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Sati Sati
Universitas Muhammadiyah Cirebon
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : J-CEKI

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Penerapan Model Project Based Learning (PjBL) dalam Meningkatkan Critical Thinking Peserta Didik pada Pelajaran IPAS Ragil Sunita; Sati Sati; Nurkholis Nurkholis
J-CEKI : Jurnal Cendekia Ilmiah Vol. 3 No. 5: Agustus 2024
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v3i5.4725

Abstract

This research is motivated by the low level of critical thinking skills of class V. this can be evidenced by the results of observations and interviews conducted with class v teachers, which show that student are quite responsive in answering questions, but they are not yet able to answer questions that require explanation. Out of the 12 students, only 4 students are actively asking questions during learning. This is because the learning model used is less effective and does not motivate students. This research aims to enhance students critical thinking skills by implementing the Project Based Learning (PjBL) model. This research employs a Classroom Action Research (CAR) methodology. The research design is based on the Kemmis and Taggart model, which encompasses four stages: planning, implementation, observation, and reflection. The research findings indicate a significant improvement in students critical thinking skills, with a 50% increase in cycle I and an 83,33% increase in cycle II following the implementation of the Project Based Learning (PjBL) model.
Penerapan Model Problem Based Learning (PBL) untuk Meningkatkan Hasil Belajar Peserta Didik pada Mata Pelajaran Matematika Much. Iqbal; Sati Sati; Nurkholis Nurkholis
J-CEKI : Jurnal Cendekia Ilmiah Vol. 3 No. 5: Agustus 2024
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v3i5.4747

Abstract

This research was motivated by the low learning outcomes of students in Mathematics subjects. This research aims to improve student learning outcomes in mathematics subjects through the application of the Problem Based Learning model. The research method used in this research is classroom action research (PTK) which consists of 2 cycles, where each cycle consists of 1 meeting with activity stages including planning, implementation, observation and reflection. In the initial conditions, student learning outcomes were still low. This is because teachers have not implemented innovative learning models. Thus, students are less able to find, analyze and conclude the area of ​​a flat rectangular shape. Therefore, Classroom Action Research (PTK) was carried out by applying the Problem Based Learning (PBL) model with the hope that the final conditions would experience an increase in student learning outcomes. The results of the research showed that in the pre-cycle the percentage of learning outcomes was 35.71%, there was an increase in student learning outcomes in cycle I of 64.29% and cycle II of 85.71% after implementing the Problem Based Learning (PBL) learning model in Mathematics learning .
Efektivitas Penggunaan Alat Peraga Kereta Lompat dalam Meningkatkan Pemahaman Konsep Matematika Peserta Didik Mely Amaliyahkholis; Sati Sati; Nurkholis Nurkholis
J-CEKI : Jurnal Cendekia Ilmiah Vol. 3 No. 5: Agustus 2024
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v3i5.4748

Abstract

Penelitian ini dilatar belakangi dengan pemahaman konsep matematika peserta didik yang kurang maksimal dalam pelajaran matematika. Keadaan tersebut disebabkan oleh proses pembelajaran yang kurang menarik, dan guru yang kurang kreatif dalam mengembangkan alat peraga. Tujuan penelitian ini untuk mengetahui efektivitas penggunaan alat peraga kereta lompat dalam meningkatkan pemahaman konsep matematika peserta didik. Penelitian ini dilaksanakan di Kelas I SD Negeri 2 Mandala dengan jumlah sampel sebanyak 28 dengan menggunakan teknik One Grup Pretest Posttest Design. Pendekatan yang digunakan adalah pendekatan kuantitatif dengan metode eksperimental. Instrument pengumpulan data penelitian ini berupa lembar tes, observasi, wawancara dan dokumentasi. Hipotesis yang diajukan dalam penelitain ini adalah terdapat efektivitas penggunaan alat peraga kereta lompat terhadap pemahaman konsep matematika peserta didik Kelas I SD Negeri 2 Mandala. Teknik analisa data menggunakan uji normalitas, uji homogenitas, uji hipotesis (uji-t). Hasil penelitian diperoleh bahwa, nilai rata-rata pemahaman konsep peserta didik pada pelajaran matematika tidak menggunakan alat peraga kereta lompat adalah 45. Nilai rata-rata pemahaman konsep matematika peserta didik pada pelajaran matematika menggunakan alat peraga kereta lompat adalah 88. Hasil uji-t diperoleh taraf signifikan 0,000. Hal ini membuktikan bahwa penggunaan alat peraga kereta lompat memiliki pengaruh yang signifikan terhadap pemahaman konsep matematika peserta didik di Kelas I SD Negeri 2 Mandala.
Pengaruh Media Pembelajaran Articulate Storyline Terhadap Hasil Belajar Peserta Didik pada Pembelajaran Matematika Putri Selviana; Eliya Rochmah; Sati Sati
J-CEKI : Jurnal Cendekia Ilmiah Vol. 3 No. 5: Agustus 2024
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v3i5.4853

