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<![CDATA[Pengaruh Model Discovery Learning Berbantuan “Kuba-Kusa” Terhadap Hasil Belajar Matematika Siswa Kelas V ]]>
<![CDATA[Rilfa Indah Rhadita]]>;
<![CDATA[Wahyu Nugroho]]>;
<![CDATA[Angga Setiawan]]>
<![CDATA[ Jurnal Riset Madrasah Ibtidaiyah Vol. 2 No. 2 (2022): Jurnal Riset Madrasah Ibtidaiyah ]]>
Publisher : <![CDATA[Jurnal Riset Madrasah Ibtidaiyah ]]>
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DOI: 10.32665/jurmia.v2i2.538
<![CDATA[The purpose of this study was to determine whether the discovery learning model assisted by the "Cuban-Kusa" teaching aid had an effect on mathematics learning outcomes, especially on the volume of cubes and blocks for fifth-grade students at SDN 1 Duren. The sample of this research is the fifth-grade students at SDN 1 Duren as many as 14 students and the fifth-grade students at SDN 1 Dermosari as many as 13 students. The research method uses quantitative research, and the type of research is a non-equivalent pretest and posttest control group design. Mathematics learning outcomes are measured by a test instrument in the form of 20 multiple-choice questions. Based on the research results from hypothesis testing using an independent sample t-test, the results obtained are sig. (2-tailed) namely (0.003 < 0.05), so the results show that Ha is accepted and H0 is rejected. It can be concluded that the mathematics learning outcomes of students at SDN 1 Duren are influenced by the discovery learning model assisted by the "Cuban-Kusa" teaching aids. It can be seen from the average posttest results of 80.00 in the experimental class and the average results of 66.92 in the control class.]]>
<![CDATA[PENGARUH MINAT BELAJAR TERHADAP HASIL BELAJAR SISWA KELAS VI SDN 1 GAMPING ]]>
<![CDATA[Angga Setiawan]]>;
<![CDATA[Wahyu Nugroho]]>;
<![CDATA[Dessy Widyaningtyas]]>
<![CDATA[ TANGGAP : Jurnal Riset dan Inovasi Pendidikan Dasar Vol. 2 No. 2 (2022): TANGGAP : Jurnal Riset dan Inovasi Pendidikan Dasar ]]>
Publisher : <![CDATA[STKIP PGRI Trenggalek ]]>
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DOI: 10.55933/tjripd.v2i2.373
<![CDATA[Setiap siswa sebagai individu memiliki minat dan ketertarikan yang berbeda-beda, termasuk dalam menentukan ketertarikan minat pembelajaran. Minat belajar siswa akan berdampak pada hasil belajar. berdasarkan hasil observasi di SDN 1 Gamping menunjukkan bahwa rendahnya hasil belajar siswa menjadi faktor utama dalam tingkat pemahaman yang di dorong oleh adanya minat belajar. hasil belajar yang cendeung rendah akan berdampak pada rendahnya minat belajar siswa yang dapat dilihat dari banyak siswa yang mengantuk, dan kurang semangat. Adapun tujuan penelitian ini adalah untuk mengetahui pengaruh minat belajar terhadap hasil belajar siswa kelas VI SDN 1 Gamping. Jenis penelitian pada penenlitian ini menggunakan pendekatan kuantitatif, dengan jenis penelitian kolerasi. Instrumen pengambilan data pada penelitian ini menggunakan lembar observasi, angket dan tes. Hasil penelitian menunjukkan bahwa minat belajar dan hasil belajar peserta didik kelas VI SDN 1 Gamping berada pada kategori sedang dengan persentase 42%. Sedangkan besar pengaruh minat belajar terhadap hasil belajar sebesar 78,5%. Dengan demikian hasil penelitian ini dapat disimpulkan bahwa terdapat hubungan yang saling mempengaruhi antara minat belajar terhadap hasil belajar siswa kelas VI SDN 1 Gamping. Saran bagi pendidik ada baiknya memetakan minat belajar siswa sejak awal untuk memaksimalkan hasil belajar.]]>
<![CDATA[Pengaruh Teams Games Tournament Berbantuan Media Sticky Notes Terhadap Keterampilan Berpikir Kritis Siswa Sekolah Dasar ]]>
<![CDATA[Erlynda Runtut Bela Vista]]>;
<![CDATA[Angga Setiawan]]>;
<![CDATA[Wahyu Nugroho]]>
<![CDATA[ Jurnal Riset Madrasah Ibtidaiyah Vol. 3 No. 1 (2023): Jurnal Riset Madrasah Ibtidaiyah ]]>
Publisher : <![CDATA[Jurnal Riset Madrasah Ibtidaiyah ]]>
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DOI: 10.32665/jurmia.v3i1.537
<![CDATA[Education is an effort to help individuals in developing themselves. The development of science affects the existence of a systematic, critical way of learning so it is necessary to think in a directed and clear manner with the active involvement of students in learning. This research was conducted by researchers because they wanted to try to do learning by applying the Teams Games Tournament model with the help of sticky notes media with the conventional model with the help of image media in order to see a specific comparison of students' critical thinking. A research method is a quantitative approach in the form of a nonequivalent pretest and posttest control group design. The sample was from all the fourth-grade students of Az-Zahro Islamic Elementary School which amounted