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All Journal Jurnal Fundadikdas (Fundamental Pendidikan Dasar) PAEDAGOGIE
Syofnidah Ifriyanti
Universitas Islam Negeri Raden Intan Lampung
Education Languange, Linguistic, Communication & Media Social Sciences Other

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PEMBELAJARAN CREATIVE PROBLEM SOLVING: PENGARUHNYA TERHADAP HASIL BELAJAR MATEMATIKA DI ERA COVID-19 Feriansyah Feriansyah; Syofnidah Ifriyanti; Suherman Suherman
Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Vol. 4 No. 2: Juli 2021
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/fundadikdas.v4i2.3946

Abstract

Penelitian ini dilatarbelakangi oleh permasalahan terkait diketahui bahwa masaih banyak peserta didik yang mendapatkan nilai di bawah  kriteria ketuntasan minimal (KKM) dalam masa PANDEMI COVID-19. Hal itu juga dibuktikan dengan rendahnya kemampuan siswa dalam melakukan pemecahan masalah matematika yang telah diuji cobakan pada awal prapenelitian. Berdasarkan hal tersebut salah satu model pembelajaran yang dapat digunakan untuk mengasah kreatifitas siswa dalam menyelesaikan persoalan matematika  adalah Creative Problem Solving. Tujuan dari penelitian ini untuk mengetahui pengaruh model pembelajaran Creative Problem Solving terhadap hasil belajar matematika. Penelitian ini merupakan penelitian kuantitatif. Desain yang digunakan Quasi Eksperimen.Teknik analisis dat menggunakan soal Tes Essay dengan materi FPB dan KPK. Analisis data menggunakan uji homogenitas dan normalitas, serta uji hipotesis menggunakan uj-t.  Hasil penelitian menunjukkan bahwa thitung>ttabel = 2,595 > 2,158 atau  sig (2-tailed) sebesar 0,000 < 0,05. Hal iniberarti terdapat pengaruh model pembelajaran creative problem solving terhadap hasil belajar Matematika
Pengaruh Pendekatan Structured Learning Approach (SLA) Terhadap Pemahaman Konsep IPAS Kelas IV Fitriana Aula Handayani; Syofnidah Ifriyanti; Ayu Reza Ningrum
Paedagogie Vol 21 No 2 (2026): In Progress
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/6qpswe45

Abstract

This study aims to analyze the effect of the Structured Learning Approach (SLA) on students’ conceptual understanding in science and social learning (IPAS) at the fourth-grade level of elementary school. The research employed a quantitative approach with a quasi-experimental design, specifically a posttest-only control group design. The participants consisted of 38 students divided into an experimental group and a control group. Data were collected using an essay test that had been validated and tested for reliability. Data analysis included prerequisite tests (normality and homogeneity) and hypothesis testing using an independent sample t-test. The results revealed a significant effect of SLA on students’ conceptual understanding, with a significance value of 0.000 (< 0.05). The mean score of the experimental group (83.79) was higher than that of the control group (71.37). These findings indicate that structured, systematic, and activity-based learning effectively enhances students’ conceptual understanding. Theoretically, this study supports constructivist theory and the revised Bloom’s taxonomy by Anderson and Krathwohl. Practically, SLA can serve as an effective alternative instructional strategy to improve the quality of IPAS learning in elementary schools.
Co-Authors Ayu Reza Ningrum Feriansyah Feriansyah Fitriana Aula Handayani Suherman