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Diana Setiana
Universitas Muhammadiyah Cirebon
Religion Humanities Education Languange, Linguistic, Communication & Media Other

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PENERAPAN METODE KOOPERATIF TEKNIK JIGSAW UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN IPS Diana Setiana
Jurnal PGSD Vol 4 No 01 (2018): Januari-Juni
Publisher : PGSD Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jps.v4i01.582

Abstract

Subjek dalam penelitian ini adalah siswa kelas IV SDN 1 Ujunggebang Kec. Susukan Kab. Cirebon sebanyak 28 orang yang terdiri dari laki-laki sebanyak 13 orang dan perempuan sebanyak 15 orang. Penelitian dilakukan pada bulan April sampai bulan september 2017. Penelitian ini berbentuk Penelitian Tindakan Kelas (Classroom Action Research). Penelitian Tindakan Kelas (PTK) dalam prosesnya melakukan tindakan perbaikan di kelas yang diteliti. PTK sangat bermanfaat bagi guru untuk memperbaiki metode mengajar dalam rangka meningkatkan hasil belajar. Siswa yang mampu mencapai batas lulus sebanyak 8 siswa atau 29% sedangkan 20 siswa atau 71% dinyatakan belum mencapai batas lulus. Jika dilihat dari jumlah siswa yang lulus pada awal hanya 6 siswa menjadi 11 siswa pada siklus I, sehingga ada peningkatan jumlah siswa yang lulus sebanyak 5 orang siswa. Dari jumlah siswa pada saat memperoleh data awal ada 14 orang siswa yang belum lulus, kemudian siklus I jumlah siswa yang belum lulus adalah 9 orang siswa.Sedangkan pada siklus II ini 100% siswa sudah dinyatakan lulus. Dengan penerapan metode kooperatif teknik jigsaw terbukti mampu meningkatkan keaktifan siswa Kelas IV SDN 1 Ujunggebang pada mata pelajaran IPS khususnya mengenai materi kooperasi dan kesejahteraan rakyat, hal ini dibuktikan adanya peningkatan. Prestasi belajar siswa yang diperoleh dapat meningkat, Pada saat prasiklus dari 11 siswa hanya ada 3 siswa yang mencapai KKM dengan kata lain 73% siswa belum mencapai KKM. Tapi pada siklus I, siklus II dan siklus III hasil belajar siswa yang tuntas KKM meningkat Pada siklus I siswa mencapai KKM sebanyak 55 %, pada siklus II yang mencapai KKM sebanyak 73%, dan pada siklus III seluruh siswa mencapai KKM atau 100 %. Kata Kunci : Hasil belajar, Kooperatif Teknik Jigsaw dan IPS
PERAN BIMBINGAN BELAJAR DALAM PEMBENTUKAN SIKAP KEMANDIRIAN SISWA SDN 2 WARUGEDE Arief Hidayat Afendi; Siti Inayah; Diana Setiana
Jurnal PGSD Vol 8 No 1 (2022): Januari-Juni
Publisher : PGSD Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jps.v8i1.2939

Abstract

ABSTRACT The purpose of this study is to determine the tutoring by the teacher to the students of SDN 2 Warugede, and to know the role of tutoring in the formation of the attitude of independence of the students of SDN 2 Warugede. Answering the objectives of the research above, the researcher uses a qualitative research approach with a special type of study, the instruments used are interviews, observations, and documentation. As well as data analysis techniques using data collection, data reduction, display data, and drawing conclusions.The results of the study can be concluded that routine tutoring is carried by teachers after coming home from school through the efforts made including: providing effective ways of learning, determining student study groups, holding meetings with parents of students, conducting repair teaching, conducting enrichment teaching, increasing student learning motivation, improving student skills, as well as improving student attitudes and good habits. Provide tutoring to students who are slow and fast learners, so that there is a change in the attitude of independence of the students of SDN 2 Warugede which can be seen from the initiative, responsibility, self-confidence, and self-control of students. Thus, tutoring can play a role in shaping the attitude of independence of the students of SDN 2 Warugede. Keywords: Tutoring, Independence Attitude. ABSTRAK Tujuan penelitian ini yaitu untuk mengetahui bimbingan belajar oleh guru kepada siswa SDN 2 Warugede, dan mengetahui peran bimbingan belajar dalam pembentukan sikap kemandirian siswa SDN 2 Warugede. Menjawab tujuan tersebut penelitian di atas peneliti menggunakan metode pendekatan penelitian kualitatif dengan jenis studi khasus, instrumen yang digunakan wawancara, observasi, dan dokumentasi. Serta teknik analisis data menggunakan pengumpulan data, reduksi data, data display, dan penarikan kesimpulan. Hasil penelitian menunjukan bahwa bimbingan belajar rutin yang dilakukan oleh guru setelah pulang sekolah melalui upaya yang dilakukan diantaranya: memberikan cara-cara belajar yang efektif, menentukan kelompok belajar siswa, mengadakan pertemuan dengan orang tua siswa, mengadakan pengajaran perbaikan, mengadakan pengajaran pengayaan, peningkatan motivasi belajar siswa, peningkatan keterampilan siswa, serta peningkatan sikap dan kebiasaan siswa yang baik. Memberikan bimbingan belajar kepada siswa yang lambat dan yang cepat belajar, sehingga adanya perubahan kepada sikap kemandirian siswa SDN 2 Warugede yang terlihat dari inisiatif, tanggungjawab, percaya diri, dan kontrol diri siswa. Kata Kunci: Bimbingan Belajar, Sikap Kemandirian.
Interactive Diorama-Assisted Project-Based Learning to Improve Students IPAS Learning Motivation Dianasari; Sri Rohanah; Diana Setiana
Jurnal Elementaria Edukasia Vol. 9 No. 2 (2026): JUNI
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v9i2.18600

