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<![CDATA[PENINGKATAN KEMAMPUAN BERPIKIR KRITIS DAN PENGUASAAN KONSEP IPA SISWA SD DENGAN MENGGUNAKAN MODEL PROBLEM BASED LEARNING ]]>
<![CDATA[Nugraha, Widdy Sukma]]>
<![CDATA[ EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru Vol 10, No 2: Juli 2018 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/eh.v10i2.11907
<![CDATA[Abstract:. The study reported an increase in critical thinking skill and mastery of science concept in Cisomang 2 primary schools through Problem Based Learning Model. critical thinking skills Indicators that are used in this study refers to a theory that developed by Ennis, while the Bloom categorization is used as an indicator of mastery of science concepts. This study uses pretest value and postest value to see the comparison. Data analysis performed in this study is calculate the n-gain increase. From the research results, there is an increased critical thinking skills and mastery sciece concepts after using model Problem Based Learning. Based on research result, there are the increase of critical thinking average after the problem based learning model gived to student and the result is30.70,while the mastery science concept 32,17. Abstrak: Penelitian ini melaporkan peningkatan kemampuan berpikir kritis dan penguasaan konsep IPA peserta didik di SD Negeri Cisomang 2 dengan menggunakan model Problem Based Learning. Indikator kemampuan berpikir kritis yang digunakan pada penelitian ini mengacu pada teori yang dikembangkan oleh Ennis, sedangkan kategorisasi Bloom digunakan sebagai indikator penguasaan konsep IPA. Penelitian ini menggunakan nilai pretest (sebelum pembelajaran) dan nilai posttest (setelah pembelajaran) untuk melihat perbandingan kemampuan berpikir kritis dan penguasaan konsep peserta didik. Analisis data yang dilakukan pada penelitian ini adalah melihat peningkatan N-gain dari hasil instrumen yang sebelumnya dilakukan uji homogenitas dan uji-t dengan program SPSS 18. Dari hasil penelitian yang dilakukan, didapatkan hasil peningkatan kemampuan berpikir kritis setelah pembelajaran dengan rata-rata peningkatan 30,70 sementara untuk hasil tes penguasaan konsep terjadi peningkatan dengan rata-rata 32,17. Baik kemampuan berpikir kritis maupun penguasaan konsep terjadi peningkatan yang signifikan.]]>
<![CDATA[PENINGKATAN PROFESIONALISME GURU SD MELALUI PELATIHAN PENULISAN KARYA TULIS ]]>
<![CDATA[Ajang Rusmana]]>;
<![CDATA[Widdy Sukma Nugraha]]>;
<![CDATA[Neni Nadiroti Muslihah]]>;
<![CDATA[Muhammad Nurjamaludin]]>;
<![CDATA[Eko Fajar Suryaningrat]]>
<![CDATA[ Jurnal Pekemas Vol 1 No 1 (2018): Jurnal Pekemas Tahun 2018 ]]>
Publisher : <![CDATA[Lembaga Pengabdian kepada Masyarakat Institut Pendidikan Indonesia Garut ]]>
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<![CDATA[Community service aims to provide insight into the knowledge of the work of professional development in elementary school teachers in Pameungpeuk Subdistrict, Garut, by providing insight into the importance of professional development work to improve professionalism for teachers, especially development work in the form of reporting class action research and scientific articles in the field accounting and education for teachers as well as providing the ability to develop works in the form of reporting class action research and scientific articles. The target of service is elementary / MI / equivalent teachers in Pameungpeuk Sub-District, Garut. Problems are solved in three stages of activities, namely preparation, implementation and evaluation. The results of the training show the level of success with an indication of the suitability of the material to the needs of elementary / MI / equivalent teachers, positive responses from participants, and most (75%) participants have understood the concept of professional work development, the importance of professional development work, the importance of improving the quality and quantity of professional development works in the form of class action reports and articles.]]>
<![CDATA[Memasyarakatkan Pendidikan melalui Kearifan Budaya Lokal ]]>
<![CDATA[Neni Nadiroti Muslihah]]>;
<![CDATA[Ejen Jenal Mutaqin]]>;
<![CDATA[Widdy Sukma Nugraha]]>;
<![CDATA[Abdul Hakim]]>
<![CDATA[ Jurnal Pekemas Vol 2 No 1 (2019): Jurnal Pekemas Tahun 2019 ]]>
Publisher : <![CDATA[Lembaga Pengabdian kepada Masyarakat Institut Pendidikan Indonesia Garut ]]>
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<![CDATA[This community service aims to provide insight into knowledge about education through local cultural wisdom in Cigalontang Tasikmalaya District, by providing insight into knowledge about the importance of education from primary to secondary education. The problems that arise in these areas are resolved in three stages of activities, namely preparation, implementation and evaluation. The results of the service activities show the level of success with an indication of the similarity in the mindset of educators in the Cigalontang District environment, a positive response from the community service participants related to an understanding of education that must synergize with local life in the local area and most of the community has understood the concept of local cultural development. as an icon of community growth.]]>
