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All Journal Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika Jurnal Pendidikan, Bahasa dan Budaya
Astika Nurhayati Saputri
Universitas Muhammadiyah Tangerang
Arts Humanities Education Social Sciences

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Penerapan Model Discovery Learning Untuk Meningkatkan Motivasi Belajar Dan Hasil Belajar Matematika Siswa Materi Bangun Datar Dan Bangun Ruang Di Kelas V SDN Karet 2 Kabupaten Tangerang Astika Nurhayati Saputri; Adeline Rosere Roulia; Rizki Zuliani
Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika Vol 1 No 4 (2023): Juli : Jurnal Pendidikan Bhinneka Tunggal Ika
Publisher : LPPM Politeknik Pratama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51903/bersatu.v1i4.266

Abstract

This study aims to examine the application of the Discovery Learning model in increasing learning motivation and learning outcomes of students in mathematics learning on flat and geometric shapes in class V SDN Karet 2, Tangerang Regency. The Discovery Learning method combines exploratory and knowledge construction approaches, which involve students actively in the learning process. This researcher is a Classroom Action Research (PTK) which is carried out in two cycles with the stages of each cycle consisting of planning, implementing actions, observing, and reflecting. The research subjects were 18 students in class V at SDN Karet 2, Tangerang Regency. Methods of data collection through observation, questionnaires, tests, and documentation were then analyzed using descriptive qualitative consisting of data reduction, data presentation and data verification stages. Based on the results of the study it can be concluded that the application of the Discovery Learning model can increase learning motivation and students' mathematics learning outcomes in the materials of Spatial Shapes and Flat Shapes. Prior to being subjected to action, the average student learning motivation scored below the Minimum Completeness Criteria (KKM) that had been determined by the school, which was more than 75 or in other words incomplete. In cycle I, the average student motivation increased to at least 80% of the total number of students who had a high category of motivation to learn Mathematics (≥75). At least 80% of the total number of students achieves the Minimum Completeness Criteria (KKM) set by the school, which is 80. If the above success indicators have been achieved, cycle I has been successful and there is no need to proceed to the next cycle. However, if problems are still found that have not been resolved, then the action process is repeated in the next cycle by going through the same stages as cycle I, starting from planning, repeating actions, observing/collecting data so that existing problems can be resolved.
Analisis Taksonomi Bloom Dalam Mengidentifikasi Tingkat Kesulitan Pertanyaan Soal Dalam Mata Pelajaran Matematika Di Sekolah Dasar Ina Magdalena; Aan Nurchayati; Astika Nurhayati Saputri; Nur Zakia Amanda; Naufal Habibie; Sashy Noviana Waluyo; Diana Khoirun Nisa
Jurnal Pendidikan, Bahasa dan Budaya Vol. 2 No. 3 (2023): September : Jurnal Pendidikan, Bahasa dan Budaya
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jpbb.v2i3.1988

Abstract

This study aims to analyze the use of Bloom's Taxonomy in identifying the difficulty level of questions in mathematics in elementary schools. Bloom's taxonomy is a classification framework used to classify learning objectives into six different levels, namely knowledge, understanding, application, analysis, synthesis, and evaluation. The research subjects were 15 students in class V at SDN Karet 2, Tangerang Regency. The research method used was content analysis, in which questions in mathematics textbooks for elementary schools were analyzed based on Bloom's Taxonomy categories. The data collected included the difficulty level of the questions based on Bloom's taxonomy and the distribution of the difficulty levels of the questions in mathematics textbooks. The results showed that the level of difficulty of the questions in mathematics in elementary schools varied and could be classified based on Bloom's taxonomy. Most of the items focus on levels of knowledge and understanding, with a few items testing students' abilities to apply, analyze, synthesize, and evaluate mathematical concepts. This shows that there is a tendency to emphasize understanding concepts rather than applying concepts in learning mathematics in elementary schools.
Co-Authors Aan Nurchayati Adeline Rosere Roulia Diana Khoirun Nisa Ina Magdalena Naufal Habibie Nur Zakia Amanda Rizki Zuliani Sashy Noviana Waluyo