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All Journal KALAM CENDEKIA PGSD KEBUMEN Indonesian Journal of Primary Science Education (IJPSE)
luki puspitasari
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Education Languange, Linguistic, Communication & Media Other

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PENERAPAN MODEL KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DALAM PENINGKATAN PEMBELAJARAN IPA DI KELAS V puspitasari, luki
KALAM CENDEKIA PGSD KEBUMEN Vol 4, No 2 (2016): KALAM CENDEKIA PGSD KEBUMEN
Publisher : KALAM CENDEKIA PGSD KEBUMEN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (341.949 KB)

Abstract

Abstract: Application of Model Cooperative Study Team Assisted Individualization (TAI) Improved Learning in Science in Class V SD. This study aims to describe the implementation steps of the model cooperative Team Assisted Individualization (TAI), to improve science teaching fifth grade students of elementary and describe constraints and solution. The study consisted of three cycles, each cycle consisting of planning, implementation, observation, and reflection. The subjects were all students of class V SD. Collecting data through observation, tests and documentation. The validity of the data using the method of triangulation techniques and sources. Results showed that: if the application of cooperative learning model Team Assisted Individualization (TAI) implemented with the proper steps, it can improve science learning in fifth grade elementary school, and can find problems and appropriate solutions in the application of this model. Key Words: Model Team Assisted Individualization, Lessons Learned Natural Sciences.   Abstrak: Penerapan Model Kooperatif Tipe Team Assisted Individualization (TAI) dalam Peningkatan Pembelajaran IPA di Kelas V SD. Penelitian ini bertujuan  untuk mendeskripsikan langkah-langkah penerapan model kooperatif tipe Team Assisted Individualization (TAI), untuk meningkatkan pembelajaran IPA siswa kelas V SD dan mendeskripsikan kendala serta solusinya. Penelitian ini terdiri dari tiga siklus, masing-masing siklus terdiri atas tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah seluruh siswa kelas V SD. Pengumpulan data dengan observasi, tes dan dokumentasi. Validitas data menggunakan metode triangulasi teknik dan sumber. Hasil menunjukkan bahwa: jika penerapan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI) dilaksanakan dengan langkah-langkah yang tepat, maka dapat meningkatkan pembelajaran IPA di kelas V SD, dan dapat menemukan kendala serta solusi yang tepat dalam penerapan model ini.   Kata kunci: model team assisted individualization, pembelajaran IPA.
Pengaruh Project Based Learning Terhadap Hasil Belajar Materi Kerangka Bangun Ruang Siswa Kelas VI SD Negeri Diwek 1 Luki Puspitasari; Claudya Zahrani Susilo
IJPSE Indonesian Journal of Primary Science Education Vol 6 No 2 (2026): IJPSE
Publisher : Prodi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ijpse.v6i2.11678

Abstract

This study aims to analyze the effect of the Project-Based Learning model on students` learning outcomes in the spatial framework material for sixth-grade of SD Negeri Diwek 1. The study employed a quantitative approach using a quasi-experimental method with a One- Group Pretest-Posttest design. The participants consisted of 34 students selected through total sampling. Data were collected using learning outcomes tests administered before and after the implementation of the Project-Based Learning model. The collected data were analyzed using descriptive statistics, normality tests (Shapiro-Wilk), paired sample t-test, and effect size analysis. The results showed that the average pretest score was 48.18, while the average posttest score increased to 68.35. The paired sample t-test results indicated a significance value of 0.000 (p < 0.05), which means that there was a significant difference between students` learning outcomes before and after the implementation of the PjBL model. Furthermore, the effect size value obtained was 1.27, which falls into the large category. These findings indicate that the Project-Based Learning model has a strong positive influence on improving students` mathematics learning outcomes, particularly in spatial framework material. Therefore, the Project-Based Learning model can be considered an effective learning strategy to enhance students understanding and engagement in mathematics learning at the elementary school level.
Co-Authors Susilo, Claudya Zahrani