<![CDATA[Implementasi Pembelajaran Tematik di Sekolah Dasar ]]>
<![CDATA[Ejen Jenal Mutaqin]]>;
<![CDATA[Lutfi Asyari]]>;
<![CDATA[Neni Nadiroti Muslihah]]>;
<![CDATA[Widdy Sukma Nugraha]]>
<![CDATA[ Jurnal Pekemas Vol 3 No 1 (2020): Jurnal Pekemas Tahun 2020 ]]>
Publisher : <![CDATA[Lembaga Pengabdian kepada Masyarakat Institut Pendidikan Indonesia Garut ]]>
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<![CDATA[This community service aims to provide insight into knowledge about the implementation of thematic learning in the Elementary School Wanaraja Garut District, by providing knowledge about the management of learning problems with professional development to increase professionalism for educators in elementary schools. Basic problems in three stages of preparation, implementation and evaluation activities. The results of community service activities show a level that shows an indication of the similarity in the mindset of participant, a positive response from community service participants related to the implementation of thematic learning in elementary schools]]>
<![CDATA[Alternatif Desain Pembelajaran Pada Masa Adaptasi Kebiasaan Baru (AKB) di Sekolah Dasar ]]>
<![CDATA[Ejen Jenal Mutaqin]]>;
<![CDATA[Lutfi Asyari]]>;
<![CDATA[Dani Gunawan]]>;
<![CDATA[Widdy Sukma Nugraha]]>
<![CDATA[ Jurnal Pekemas Vol 3 No 2 (2020): Jurnal Pekemas Tahun 2020 ]]>
Publisher : <![CDATA[Lembaga Pengabdian kepada Masyarakat Institut Pendidikan Indonesia Garut ]]>
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<![CDATA[This community service aims to provide insight into knowledge about learning strategies during the AKB period in Elementary School Malangbong Garut District, by providing insight into the importance of solving learning problems related to professional development to increase professionalism for educators during the adaptation of new habits. The problem is resolved in three stages of activities, namely preparation, implementation and evaluation. The results of community service activities show the level of success with an indication of a similar mindset of equivalent educators, a positive response from community service participants related to solving learning problems during the AKB period, and most (75%) participants have understood the concept of developing learning strategies what to do during the Covid-19 pandemic]]>
<![CDATA[ANALISIS KELAYAKAN BUKU SISWA KELAS VI TEMA GLOBALISASI (TEMA 4) KURIKULUM 2013 SDN 2 PADASUKA ]]>
<![CDATA[Widdy Sukma Nugraha]]>;
<![CDATA[Nabila Aprilia]]>
<![CDATA[ Bale Aksara: Jurnal Pendidikan Sekolah Dasar Vol 2, No 1 (2021) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/ba.v2i1.1996
<![CDATA[buku teks merupakan salah satu bahan ajar yang dapat mempengaruhi dalam kegiatan pembelajaran, karena dapat menjadi acuan bagi guru maupun siswa. Tujuan penelitian ini adalah untuk mengetahui empat standar kelayakan buku siswa kelas VI tema globalisasi kurikulum 2013. Metode penelitian yang digunakan dalam penelitian ini adalah kualitatif dengan jenis pendekatan deskriptif bersifat studi pustaka (library research). Partisipan atau objek penelitian yang berperan sebagai sumber data/informasi penelitian ini adalah buku siswa kelas VI dan guru-guru kelas. Teknik pengumpulan data yang digunakan adalah teknik dokumentasi dan wawancara. Berdasarkan hasil analisis penelitian menunjukkan bahwa nilai rata-rata analisis standar kelayakan buku siswa kelas VI tema globalisasi memperoleh persentase 85,31% dengan predikat “Sangat Layak”. Dengan demikian, buku siswa ini dapat digunakan dengan sebaik mungkin.]]>
<![CDATA[PENGARUH MODEL MIND MAPPING TERHADAP HASIL BELAJAR SISWA DALAM PEMBELAJARAN IPA KELAS IV DI SD NEGERI 1 PANANJUNG ]]>
<![CDATA[Ai Nurhayati]]>;
<![CDATA[Widdy Sukma Nugraha]]>
<![CDATA[ Bale Aksara: Jurnal Pendidikan Sekolah Dasar Vol 1, No 1 (2020) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/ba.v1i1.732
