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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Education Technology Cakrawala Pedagogik MES: Journal of Mathematics Education and Science Sewagati: Jurnal Pengabdian Masyarakat Indonesia Journal of Education and Teaching Learning Variable Research Journal
Beni Junedi
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Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Social Sciences Other

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PENGGUNAAN MEDIA PEMBELAJARAN WORDWALL UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI PERUBAHAN WUJUD BENDA KELAS IV SDN LONTAR 3 Amalia, Putri; Beni Junedi; Ratna Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 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.v10i03.33540

Abstract

Penelitian ini dilatar belakangi oleh rendahnya kemampuan berpikir kritis siswa dalam pembelajaran IPAS khususnya pada materi perubahan wujud benda. Pembelajaran yang kurang interaktif membuat siswa cenderung pasif. Penelitian ini bertujuan untuk mengetahui penggunaan media pembelajaran wordwall dalam meningkatkan kemampuan berpikir kritis siswa kelas IV SDN Lontar 3 serta mengetahui tanggapan siswa terhadap media wordwall. Penelitian ini menggunakan metode pendekatan kuantitatif dengan desain pre-eksperimental desain one group pretest-posttest design. Sampel penelitian berjumlah 30 siswa kelas IV yang dipilih melalui teknik purposive sampling. Teknik pengumpulan data menggunakan tes dan kuesioner. Data dianalisis dengan uji normalitas data, uji-t, uji N-Gain serta analisis deskriftif kuantitatif. Hasil penelitian menunjukkan bahwa terjadi peningkatan kemampuan berpikir kritis siswa setelah menggunakan media wordwall, yang ditunjukkan dari peningkatan skor posttest secara signifikan dibandingkan pretest dan hasil kuesioner tanggapan siswa memiliki kriteria sangat baik. Dapat disimpulkan bahwa penggunaan media pembelajaran wordwall efektif dalam meningkatkan kemampuan berpikir kritis siswa pada materi perubahan wujud benda dan kuesioner tanggapan siswa memiliki kriteria sangat baik. Hal ini juga dapat menjadi alternatif strategi pembelajaran yang relevan dengan perkembangan teknologi.
PENGGUNAAN MEDIA PEMBELAJARAN INFOGFRAFIS UNTUK MENINGKATKAN KEMAMPUAN KOMUNIKASI SISWA PADA MATERI KEUNIKAN KEBIASAAN MASYARAKAT DI SEKITARKU SISWA KELAS IV SDN CILAKU KOTA SERANG Selly Melianda; Beni Junedi; Ratna Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33792

