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All Journal Al Ishlah Jurnal Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan JCES (Journal of Character Education Society) Jurnal Ilmiah Telaah Bima Journal of Elementary Education
Syafruddin Muhdar
Universitas Muhammadiyah Mataram
Education Languange, Linguistic, Communication & Media Mathematics Other

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The Comparison of Effectiveness of PjBL and PBL Models on Students’ Cognitive Learning Outcomes Anik Suryani; Irma Setiawan; Syafruddin Muhdar; Fatmala Sari Oktaviani
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i1.4094

Abstract

In the autonomous curriculum, problem-based and PjBL paradigms are given priority. In terms of cognitive learning outcomes, this study aimed to evaluate the efficacy of PjBL and PBL models. This study employs a nonequivalent control group design and quantitative methodologies. Two groups are used in this study design: the control group employs the PBL model, while the experiment group uses the PjBL model. Forty fifth-grade children from a state elementary school in Cakranegara served as the study sample. A multiple-choice exam with 20 items was employed as the data gathering method. The experiment group's average score on the pre-test was 65.75 and their post-test was 81.25, while the control group's average score on the pre-test was 65.75 and their post-test was 75.50. The normality test revealed that the two groups' pre-test scores were identical, at 0.222, and their post-test scores were 0.109 and 0.063, respectively. These data analysis techniques include descriptive analysis tests. In order to achieve the findings of the precondition test of data testing using the SPSS 25 for Windows program, the homogeneity test was derived from the results based on a mean of 1.000. The data was homogenous and had a normal distribution, according to the findings. A significant value (2-tailed) of 0.0370.05 was shown by the data. In order to achieve the findings of the precondition test of data testing using the SPSS 25 for Windows program, the homogeneity test was derived from the results based on a mean of 1.000. The data was homogenous and had a normal distribution, according to the findings. A significant value (2-tailed) of 0.0370.05 was shown by the data. The experiment group and control group showed different cognitive learning results. Following treatment, the experiment group's average value was 81.25 whereas the control group's was 75.50. The experiment group (PjBL) is, therefore, more effective than the control group (PBL), it may be inferred. It has been demonstrated that utilizing both learning models enhances learning results.
Dampak Integrasi Technological Pedagogical Content Knowledge dan Ice breaking dalam Pengajaran Literasi Baca dan Tulis di Sekolah Dasar Haifaturrahmah Haifaturrahmah; Syafruddin Muhdar; Arpan Islami Bilal
Bima Journal of Elementary Education Vol 2 No 2 (2024): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v2i2.2425

Abstract

This study aims to analyze the impact of integrating Technological Pedagogical Content Knowledge (TPACK) and ice breaking in teaching reading and writing literacy at the elementary school level. Employing a quantitative approach with a quasi-experimental design, the research involved fourth-grade students from SDN Mataram Regency, divided into experimental and control groups. Data collection instruments included literacy tests and observation sheets measuring student engagement. The results revealed that the experimental group receiving instruction with integrated TPACK and ice breaking showed a significant improvement in literacy scores, with an average increase of 31.2%, compared to only 11.7% in the control group. Furthermore, this integration enhanced student engagement during the learning process. In conclusion, the TPACK and ice breaking approach not only improved students' academic outcomes but also created a more interactive and enjoyable learning environment. This study recommends adopting this strategy as an innovative solution to enhance literacy quality in elementary schools, particularly in Indonesia.
PENERAPAN PEMBELAJARAN BERDIFERENSIASI PADA KELAS INKLUSIF UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA SD Julia Ayu Diski; Haifaturrahmah; Syafruddin Muhdar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.35079

Abstract

This study looks into how different teaching methods are used in mixed-ability elementary school classrooms and how these methods affect how motivated students feel and how well they learn. Different teaching methods are seen as a great way to help students with different skills, especially in classrooms where students come from various backgrounds and have different needs. The research involved a Systematic Literature Review, using information from Google Scholar and Scopus, and focusing on articles published from 2017 to 2023. The findings show that using these different teaching methods can boost student motivation since it gives them learning experiences that fit their personal skills better. This personalized learning also leads to better learning results in mixed-ability classrooms. Still, there are some problems with using these methods, like not having enough time, resources, and teachers being ready to use this approach properly. This study highlights how important it is for teachers to get training and support from schools to make the use of different teaching methods in mixed-ability classrooms work better. This research is meant to help create more inclusive learning that meets the needs of students in Indonesia.
A PENINGKATAN KEMAMPUAN LITERASI MEMBACA SISWA SD MELALUI PENDEKATAN WHOLE LANGUAGE fitrianingsih fitri; Haifaturrahmah; Syafruddin Muhdar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In 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.v10i04.35802

Abstract

Kemampuan literasi membaca menjadi dasar utama pengembangan keterampilan berbahasa dan berpikir kritis siswa sekolah dasar. Hasil asesmen nasional dan penelitian menunjukkan bahwa literasi membaca siswa Indonesia masih rendah, terutama dalam memahami makna tersurat maupun tersirat teks bacaan. Penelitian ini bertujuan menelaah penerapan Whole Language Approach (WLA) dalam meningkatkan literasi membaca siswa sekolah dasar. Metode yang digunakan adalah kualitatif deskriptif dengan pendekatan Systematic Literature Review (SLR), yang melibatkan literatur ilmiah relevan berupa artikel jurnal, laporan penelitian, dan karya ilmiah lain. Analisis dilakukan secara tematik untuk mengidentifikasi strategi WLA, dampak, dan implikasi pembelajaran. Hasil telaah literatur menunjukkan bahwa WLA menekankan pembelajaran bahasa secara holistik, mengintegrasikan membaca, menulis, berbicara, dan mendengar dalam konteks bermakna. Strategi inti WLA, seperti reading aloud, shared reading, guided reading, journal writing, dan independent reading/writing, terbukti meningkatkan pemahaman bacaan, keterlibatan aktif, motivasi, dan kemandirian siswa. Pendekatan ini menciptakan lingkungan belajar interaktif, di mana guru berperan sebagai fasilitator yang mendukung siswa membangun makna teks secara mandiri dan menafsirkan makna tersirat. Penerapan WLA juga berkontribusi pada pengembangan kompetensi abad ke-21, termasuk berpikir kritis, empati, komunikasi, dan keterampilan problem solving. Kesimpulannya, WLA efektif untuk meningkatkan literasi membaca secara menyeluruh, memotivasi partisipasi siswa, serta mengembangkan kemampuan berpikir kritis dan karakter peserta didik. Implikasi praktisnya adalah guru dapat merancang pembelajaran Bahasa Indonesia yang kontekstual, kolaboratif, dan bermakna, sehingga literasi membaca tidak hanya menjadi keterampilan akademik, tetapi juga sarana pengembangan kompetensi hidup siswa secara holistik.
Co-Authors Ahyati Kurniamala Niswariyana Akhmad Akhmad Akhmad H Mus Akhmad H. Mus Alihardi Winata Anik Suryani Arpan Islami Bilal Baiq Yuliatin Ihsani Fatmala Sari Oktaviani fitrianingsih fitri Haifaturrahmah Haifaturrahmah, Haifaturrahmah Halus Mandala I Made Suyasa Irma Setiawan, Irma Julia Ayu Diski Milandari, Baiq Desi Nurmiwati, Nurmiwati Roby Mandalika Waluyan Sari, Nursina Titin Untari