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All Journal Jurnal Pendidikan Dasar JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Didaktika Dwija Indria
Siti Kamsiyati
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Penerapan model pembelajaran means ends analysis (mea) untuk meningkatkan keterampilan pemecahan masalah soal cerita pada siswa sd Elizza Widyastuti; Siti Kamsiyati; Anesa Surya
JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan Vol 7, No 2 (2021): JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpi.v7i1.47256

Abstract

This research used to improve the problem solving skills in story question by applying the Means Ends Analysis learning model for students. This research uses a qualitative approach by Classroom Action Research (CAR). This classroom action research was conducted using two cycles. The subject of this research is student from fourth grade of SD Negeri Bumi I Surakarta in 2019/2020 academic year, which have 15 student. The techniques of collecting data are observation, interviews, documentation, and tests. The results of the problem solving skills test in each action have increased, in the first condition showed an achievement of 7% or as many as 1 student. In the first cycles in first meeting showed an achievement as much as 20% or 3 students and the second meeting as much as 40% or 6 students. In second cycles in first meeting showed an achievement as much as 67% or 10 students and in second meeting as much as 87% or 13 students. Based on this research, the researcher can conclude that by applying the Means Ends Analysis learning model can improve the problem solving skills in fourth grade of SD Negeri Bumi I Surakarta in 2019/2020 academic year.
Peningkatan keterampilan representasi penyajian data melalui model pembelajaran kooperatif tipe numbered head together (nht) pada peserta didik Kelas IV sekolah dasar Regita Cahyani; Siti Kamsiyati; Idam Ragil Widianto Atmojo
JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan Vol 7, No 2 (2021): JPI (Jurnal Pendidikan Indonesia): Jurnal Ilmiah Pendidikan
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpi.v7i1.48718

Abstract

Abstract. This research aims to improve representation skills of data presentation for fourth grade students of Mangkuyudan Elementary School Surakarta in 2018/2019 academic year by by applying Number Head Together (NHT). This Classroom Action Research consisted of two cyles with two learning in each cycle. Subject in this research were students and teacher in IV grade of Mangkuyudan Elementary School Surakarta. Research data collection by way of interviews, observations, test, and document analysis. Source triangulation and technical triangulation used for data validity. The data in this research used descriptive comparative analysis techniques and interactive analysis model by Miles and Huberman. Classical completeness of students in initial condition was 3,33%, in first cycle showed 40%. then in second cycle showed 80%.
Kajian soal pada buku teks matematika kelas v kurikulum 2013 revisi 2018 berdasarkan literasi matematika Muharomah Muharomah; Siti Kamsiyati; Anesa Surya
Didaktika Dwija Indria Vol 9, No 5 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i5.49649

Abstract

This study aims to analyze the questions on grade five mathematics textbook 2018 revision of the 2013 curriculum based on mathematical literacy. The sample of this study is a competency test item on each basic competency. This study use descriptive qualitative method. Data collection in this study use document review. Data analysis in this study use the Miles and Huberman’s model which consist of data reduction, data display, and conclusion. The results of this study is questions that include mathematical literacy from total number of competency test is 53 % or 56 questions. The level of mathematical literacy questions is only at level 1 until level 3 with a specification of level 1is 9 % or 5 questions, level 2 is 41 % or 23 questions, and level 3 is 50 % or 28 questions.
Analisis kesulitan membaca pemahaman pada peserta didik kelas VD SD Djama’atul Ichwan Surakarta Riska Putri Wahyu Lestari; Rukayah Rukayah; Siti Kamsiyati
Didaktika Dwija Indria Vol 9, No 1 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i1.48737

Abstract

This study aims to describe the difficulties of students in the VD class of Djama'atul Ichwan Elementary School in the 2020/2021 academic year in reading comprehension. This study used a qualitative descriptive method where the data collection techniques used observation, interviews, and written tests to 6 respondents. Based on the results of data analysis and discussion, this study found difficulties in reading comprehension in students. Difficulty reading comprehension in students is shown through indicators of students' abilities in answering questions about reading content, finding main ideas, making reading conclusions, determining mandates, and the ability to retell the content of the reading. Data analysis in the discussion provides broad and in-depth information about the difficulties of different students regarding reading comprehension.
Profil kesalahan dalam menyelesaikan soal cerita materi pecahan Maya Novita Sari; Riyadi Riyadi; Siti Kamsiyati
Didaktika Dwija Indria Vol 9, No 2 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i2.49139

