Garuda - Garba Rujukan Digital

Peningkatan Kemampuan Keterampilan Kooperatif Pada Mata Kuliah IPA Terpadu Melalui Penerapan Model Cooperative Learning Tipe Jigsaw Nursina Sari; Yuni Mariyati
P-2623-0291
Publisher : Prosiding Seminar Nasional Lembaga Penelitian Dan Pendidikan (LPP) Mandala

Ilmu Pengetahuan Alam (IPA) merupakan disiplin ilmu yang mempelajari alam sekitar secara ilmiah dan berbagai penerapannya banyak di sekitar kita. IPA dan teknologi dalam abad ini mengalami perkembangan yang pesat dan akan lebih pesat pada abad-abad yang akan datang. Dengan begitu perlu dipelajari pada setiap jenjang pendidikan dan menjadi salah satu pengukur (indikator)keberhasilan peserta didik selama menempuh suatu jenjang pendidikan. Dari hal tersebut sekiranya persoalan dalam pemilihan model mempunyai peranan penting dalam proses belajar mengajar karena dapat membantu untuk mencapai tujuan yang telah ditetapkan. Metode penelitian ini menggunakan desain Kemmis dan Mc Taggart yang memiliki 4 tahapan: (a) persiapan, (b) Pelaksanaan, (c) Observasi, dan (d) refleksi. Penggunaan model cooperative learning tipe jigsaw diharapkan dapat mengatasi masalah: (1) Rendahnya kemampuan keterampilan kooperatif peserta didik, (2) Bagaimana keterlaksanaan dari penerapan model kooperatif tipe jigsaw dalam pembelajaran IPA Terpadu. Berdasarkan hasil penelitian yang telah dilakukan,dapat disimpulkan bahwa: (1) Model pembelajaran kooperatif tipe jigsaw dalam pembelajaran IPA terpadu dapat meningkatkan kemampuan keterampilan kooperatif peserta didik yang terukur pada siklus II sebesar 51.5% dengan kriteria sedang, (2) Penerapan model cooperative learning tipe jigsaw dalam pembelajaran IPA terpadu terlaksana dengan baik, dengan tingkat keterlaksanaan pada siklus I sebesar 93,05 %, dan siklus II sebesar 97,22%,sehingga besar tingkat keterlaksanaan pembelajaran dengan model pembelajaran kooperatif tipe jigsaw yaitu 4,17%.

Keefektifan Media Pembelajaran Berbasis Multimedia Menggunakan Powerpoint Untuk Meningkatkan Hasil Belajar Siswa Sekolah Dasar Novi Wulandari; Haifaturrahmah; Syafruddin Muhdar; Nursina Sari; Yuni Mariyati; Saddam
Pengembangan Pendidikan dan Pembelajaran Sekolah Dasar Vol 1 No 2 (2022): DECEMBER
Publisher : Program Studi PGSD Universitas Madako Tolitoli

This study aims to determine the effectiveness of multimedia-based learning media using powerpoint on the learning outcomes of elementary school students. This type of research is R&D (Research and Development). The method used by the researchers was the Barg and Gall model (1potency and problem, 2 data collection, 3 product design, 4 design validation, 5design revision, 6 product trials, 7 product revisions, 8 discharging trials, 9product revisions, 10mass production). This research is specifically to see the effectiveness of multimedia-based learning media using powerpoint. The results of the effectiveness of multimedia-based learning media using powerpoint from the N-Gain score obtained a score of 0.74%. So that it can be concluded that the use of multimedia-based learning learning media using powerpoints in the high category and is effective for improving the learning outcomes of elementary school students.

Haifaturrahmah s.pd PENERAPAN MODEL PEMBELAJARAN TEMATIK TERPANDU DI SEKOLAH DASAR : Analisis Efektivitas Model Tematik Terpadu di Sekolah Dasar Armi delvia oktaviani; Haifaturrahmah; Yuni mariyati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35496

Artikel ini mengkaji penerapan model pembelajaran tematik terpadu di tingkatsekolah dasar, dengan merujuk pada pemberitaan terkini dari internet terkaitimplementasi Kurikulum Merdeka. Pembelajaran tematik terpadu adalah suatumetode yang mengintegrasikan beragam mata pelajaran ke dalam satu temasentral yang relevan dengan pengalaman sehari-hari peserta didik, sehinggamenjadikan proses belajar lebih bermakna dan terkait dengan konteks. Denganmengadopsi model ini, peserta didik tidak hanya mendapatkan pengetahuan, tetapijuga diasah keterampilan berpikir kritis, kemampuan bekerja sama, dan daya cipta.Artikel ini menampilkan contoh implementasi tematik terpadu yang diambil darisebuah artikel berita pendidikan, yang kemudian dilampirkan untuk tujuan analisis,terutama mengenai kekeliruan ejaan sesuai pedoman Ejaan Bahasa Indonesia(EBI). Evaluasi yang dilakukan mengindikasikan bahwa penerapan modelpembelajaran tematik terpadu berpotensi meningkatkan antusiasme belajar pesertadidik, walaupun tetap terdapat tantangan terkait keseragaman penggunaan ejaandalam materi berita yang digunakan sebagai rujukan

