that learning mathematics is very difficult. Use of the learning trajectory or Hypothetical Learning Trajectory (HLT) became one of the alternatives for students to understand the concept of fractions in mathematics. The research is aimed to describe and analyze the existence of significant differences in improvement of studentsâ€™ mathematical communication skills who learned and not learned used Realistic Mathematics Education (RME) with HLT. This research method is quasi-experimental with the pretest-postest nonequivalent design. The data collection instrument used was a mathematical communication skills test. The population of this research is all fourth grade students in one elementary school located in the district of Tawang, Tasikmalaya. The results of this research showed that based on data analysis N-gain scores, the value of Sig. (2-tailed) Equal Variances Assumed by 0,024 less than the significance level (Î± = 0.05), H0 is rejected and Ha accepted. Therefore, it can be concluded that the improvement of students' mathematical communication skills in the RME class (experimental class) is higher than the control class. Thus, there is a significant difference in improvement of studentsâ€™ mathematical communication skills who learned and not learned used RME with HLT. The recommendation of this research is to conduct further research that can develop RMEbased Learning Trajectory in mathematics

THE EFFECT OF REALISTIC MATHEMATICS EDUCATION (RME) ON THE UNDERSTAND MATHEMATICAL CONCEPTS SKILLS OF ELEMENTARY STUDENTS USING HYPOTHETICAL LEARNING TRAJECTORY (HLT) Winarti Dwi Febriani; Geri Syahril Sidik
PrimaryEdu : Journal of Primary Education Vol 4, No 1 (2020): Volume 4 Number 1, February 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v4i1.1509

The background of this research is the difficulty in teaching mathematics concepts to fourth graders in elementary school. So we need activities that can bridge the initial abilities of students with abilities that must be mastered by students. One of the alternatives that can bridge students to learn mathematical concepts is by implementing Realistic Mathematics Education (RME) learning using Hypothetical Learning Trajectory (HLT). The research is aimed to describe and analyze the existence of significant differences in improvement of students’ understanding mathematical concepts skills who learned and not learned used Realistic Mathematics Education (RME) with HLT. This research method is quasi-experimental with the pretest-postest nonequivalent design. The data collection instrument used was a understanding mathematical concepts skills test. The population of this research is all fourth grade students in one elementary school located in the district of Tawang, Tasikmalaya. The results showed that based on the data analysis N-gain scores understanding mathematical concepts skills using the Mann-Whitney U test, the value of sig. 0.033 is less than the significance level (???? = 0.05), then H0 is rejected and Ha is accepted. So, it can be said that the increased understanding the mathematical concepts skills of the experimental class is higher than the control class. therefore, it can be concluded that there is a significant difference in improvement students’understanding mathematical concepts skills who learned and not learned used RME with HLT. The recommendation of this research is to conduct further research that can develop RME-based Learning Trajectory in mathematics.Keywords: Mathematics; Realistics Mathematics Education, Understanding mathematical concepts skills; Elementary education; Fraction.

ANALISIS PROSES BERPIKIR DALAM PEMAHAMAN MATEMATIS SISWA SEKOLAH DASAR DENGAN PEMBERIAN SCAFFOLDING Geri Syahril Sidik
JPSD (Jurnal Pendidikan Sekolah Dasar) Vol 2, No 2 (2016): JPSD (Jurnal Pendidikan Sekolah Dasar)
Publisher : Department of Primary education, Faculty of Teacher Training and Education, Universitas Su