Abstract

This study was conducted based on the problem of low communication skills among fourth-grade students at SDN Cilaku Kota Serang in the social studies subject "Unique Customs of the Community Around Me." This low skill level is thought to be influenced by the lack of use of interesting visual learning media in the learning process. The purpose of this study was to determine the effect of using infographics on improving students' communication skills. This study employed a quantitative approach with a pre-experimental design of the one- group pretest-posttest type. The research subjects consisted of 15 students selected through purposive sampling. The research instruments consisted of an essay test to measure students' communication skills and a questionnaire to collect their responses to the media used. The analysis results showed an improvement in communication skills after the use of infographic media, as indicated by the difference in pretest and posttest scores and moderate N-Gain scores. Additionally, student responses indicated that infographics facilitated understanding of the material and made learning more interesting. It can be concluded that infographic learning media proved to be effective in improving students' communication skills in the material on the uniqueness of the customs of the community around me, and the student response questionnaire met good criteria.
PENERAPAN MODEL PROBLEM BASED LEARNING BERBANTUAN APLIKASI GEOGEBRA TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA DAN KEMANDIRIAN BELAJAR SISWA DI KELAS VIII MTS AL-KHAIRIYAH PIPITAN Indah Rahmawati; Beni Junedi; Ratu Khoirotun Nisa
VARIABLE RESEARCH JOURNAL Vol. 1 No. 01 (2024): APRIL 2024
Publisher : Media Inovasi Pendidikan dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan menyelidiki apakah, dibandingkan dengan metode pembelajaran tradisional, keterampilan pemecahan masalah matematika siswa meningkat ketika mereka menggunakan model Pembelajaran Berbasis Masalah dengan bantuan program GeoGebra. Dengan menggunakan teknik penelitian yang dikenal dengan nama nonequivalent posttest control group, penelitian ini bersifat eksperimen semu. Populasi penelitian adalah seluruh siswa kelas VIII MTs Al-Khairiyah Pipitan. Sampel dikumpulkan dari dua kelas yang masing-masing berjumlah 22 siswa: VIII-D (kelompok kontrol) dan VIII-E (kelompok eksperimen). Hal ini dilakukan dengan menggunakan strategi purposive sampling. Metode pengumpulan data dilakukan dengan pemberian angket kemandirian belajar dan ujian esai sebanyak 5 soal untuk mengukur kemampuan siswa dalam memecahkan masalah matematika. Uji homogenitas dan normalitas data serta uji t dan analisis deskriptif kuantitatif digunakan untuk menguji data. Nilai thitung yang lebih kecil dari ttabel diperoleh pada uji independen sampel t-test yang dilakukan pada kelas eksperimen dan kontrol, sehingga menghasilkan penolakan H0 dan penerimaan H1. Selain itu, analisis kemandirian belajar siswa memperoleh nilai rata-rata sebesar 87%, memenuhi kriteria sangat kuat.
Deep Learning Supported by Desmos Classroom to Improve Problem-Solving Skills and Regulate Students’ Emotions Tita Novia; Beni Junedi; Sarah Caesarani
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.304

Abstract

Mathematical problem-solving skills are one of the key competencies students must possess in mathematics education. However, in reality, many students still struggle to solve mathematical problems, particularly those involving linear equations. In addition to cognitive factors, affective aspects—such as emotional regulation—also influence students’ success in the learning process. Therefore, there is a need for instructional innovations capable of enhancing mathematical problem-solving skills while simultaneously supporting students’ emotional regulation. This study aims to determine the effect of Desmos Classroom-assisted deep learning on students’ mathematical problem-solving skills and emotional regulation regarding linear equations. This study employed a quasi-experimental method using a Nonequivalent Control Group Design. The study population consisted of eighth-grade students at SMP Negeri 3 Kalanganyar. The sample comprised an experimental class that received deep learning instruction supported by Desmos Classroom and a control class that received conventional instruction. The instruments used included a mathematical problem-solving ability test and a student emotional regulation questionnaire. Data analysis was conducted using descriptive and inferential statistics through hypothesis testing. The results indicate that deep learning instruction supported by Desmos Classroom has a positive effect on students’ mathematical problem-solving skills. This is evidenced by an increase in the students’ average score from 57.15 on the pretest to 71.63 on the posttest. The results of the hypothesis test also showed a significance value of 0.000, which is less than 0.05, indicating a statistically significant difference following the implementation of the instruction. In addition, students’ emotional regulation achieved an average percentage of 76.08%, which falls into the “very good” category. Thus, deep learning instruction supported by Desmos Classroom can serve as an effective alternative for improving students’ mathematical problem-solving skills while simultaneously supporting their emotional regulation when studying linear equations
Co-Authors Ade Fricticarani Aliyatul Bayinah Amat Hidayat Caesarani, Sarah Chania Putri, Intan Dewi Cahyaningrat Fricticarani, Ade Hidayat, Amat Indah Rahmawati Juliana Juliana Novi Yendra Novita Anggiani Nurul Ainaya Tohariah Putri Amalia Ratna Dewi Ratu Khoirotun Nisa Reihan Mutaqin Sella Oktania Selly Melianda Shakina Harrin, Umaya Dina Siti Adira Kania Sohri Ramadhan Alfikri Syamsiar, Syamsiar Tita Novia Vani Khusnul Khatimah Wiwik Adinda yanti, Elprida