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All Journal SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED JURNAL KEGURUAN JURNAL TARBIYAH WIDYABHAKTI Jurnal Ilmiah Populer Jurnal Review Pendidikan dan Pengajaran (JRPP) Jurnal Studi Guru dan Pembelajaran Indonesian Journal of Education and Mathematical Science Community Development Journal: Jurnal Pengabdian Masyarakat Ihsan: Jurnal Pengabdian Masyarakat Al'adzkiya International of Education and Sosial (AIoES) Journal EJoES (Educational Journal of Elementary School) IJESPG (International Journal of Engineering, Economic, Social Politic and Government) journal LOKAKARYA At- Ta'lim : Jurnal Pendidikan Rekognisi : Jurnal Pendidikan dan Kependidikan
INDAH PRATIWI
Universitas Muhammadiyah Sumatera Utara
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Public Health Social Sciences Other

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Increasing Motivation to Learn Science through a Scientific Approach to Students of SDS Muhammadiyah 02 Medan Anisa Rahmah; Alda Elfiyana Dwiyanti; Indah Pratiwi
Al'Adzkiya International of Education and Sosial (AIoES) Journal Vol 4, No 1 (2023)
Publisher : Al'Adzkiya Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55311/aioes.v4i1.257

Abstract

This study aims to increase the motivation to learn science in SDS Muhammadiyah 02 Medan students. This research is a class action research, with the subject of class II students at SDS Muhammadiyah 02 Medan, totaling 20 people. This research procedure consists of four stages, namely planning, implementation, observation and reflection. The data will be taken later through the process of observation and questionnaires. Data were analyzed with qualitative descriptions. In the results of the research later it can be seen that the process of students' motivation in learning science has increased. Where there were 15 students who were in good and very good criteria in the process of motivation to learn science at SDS Muhammadiyah 02 Medan.
Evektivitas Pembelajaran Ipa Kelas 4 di MIS Al-Hidayah Medan Johor Muhammad Zulham Lubis; Nabila Herlika Ningrum; Muhammad Rizki; Indah Pratiwi
IJESPG (International Journal of Engineering, Economic, Social Politic and Government) Vol. 1 No. 3 (2023)
Publisher : IJESPG (International Journal of Engineering, Economic, Social Politic and Government)

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Abstract

Effectiveness for students is marked in the teaching process in an external form at school, which is marked by the activeness of the students themselves through questions, in line with that (Henilia Yulita, 2014) Effectiveness comes from the word effective, stating that effectiveness is a change that brings influence, meaning and benefits In particular, effective is the success of students in achieving learning objectives, namely student learning outcomes in the form of values. The existence of effective learning can improve learning outcomes (Hemas Nur Imama & Rochmawati, 2021). in the teaching process argues Roestiyah (1989) teachers must have a strategy so that students can learn effectively and efficiently, hit the expected goals. Quality The method is descriptive quantitative, namely collecting data with arranged numbers and in collecting data by distributing questionnaires by distributing 20 questionnaires to 20 students and the results obtained are valid questionnaires with 5 data, then 5 effective students were added. Abstrak Efektivitas pada siswa ditandai dalam proses mengajar dalam bentuk eksternal disekolah yaitu ditandai dengan aktifnya siswa itu sendiri melalui pertanyaan-pertanyaan,sejalan dengan itu (Henilia Yulita, 2014) Efektivitas berasal dari kata dasar efektif, menyatakan efektif adalah perubahan yang membawa pengaruh, makna dan manfaat tertentu, efektif adalah keberhasilan siswa dalam mencapai tujuan pembelajaran yaitu hasil belajar siswa berupa nilai, Adanya pembelajaran yang efektif dapat meningkatkan hasil belajar (Hemas Nur Imama & Rochmawati, 2021)Sedangkan guru sangatlah berperan dalam proses pengaruh efektivitas itu sendiri dengan melakukan strategi-strategi tertentu didalam proses pengajaran mengemukakan Roestiyah (1989) guru harus memiliki strategi agar anak didik dapat belajar secara efektif dan efisien, mengena pada tujuan yang diharapkan, Sebagai seorang tenaga pendidikan guru harus dapat menguasai keadaan kelas sehingga tercipta suasana belajar yang menyenangkan, untuk menghasilkan proses pembelajaran yang berkualitasMetodenya dengan kuantitaif deskrifsif yaitu pengumpulan data dengan angka-angka yang tersusun dan dalam pengumpulan data denan menyebar angket dengan menyebar 20 angket kepada 20 siswa dan hasilnya didapat angketnya yang valid datannya berjumlah 5 ,kemudian evektiv siswa didatkan berjumlah 5 orang Kata Kunci: Efektivitas,Pembelajaran,Ipa
PENGARUH MODEL PEMBELAJARAN NUMBERED HEADS TOGETHER DAN TEAMWORK SKILL TERHADAP HASIL BELAJAR SISWA Indah Pratiwi
REKOGNISI : Jurnal Pendidikan dan Kependidikan Vol 3 No 1 (2018)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universitas Nahdlatul Ulama Sumatera Utara