Abstrak. Penelitian ini dilatarbelakangi oleh keunikan hasil jawaban siswa SD ketika diberikan soal mengenai materi operasi hitung campuran bilangan buat. Jawaban tersebut, menggambarkan bahwa kemampuan pemahaman matematis siswa masih rendah. Tujuan penelitian ini adalah untuk memperoleh gambaran tentang proses berpikir siswa, kesulitan dan scaffolding yang diberikan. Penelitian ini merupakan penelitian deskriptif kualitatif. Untuk memperoleh data digunakan lembar tugas yang diberikan kepada seluruh siswa untuk mengetahui proses berpikir sebelum mendapatkan scaffolding. Kemudian dipilih dua orang siswa yang kemampuan matematikanya baik, dua orang siswa yang kemampuan matematikanya sedang, dan dua orang siswa yang kemampuan matematikanya rendah. Subjek yang terpilih diberikan wawancara klinis dan scaffolding untuk melihat proses berpikirnya. Berdasarkan analisis data diperoleh bahwa proses berpikir diklasifikasikan ke dalam dua jenis, yaitu proses berpikir instrumental dan proses berpikir relasional instrumental. Proses berpikir relasional instrumental terdiri dari empat bagian, yaitu (1) relasional kuat instrumental kuat, (2) relasional kuat instrumental lemah, (3) relasional lemah instrumental kuat, (4) relasional lemah instrumental lemah. Dengan dasar temuan pada penelitian ini, peneliti menyarankan kepada guru untuk menggunakan teknik scaffolding dalam membantu siswa yang mengalami kesulitan memahami permasalahan dan guru perlu memperhatikan pemahaman siswa terhadap penguasaan konsep matematika dengan memberikan analogi cerita nyata yang dekat dengan lingkungan siswa terkait materi yang dipelajari. Kata Kunci : Proses Berpikir, Pemahaman Matematis, Pemberian Scaffolding Abstract. This research examined the thinking process of students before and when getting scaffolding at one of the elementary schools. The purpose of this study was to obtain information about the students’ thinking process, difficulties and scaffolding. This research is a descriptive qualitative. It aims to describe the thinking process of mathematical understanding of elementary school students. Assignment was taken to obtain the data. It was given to all students to know the thinking prrocess before getting the scaffolding. Then six students were choosen. Each two students were clasified by their abilities; high, medium and low. The choosen subjects were interviewd clinically to determine their thinking process. Besd on those data, thinking process is clasified into two types, namely the instrumental and relational instrumental thinking process. Intrumental relational thinking process consists of four part, they are (1) strong relational and instrumental, (2) strong relational weak instrumental, (3) strong instrumental weak relational, (4) weak relational and instrumental. Based on the findingdings of this research, reserchers suggest the teacher to use scaffolding technique in assistings their students who have obstacles on comprehending problem. Teacher are supposed to give more attention to students’ comprehension to ward the mastery of mathematical concept by delivering the analogy of real story which related to the given material. Keywords : Thinking Process, Mathematical Understanding, Scaffolding Giving

Analisis Kesulitan Belajar Matematika pada Siswa Usia 6-8 Tahun Geri Syahril Sidik; Ade Maftuh; Moh Salimi
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol 5, No 2 (2021)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v5i2.1137

Penelitian ini dilakukan untuk mengetahui kesulitan belajar matematika pada siswa usia 6-8 tahun. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Kami memberikan test individu berupa soal cerita operasi penjumlahan dan pengurangan bilangan cacah kepada 15 orang siswa yang berusia 6-8 tahun. Beberapa lembar jawaban siswa yang mewakili jawaban serupa dan unik dipilih untuk dianalisis. Dipilih 3 siswa sebagai subjek penelitian yang masing-masing terdiri dari siswa yang memiliki kemampuan matematika tinggi, sedang dan rendah. Kesulitan belajar siswa dianalisis dengan mencermati hasil jawaban dan wawancara terhadap siswa, konfirmasi ke guru terkait jawaban siswa dan analisis buku ajar. Kesulitan belajar siswa yang ditemukan berdasarkan hasil analisis penelitian diantaranya: 1) Kesulitan memahami maksud soal sehingga salah menterjemahkan kedalam kalimat matematika; 2) Kesulitan melakukan perhitungan; 3) Kesulitan dalam memahami hubungan antara penjumlahan dan pengurangan yang merupakan kebalikan.

PENGARUH PEMBELAJARAN REALISTIC MATHEMATICS EDUCATION DAN DIRECT INSTRUCTION TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN KOMUNIKASI MATEMATIS SISWA SD Winarti Dwi Febriani; Geri Syahril Sidik; Riza Fatimah Zahrah
Jurnal Tunas Bangsa Vol 6 No 2 (2019)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (422.86 KB)

