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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN MIPA Didaktik : Jurnal Ilmiah PGSD STKIP Subang International Journal of Geotourism Science and Developmen Jurnal Pengabdian Masyarakat dan Riset Pendidikan BHAKTI JIVANA
I Wyn. Sujana, Ni Luh Pitriani I Kt. Adnyana Putra
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Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Nursing Social Sciences Other

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MATEMATIKA DEKAT DENGAN KEHIDUPAN ANALISIS PEMBELAJARAN BERBASIS PROBLEM BASED LEARNING DI SEKOLAH DASAR Ni Kadek Dwi Widianti; I Komang Tri Aji Zena; I Made Sujana Adnyana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50136

Abstract

This study aims to analyze mathematics learning based on the Problem Based Learning (PBL) approach in elementary schools through a literature review. Mathematics is often considered a difficult and less interesting subject because learning activities are still teacher-centered and less connected to students’ daily lives. Therefore, the PBL approach is expected to help students understand mathematical concepts through contextual problems related to real-life situations. This study used a qualitative descriptive method with a library research approach. Data were collected from books, scientific journals, and relevant articles discussing mathematics learning and Problem Based Learning in elementary schools. The results of the study indicate that the implementation of Problem Based Learning can increase students’ learning motivation, problem-solving skills, critical thinking abilities, and participation during the learning process. In addition, mathematics learning becomes more meaningful and contextual because students are directly involved in solving real-life problems. Therefore, the Problem Based Learning approach is considered effective in improving the quality of mathematics learning in elementary schools
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA PADA MATERI PECAHAN KELAS V SEKOLAH DASAR Ni Wayan Nera Wati; Ni Wayan Jupita; Ni Made Rita Dwi Cahyani; I Made Sujana Adnyana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50138

Abstract

This study aimed to improve fifth-grade elementary school students’ mathematics learning outcomes on fraction material through the implementation of the Problem Based Learning model. This study used Classroom Action Research conducted in two cycles consisting of planning, implementation, observation, and reflection. The subjects of the study were 30 fifth-grade elementary school students. Data collection techniques included tests, observation, and documentation. The data were analyzed using descriptive quantitative analysis techniques by calculating the average score and percentage of learning completeness. The results showed that the implementation of Problem Based Learning improved students’ mathematics learning outcomes, learning activities, and student participation during the learning process. The average score increased from 70 in cycle I to 84 in cycle II, while learning completeness increased from 63% to 90%. Therefore, the Problem Based Learning model is effective in improving students’ mathematics learning outcomes on fraction material.
PENERAPAN MODEL COOPERATIVE LEARNING UNTUK MENINGKATKAN KEMAMPUAN NUMERASI SISWA DALAM MENYELESAIKAN SOAL CERITA MATEMATIKA DI SEKOLAH DASAR I Gusti Ayu Putu Lila Engelina; Ni Kadek Noviyanti; Ni Kadek Mia Adeliani; Kadek Mas Aishwarya Ari Canti; I Made Sujana Adnyana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50237

Abstract

This study aims to improve students' numeracy skills in solving mathematical story problems through the implementation of the Cooperative Learning model in elementary schools. This study used a Classroom Action Research (CAR) approach, implemented in two cycles, each consisting of planning, implementation, observation, and reflection. The subjects were 25 third-grade elementary school students. Data were collected through numeracy tests, observation sheets, and documentation of learning activities. The results showed that the implementation of the Cooperative Learning model significantly improved students' numeracy skills. This improvement was evident in the increase in average numeracy test scores from cycle I to cycle II, as well as an increase in the percentage of learning completion. Furthermore, student engagement in the learning process also showed positive developments. Students became more active in group discussions, helped each other understand story problems, and were more confident in expressing their opinions and solutions. The Cooperative Learning model provides opportunities for students to learn collaboratively, enabling them to rely not only on individual abilities but also on the strengths of teamwork. This makes the learning process more meaningful, as students can connect mathematical concepts to real-world experiences through social interaction. Thus, the application of the Cooperative Learning model has proven effective in improving students' numeracy skills as well
PENERAPAN MODEL CONTEXTUAL TEACHING AND LEARNING BERBANTUAN MEDIA KONKRET UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA PADA MATERI PENJUMLAHAN DAN PENGURANGAN SISWA KELAS II SD Ni Kadek Srisedani; Ni Putu Intan Pratiwi; I Made Sujana Adnyana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50503

