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All Journal DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Jurnal Inovasi Penelitian
Evalin Ndoen
Universitas Pelita Harapan
Agriculture, Biological Sciences & Forestry Humanities Education Social Sciences

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APLIKASI TEORI JEROME BRUNNER DALAM MENINGKATKAN HASIL BELAJAR SISWA PADA PEMBELAJARAN GEOMETRI MATEMATIKA KELAS III SD Evalin Ndoen
Jurnal Inovasi Penelitian Vol 2 No 8: Januari 2022
Publisher : Sekolah Tinggi Pariwisata Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47492/jip.v2i8.1119

Abstract

mathematics learning outcomes in studying geometry about the perimeter and area of flat shapes. This study is Classroom Action Research that is divided into two cycles, each with two meetings. According to Kemmis and Taggart, each cycle is implemented in stages with 32 elementary school grade III students. Observation sheets and test descriptions are used as data collection tools. The results showed that there was an increase in student learning outcomes, namely in the first cycle the average learning outcome was 70.6% which then increased in the second cycle with the percentage of learning outcomes was 86.4%. Thus, student learning outcomes in learning geometry about perimeter and area of ​​flat shapes have reached indicators of success and it can be concluded that the application of Bruner's learning theory can improve student learning outcomes on the material of circumference and area of ​​flat shapes.
Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Motivasi Belajar, Pemecahan Masalah dan Penguasaan Konsep Matematika SD Evalin Ndoen; Nancy Susianna
DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Vol 6, No 2 (2023): Juni
Publisher : STKIP Andi Matappa Pangkep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/dikdas.v6i2.2650

Abstract

This study aims to determine differences in learning motivation, problem-solving skills, and concept mastery between grade V students who use the guided inquiry learning model and students who use the lecturing method. This research was a quantitative study using the weak experiment method. The data collection in this study was carried out by rubric and test. Technique of data analysis in this study was descriptive and inferential. By descriptive, the data analysis was carried out by counting the score average and n-gain, while by inferensial the data analysis was carried out in non-parametric method using Mann Whitney test to prove the hypothesis. The results of the learning motivation hypothesis test show asymp. sig (2-tailed) = 0.000, problem solving skills with asymp. sig (2-tailed) = 0.011, and concept mastery with asymp. sig (2-tailed) = 0.002. Based on the findings, it can be concluded that there are differences between the class at SD XYZ Tangerang that employ the guided inquiry learning model and class that employ the lecturing method in terms of learning motivation, problem-solving abilities, and concept mastery.
Pembelajaran Inkuiri Terbimbing untuk Meningkatkan Motivasi Belajar, Pemecahan Masalah dan Penguasaan Konsep Matematika SD Evalin Ndoen; Nancy Susianna
DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Vol 6 No 2 (2023): Juni
Publisher : STKIP Andi Matappa Pangkep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31100/dikdas.v6i2.2650

Abstract

This study aims to determine differences in learning motivation, problem-solving skills, and concept mastery between grade V students who use the guided inquiry learning model and students who use the lecturing method. This research was a quantitative study using the weak experiment method. The data collection in this study was carried out by rubric and test. Technique of data analysis in this study was descriptive and inferential. By descriptive, the data analysis was carried out by counting the score average and n-gain, while by inferensial the data analysis was carried out in non-parametric method using Mann Whitney test to prove the hypothesis. The results of the learning motivation hypothesis test show asymp. sig (2-tailed) = 0.000, problem solving skills with asymp. sig (2-tailed) = 0.011, and concept mastery with asymp. sig (2-tailed) = 0.002. Based on the findings, it can be concluded that there are differences between the class at SD XYZ Tangerang that employ the guided inquiry learning model and class that employ the lecturing method in terms of learning motivation, problem-solving abilities, and concept mastery.
Co-Authors Nancy Susianna