The mathematical problem solving and communication abilities are important possessed by students from basic level to be able to meet practical and skilled needs to find various ways to solve problems in daily life. The research is aimed to analyze about the influence of Realistic Mathematics Education (RME) and Direct Instruction towards the enhancement of mathematical problem solving and communication abilities of students. This research method is quasi experiment with the pretest- posttest non-equivalent design. The instruments used was mathematical problem solving ability test and mathematical communication ability test. The population of this research is all fifth grade students of two classes in one of the elementary schools located in the District Tawang, Tasikmalaya City. The results of this research showed that based on the data analysis of N-gain scores, the enhancement of mathematical problem solving and communication abilities of students in the RME class is higher than Direct Instruction class. Therefore, can be concluded that there is difference in the enhancement of mathematical problem solving and communication abilities between students who learn used RME and who learn used Direct Instruction. The recommendation of this research is to conduct further research that can explore mathematical problem solving and communication abilities by using Hypothetical Learning Trajectory (HLT) based on RME. Abstrak Kemampuan pemecahan masalah dan komunikasi matematis perlu dimiliki oleh siswa didik sejak dasar untuk dapat memenuhi kebutuhan praktis dan terampil menemukan berbagai macam cara dalam memecahkan masalah di kehidupannya sehari-hari. Penelitian ini bertujuan untuk menganalisis tentang pengaruh pembelajaran Realistic Mathematics Education (RME) dan Pembelajaran Langsung (Direct Instruction) terhadap peningkatan kemampuan pemecahan masalah dan komunikasi matematis peserta didik. Penelitian ini merupakan penelitian kuantitatif.Metode penelitian ini yaitu eksperimen kuasi dengan the pretest-postest non-equivalent design. Penelitian ini bertujuan untuk menganalisis tentang pengaruh pembelajaran RMEdan Direct Instruction terhadap peningkatan kemampuan pemecahan masalah dan komunikasi matematis peserta didik.Populasi penelitian ini adalah seluruh siswa kelas VB dan VC di salah satu SD Negeri yang terletak di Kecamatan Tawang, Kota Tasikmalaya.Hasil dari penelitian ini menunjukkan bahwa berdasarkan analisis data skor N-gain, peningkatan kemampuan pemecahan masalah dan komunikasi matematis peserta didik kelas RME lebih tinggi daripada kelas Direct Instruction.Oleh karena itu, dapat disimpulkan bahwa terdapat perbedaan peningkatan pemecahan masalah dan komunikasi matematis antara yang menggunakan pembelajaran RME dan peserta didik yang belajar menggunakan Direct Instruction.Rekomendasi dari penelitian ini adalah untuk penelitian lebih lanjut, dapat ditelaah kemampuan pemecahan masalah dan komunikasi matematis dengan menggunakan Hypothetical Learning Trajectory (HLT) berbasis RME. Kata Kunci: RME; HLT; Pemecahan Masalah; Komunikasi matematis

ANALISIS PENGELOLAAN EVALUASI PEMBELAJARAN KURIKULUM 2013 DI SEKOLAH DASAR Winarti Dwi Febriani; Geri Syahril Sidik; Riza Fatimah Zahrah
Jurnal Tunas Bangsa Vol 7 No 1 (2020)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar

The background of this research is that the evaluation of learning conducted in the 2013 curriculumbased learning process is often not optimally prepared and has not held fast to the guidelines so that there are still many teachers who have not optimally implemented the 2013 curriculum. The purpose of this study was to describe and analyze the teacher's cognitive readiness in implementing the 2013 curriculum and the management of learning evaluation of cognitive and affective aspects at SDN Cipadung, Kab. Tasikmalaya. This research use desciptive qualitative approach. Data collection techniques using triangulation with instruments used were teacher's cognitive readiness questionnaire, observation sheet and interview sheet for evaluating the 2013 curriculum learning management. The population of this research is all teachers of SDN Cipadung in Parungponteng District, Tasikmalaya Regency. The results showed that based on the results of calculation and analysis of questionnaires, aspects of teacher cognitive readiness obtained good categories. Based on the results of observations and interviews regarding the management of 2013 curriculum learning evaluations on the cognitive aspects get a good category, while the affective aspects get enough categories. It can be concluded that the cognitive readiness of teachers in implementing the 2013 curriculum is good and the management of learning evaluation of cognitive and affective aspects is good. Abstrak Latar belakang penelitian ini adalah Evaluasi pembelajaran yang dilakukan dalam proses pembelajaran berbasis Kurikulum 2013 sering kali tidak dipersiapkan secara maksimal dan belum berpegang teguh pada pedoman sehingga masih banyak guru yang belum maksimal mengimplementasikan kurikulum 2013.Tujuan penelitian ini adalah untuk mengetahui gambaran dan menganalisis tentang kesiapan kognitif guru dalam menerapkan kurikulum 2013 dan pengelolaan evaluasi pembelajaran aspek kognitif dan afektif di SDN Cipadung Kab. Tasikmalaya. Penelitian ini menggunakan pendekatan deskriptif-kualitatif. Teknik pengumpulan data menggunakan triangulasidengan instrumen yang digunakan adalah angket kesiapan kognitif guru, lembar observasi dan lembar wawancara pengelolaan evaluasi pembelajaran kurikulum 2013. Populasi penelitian ini adalah seluruh guruSDN Cipadung di Kecamatan Parungponteng, Kabupaten Tasikmalaya. Hasil penelitian menunjukkan bahwa berdasarkan hasil perhitungan dan analisis angket, aspek kesiapan kognitif guru memperoleh kategori baik. Berdasarkan hasil observasi dan wawancara mengenai pengelolaan evaluasi pembelajaran kurikulum 2013 pada aspek kognitif memperoleh kategori baik, sedangkan pada aspek afektif memperoleh kategori cukup. Dapat disimpulkan bahwa kesiapan kognitif guru dalam menerapkan kurikulum 2013 sudah baik dan pengelolaan evaluasi pembelajaran aspek kognitif dan aspek afektif sudah baik. Kata Kunci: Evaluasi, Sekolah Dasar, Kurtilas, Kesiapan Kognitif.