<![CDATA[The problem in this research is the learning outcomes of fourth grade students at SD Negeri 1 Pananjung. This study aims to determine the effect of mind mapping learning models on class IV student learning outcomes in science learning. The research method used was a quasi-experimental design with Nonequivalent Control Group Design. The sampling technique in this study is purposive sampling namely class IV A as an experimental group with 20 students and class IV B as a control group with 20 students, so the total sample in this study was 40 students. The instrument used was a multiple choice test instrument. The analysis technique used in this study is to use the t-test to find out whether the mind mapping learning model affects student learning outcomes or not. The results showed a mind mapping learning model significant effect on the learning outcomes of fourth grade students in learning science in SD Negeri 1 Pananjung on the subject of the discussion of energy sources. This is based on the results of the parametric inferential statistical test calculations, in the different test result show that there are differences differences in the value of tcount > ttable, where tcount > ttable or 4.63> 2.02 and the gain value in the experimental group is equal to 0,60 with moderate criteria. So it can be concluded that the application of the mind mapping learning model can affect the learning outcomes of fourth grade students in the cognitive aspects of science learning in SD Negeri 1 Pananjung.]]>
<![CDATA[EFEKTIVITAS TUGAS ONLINE TERHADAP RESPONS BELAJAR SISWA SD KELAS V SELAMA PANDEMI COVID-19 ]]>
<![CDATA[Ainun Ucu Lestari]]>;
<![CDATA[Rohani Rohani]]>;
<![CDATA[Widdy Sukma Nugraha]]>
<![CDATA[ Bale Aksara: Jurnal Pendidikan Sekolah Dasar Vol 3, No 1 (2022) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/ba.v3i1.2016
<![CDATA[Metodeyangdigunakandalampenelitianiniadalahmetodedeskriptifkuantitatif. Teknik pengumpulan data dalam penelitian inimenggunakan kuesioner atau angket. Berdasarkan hasil penelitian menunjukanbahwa: 1) tingkat penugasan online kelasV SD di lingkungan Kp.Legok Ringgit rw 09berkategori sedang dengan frekuensi (77,3%); (2) tingkat respon belajar siswakelas VSDdilingkungankp.legokringgitrw09berkategorisedangdenganfrekuensi(72,7%);(3) terdapat efektivitas penugasan onine terhadap respon belajar siswa kelas V SD dilingkungan Kp.Legok Ringgit rw 09 sebesar 11,56% sedangkan sisanya 88,44% tingkatefektivitaasdipengaruhivariabellain yang tidakditeliti.Kata Kunci: Penugasanonline,responbelajarsiswa]]>
<![CDATA[Pengaruh Media Berbasis Video Animasi Terhadap Literasi Sains Siswa Kelas IV Sekolah Dasar Dalam Mata Pelajaran IPA ]]>
<![CDATA[Dina Pratama]]>;
<![CDATA[Widdy Sukma Nugraha]]>;
<![CDATA[Ejen Jenal Mutaqin]]>
<![CDATA[ caXra: Jurnal Pendidikan Sekolah Dasar Vol 3, No 1 (2023) ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/caxra.v3i1.1986
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh media berbasis video animasi terhadap literasi sains siswa kelas IV pada mata pelajaran IPA di SDN 2 Panembong. Metode penelitian yang digunakan adalah Kuasi Eksperimen dengan desain Nonequivalent Control Group Design. Teknik pengambilan sampel dalam penelitian ini adalah purposive sampling yaitu kelas IVA sebagai kelompok eksperimen dengan jumlah siswa 28 dan kelas IVB sebagai kelompok kontrol dengan jumlah siswa 28, sehingga total sampel dalam penelitian ini berjumlah 56 siswa. Instrumen yang digunakan adalah tes. Teknis analisis yang digunakan dalam penelitian ini adalah dengan menggunakan uji-t. Hasil perhitungan data menunjukan hasil post-test thitung 5,3200 lebih besar dari ttabel yang sebesar 2,0138 maka Hα diterima. Sehingga dapat disimpukan bahwa penerapan media berbasis video animasi dapat mempengaruhi kemampuan literasi sains siswa kelas IV pada mata pelajaran IPA di SDN 2 Panembong.]]>
<![CDATA[Sosialisasi dan Pendampingan Kurikulum Merdeka Guru di Sekolah Dasar ]]>
<![CDATA[Widdy Sukma Nugraha]]>;
<![CDATA[Eko Fajar Suryaningrat]]>;
<![CDATA[Muhammad Nurjamaludin]]>;
<![CDATA[Risma Nuriyanti]]>;
<![CDATA[Abdul Hakim]]>
<![CDATA[ Badranaya: Jurnal Pengabdian kepada Masyarakat Vol 1, No 2 (2023): Juni 2023 ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia ]]>
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DOI: 10.31980/badranaya.v1i2.3163
<![CDATA[This community service activity aims to provide knowledge to teachers in Garut district regarding the current independent curriculum. the participants in this activity were elementary school teachers teaching in the Malangbong sub-district environment. The teacher's initial understanding is obtained by giving a pretest to measure the teacher's initial knowledge about the independent curriculum, then followed by a presentation of material related to the independent curriculum. Then to find out the final understanding is done by giving a posttest to see an increase in teacher knowledge about the independent curriculum. The average post score obtained by the teacher is 58 and the posttest average score is 79 where there is an increase of 0.16%. Community service activities ended with assistance in the preparation of learning implementation plans where teachers were asked to make products in the form of teaching modules that were in accordance with the independent curriculum. Based on the products made by the teachers, it is known that 86.7% of the teachers who took part in the activities were able to make teaching modules properly.]]>
