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All Journal Cakrawala Pendidikan Journal on Education Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Komunikasi Pendidikan Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian G-Couns: Jurnal Bimbingan dan Konseling Jurnal Ilmiah Kontekstual Jurnal Ilmiah Wahana Pendidikan Jurnal Riset Pendidikan Dasar (JRPD) Jurnal Ilmu Pendidikan Sekolah Dasar ASEAN Journal of Empowering Community JAMU : Jurnal Abdi Masyarakat UMUS Media Abdimas Proceedings Series of Educational Studies
Laelia Nurpratiwiningsih
Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan Dan Ilmu Pendidikan,, Universitas Muhadi Setiabudi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Dentistry Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Transportation Other

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Journal : Journal on Education

 1 
Analisis Penerapan Model Pembelajaran Treffinger pada Pembelajaran Matematika di Kelas V SDN Tengki 02 Kabupaten Brebes Melida Rosiyana; Laelia Nurpratiwiningsih; Yasin Yasin
Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i1.4252

Abstract

The purpose of this study was to determine the application of the treffinger learning model in mathematics learning and the teacher's difficulty factor in applying the treffinger learning model to mathematics learning in class V SDN Tengki 02 Brebes Regency. This research method uses qualitative research which was carried out at SDN Tengki 02, Brebes Regency. This research technique uses interviews, observation and documentation. The data analysis techniques used are data collection, data reduction, data presentation and drawing conclusions. The results of the study show that the application of the treffinger learning model is very effective in learning mathematics in improving the creative thinking skills of students who are able to solve given problems, express opinions and express ideas in creative thinking. Teacher difficulty factors that occur in implementing the Treffinger learning model are teacher skills, material preparation, class management, learning time, evaluation and feedback. The learning outcomes obtained before the learning model was applied were 30% of students who scored below the KKM with a value of 65. Using the Treffinger learning model made students more active in learning activities and created a pleasant atmosphere. The Treffinger learning model can be applied in higher classes in mathematics learning.
Analisis Keterkaitan Gaya Belajar Visual Auditori Kinesteteik pada Pembelajaran SBdP Kelas IV SDN Buara 02 Uswatun Khasanah; Moh Toharudin; Laelia Nurpratiwiningsih
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.6656

Abstract

Teachers often do not apply learning strategies that suit students' learning styles. This is very important, especially in learning Arts, Culture and Crafts (SBdP). This research aims to analyze the relationship between learning styles in SBdP class IV SDN Buara 02. This research focuses on the role of teachers in SBdP learning, student obstacles and teacher solutions so that learning runs well. Researchers used qualitative methods with a case study approach. Data collection techniques include observation, interviews and documentation. The results of this research are that teachers play a very active role in learning activities with students and teachers also pay attention to the learning styles of students and implement the three visual auditory kinesthetic learning styles in one learning time. The teacher's role is very important in SBdP learning. The teacher is not only the main source so that learning runs smoothly, but also acts as a facilitator who meets all the needs of students during learning activities.
Analisis Kegiatan Ice Breaking Pada Pembelajaran IPAS di SD Negeri Pengaradan 02 Dhita Fajriyani Agustin; Laelia Nurpratiwiningsih; Didik Tri setiyoko
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.6845

Abstract

The purpose of this research is to examine the analysis of ice breaking activities in science lessons at SD Negeri Pengaradan 02. The main focus of this study is on how ice breaking activities are conducted in science classes at SD Negeri Pengaradan 02, the factors that influence and hinder the success of these activities. This research uses a qualitative descriptive approach by utilizing documentation, observation, and interviews as data collection methods. Analysis techniques such as data collection, editing, processing, and verification are used. The findings indicate that incorporating ice-breaking activities in science education can improve student learning outcomes by reducing dropout rates and increasing concentration. Common ice breakers used by teachers include songs, sports, and games held at the end or during breaks between classes. The implementation of ice breaking in science lessons can make students more engaged, confident, and cooperative during the learning process. However, in the process of implementing ice breaking, teachers must consider the classroom environment and students' learning styles to determine whether the activities can be carried out or not. Factors affecting ice breaking have the potential to streamline the learning process and make classes more interesting and enjoyable. The main benefit of ice breaking activities is the teacher's creative ability to explain the various types of ice breaking that occur in the classroom.
Co-Authors Abdul Malik Ibrahim Armyta Puspitasari Atikah Mumpuni Damar Isti Pratiwi Dedi Romli Triputra Dewi Nafa Ulama Dhita Fajriyani Agustin Diah Sunarsih Eka Ayu Ristiyani Elsa Vina Pramesti Erni Daryati Farhan Saefudin Wahid Gian Fitralisma Hijrah Eko Putro Ike Desi Florina M. Wildan Arvin Hakim Melida Rosiyana Moh Toharudin Moh. Jauharul Maknun Muamar Muamar Muhamad Lutfi Hakim Muhamad Toha Mukson Mukson Mumpuni, Sesya Dias Nadia Rizqi Amalia Novi Yuliyanti Nurul Fitri Ulwiyah Prasetyo Yuli Kurniawan Prasetyo Yuli Kurniawan Prasetyo Yuli Kurniawan Rani Nur Fauziah Rifatul Masrikhiyah Rila Melyana Fitri Setiyoko, Didik Tri Sholihah Sholihah Siska Afresda Sri Adi Nurhayat Sri Adi Nurhayati Teguh Arifianto Tutut Rahayu Ubaedillah Ubaedillah Ubaedillah Ubaedillah Ubaedillah Ubaedillah Uswatun Khasanah Veby Franciska Yuliandini Wildan Qosid Yasin Yasin Yuhanit Nur Khabibah Yuni Widia Ayu