MENINGKATKAN KEMAMPUAN SISWA DALAM MEMAHAMI KONSEP PENJUMLAHAN BIANGAN CACAH DENGAN MENGGUNAKAN MEDIA KONKRET MELALUI PENDEKATAN PMRI Tita Tita; Yusuf Suryana; Geri Syahril Sidik
PIWURUK: Jurnal Sekolah Dasar Vol. 1 No. 1 (2021): PIWURUK: Jurnal Sekolah Dasar
Publisher : LPPM Universitas Perjuangan Tasikmalaya

Abstract: This research was motivated by the students' low understanding of the sum of whole numbers which only achieved 23.53% completeness. The purpose of this study was to improve the students' ability to understand the concept of adding whole numbers less than 99 using concrete media with the PMRI approach. This research is a Classroom Action Research (PTK) using Kurt Lewin's research model which consists of 4 stages, namely: planning, implementing action, observation and reflection. Data were obtained from giving 3 evaluations to 34 class I SDN Cikalong students that had to be done individually, observations of student activities during learning including activeness, initiative, concentration, and collaboration, and documentation in the form of photos during learning. The use of concrete media with the PMRI approach can increase the ability to understand the concept of summing whole numbers. This is indicated by the increase in the average test of students' ability to understand the concept of addition in the evaluation of each cycle. In the first cycle the class average value achieved was 56.53 with the proportion of completeness learning 41.18%. Then in the second cycle the increase in the increase again is equal to 95.24 with the proportion of completeness of learning reaching 100%.Keywords: Concrete Media; PMRI Approach; Addition of Count Numbers.Â Abstrak: Penelitian ini dilatarbelakangi oleh rendahnya pemahaman siswa terhadap materi penjumlahan bilangan cacah yang hanya mencapai ketuntasan 23,53%. Tujuan dari penelitian ini yaitu meningkatkan kemampuan siswa memahami konsep penjumlahan bilangan cacah kurang dari 99 menggunakan mediaÂ konkret dengan pendekatan PMRI. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) menggunakan model penelitian Kurt Lewin yang terdiri dari 4 tahap yaitu: perencanaan, pelaksanaan tindakan, observasi dan refleksi. Data diperoleh dari pemberian 3 buah soal evaluasi kepada 34 siswa kelas I SDN Cikalong yang harus dikerjakan secara individu, observasi terhadap aktivitas siswa selama pembelajaran meliputi keaktifan, inisiatif, konsentrasi, dan kerjasama, serta dokumentasi berupa foto- foto saat pembelajaran. Penggunaan media konkret dengan pendekatan PMRI pada dapat meningkatkan kemampuan siswa memahami konsep penjumlahan bilangan cacah. Hal ini ditunjukkan dengan peningkatan rata-rata tes kemampuan memahami konsep penjumlahan siswa melalui evaluasi pada tiap siklus nya. Pada siklus I nilai rata-rata kelas yang dicapai adalah 56,53 dengan persentase ketuntasan belajar 41,18%. Kemudian pada siklus II mengalami peningkatan kembali yaitu sebesar 95,24 dengan persentase ketuntasan belajar mencapai 100%.Kata Kunci: Media Konkret; Pendekatan PMRI; Penjumlahan Bilangan Cacah.

