Article Per Year (5 Year)
p-Index From 2021 - 2026
1.756
P-Index
This Author published in this journals
All Journal Indonesian Journal of Educational Studies Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah Semantik : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Jurnal Ilmiah Pendidikan Dasar SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Khazanah Pendidikan Dinamika Jurnal Pendidikan Dasar Jurnal Penelitian Pendidikan IPA (JPPIPA) Muallimuna : Jurnal Madrasah Ibtidaiyah Pendas : Jurnah Ilmiah Pendidikan Dasar Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Journal on Education Social, Humanities, and Educational Studies (SHEs): Conference Series JURNAL PERSPEKTIF PENDIDIKAN JPDI (Jurnal Pendidikan Dasar Indonesia) Jurnal IKA PGSD : Ikatan Alumni PGSD UNARS Jurnal Educatio FKIP UNMA Jurnal Riset Pendidikan Dasar (JRPD) Journal for Lesson and Learning Studies AKSELERASI: Jurnal Pendidikan Guru MI Caruban: Jurnal Ilmiah Ilmu Pendidikan Dasar
Badarudin Badarudin
Universitas Muhammadiyah Purwokerto
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Nursing Physics Social Sciences Other

Published : 26 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 26 Documents
Search

 1   2   3 
Elementary Student Conceptual Change About Free Fall Using Reflective Conceptual Change Model Subuh Anggoro; Ari Widodo; Badarudin Badarudin
Jurnal Penelitian Pendidikan IPA Vol. 8 No. 4 (2022): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v8i4.1998

Abstract

Students and even teachers, particularly in elementary schools, continue to have misconceptions about free fall. When using traditional learning methods, it is difficult to change these misconceptions. The purpose of this article is to reconstruct elementary school students' conceptions using a reflective conceptual change model (RCCM) aided by visual multimedia. The research design is quasi-experimental. The participants in this study were grade 4 elementary school students, 20 of whom were female and 10 of whom were male. A four-tiered test and an observation sheet were used as research instruments. Using data analysis, the findings revealed that all students had a new perspective on free fall. Male students improved their conceptual revisions better than female students. There are 90% of male students experiencing a conceptual change from misconception to scientific conception, compared to 15% of female students. RCCM assisted by visual multimedia can improve students' conception to a higher level
ANALISIS LEARNING OBSTACLE SISWA PADA MATERI OPERASI PENJUMLAHAN PECAHAN DI KELAS IV SD NEGERI KALITLAGA Anggit Wahyu Imansyah; Badarudin Badarudin
AKSELERASI: Jurnal Pendidikan Guru MI Vol. 3 No. 2 (2022): AKSELERASI : Jurnal Pendidikan Guru MI
Publisher : HMPS PGMI FTIK IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/akselerasi.v3i2.137

Abstract

Education is part of human life, with the COVID-19 pandemic, of course, education has changed in the way of doing learning which will cause a learning barrier. This study aims to describe the types and factors of learning barriers experienced by students and the solutions made by teachers in overcoming learning obstacles in learning addition operations material in class IV. In this study, the phenomenological hermeneutic method was used to analyze the learning of fourth grade students at SD Negeri Kalitlaga on the subject of addition operations. The technique used to collect data is the result of student answers, observations, interviews and documentation. There are three types of learning obstacles, namely: ontogeny obstacle, didactical obstacle, and epistemological obstacle. The results of this study suggest that ontogeny barriers are the lack of motivation obtained by students, the low ability of students in learning implementation plans that are not well planned, evaluations from teachers and the absence of learning development carried out by teachers. Then the epistemological barrier, namely the limitations of students to be associated with the context and concepts in a question. The factors that cause learning obstacles are caused by the implementation of the learning plan used by the teacher, the form of online learning to face-to-face learning. Solutions that can be used to minimize the occurrence of barriers to student learning are by continuing student motivation, implementing well-designed learning plans and using cooperative learning.  Pendidikan merupakan bagian dari kehidupan manusia, dengan adanya pandemi covid 19 tentunya pendidikan mengalami perubahan didalam cara melakukan pembelajaran yang mana akan menimbulkan suatu hambatan belajar. Penelitian ini bertujuan untuk mendeskripsikan jenis dan faktor hambatan belajar yang dialami oleh siswa dan solusi yang dilakukan guru dalam mengatasi learning obstacle pada pembelajaran materi operasi penjumlahan pecahan di kelas IV. Pada penelitian ini menggunakan metode fenomenologi hermeneutika untuk menganalisis learning obstacle siswa kelas IV SD Negeri Kalitlaga pada materi operasi penjumlahan pecahan. Teknik yang digunakan untuk mengumpulkan data yaitu hasil dari jawaban siswa, observasi, wawancara dan dokumentasi. Terdapat tiga jenis learning obstacle yaitu: ontogeni obstacle, didactical obstacle, epistemologi obstacle. Hasil dari penelitian ini mengemukakan bahwa ontogeny obstacle yaitu kurangnya motivasi yang didapatkan oleh siswa, rendahnya kemampuan siswa dalam penjumlahan pecahan. sedangkan Didactical yaitu rencana pelaksanaan pembelajaran yang tidak terencana dengan baik, evaluasi dari guru dan tidak adanya pengembangan pembelajaran yang dilakukan oleh guru. Kemudian epistemology obstacle yaitu keterbatasan siswa untuk mengaitkan konteks dan konsep dalam suaru soal. Faktor yang menyebabkan learning obstacle yaitu disebabkan dari rencana pelaksanaan pembelajaran yang digunakan oleh guru, peralihan bentuk pembelajaran daring ke pembelajaran tatap muka. Solusi yang dapat digunakan untuk meminimalisir terjadinya learning obstacle siswa yaitu dengan melakukan penguatan motivasi siswa, rencana pelaksanaan pembelajaran yang tersusun dengan baik dan menggunakan pembelajaran yang kooperatif.
Analisis Learning Obstacle Siswa Pada Materi Luas Bangun Datar Persegi dan Persegi Panjang Di Kelas IV Farhan Faisal Dani; Badarudin Badarudin
Caruban: Jurnal Ilmiah Ilmu Pendidikan Dasar Vol 5, No 2 (2022): Juli
Publisher : UNIVERSITAS SWADAYA GUNUNG JATI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (736.089 KB) | DOI: 10.33603/caruban.v5i2.7317

