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All Journal JURNAL PENDIDIKAN MIPA Edukasi Elita : Jurnal Inovasi Pendidikan
Dede Nuraida
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Penerapan Problem Based Learning untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas 3 di SDN Kutorejo 1 Tuban Dede Nuraida; Ulfa Rusdiana; Yasshinta Ika Pratiwi; Odilia Gista Eka Lumitasari; Putri Novita Ampolina
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 2 No. 4 (2025): Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v2i4.2355

Abstract

This study aims to improve the mathematics achievement of third-grade elementary school students through the implementation of the Problem-Based Learning (PBL) model within the framework of Classroom Action Research (CAR). The research was conducted at UPT SD Negeri Kutorejo 1 Tuban and involved 27 students over two instructional meetings. The study was carried out in two cycles, each comprising the stages of planning, implementation, observation, and reflection. Data collection techniques included learning outcome tests, interviews, and documentation. The data were analyzed using both quantitative and qualitative descriptive approaches. The findings indicate a notable improvement in students’ average mathematics scores, increasing from 79.47 in the first cycle to 83.91 in the second cycle. This improvement reflects the positive impact of the PBL model on students' conceptual understanding, problem-solving abilities, and active participation during the learning process. Throughout the intervention, students demonstrated increased engagement in group discussions, greater confidence in expressing ideas, and enhanced independence in addressing given problems. The PBL model proved effective in fostering active, collaborative, and meaningful learning. By presenting real-world contextual problems, the model not only enhanced students’ academic performance but also promoted the development of critical thinking, communication, and social skills. These outcomes align with 21st-century educational goals, which emphasize the cultivation of higher-order thinking skills. Theoretically, this study reinforces the effectiveness of PBL as an innovative pedagogical approach for mathematics instruction at the elementary level. It is recommended that educators systematically and consistently implement the PBL model in classroom practice. Future research is encouraged to explore the interaction between individual student characteristics and instructional models, in order to further optimize learning outcomes across various subject areas.
Pengaruh Ular Tangga Edukatif terhadap Hasil Belajar Siswa pada Materi Biologi Yusi Avrillia; Dede Nuraida
JURNAL PENDIDIKAN MIPA Vol. 16 No. 4 (2026): JURNAL PENDIDIKAN MIPA
Publisher : Pusat Publikasi Ilmiah, STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/jpm.v16i4.4914

Abstract

Rendahnya hasil belajar Biologi menunjukkan perlunya media pembelajaran yang mampu meningkatkan keaktifan dan keterlibatan peserta didik. Penelitian ini bertujuan menganalisis perbedaan hasil belajar sebelum dan sesudah penggunaan media ular tangga edukatif pada pembelajaran Biologi. Penelitian menggunakan pendekatan kuantitatif dengan desain one-group pretest-posttest. Sampel terdiri atas 28 peserta didik kelas VII D SMP Negeri 2 Tuban yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan tes pilihan ganda pada tahap pretest dan posttest. Analisis data meliputi analisis deskriptif, uji normalitas Shapiro–Wilk, dan Wilcoxon Signed-Rank Test. Hasil penelitian menunjukkan bahwa nilai rata-rata meningkat dari 29,89 menjadi 49,32 atau bertambah 19,43 poin. Nilai tertinggi meningkat dari 50 menjadi 85, sedangkan nilai terendah naik dari 20 menjadi 30. Persentase ketuntasan berdasarkan KKM 75 meningkat dari 0,00% menjadi 10,71%. Hasil uji Wilcoxon memperoleh nilai Z sebesar −4,122 dengan signifikansi kurang dari 0,001, sehingga terdapat perbedaan hasil belajar yang signifikan. Media ular tangga edukatif mampu mendorong kegiatan bermain, berdiskusi, menjawab pertanyaan, dan mengulang konsep. Namun, ketuntasan belajar masih rendah sehingga penggunaannya perlu dipadukan dengan penjelasan guru, penguatan konsep, latihan soal, dan pembahasan jawaban agar hasil belajar lebih optimal. Temuan ini menegaskan bahwa media tersebut efektif sebagai alternatif pendukung pembelajaran Biologi, meskipun belum sepenuhnya meningkatkan ketuntasan peserta didik.
Co-Authors Odilia Gista Eka Lumitasari Putri Novita Ampolina Ulfa Rusdiana Yasshinta Ika Pratiwi Yusi Avrillia