Abstract

This study aims to 1) find out how the use of Articulate Storyline media in grade IV of SD Negeri 2 Kalibuntu, 2) find out how the learning outcomes of students in Mathematics learning in grade IV of SD Negeri 2 Kalibuntu, 3) find out how the use of articulate storyline media affects the learning outcomes of students in Mathematics learning at SD Negeri 2 Kalibuntu. The research design used in this study uses a quantitative method using a pre-experimental design approach in the form of one group design pre-test-post testt. The subjects of this study consist of 15 students. The data collected used teacher performance observation sheets, student observation sheets and test questions before and after the use of learning media. The results of the study were based on 1) observations made on teacher performance, teacher performance before using Articulate Storyline learning media obtained a total score of 14 (66%) with sufficient criteria. Meanwhile, the teacher's performance after using the Articulate Storyline learning media obtained a total score of 19 (90%) with very good criteria. 2) The test results showed a significant increase in test scores before and after using the media, with an average score of 56.33 for pretest learning outcomes and 79 for posttest learning outcomes. 3) Based on the results of the Paired Sample T test, it is known that the value of Sig. (2-tailed) is 0.000 < 0.05, then Ho is rejected and Ha is accepted.
Peningkatan Hasil Belajar Peserta Didik Melalui Penerapan Metode Kerja Kelompok Pada Mata Pelajaran Bahasa Indonesia Diana Ratna Sari; Sudrajat Sudrajat; Sati Sati
J-CEKI : Jurnal Cendekia Ilmiah Vol. 3 No. 5: Agustus 2024
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v3i5.4896

Abstract

This research aims to describe the use of group work methods in learning Indonesian to improve student learning outcomes. The subjects of this research were grade 1 students of Bina Insan Mulia Elementary School, Cisaat Village, Dukupuntang District, Cirebon Regency. The research method used is the Group Work method with the STAD type (Students Teams Achievement Divisions) in the form of classroom action research (PTK). The design in this research is the Kemmis and Taggart model. Kemmis and Taggart's model consists of four steps, namely planning, implementation, observation and reflection. The results of research in cycle I and cycle II showed an increase in student learning outcomes. This is evident from the data obtained from the research, there was an increase in the pre-cycle, there were 4 students (23.52%) who completed or met the group learning indicators. Therefore, action was taken in cycles I and II. In cycle I, the ability of students learning in groups increased to 8 students (47.05%). Then continued in cycle II and there was an increase in learning abilities in groups as many as 12 students (70.58%) reached the complete criteria or met the critical thinking ability indicators and 5 students (29.42%) had not yet reached the complete criteria.
Co-Authors Andini Nur Amelia Diana Ratna Sari Diana Setiana Iin Mutmainnah Lestari Lestari Mely Amaliyahkholis Much. Iqbal Nur Asyiah, Nur Nurkholis Nurkholis Nurkholis Putri Selviana Ragil Sunita Rissa Widyasih Rochmah, Eliya Sodik Casudin Sri Hidayanti Sudrajat Sudrajat