to 12 people and the fourth-grade students of SDN 2 Gamping 16 people. Data were obtained from students by working on pretest and posttest questions in the form of description questions totaling 10 questions. After analyzing the collected data, the researcher conducted a hypothesis test with the intention of seeing the difference from the treatment carried out. Hypothesis test analysis data obtained 0.000 <0.05 so Ha is accepted and H0 is rejected. The researcher concludes that there is a positive impact of the Teams Games Tournament (TGT) model assisted by sticky notes media on students' critical thinking skills that increase and are enthusiasm in learning activities. The increase in students' critical thinking is also known from the average post-test results of the experimental class students 91 and the control class average of 81.]]>
<![CDATA[Pengaruh Role Playing Berbantuan Media Audio Visual Terhadap Keterampilan Berbicara Siswa Sekolah Dasar Kelas IV ]]>
<![CDATA[Ana Nur Saputri]]>;
<![CDATA[Angga Setiawan]]>;
<![CDATA[Wahyu Nugroho]]>
<![CDATA[ Jurnal Riset Madrasah Ibtidaiyah Vol. 3 No. 1 (2023): Jurnal Riset Madrasah Ibtidaiyah ]]>
Publisher : <![CDATA[Jurnal Riset Madrasah Ibtidaiyah ]]>
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DOI: 10.32665/jurmia.v3i1.539
<![CDATA[This research was conducted to compare the application of role-playing models assisted by audio-visual media with conventional models assisted by media images on students' speaking skills. A sample of all grade IV students at SDN 1 Duren, totaling 15 people, was used as the experimental class and at SDN 1 Dermosari, totaling 12 people, was used as the control class. The research method is quantitative with the non-equivalent form of pretest and posttest control group design. The data collection was in the form of speaking skills test with reference to the speaking skills rubric. After analyzing the collected data, the researcher conducted a hypothesis test to find out a significant difference. Hypothesis test analysis data obtained 0.001 <0.05. The researcher concluded that there was a positive impact from the role-playing model assisted by audio-visual media on students' speaking skills which increased and enthusiasm for learning activities. It can be interpreted that the speaking skills of students at SDN 1 Duren are influenced by the role-playing model assisted by audio-visual media. It can be seen from the average results of the experimental class getting an average of 46.93 with a value of 68 as the highest score and 32 as the lowest score while the posttest experiment with an average of 85.86 with 96 as the highest score and 76 as the lowest score.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN PROBING-PROMTING TERHADAP KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK KELAS IV SEKOLAH DASAR ]]>
<![CDATA[Angga Setiawan]]>;
<![CDATA[Intan Susetyo Kusumo Wardhani]]>;
<![CDATA[Wahyu Nugroho]]>
<![CDATA[ Jurnal Pendidikan DEWANTARA: Media Komunikasi, Kreasi dan Inovasi Ilmiah Pendidikan Vol. 9 No. 2 (2023): Jurnal Pendidikan DEWANTARA: Media Komunikasi, Kreasi, dan Inovasi Ilmiah Pendi ]]>
Publisher : <![CDATA[STKIP PGRI Trenggalek ]]>
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DOI: 10.55933/jpd.v9i2.630
<![CDATA[Peran guru dalam pendidikan sangatlah penting untuk mencetak generasi atau lulusan yang unggul dan berkarakter yang mampu mengimplementasikan ilmu yang dipelajarinya selama di sekolah untuk kehidupan kesehariannya. Perkembangan ilmu pengetahuan mempengaruhi adanya cara belajar yang sistematis, kritis sehingga perlu berpikir secara terarah dan jelas dengan keterlibatan aktif siswa dalam belajar. Permasalahan yang dihadapi oleh siswa kelas IV di SDN 1 Senden dan 1 Bogoran yaitu guru belum menerapkan model yang menarik khususnya dalam usaha peningkatan keterampilan berpikir kritis dalam pembelajaran, materi yang disampaikan kebanyakan hanya sekedar dengan model konvensional sehingga peserta didik terlihat banyak yang kurang aktif dalam pembelajaran karena kurangnya interaksi yang dilakukan antara guru dan peserta didik. Hasil keterampilan berpikir kritis yang didapatkan dari rata-rata nilai penilaian harian masih tergolong cukup karena sebagian siswa ada yang dibawah kriteria ketercapaian tujuan pembelajaran. Metode penelitian yang digunakan adalah kuantitatif dengan jenis non equivalent pretest and posttest control group design. Sampel siswa kelas IV SDN 1 Senden berjumlah 16 siswa dan SDN 1 Bogoran dengan jumlah 15 siswa. Data diperoleh dari siswa dengan mengerjakan soal pretest dan posttest berupa soal uraian berjumlah 10 soal. Setelah data terkumpul, peneliti menganalisis data dengan menggunakan uji normalitas dengan hasil 0,370 yang dinyatakan data berdistribusi normal, selanjutnya uji homogenitas dengan hasil 0,975 yang dinyatakan data berdistribusi sama, dan terakhir peneliti melakukan uji hipotesis bermaksud melihat perbedaan dari perlakuan yang dilakukan. Data analisis uji hipotesis diperoleh 0,000 < 0,05 sehingga Ha diterima dan H0 ditolak. Peneliti menyimpulkan adanya pengaruh model pembelajaran probing-promting terhadap keterampilan berpikir kritis peserta didik kelas IV sekolah dasar.]]>