Abstract

This research purpose to analtyze the errors carried out by student based on prosedural analysis Newman Error Analysis ini solving fraction material story questions. Newman’s analysis stresses on five spresific activity, which were reading, comprehension, transformation, process skill, and encoding. This research used qualitative with a sigle instrument. The subjects of this research were 5th grade students form SD Negeri Kawatan No 19 Surakarta academic year 2020/. The research subjects were taken purpoisvely with the consideration of predetermined criteria. The validity test technique used source triangulation and ted tehcnical triangulation. Validity test technique used source triangulation and tehnical triangulation. In the research used data analysis technique the domain analysis model and interactive analysis according to Miles and Huberman.The result of this research showed the percentage from the most errors to the smallest error made by students in solving fraction material story questions, namely writing errors questions, encoding error 100% of the answers followed by process skills error 91,66% and transformation errors 37,5%.The existence of this error analysis can help teachers to correct existing error apply more caried ethod in accordance with subsequent mathematics leraning.
Analisis kemampuan membaca pemahaman ditinjau dari minat belajar pada peserta didik kelas 5 sekolah dasar Ayu Cahyaningsih; Rukayah Rukayah; Siti Kamsiyati
Didaktika Dwija Indria Vol 9, No 2 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i2.49176

Abstract

Reading become the most important aspect of Bahasa Indonesia learning because reading is some activity that implicate visual activity start from translating until understanding the poin of the text. The good comprehension reading capability is when someone competent to understanding the content of the text. There are some indicators to measure the comprehension reading capability. Comprehension reading capability should be implemented to elementary school studentespecially at grade V. Basic competency that demand the student to understand and analysis the text need to use the comprehension reading capability. Obstacle that happen frequently are students that have less interest about a text. This low interest to learn a text make them have a low comprehension reading capability. Research to Djama’atul Ichwan elementary school students at grade V represent that their comprehension reading capability are good enough seen from the high study interest. With thath high study interest and high effort will get the good comprehension reading capability.
Analisis kesulitan menulis teks deskripsi pada peserta didik kelas IV sekolah dasar Zulfa Astri Lutfiah; Rukayah Rukayah; Siti Kamsiyati
Didaktika Dwija Indria Vol 9, No 5 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i6.48736

Abstract

The purpose of this study was to describe the difficulty of writing descriptive texts in 4D grade students of SD Djama'atul Ichwan in the 2020/2021 school year. Writing descriptive text is one of the goals to be achieved in Indonesian language learning. This study will describe the difficulty of writing students' descriptive texts based on indicators from the modification of Dalman (2016:103) and Rukayah (2013:117). The method used in this research is descriptive qualitative using a case study approach. Taking research subjects using purposive sampling technique. The data source of this research was the 4D class students which consisted of six students as the research sample. The data collection technique was done by observing, interviewing, testing, and studying the documentation. The validity test of the data used in this study were technical triangulation and source triangulation. Data were analyzed using data analysis model Miles and Huberma. The results of this study indicate that students only master the title indicators in line with the theme. Students have not mastered other indicators, namely: 1) The content of ideas is in accordance with the title and involves the senses; 2) Cohesive and coherensive paragraphs; 3) Choice of words (diction); and 4) Spelling and punctuation. The results of this study provide insight into forms of difficulty in writing descriptive texts. The results of this study also encourage teachers to determine effective strategies, models, methods, and media so that they can overcome difficulties in writing descriptive texts.
Analisis kesulitan menyelesaikan soal cerita materi fpb dan kpk kelas iv sekolah dasar ditinjau dari gaya kognitif Nur Insani; Riyadi Riyadi; Siti Kamsiyati
Didaktika Dwija Indria Vol 9, No 6 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i6.51421

Abstract

This study aims to determine the difficulties in solving the story problem material of HCF and LCM in students of  class IV MI Syafaat Muhammadiyah with a cognitive style field dependent and field independent. The research method used is qualitative with a case study approach. subjects were selected by purposive sampling, obtained 6 research subjects based on the results of the GEFT test. Data collection techniques in this study used the test, interview, and  documentation  methods. The analytical framework was developed based on Newman’s error category. The results of the analysis  obtained five  error types, namely (1) reading errors, (2) comprehension errors, (3) transformation errors, (4) process skills errors, (5) encoding errors. From the results of the analysis, it was found that the difficulty of students in solving story problems was (a) lack of comprehension of the problem posed, (b inability to translate the problem into mathematical form), (c) lack of strategy knowledge, (d) inability to use the correct mathematics. The difficulties that most often occur to students are difficulties in applying the HCF and LCM concepts and difficulties in carrying out mathematical arithmetic operations.
Penerapan model pembelajaran missouri mathematics project (MMP) untuk meningkatkan keterampilan pemecahan masalah pada peserta didik kelas IV sekolah dasar Mierza Prizka Camelia; Siti Kamsiyati; Anesa Surya
Didaktika Dwija Indria Vol 9, No 2 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i2.49650

