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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
Abdul Mujib
Universitas Muslim Nusantara Al Washliyah
Education

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PERBEDAAN KETERAMPILAN BERPIKIR KOMPUTASIONAL SISWA KELAS V SD NEGERI 101789 BERDASARKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING DAN PROBLEM POSING Fifir Irwanti; Abdul Mujib
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18547

Abstract

Computational thinking is a form of Higher-Order Thinking Skill (HOTS) that assists students in decision-making and problem-solving, while also enhancing their performance in mathematics. This study aims to determine the differences in computational thinking skills among fifth-grade students at SD Negeri 101789 when taught using the Problem-Based Learning model versus the Problem-Posing model. Quantitative research is defined as a method grounded in positivism; it involves studying specific populations or samples—typically selected via random sampling—collecting data through research instruments, and employing quantitative or statistical analysis to test established hypotheses. A population comprises the entire set of objects under study, whether they are people, things, events, values, or occurrences. Based on this definition, the target population for this study consists of all 60 fifth-grade students at SD Negeri 101789, comprising 28 boys and 32 girls. Random sampling was used to assign classes to the two experimental groups: Experiment Group I consisted of 30 students from class V-A (taught using Problem-Based Learning), and Experiment Group II consisted of 30 students from class V-B (taught using Problem-Posing). This study employs an experimental research method, specifically a quasi-experimental design. The hypothesis test analysis presented in the table above reveals a significance value of 0.000 for both the Problem-Posing and Problem-Based Learning methods, indicating a significant difference between the two. Furthermore, a comparison of the calculated t-value (t_{count} = 4.058) against the critical t-value (t_{table}) at df = 58 (2.001) shows that t_{count} > t_{table}. Based on the significance value of 0.000 (< 0.05), it can be concluded that the null hypothesis (H₀) is rejected and the alternative hypothesis (H₁) is accepted; there is a difference in students' understanding of computational thinking skills when using the Problem-Based Learning and Problem-Posing learning models. Results from Experiment I indicate that Problem-Based Learning is highly effective in developing computational thinking skills related to problem-solving. However, students' creativity in formulating problems was not optimally honed, as the problems were provided by the teacher.
Layanan Konseling Kelompok Teknik Assertive Training untuk Mereduksi Konformitas Negatif: Perbandingan Jenis Kelamin Chandra Wahyudi; Nurasyah Nurasyah; Abdul Mujib; Chandra Wahyudi; Nurasyah Nurasyah; Abdul Mujib; Dewi Febriana Purba
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 5 No. 8 (2025)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v5.i8.2025.5

Abstract

Penelitian ini bertujuan untuk mengkaji efektivitas layanan konseling kelompok teknik assertive training dalam mereduksi konformitas negatif dan membandingkan efektivitasnya berdasarkan jenis kelamin. Penelitian menggunakan desain pra-eksperimen dengan pretest-posttest one group design melibatkan 7 siswa. Pengumpulan data menggunakan skala konformitas negatif dan dianalisis dengan paired sample t-test dan independent sample t-test. Uji normalitas menunjukkan data terdistribusi normal (Kolmogorov-Smirnov sig. = 0,200 > 0,05; Shapiro-Wilk pretest sig. = 0,777, posttest sig. = 0,928). Hasil menunjukkan perbedaan signifikan antara skor pretest dan posttest (sig. 2-tailed = 0,000 < 0,05), dengan rata-rata skor pretest 128,14 menurun menjadi 68,29 pada posttest, membuktikan efektivitas assertive training dalam mereduksi konformitas negatif. Analisis perbandingan jenis kelamin menunjukkan tidak ada perbedaan signifikan pada skor pretest antara laki-laki dan perempuan (p = 0,400 > 0,05), mengindikasikan kondisi baseline yang setara. Demikian pula, analisis posttest menunjukkan tidak ada perbedaan jenis kelamin yang signifikan (p = 0,788 > 0,05), menunjukkan bahwa assertive training sama-sama efektif untuk kedua jenis kelamin. Temuan mendukung bahwa konseling kelompok dengan teknik assertive training dapat diimplementasikan secara universal tanpa modifikasi khusus jenis kelamin, memberikan dasar evidence-based untuk praktik konseling yang inklusif.
Co-Authors ABDUL MUJIB Chandra Wahyudi Chandra Wahyudi Dewi Febriana Purba Fifir Irwanti Nurasyah Nurasyah