Abstract

Abstrak. Penelitian ini bertujuan untuk mendeskripsikan jenis hambatan belajar, faktor penyebab, serta solusi yang dapat dilakukan guru untuk mengurangi terjadinya learning obstacle pada siswa terkait dengan materi luas bangun datar persegi dan persegi panjang di kelas IV. Penelitian ini menggunakan metode kualitatif dengan pendekatan fenomenologi hermeneutika. Fokus dari objek penelitian ini adalah hambatan belajar yang terjadi pada siswa kelas IV SD N Kembaran. Teknik pengumpulan data yang digunakan yaitu observasi, soal tes tulis, analisis hasil jawaban siswa dalam mengerjakan soal luas bangun datar persegi dan persegi panjang, wawancara, dan dokumentasi. Berdasarkan hasil analisis, peneliti menemukan ada tiga jenis hambatan yang dialami siswa yaitu ontogeny obstacle, didactical obstacle, dan epistemology obstacle. Faktor yang menyebabkan terjadinya learning obstacle yaitu peralihan masa pembelajaran dari daring ke luring, kurangnya pendampingan orang tua ketika siswa belajar di rumah, penyusunan RPP yang dilakukan guru kurang relevan, dan lemahnya siswa dalam menghitung perkalian. Solusi yang dapat guru lakukan yaitu memberikan motivasi belajar, penguatan materi perkalian dasar, menggunakan metode belajar kooperatif, memberikan contoh soal-soal yang bervariasi, dan menyusun RPP secara relevan dan dinamis. Kata kunci: Learning obstacle, Faktor, Solusi, Materi luas persegi dan persegi panjang
Peningkatan Keterampilan Berpikir Kritis dan Sikap Kemandirian Belajar Siswa Melalui Model Pembelajaran Radec (Read, Answer, Discuss, Explain, Create) Materi Indonesiaku Kaya Budaya di Kelas IV SDN 1 Bantarsoka Ratna Dewi Anggraeni; Badarudin Badarudin
Journal on Education Vol 6 No 3 (2024): Volume 6 Nomor 3 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i3.5625

Abstract

The learning model used in 21st century teaching must be able to provide the development of several skills. These include problem-solving, decision-making, critical thinking, understanding information and communication technology, creative thinking, communication and collaboration, and essential skills for living in society, both domestically and internationally. The RADEC learning model is an active learning model that is quite supportive of student learning success. This research was conducted using the classroom action research (PTK) model. The class action research was conducted over two periods, generally contained in two cycles. The research was conducted using the RADEC model in each lesson. The stages of classroom action research in several cycles include planning, implementation, observation, and reflection. The results stated that the use of RADEC model can improve students' critical thinking. This improvement is evident with an average score of 69 and a percentage of completeness of 48.34% in cycle I and an increase in the average score of about 88.83 and 96.67% in cycle II. The use of the RADEC model also increased student learning independence, where the average student learning independence increased to 4.243 in cycle II with very good learning independence criteria, previously there were only 3.466 students with good student learning independence criteria
Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw untuk Meningkatkan Prestasi Belajar IPAS pada Materi Nilai-Nilai Tradisi di Indonesia di Kelas 3 Sekolah Dasar Sramanera Badra Vidu; Badarudin Badarudin
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107462