Abstract

This study was conducted in response to the low learning motivation of elementary school students in Natural and Social Sciences, particularly in abstract ecosystem topics that are frequently taught through conventional instruction. The study aimed to examine the influence of Interactive Diorama-assisted Project-Based Learning on students’ learning motivation in Natural and Social Sciences. A quantitative approach with a quasi-experimental method and a nonequivalent control group design was employed. The participants were 46 fifth-grade students, consisting of 23 students in the experimental group and 23 students in the control group. The experimental group received Interactive Diorama-assisted Project-Based Learning, while the control group received conventional instruction. Data were collected using a 25-item learning motivation questionnaire administered before and after the treatment. Supporting data were obtained through a cognitive test, observation, and documentation. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, Levene’s homogeneity test, Independent Samples T-Test, and N-Gain Score. The findings revealed that the experimental group showed a greater improvement in learning motivation than the control group. The Independent Samples T-Test produced a significance value of 0.000, indicating a significant difference between the two groups. The experimental group obtained an N-Gain of 44.76% in the moderate category, while the control group obtained −12.21% in the low category. Thus, Interactive Diorama-assisted Project-Based Learning significantly improves elementary students’ learning motivation in Natural and Social Sciences and can serve as an active, visual, collaborative, and meaningful learning alternative.
Augmented Reality-Assited Problem-Based Learning for Improving Fourth-Grade Science Learning Outcomes Resta shafrilla; Dianasari dianasari; Diana setiana
Jurnal Elementaria Edukasia Vol. 9 No. 2 (2026): JUNI
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v9i2.18606

Abstract

This study focuses on learning to enhance science learning outcomes for fourth-grade students. It was driven by the low performance in science and social studies observed among students of that grade. Jungjang State Elementary School 3 regarding the abstract concept of the water cycle, where sixty percent of the students had not yet met the minimum proficiency standard. The purpose of this study was to improve student achievement through the application of a Problem-Based Learning model supported by Augmented Reality media. The research method used was the Kemmis and McTaggart Classroom Action Research model, conducted in two cycles with twenty-four students. Data were collected through observation, interviews, field notes, and formative tests, which were then analyzed qualitatively and quantitatively. The results showed a significant and consistent improvement in learning outcomes. In the pre-cycle stage, the classical mastery rate was only 39.13% with an average of 55.9. After the intervention was implemented, the classical mastery rate increased to 50% with an average of 66 in Cycle I, and peaked at 83.33% with an average of 79 in Cycle II. The conclusion of this study states that the implementation of a Problem-Based Learning model supported by Augmented Reality is effective in improving students’ learning outcomes on the topic of the water cycle. The integration of contextual problems and three-dimensional visualizations is able to transform abstract concepts into concrete ones, increase students’ active engagement, and create a meaningful learning environment in elementary schools.
Co-Authors Amelia Firmansyah Anjelina Rahman Arief Hidayat Afendi, Arief Hidayat Dianasari Fikriyah, Fikriyah Hanikah, Hanikah Resta shafrilla Siti Inayah Sri Rohanah