KESULITAN BELAJAR MATEMATIK SISWA SEKOLAH DASAR PADA OPERASI HITUNG BILANGAN BULAT Geri Syahril Sidik; Agus Ahmad Wakih
NATURALISTIC : Jurnal Kajian Penelitian Pendidikan dan Pembelajaran Vol. 4 No. 1 (2019): NATURALISTIC: Jurnal Kajian Penelitian dan Pendidikan dan Pembelajaran
Publisher : Jurnal ini diterbitkan oleh: PGSD FKIP Universitas Muhammadiyah Tasikmalaya

One of the goals of teaching mathematics in elementary schools is students are able to understand mathematical concepts, explain the interrelationships of the concepts and apply algorithmic concepts in a flexible, accurate, efficient and precisely in solving their daily problems. The elementary schools nowadays show that there are still found many students who have difficulty in solving problems related to the subject matter, especially on arithmetic operations of integers. This research is a qualitative descriptive study. Students in first grade are given a worksheet to solve individually by writing out the work steps clearly. Six students were chosen as research subjects to be analyzed. The sixth research subject consists of 2 subjects who have high mathematical abilities, 2 medium, and 2 low mathematical abilities. The difficulty of the subject was observed by examining the worksheet's answer and giving clinical interviews related to the results of his work. Based on the results of data analysis, the difficulty of learning mathematics of elementary school students in integer operations is: 1) students have difficulty understanding the purpose of the question so that it incorrectly translated into mathematical sentences; 2) students have difficulty operating numbers that contain negative signs; 3) 95% of students have difficulty understanding the meaning of equal sign (=); 4) students have difficulty carrying out the division operations.

The Analisis Kecenderungan Gaya Belajar Siswa Sekolah Dasar Muhammad Fendrik; Dini Fransiska Putri; Putri Hana Pebriana; Geri Syahril Sidik; Dini Ramadhani
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 3 (2022): Jurnal Pendidikan dan Konseling
Publisher : Universitas Pahlawan Tuanku Tambusai

Penelitian ini memiliki tujuan untuk mendeskripsikan gaya belajar visual, auditori, dan kinestetik (VAK) serta kecenderungan gaya belajar siswa sekolah dasar kelas V. Metode penelitian yang digunakan adalah metode dekskriptif kuantitatif yang mendalam dan terfokus dengan menggunakan teknik pengumpulan data berupa wawancara, observasi dan dokumentasi. Data dikumpulkan kemudian dianalisis menggunakan analisis deskriptif. Hasil penelitian menunjukkan bahwa gaya belajar yang terdapat pada siswa kelas V sekolah dasar adalah kombinasi gaya belajar dari VAK dengan komposisi dan tren gaya belajar siswa yang berbeda. Mayoritas siswa memiliki kecenderungan pada gaya belajar Kinestetik dengan 62,5%, kemudian 25% mempunyai kecenderungan gaya belajar auditorial dan selanjutnya 12,5% siswa mempunyai kecenderungan pada gaya belajar visual.

Co-Authors Ade Maftuh Adella, Windi Agus Ahmad Wakih Agus Ahmad Wakih Agus Akhmad Wakih Aldi Prasetyo Amalia, Nita Aura Anggraenita, Windi Anna Nurjanah Anugrahayu, Alga Arsad Asnawi Aulia, Silma Nur Chandra, Deni Dedi Heriyadi Deri Wahyu Iskandar Desi Ariyani, Desi Dila Aulia Dini Fransiska Putri Fadhila, Raoddotul Fadhilaturrahmi Fadhilaturrahmi Fadilah, Dinan Raihan Fajar Nugraha Fajar, Bayu Maulana Febriani, Winarti Dwi Febriani, Winarti Dwi Fitria Puspitasari Hasni Hanifah Firdaus Herawati Herawati Herawati, Reta Nurul Ika Fitri Apriani Kania Kencana Dewi Lestari, Destiani Fuji Mara Nurmalia Mimi Hariyani Moh Salimi Muhammad Fendrik Mulyani, Hanifah Muna Mutiara Mutiara, Muna Nurani, Riga Zahara Nurkamilah, Milah Nurul, Aisya Putri Hana Pebriana Putri, Nova Ramadani Raisa Yusi Humaira Rakhmat, Cece Ramadhani, Dini Rekayanti Putri Sandi Riza Fatimah Zahra Riza Fatimah Zahra Riza Fatimah Zahrah Riza Zahrah Rizki Hadiwijaya Z Rizki Hadiwijaya Zulkarnaen RR. Ella Evrita Hestiandari Silvy Yulistia Salsabila Sri Rahayu Puji Lestari Sucia Panca Lestari Tita Tita Wakih, Agus Ahmad Winarti Dwi Febriani Yani Noor Yundari, Yundari Yusuf Suryana Zahra, Riza Fatimah Zihan Siva Silviyanti

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