Abstract

Increasing the problem solving skills  by applying Missouri Mathematics Project model is the purpose of this research. This research is Classroom Action research with two cycles. Students of the 4th  SD N Setono No.95 Surakarta on the 2019/2020, the subject all of students at class totaling 33 students. Data collection techniques in the form of interview, observation, test, and documentation. Data analysis are source and technique triangulation, and content validity. Analysis of the data used is the Miles-Huberman interactive analysis model. The initial conditions of problem solving skills of 4th students showed 0%. The cycle I resulting in a percentage is 30,3%. The cycle II producing a percentage is 84,84%. Based on the result of the research, it can be conclude that the problem solving skills on 4 th students of SD N Setono No. 95 Surakarta in the 2019/2020 can be improved through the Missouri Mathematics Project model. This research contributed to be used as a reference and be a development in varied learning activities in mathematics subject.
Profil kesalahan peserta didik sekolah dasar dalam menyelesaikan soal cerita matematika materi penaksiran Nur Ainsah H. Saleh; Riyadi Riyadi; Siti Kamsiyati
Didaktika Dwija Indria Vol 9, No 3 (2021): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v9i3.49141

Abstract

Tujuan penelitian ini adalah untuk mengkaji macam-macam kesalahan peserta didik dalam penyediaan materi cerita, dan untuk mengkaji faktor-faktor yang mendasari kesalahan peserta didik dalam menyelesaikan materi nilai cerita siswa kelas IV SD Negeri Karangasem angkatan 2020. / 2021. Studi tersebut menggunakan pendekatan kualitatif . Studi tersebut akan mendeskripsikan kesalahan anak didik yang menyelesaikan cerita bahan. Teknik data adalah tes, wawancara, dan dokumentasi. Uji validitas data adalah triangulasi teknik dan triangulasi sumber. Subjek penelitian ini adalah siswa kelas IV SDN Karangasem, sembilan dari 30 peserta didik. Subjek diambil dengan pemilihan tiga kelompok nilai. Analisis data menggunakan model interavtive.Penelitian yang mengarah pada kesalahan yang dilakukan oleh siswa kelas IV Karangasem yaitu kesalahan kesalahan kesalahan, kesalahan kesalahan, kesalahan kesalahan dan kesalahan enconding. Persentase kesalahan terbesar yang dilakukan siswa dari kesalahan kesalahan kesalahan adalah 66,67%, kesalahan membaca yang dilakukan siswa adalah kesalahan membaca sebesar 17,78%. Faktor yang mendasari kesalahan hitung peserta didik dalam soal cerita adalah sangat teliti dalam mengambil informasi tentang cerita, tidak tahu apa yang diketahui dan ditanyakan serta lupa menulisnya, kesalahpahaman dalam perhitungan komputasi dan langkah-langkah solutif dalam menulisnya, ketidaksesuaian pada akhirnya, kesalahan unit pada jawaban dan tidak ditemukan kebenaran.kesalahan proses keterampilan dan kesalahan enconding. Persentase kesalahan terbesar yang dilakukan siswa dari kesalahan kesalahan kesalahan adalah 66,67%, kesalahan membaca yang dilakukan siswa adalah kesalahan membaca sebesar 17,78%. Faktor yang mendasari kesalahan hitung peserta didik dalam soal cerita adalah sangat teliti dalam mengambil informasi tentang cerita, tidak tahu apa yang diketahui dan ditanyakan serta lupa menulisnya, kesalahpahaman dalam perhitungan komputasi dan langkah-langkah solutif dalam menulisnya, ketidaksesuaian pada akhirnya, kesalahan unit pada jawaban dan tidak ditemukan kebenaran. kesalahan proses keterampilan dan kesalahan enconding.Persentase kesalahan terbesar yang dilakukan siswa dari kesalahan kesalahan kesalahan adalah 66,67%, kesalahan membaca yang dilakukan siswa adalah kesalahan membaca sebesar 17,78%. Faktor yang mendasari kesalahan hitung peserta didik dalam soal cerita adalah sangat teliti dalam mengambil informasi tentang cerita, tidak tahu apa yang diketahui dan ditanyakan serta lupa menulisnya, kesalahpahaman dalam perhitungan komputasi dan langkah-langkah solutif dalam menulisnya, ketidaksesuaian pada akhirnya, kesalahan unit pada jawaban dan tidak ditemukan kebenaran.  
Co-Authors Anesa Surya Ayu Cahyaningsih Elizza Widyastuti EvritaNurdiana AnggitaSari Fitri Rahmawati Fitriastuti Fitriastuti Hesti Hesti Idam Ragil Widianto Atmojo Karsono Karsono Khoerinisa Kiky Azizy Syahputri Maya Novita Sari Mierza Prizka Camelia Muharomah Muharomah Norma Atika Suci Nur Ainsah H. Saleh Nur Insani Peduk Rintayati Regita Cahyani Riska Putri Wahyu Lestari Riyadi Riyadi Rukayah Rukayah Sandra Bayu Kurniawan Siti Istiyati Zulfa Astri Lutfiah