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Abstract

This study aims to determine: (1) the better effect between students’ science learning outcomes that taught by numbered heads together (NHT) and direct instruction model, (2) a better effect between students’ science learning outcomes who have high teamwork skill and low teamwork skill, and (3) the interaction between learning model with teamwork skill in influencing learning outcomes. This research is quasi experimental. The sample in this research were selected by cluster random sampling of two classes. The instrument consists of tests of learning outcomes in the form of essay tests and pieces of observation tamwork skill observation. Data were analyzed using two way ANOVA. The results sho. The data were analyzed by using two-ways ANOVA. The result of this research showed that the students’ science learning outcomes by using numbered heads together model was different and showed a better results than direct instruction model, the students with the high teamwork skill showed better results than the students with the low teamwork skill, and there is an interaction between numbered heads together model and teamwork skill in influencing the students’ science learning outcomes.
PENGGUNAAN MODEL PEMBELAJARAN TEAM GAMES TOURNAMENT DALAM MENINGKATKAN TEAMWORK SKILL MAHASISWA PGSD Indah Pratiwi
REKOGNISI : Jurnal Pendidikan dan Kependidikan Vol 4 No 1 (2019)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universitas Nahdlatul Ulama Sumatera Utara

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Abstract

This study aims to determine the ability of Teamwork Skill (teamwork), to find out the collaboration of students in learning science materials using the TGT learning model in the experimental class and DI in the control class. The method used in data collection is the Random Cluster research method which is a type of research including quasi-experimental research, the cluster random sampling method selected two sample classes, namely A class as the experimental class taught with the TGT (Team Games Tournament) model with 29 students while the control class taught with direct instruction was chosen class B with the number of students is 28 students. This study involved two classes of samples given different treatments. Student learning outcomes with the TGT cooperative learning model are better than learning outcomes with the DI learning model where the average student learning outcomes in the experimental class are 88.9 while the control class is 73.8. There are differences in learning outcomes between high teamwork skill groups and low teamwork skill groups. The average IPA Learning outcomes between high teamwork skill groups (82.7) were better than the average IPA learning outcomes with teamwork skill groups at a low (69.5).
Pengaruh Bahan Ajar Busy Book Berbasis Understanding By Design (UbD) Terhadap Kreativitas Siswa Thammasat Wittaya School Thailand Nur Hafizah Hafni; Indah Pratiwi
Jurnal Studi Guru dan Pembelajaran Vol. 8 No. 1 (2025): Januari - April 2025 (In Processing)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.8.1.2025.5565

Abstract

Urgensi utama dalam penelitian ini terletak pada rendahnya tingkat kreativitas siswa yang sering terjadi akibat pendekatan pembelajaran yang kurang inovatif dan tidak mengutamakan pengembangan keterampilan berpikir kritis secara mendalam. Penelitian ini bertujuan untuk mengukur pengaruh bahan ajar yaitu busy book berbasis pendekatan Understanding by Design (UbD) terhadap kreativitas siswa di Thammasat Wittaya School, Thailand. Pendekatan UbD yang diterapkan dalam desain bahan ajar memberikan struktur pembelajaran yang mendalam, yang mendukung pengembangan keterampilan berpikir kritis dan peningkatan pemahaman yang signifikan. Penelitian memperlihatkan bahwa penggunaan bahan ajar busy book berbasis Understanding by Design (UbD dapat meningkatkan kreativitas siswa secara signifikan. Berdasarkan uji One-Sample t Test, rata-rata nilai kreativitas siswa setelah menggunakan bahan ajar tercatat sebesar 76,875, lebih tinggi dibandingkan dengan nilai uji yang diharapkan, yaitu 70,5 (t = 2,366, p = 0,024). Temuan ini mengindikasikan bahwa bahan ajar tersebut efektif dalam merangsang kreativitas siswa. Penelitian ini menyimpulkan bahwa penerapan bahan ajar busy book berbasis Understanding by Design (UbD dapat menjadi pendekatan yang efektif untuk meningkatkan kreativitas siswa di lingkungan pendidikan, dan dapat menjadi model bagi pengembangan metode pembelajaran yang lebih inovatif di sekolah-sekolah lain.
Meningkatkan Hasil Belajar Matematika Siswa Kelas V Dengan Menggunakan Pendekatan Kontekstual di SD Negeri 114615 Tanjung Mangedar Kabupaten Labuhanbatu Utara Nurseli Sitorus; Indah Pratiwi
LOKAKARYA Vol 5, No 1 (2026)
Publisher : Universitas Islam Negeri Sumatera Utara Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/lokakarya.v5i1.5354