Abstract

This study aims to improve students’ mathematics learning outcomes on addition and subtraction material through the implementation of the Contextual Teaching and Learning (CTL) model assisted by concrete media for second grade elementary school students. This research was motivated by the low learning outcomes of students in mathematics subjects caused by difficulties in understanding abstract mathematical concepts, low student participation during the learning process, and the limited use of instructional media by teachers. The research method used was Classroom Action Research conducted in two cycles, with each cycle consisting of planning, implementation, observation, and reflection stages. The subjects of this study were second grade students at an elementary school. Data collection techniques were carried out through observation, tests, interviews, and documentation. The results of the study showed that the implementation of the Contextual Teaching and Learning model assisted by concrete media was able to improve students’ mathematics learning outcomes significantly. Students became more active, enthusiastic, confident, and able to understand addition and subtraction concepts more easily because the learning process was connected to real-life situations and supported by concrete objects around them. The improvement could be seen from the increase in students’ average scores and learning mastery in each cycle. Therefore, the CTL model assisted by concrete media can be used as an effective and innovative learning alternative to improve mathematics learning outcomes in elementary schools.
ANALISIS KESULITAN BELAJAR SISWA KELAS V SEKOLAH DASAR DA-LAM OPERASI HITUNG SATUAN PANJANG I Gusti Gede Dwiyana; I Wayan Mardika; I Kadek Yuda Pranata; I Made Sujana Adnyana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50505

Abstract

This study aims to conduct an in-depth analysis of the learning difficulties experienced by fifth-grade elementary school students in solving length unit calculations. The background of this study is based on students’ still-low ability to understand basic concepts of length units and to convert between units, which leads to errors in solving math problems. This study employs a qualitative approach using a descriptive method. The research subjects were fifth-grade students at a selected elementary school chosen through purposive sampling. Data collection techniques included written tests, in-depth interviews, and documentation. Data analysis was conducted through the stages of data reduction, data presentation, and drawing conclusions. The results of the study indicate that students’ learning difficulties encompass three main aspects: conceptual difficulties, procedural difficulties, and difficulties in problem-solving. Conceptual difficulties are evidenced by students’ low understanding of the relationships between units of length. Procedural difficulties are evident in errors when performing conversion steps and arithmetic operations. Meanwhile, difficulties in problem-solving were evident in students’ inability to understand word problems related to units of length. Additionally, misconceptions were identified, such as errors in using the unit conversion ladder and inaccuracies in determining the appropriate operations to use. Factors contributing to learning difficulties include internal factors
PENGARUH MODEL DISCOVERY LEARNING BERBANTUAN MEDIA KONKRET TERHADAP HASIL BELAJAR MATEMATIKA MATERI BANGUN DATAR PADA SISWA KELAS 4 SD NEGERI 1 ANTIGA Ni Kadek Damayanti; Ni Made Andani Dwipayanti; Ni Luh Tika Sawitri; I Made Sujana Adnyana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50567

Abstract

This study aimed to determine the effect of the Discovery Learning model assisted by concrete media on mathematics learning outcomes in plane geometry material for elementary school students. This research was motivated by the low mathematics learning outcomes of students caused by learning activities that were still teacher-centered and the limited use of learning media. This study used a quantitative approach with a quasi-experimental design involving an experimental class and a control class. The experimental class was taught using the Discovery Learning model assisted by concrete media, while the control class used conventional learning methods. Data were collected through pretest and posttest instruments and analyzed using descriptive statistics and t-test analysis. The results showed that students who learned through the Discovery Learning model assisted by concrete media achieved higher posttest scores compared to students who learned through conventional methods. The use of concrete media also increased students’ learning motivation, participation, and understanding of plane geometry concepts. Therefore, the Discovery Learning model assisted by concrete media had a positive and significant effect on students’ mathematics learning outcomes in elementary school
ANALISIS HAMBATAN BELAJAR SISWA PADA MATERI PENGUKURAN PANJANG DI KELAS II SEKOLAH DASAR I Wayan Arya Suta Ardyansa; Ni Luh Nitiasih; I Ketut Tresna Yasa; I Made Sujana Adnyana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.50578

Abstract

This study aims to analyze the learning obstacles experienced by second-grade elementary school students in the topic of length measurement. The learning obstacles include conceptual, procedural, and didactical barriers that affect students’ understanding of measurement concepts, both using standard and non-standard units. This research employed a qualitative descriptive method with second-grade students from an elementary school as the subjects. Data were collected through observation, interviews, and analysis of students’ work.The results indicate that conceptual obstacles occur when students do not yet understand the meaning of length as a measurable quantity and have difficulty distinguishing between standard and non-standard units. Procedural obstacles are reflected in students’ errors when using measuring tools, such as rulers, particularly in determining the starting point and reading measurement results. In addition, students experience difficulties in converting simple units of length, such as from centimeters to meters, and tend to lack accuracy during the measurement process. Meanwhile, didactical obstacles are caused by limited variation in teaching methods and the minimal use of concrete learning media that support students’ understanding.These findings suggest that learning activities on length measurement should be designed in a contextual and activity-based manner to help students construct their understanding gradually. Teachers are encouraged to apply approaches that involve direct exploration, such as measuring objects in students’ surroundings, and to provide appropriate scaffolding. Furthermore, the use of manipulative media, contextual worksheets, and problem-based learning can serve as alternative strategies to enhance student engagement. Thus, learning obstacles can be minimized, and students’ understanding of length measurement concepts can be improved optimally and sustainably.
IMPLEMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING PADA MATA PELAJARAN MATEMATIKA DI SEKOLAH DASAR I Wayan Arsana Ardiantara; I Gede Oka Parmadi; I Ketut Alit Adi Wiratma; I Made Sujana Adnyana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51713