Abstract

The low academic achievement of third-grade students at SDN 2 Banteran was the background for this study. The purpose of this study was to determine the improvement in student academic achievement in learning traditional values in Indonesia through the jigsaw cooperative model in third-grade elementary school. This study used classroom action research with four stages, including planning, implementation, observation, and reflection. Data collection techniques in this study include observation sheets, evaluation questions, and documentation. The research subjects are third-grade students at SDN 2 Banteran. The research data were analyzed descriptively by examining student scores. The results showed an improvement in learning achievement in Cycle I, with 70% of students meeting the minimum completion criteria, increasing to 80% in Cycle II. The findings of this study on the application of the jigsaw cooperative model indicate that the application of the jigsaw cooperative model can improve student learning achievement.Prestasi belajar siswa di kelas III SDN 2 Banteran masih rendah, melatarbelakangi penelitian ini. Penelitian ini memiliki tujuan guna mengetahui peningkatan prestasi belajar siswa dalam pembelajaran nilai-nilai tradisi di Indonesia melalui model kooperatif tipe jigsaw di kelas III Sekolah Dasar. Penelitian ini memakai Penelitian Tindakan Kelas dengan empat tahapan meliputi perencanaan, pelaksanaan, pengamatan, dan refleksi. Teknik pengumpulan data dalam penelitian ini memakai lembar observasi, soal evaluasi, dan dokumentasi. Subjek penelitian ini adalh siswa kelas III SDN 2 Banteran. Data hasil penelitian dianalisis secara deskriptif dengan melihat nilai siswa. Hasil menunjukan terdapat peningkatan prestasi belajar pada siklus I prestasi belajar siswa sebesar 70% siswa mencapai kritetia ketuntasan minimal meningkat menjadi 80% pada siklus II .Temuan penelitian pada penerapan model kooperatif tipe jigsaw menunjukan penerapan model kooperatif tipe jigsaw bisa meningkatkan prestasi belajar siswa.
Penerapan Model Problem Based Learning Untuk Meningkatkan Hasil Belajar Siswa Pada Materi Cerita Tentang Daerahku Di Kelas IV SD Negeri 1 Purbalingga Wetan Ani Mutiah; Badarudin Badarudin
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107218

Abstract

This research departs from the achievement of student learning outcomes, focusing on efforts to improve them through the application of the PBL learning model in thematic learning on the material “Stories About My Region”. This research is categorized as Classroom Action Research (PTK), with the research subject consisting of 29 fourth grade students of SD Negeri 1 Purbalingga Wetan. The research procedure was carried out in two cycles, each of which consisted of two meetings. The data collection techniques used were direct observation, documentation of activities, interviews, and evaluation tests. The results showed that there was a significant increase in the completeness of student learning outcomes, from 56.59 in cycle I to 81.03 in cycle II. The findings of this study show that the Problem Based Learning model is proven to improve student learning outcomes on the material “Stories About My Region” in class IV SDN 1 Purbalingga Wetan. Penelitian ini berangkat dari pencapaian hasil belajar siswa, dengan memfokuskan pada upaya peningkatannya melalui penerapan model pembelajaran PBL dalam pembelajaran tematik pada materi “Cerita Tentang Daerahku”. Penelitian ini dikategorikan sebagai Penelitian Tindakan Kelas (PTK), dengan subjek penelitian terdiri dari 29 siswa kelas IV SD Negeri 1 Purbalingga Wetan. Prosedur penelitian dilaksanakan dalam dua siklus yang masing-masing terdiri dari dua kali pertemuan. Teknik pengumpulan data yang digunakan adalah observasi langsung, dokumentasi kegiatan, wawancara, dan tes evaluasi. Hasil penelitian menunjukkan bahwa terjadi peningkatan yang signifikan pada nilai ketuntasan hasil belajar siswa, yaitu dari 56,59 pada siklus I menjadi 81,03 pada siklus II. Temuan penelitian ini menunjukan model Problem Based Learning terbukti untuk meningkatkan hasil belajar siswa pada materi “Cerita Tentang Daerahku” di kelas IV SDN 1 Purbalingga Wetan. 
Co-Authors Aji Heru Muslim Aji Heru Muslim Alfina Nurlitasari Andriani, Ana Anggit Fathiara Anggit Wahyu Imansyah Ani Mutiah Ari Widodo Arifin Muslim Bayu Adji Permana Dedy Irawan Dyah Pramesti Fauzia Eka Puspita Sari Elly Hasan Sadeli Farhan Faisal Dani Fika Amyiatun Prastikawati Karma Iswasta Eka Kurnia Dwi Setyaningsih Maya Sinta Aryanti Nina Veronica Septine Nugroho, Agung Okto Wijayanti Pamujo Pamujo Panggih Permana Putra Ratna Dewi Anggraeni Rois Triwibowo Rubiyanti Rubiyanti Sahid Zuhdi Adz Dzaky Sramanera Badra Vidu Subuh Anggoro Supriatna Supriatna Syarifatu Zahrotin