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar matematika siswa kelas V di SDN 114615 Tanjung Mangedar pada tahun ajaran 2025/2026. Hal tersebut terlihat dari nilai rata-rata ulangan harian siswa yang hanya mencapai 66,05, sementara kriteria ketuntasan minimal (KKM) yang ditetapkan adalah 70,00. Berdasarkan hasil wawancara dan observasi yang dilakukan peneliti, rendahnya hasil belajar matematika tersebut disebabkan oleh beberapa faktor. Di antaranya adalah penggunaan pendekatan dan metode pembelajaran yang tidak tepat. Berdasarkan permasalahan tersebut, peneliti berupaya melakukan perubahan dalam proses pembelajaran sesuai dengan judul penelitian, yaitu “Meningkatkan Hasil Belajar Matematika Siswa Kelas V   dengan Menggunakan Pendekatan Kontekstual di SD Negeri 114615 Tanjung Mangedar Kabupaten Labuhanbatu Utara”. Oleh karena itu, penelitian tindakan kelas ini dilakukan untuk mengetahui tingkat keberhasilan penerapan model pembelajaran kontekstual dalam meningkatkan hasil belajar matematika siswa kelas V di SDN 114615 Tanjung Mangedar tahun ajaran 2025/2026. Proses pembelajaran dalam model kontekstual dilaksanakan melalui tujuh fase atau prinsip, yaitu: (1) konstruksi pengetahuan, (2) inkuiri, (3) bertanya, (4) pembelajaran berkelompok, (5) pemodelan, (6) refleksi, dan (7) penilaian. Hasil penelitian menunjukkan adanya peningkatan hasil belajar matematika siswa kelas V, yang ditunjukkan dengan meningkatnya nilai rata-rata pada setiap siklus pembelajaran. Dengan demikian, dapat disimpulkan bahwa penerapan model pembelajaran kontekstual mampu meningkatkan hasil belajar.
INTEGRASI NILAI MASIPATURE HUTANABE DALAM PENGEMBANGAN KURIKULUM BERBASIS MODEL MURRAY PRINT DAN ROBERTS S. ZAIS Yenni Novita Harahap; Indah Pratiwi; Resty Wahyuni; Corry Restuina; Amiruddin Hasibuan
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol. 16 No. 1 (2026): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/sejpgsd.v16i1.73446

Abstract

Curriculum development that is relevant to local social and cultural contexts is a fundamental necessity in modern education. The curriculum functions not only as an academic framework but also as a medium for transmitting values, shaping character, and strengthening students’ cultural identity. This study aims to describe the integration of Masipature Hutanabe values in curriculum development based on the Murray Print Model and the Roberts S. Zais Model, as well as to analyze its implications for curriculum relevance and students’ character development. This research employed a Research and Development (R&D) approach using a qualitative descriptive method. The stages of curriculum development followed the Murray Print Model, which includes needs analysis, formulation of objectives, development and organization of content, design of learning experiences, and curriculum evaluation. The Roberts S. Zais Model was used as a conceptual framework to strengthen the philosophical and sociological foundations, educational objectives, and evaluation system of the curriculum. Data were collected through document analysis, in-depth interviews, and focus group discussions involving educators and local cultural figures. The findings indicate that Masipature Hutanabe values—reflecting togetherness, mutual cooperation, and social responsibility—can be systematically integrated into learning objectives, curriculum content, instructional strategies, and evaluation processes. The integration of local wisdom values enhances the relevance of learning, strengthens character education, and supports the development of a contextual and sustainable curriculum.
Project-Based Curriculum Design in the Context of 21st Century Education Indah Pratiwi
At- Ta'lim : Jurnal Pendidikan Vol. 12 No. 1 (2026): January
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/attalim.v12i1.2332

Abstract

21st-century education demands the development of a curriculum that is not only oriented towards mastering knowledge, but also on strengthening critical thinking, creativity, collaboration, and communication skills. One relevant approach to address these demands is the project-based curriculum. This article aims to comprehensively examine the design of a project-based curriculum in the context of 21st-century education by integrating the views of educational experts from within and outside the country as well as the latest research findings. The method used is library research by analyzing primary reference books, reputable national and international journal articles, and educational policy documents. The results of the study indicate that a project-based curriculum is able to create meaningful, contextual, and learner-centered learning, while strengthening 21st-century skills. The conclusion of this study confirms that the design of a project-based curriculum is relevant and strategic for implementation at various levels of education, with the note that it requires support from teacher readiness, infrastructure, and sustainable policies.
Co-Authors Alda Elfiyana Dwiyanti AMELIA, CHAIRUNNISA Amiruddin Hasibuan Anisa Rahmah Corry Restuina Fitria Sundari Irfan Dahnial Karina Wanda Melyani Sari Sitepu Muhammad Rizki Muhammad Zulham Lubis Nabila Herlika Ningrum Nur Hafizah Hafni Nurdiyah Nurdiyah Nurseli Sitorus Oktavia Lestari P Resty Wahyuni Sari, Suci Perwita Yenni Novita Harahap