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All Journal JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan Humanis : Jurnal Ilmu-Ilmu Sosial dan Humaniora Journal on Education JURNAL CEMERLANG: Pengabdian pada Masyarakat Jurnal Pendidikan dan Konseling JTIEE (Journal of Teaching in Elementary Education) Didaktika: Jurnal Pemikiran Pendidikan Indonesian Journal of Primary Science Education (IJPSE) Cokroaminoto Journal of Primary Education DedikasiMU: Journal of Community Service Kalam Cendekia: Jurnal Ilmiah Kependidikan Jurnal Ilmiah Pendidikan Dasar (JIPDAS) JURNAL MUARA PENDIDIKAN JS (Jurnal Sekolah) Science and Education Journal Harmoni Pendidikan: Jurnal Ilmu Pendidikan Realisasi: Ilmu Pendidikan, Seni Rupa dan Desain Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar Jurnal Ilmu Bahasa dan Pendidikan Guru Sekolah Dasar
Ismail Marzuki
Universitas Muhammadiyah Gresik
Religion Arts Humanities Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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Penerapan Model Problem Based Learning (PBL) Untuk Mengurangi Miskonsepsi Siswa Pada Materi Pencemaran Lingkungan Kelas V Sekolah Dasar Aisyah Munshiva; Nourma Yunita; Ismail Marzuki; Annas Solihin
Science and Education Journal (SICEDU) Vol 5 No 3 (2026): Science and Education Journal 2026
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/sicedu.v5i3.1519

Abstract

Miskonsepsi pada materi pencemaran lingkungan dapat menyebabkan peserta didik memahami konsep yang belum sesuai dengan konsep ilmiah. Penelitian ini bertujuan untuk mengurangi miskonsepsi peserta didik kelas V A SDN 52 Gresik melalui penerapan model Problem Based Learning (PBL). Penelitian ini menggunakan desain Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam satu siklus dengan melibatkan 18 peserta didik. Data dikumpulkan melalui tes diagnostik beralasan, observasi, dan dokumentasi, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa rata-rata nilai peserta didik meningkat dari 28,52 pada pretest menjadi 81,85 pada posttest, dengan N-Gain sebesar 0,746 dalam kategori tinggi. Sebanyak 14 peserta didik (77,8%) memperoleh nilai di atas batas keberhasilan 65. Peningkatan pemahaman juga terlihat pada seluruh konsep yang diukur, disertai perubahan alasan jawaban menuju pemahaman yang lebih sesuai dengan konsep ilmiah. Aktivitas peserta didik meningkat dari 57,5% pada LKPD 1 menjadi 68,6% pada LKPD 2. Dengan demikian, penerapan PBL menunjukkan adanya perkembangan pemahaman peserta didik dan perubahan pada beberapa konsep yang sebelumnya mengalami miskonsepsi melalui kegiatan pengamatan, diskusi, dan pemecahan masalah.
Analisis Kemampuan Menemukan Unsur Intrinsik Dongeng pada Siswa Kelas V UPT SD Negeri 30 Gresik Nur Muchlasinah; Afakhrul Masub Bakhtiar; Ismail Marzuki
Jurnal Ilmu Bahasa dan Pendidikan Guru Sekolah Dasar Vol. 2 No. 4 (2026): Oktober : Jurnal Ilmu Bahasa dan Pendidikan Guru Sekolah Dasar
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jibpgsd.v2i4.373

Abstract

This study aims to describe the ability of fifth-grade students to find the intrinsic elements of fairy tales (theme, characters, plot, setting, message) and to identify the easiest and most difficult elements to find. The research employed a descriptive qualitative approach. The subjects were 28 fifth-grade students of UPT SD Negeri 30 Gresik. Data were collected through open-ended essay worksheets containing two fairy tales (The Apple Tree Story and The Frog Prince), as well as documentation (photos and field notes). The instrument was validated by two expert lecturers (score 3.75 – Very Valid) and one practitioner teacher. Data analysis included data reduction, data display (categorization into Very Able, Able, Fairly Able, Less Able), and conclusion drawing. The findings show: (1) The highest ability was in the setting and character elements (Able – Fairly Able category); (2) Moderate ability in plot (students could identify the plot type but had not yet provided logical reasons); (3) The lowest ability in theme and message (Less Able – Fairly Able category); (4) No student reached the Very Able category because they were not accustomed to providing quoted evidence from the text; (5) Students performed better on the fairy tale The Frog Prince (simple plot, explicit message) than on The Apple Tree Story (implicit message, complex plot).
Enhancing Elementary School Students’ Understanding of the Character Values of the Formulators of Pancasila through Problem-Based Learning and Character Dilemma Cards Nurma Febriana Hariyono; Nourma Yunita; Ismail Marzuki
Cokroaminoto Journal of Primary Education Vol. 9 No. 4 (2026): Oktober - Desember 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cjpe.10.1.2027.9761

Abstract

The urgency of this research lies in enhancing elementary school students’ understanding of the character values of the formulators of Pancasila through problem-based learning and character dilemma cards. Character learning in Pancasila Education at the elementary school level should extend beyond factual knowledge of historical figures by enabling students to interpret character values and connect them with decision-making in everyday situations. The urgency of this study arises from the initial condition of fourth-grade students, whose understanding of the characters of the formulators of Pancasila remained suboptimal, indicating the need for more contextual, dialogic, and problem-oriented learning. This study aimed to examine the implementation of Problem-Based Learning (PBL) assisted by Kartu Dilema Tokoh and its changes in students’ understanding of the characters of the formulators of Pancasila. The study employed Classroom Action Research based on the Kemmis and McTaggart model through two cycles of planning, action, observation, and reflection. The participants were 25 fourth-grade students at UPT SD Negeri 52 Gresik, Indonesia. Data were collected through learning outcome tests, student activity observations, PBL implementation observations, student worksheets, and documentation, and were analyzed descriptively. The findings showed that the mean score increased from 67.28 at the pre-action stage to 78.40 in Cycle I and 88.00 in Cycle II. Classical mastery increased from 52% to 64% and 88%, exceeding the 75% success criterion. Observations also indicated improved participation, dilemma analysis, reasoning, consideration of consequences, and connections between character values and everyday situations. The findings suggest that integrating PBL with Kartu Dilema Tokoh can support more active, contextual, and meaningful character learning.
Co-Authors Afakhrul Masub Bakhtiar Aisyah Indi Rahmawati Aisyah Munshiva Andi Rahmad Rahim Annas Solihin Annisa Aulia Agustin Arissona Diah Indah Eka Wahyuni Endang Sri Wahyuni Erina Roudhotul Jannah Faiza Nur Andina Andina Febrina Inka Nur Azizah Fildza Hani Fati Abidah Hani Aries Ikasanti Hery Widijanto Ila Nur Aeni M. Luthfi Oktarianto Nanang Khoirul Umam Nataria Wahyuning Subayani Nikmatuzzakiya Nikmatuzzakiya Nourma Yunita Novi Afifah Nur Fauziyah Nur Fitriya Nur Muchlasinah Nurma Febriana Hariyono Nurul Lailatul Arafah Roza Akmalia Sari, Arissona Dia Indah Sukaris Titik Handayani Yuditya Puspasari Zelly Siskhayunita