<![CDATA[Pengaruh Penggunaan Aplikasi Game pada Smartphone terhadap Hasil Belajar Mahasiswa Program Studi PGSD STKIP PGRI Trenggalek ]]>
<![CDATA[Anis Jannatul Firdausi]]>;
<![CDATA[Efi Ika Febriandari]]>;
<![CDATA[Angga Setiawan]]>
<![CDATA[ Bidayatuna Vol 3 No 2 (2020): Oktober ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia. ]]>
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DOI: 10.36835/bidayatuna.v3i2.578
<![CDATA[The purpose of this study is to find out whether there is an influence of the use of game applications on smartphones on the learning outcomes of PGSD STKIP PGRI Trenggalek student learning outcomes, by using quantitative research methods with non-experimental research types or Ex-postfacto. Data obtained by distributing questionnaires through google form with the aim to determine the effect of using game applications on smartphones (independent variables) and documentation to determine student learning outcomes (dependent variable). After the data is collected, it is analyzed by the simple linear regression hypothesis test. The result of analyzing the data it is known that there is a significant influence with the results of r count = 7.774 and consulted with the value of t table = 1.699 with a confidence level of 95%. While the influence of variable X (the use of game applications on smartphones) on the Y variable (learning outcomes) was 49.4%. With these results, the alternative hypothesis is accepted and the null hypothesis is rejected. In other words it can be concluded that there is a significant influence on the use of game applications on smartphones on the learning outcomes of PGSD STKIP PGRI Trenggalek student learning outcomes.]]>
<![CDATA[Pengaruh Kecerdasan Emosional terhadap Motivasi Belajar Matematika Siswa Kelas IV SD Negeri 1 Ngulankulon ]]>
<![CDATA[Fitriana As Sidik]]>;
<![CDATA[Efi Ika Febriandari]]>;
<![CDATA[Angga Setiawan]]>
<![CDATA[ Bidayatuna Vol 3 No 2 (2020): Oktober ]]>
Publisher : <![CDATA[Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat - Islamic Institute of Syarifuddin Lumajang, Indonesia. ]]>
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DOI: 10.36835/bidayatuna.v3i2.580
<![CDATA[This study aims to determine the level of emotional intelligence, find out the motivation to learn mathematics and determine the effect of emotional intelligence on motivation to learn mathematics. Using quantitative research with survey methods. Population and sample of all fourth grade students with 21 students. Data obtained by observation and disseminating the first questionnaire aims to find out emotional intelligence and the second questionnaire to determine student motivation. The research instrument uses a scale of emotional intelligence and motivation to learn mathematics. Descriptive analysis results show that the emotional intelligence of class IV students is in the medium category with a percentage of 14%, while the motivation to learn mathematics in class IV is in the moderate category with a percentage of 29%. After analyzing the data it is known that there is a significant influence with the results of r count = 16.991 and consulted with a value of t table = 1.729. While the influence of variable X (emotional intelligence) on the Y variable (mathematics learning motivation) was 93.8%. With these results, the alternative hypothesis is accepted and the null hypothesis is rejected. It can be concluded that there is a significant influence of the influence of emotional intelligence on mathematics learning motivation of fourth grade students of SD Negeri 1 Ngulankulon.]]>
<![CDATA[Pengaruh Teams Games Tournament Berbantuan Media Sticky Notes Terhadap Keterampilan Berpikir Kritis Siswa Sekolah Dasar ]]>
<![CDATA[Erlynda Runtut Bela Vista]]>;
<![CDATA[Angga Setiawan]]>;
<![CDATA[Wahyu Nugroho]]>
<![CDATA[ Jurnal Riset Madrasah Ibtidaiyah Vol. 3 No. 1 (2023): Jurnal Riset Madrasah Ibtidaiyah ]]>
Publisher : <![CDATA[Jurnal Riset Madrasah Ibtidaiyah ]]>
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DOI: 10.32665/jurmia.v3i1.537