Abstract

This study aims to describe and analyze the implementation of the Problem Based Learning (PBL) model in improving mathematics learning outcomes of fourth-grade students at SD Negeri 3 Seraya. The study was motivated by low student achievement due to teacher-centered instruction and limited student engagement. This research employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, conducted in two cycles consisting of planning, action, observation, and reflection stages. The subjects were 21 students with varying academic abilities. Data were collected through learning outcome tests (pre-test and post-test), observation sheets of student and teacher activities, and documentation. The data were analyzed using both quantitative and qualitative approaches. The results showed that the implementation of PBL had a positive impact on students’ learning outcomes. The average pre-test score was 62.38 with 38% learning mastery. After the first cycle, the average score increased to 78.57 with 71% mastery. In the second cycle, the average score further improved to 86.19 with 90% mastery. In addition, student activity and engagement also improved, particularly in identifying problems, participating in group discussions, and presenting solutions. In conclusion, the PBL model is effective in improving mathematics learning outcomes and enhancing students’ critical thinking and problem-solving skills. Therefore, PBL is recommended as an innovative teaching strategy to improve the quality of mathematics instruction in elementary schools.
Pengaruh Penggunaan Model Problem Based Learning terhadap Hasil Belajar Perkalian Dasar Siswa Kelas III SD I Kadek Todi Darma Putra Permana; I Made Agus Setiawan; I Gede Agus Subawa; I Made Sujana Adnyana
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51769

Abstract

This study aims to determine the effect of the Problem Based Learning model on improving the basic multiplication learning outcomes of third-grade elementary school students. The research employed a quantitative approach using a pre-experimental design with a one-group pretest-posttest method. The subjects of this study were 28 third-grade students at an elementary school. Data were collected through tests, observations, and documentation. The results showed that the implementation of the Problem Based Learning model significantly improved students’ learning outcomes in basic multiplication material. Students became more active, enthusiastic, and better able to understand multiplication concepts through problem-solving activities related to daily life situations. In addition, the learning process encouraged students to think critically, collaborate with peers, and participate actively during classroom activities. Therefore, the Problem Based Learning model can be used as an effective alternative learning model to improve mathematics learning outcomes, especially in basic multiplication material for third-grade elementary school students
Co-Authors ., Ni Ketut Erna Muliastrini Gusti Ayu Nanik Ardhiani Gusti Ayu Nanik Ardhiani3 I Gede Agus Subawa I Gede Oka Parmadi I Gede Widiastika I Gede Widiastika I Gusti Ayu Adi Rahayuni I Gusti Ayu Putu Lila Engelina I Gusti Ayu Sri Trisna Dewi I Gusti Gede Dwiyana I Kadek Gun Dipa Adnyana I Kadek Todi Darma Putra Permana I Kadek Yuda Pranata I Ketut Alit Adi Wiratma I Ketut Tresna Yasa I Komang Tri Aji Zena I Made Agus Kartika Putra I Made Agus Setiawan I Putu Agus Oktober yanta Kastara I Wayan Arsana Ardiantara I Wayan Arya Suta Ardyansa I Wayan Mardika Ida Bagus Putrayasa Kadek Mas Aishwarya Ari Canti M.Pd Prof. Dr. I Nyoman Sudiana . Ni Kadek Damayanti Ni Kadek Depi Dumaini Ni Kadek Depi Dumaini Ni Kadek Dwi Widianti Ni Kadek Lanus Merteasih Ni Kadek Lolita Amaria Ni Kadek Mia Adeliani Ni Kadek Noviyanti Ni Kadek Nunuk Widianti Ni Kadek Srisedani Ni Ketut Emik Krusitawati Ni Ketut Vira Indiani Ni Komang Hepi Satyawati Ni Luh Ayu Ratih Ni Luh Listiani Dewy Ni Luh Nitiasih Ni Luh Putu Aryastiti Ni Luh Putu Sri Marsia Ni Luh Tika Sawitri Ni Made Andani Dwipayanti Ni Made Putri Kristyanitha Ni Made Rita Dwi Cahyani Ni Nyoman Yuli Adelina Ni Putu Datrini Ni Putu Intan Pratiwi Ni Wayan Jupita Ni Wayan Nera Wati Ni Wayan Pari Santi Nyoman Dantes Pande Gede Wira Subandi Putu Bayu Ariska Putra Gotama Putu Sri Widiastini Sang Ayu Putu Suartini Sariyasa Sariyasa Utama Diyatmika Wayan Yanik Yasmini Wayan Yanik Yasmini