<![CDATA[Education is an effort to help individuals in developing themselves. The development of science affects the existence of a systematic, critical way of learning so it is necessary to think in a directed and clear manner with the active involvement of students in learning. This research was conducted by researchers because they wanted to try to do learning by applying the Teams Games Tournament model with the help of sticky notes media with the conventional model with the help of image media in order to see a specific comparison of students' critical thinking. A research method is a quantitative approach in the form of a nonequivalent pretest and posttest control group design. The sample was from all the fourth-grade students of Az-Zahro Islamic Elementary School which amounted to 12 people and the fourth-grade students of SDN 2 Gamping 16 people. Data were obtained from students by working on pretest and posttest questions in the form of description questions totaling 10 questions. After analyzing the collected data, the researcher conducted a hypothesis test with the intention of seeing the difference from the treatment carried out. Hypothesis test analysis data obtained 0.000 <0.05 so Ha is accepted and H0 is rejected. The researcher concludes that there is a positive impact of the Teams Games Tournament (TGT) model assisted by sticky notes media on students' critical thinking skills that increase and are enthusiasm in learning activities. The increase in students' critical thinking is also known from the average post-test results of the experimental class students 91 and the control class average of 81.]]>
<![CDATA[Pengaruh Model Discovery Learning Berbantuan “Kuba-Kusa” Terhadap Hasil Belajar Matematika Siswa Kelas V ]]>
<![CDATA[Rilfa Indah Rhadita]]>;
<![CDATA[Wahyu Nugroho]]>;
<![CDATA[Angga Setiawan]]>
<![CDATA[ Jurnal Riset Madrasah Ibtidaiyah Vol. 2 No. 2 (2022): Jurnal Riset Madrasah Ibtidaiyah ]]>
Publisher : <![CDATA[Jurnal Riset Madrasah Ibtidaiyah ]]>
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DOI: 10.32665/jurmia.v2i2.538
<![CDATA[The purpose of this study was to determine whether the discovery learning model assisted by the "Cuban-Kusa" teaching aid had an effect on mathematics learning outcomes, especially on the volume of cubes and blocks for fifth-grade students at SDN 1 Duren. The sample of this research is the fifth-grade students at SDN 1 Duren as many as 14 students and the fifth-grade students at SDN 1 Dermosari as many as 13 students. The research method uses quantitative research, and the type of research is a non-equivalent pretest and posttest control group design. Mathematics learning outcomes are measured by a test instrument in the form of 20 multiple-choice questions. Based on the research results from hypothesis testing using an independent sample t-test, the results obtained are sig. (2-tailed) namely (0.003 < 0.05), so the results show that Ha is accepted and H0 is rejected. It can be concluded that the mathematics learning outcomes of students at SDN 1 Duren are influenced by the discovery learning model assisted by the "Cuban-Kusa" teaching aids. It can be seen from the average posttest results of 80.00 in the experimental class and the average results of 66.92 in the control class.]]>
<![CDATA[Pengaruh Role Playing Berbantuan Media Audio Visual Terhadap Keterampilan Berbicara Siswa Sekolah Dasar Kelas IV ]]>
<![CDATA[Ana Nur Saputri]]>;
<![CDATA[Angga Setiawan]]>;
<![CDATA[Wahyu Nugroho]]>
<![CDATA[ Jurnal Riset Madrasah Ibtidaiyah Vol. 3 No. 1 (2023): Jurnal Riset Madrasah Ibtidaiyah ]]>
Publisher : <![CDATA[Jurnal Riset Madrasah Ibtidaiyah ]]>
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DOI: 10.32665/jurmia.v3i1.539
<![CDATA[This research was conducted to compare the application of role-playing models assisted by audio-visual media with conventional models assisted by media images on students' speaking skills. A sample of all grade IV students at SDN 1 Duren, totaling 15 people, was used as the experimental class and at SDN 1 Dermosari, totaling 12 people, was used as the control class. The research method is quantitative with the non-equivalent form of pretest and posttest control group design. The data collection was in the form of speaking skills test with reference to the speaking skills rubric. After analyzing the collected data, the researcher conducted a hypothesis test to find out a significant difference. Hypothesis test analysis data obtained 0.001 <0.05. The researcher concluded that there was a positive impact from the role-playing model assisted by audio-visual media on students' speaking skills which increased and enthusiasm for learning activities. It can be interpreted that the speaking skills of students at SDN 1 Duren are influenced by the role-playing model assisted by audio-visual media. It can be seen from the average results of the experimental class getting an average of 46.93 with a value of 68 as the highest score and 32 as the lowest score while the posttest experiment with an average of 85.86 with 96 as the highest score and 76 as the lowest score.]]>