PEMANFAATAN LINGKUNGAN SEKITAR SEBAGAI SUMBER BELAJAR IPA PADA SISWA SD KELAS TINGGI Niza Nurul Husna; Haifaturrahmah; Yuni Mariyati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36024

This study aims to systematically examine the use of the surrounding environment as a learning resource for Science Education among upper-grade elementary school students. Employing a Systematic Literature Review (SLR) approach, this research analyzed various scientific publications released between 2015 and 2025 that explored the implementation of environmental-based learning. The analysis revealed that integrating the surrounding environment into science learning significantly enhances students’ learning outcomes, motivation, engagement, and conceptual understanding. The environment serves as a natural laboratory, providing concrete and contextual learning experiences aligned with students’ concrete operational development stage. Several teaching strategies, including Project-Based Learning (PjBL), Contextual Teaching and Learning (CTL), and Outdoor Study, were found effective in bridging theory and practice while fostering environmental awareness. However, some challenges persist, such as limited time, inadequate facilities, and teachers’ insufficient ability to design environmental-based learning. Beyond academic advantages, this approach contributes to character building and supports the strengthening of the Pancasila Student Profile. Therefore, this study recommends continuous teacher training and supportive school policies to optimize the implementation of environmental-based science learning in elementary schools.

PERAN PEMBELAJARAN INTERAKSI GURU DAN SISWA TERHADAP MOTIVASI BELAJAR LITERASI DI SEKOLAH DASAR: PERAN PEMBELAJARAN INTERAKSI GURU DAN SISWA TERHADAP MOTIVASI BELAJAR LITERASI DI SEKOLAH DASAR warsita, Desi; Haifaturrahmah; Yuni Mariyati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35498

ABSTRACT This study uses a Library Research Integrative Review to examine the role of teacher student interaction in enhancing literacy learning motivation in elementary schools. Literature from Google Scholar, ERIC, Scopus, and Garuda (2015–2025) was analyzed thematically to identify interaction patterns, supporting and inhibiting factors, and impacts on literacy motivation. Findings indicate that effective teacher student interaction, including two-way communication, constructive feedback, emotional support, and student-centered strategies, significantly boosts students’ participation, reading and writing skills, and intrinsic motivation. Factors such as teacher pedagogical competence, a supportive learning environment, and relevant literacy media strengthen these effects. The study emphasizes the importance of developing pedagogical communication skills, ongoing teacher professional development, and collaboration among teachers, students, and parents to foster interactive, inclusive, and meaningful literacy learning. Keywords: teacher student interaction, literacy motivation, elementary school, interactive learning, Integrative Review ABSTRAK Penelitian ini menggunakan pendekatan Library Research Integrative Review untuk menganalisis peran interaksi guru–siswa dalam meningkatkan motivasi belajar literasi di sekolah dasar. Literatur dari Google Scholar, ERIC, Scopus, dan Garuda (2015–2025) dianalisis secara tematik untuk mengidentifikasi pola interaksi, faktor pendukung dan penghambat, serta dampak strategi pembelajaran terhadap motivasi literasi. Hasil kajian menunjukkan bahwa interaksi guru–siswa yang efektif, meliputi komunikasi dua arah, umpan balik konstruktif, dukungan emosional, dan strategi pembelajaran berpusat pada siswa, secara signifikan meningkatkan partisipasi, kemampuan membaca dan menulis, serta motivasi intrinsik siswa. Faktor pendukung seperti kompetensi pedagogik guru, lingkungan belajar yang kondusif, dan media literasi yang relevan semakin memperkuat efektivitas interaksi tersebut. Penelitian ini menekankan pentingnya pengembangan keterampilan komunikasi pedagogik, pelatihan berkelanjutan bagi guru, serta kolaborasi antara guru, siswa, dan orang tua untuk menciptakan pembelajaran literasi yang interaktif, inklusif, dan bermakna. Kata Kunci: interaksi guru–siswa, motivasi belajar literasi, sekolah dasar, pembelajaran interaktif, Integrative Review

DAMPAK PENGGUNAAN MEDIA PEMBELAJARAN BERBASIS TEKNOLOGI TERHADAP PEMAHAMAN KONSEP PADA SISWA SEKOLAH DASAR Azrina Ratna Masriani; Haifaturrahmah; Yuni Mariyati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35700

The rapid advancement of information technology has brought profound transformations to the field of education, particularly in elementary schools. Learning in the digital era requires continuous innovation to ensure that teaching practices remain relevant and effective. Elementary schools play a crucial role in preparing students to adapt to technological developments by integrating digital tools into classroom activities. Teachers are now expected to utilize technology to create learning experiences that are more interactive, engaging, and meaningful. This study aims to analyze the impact of technology-based learning media on students’ conceptual understanding in elementary education. The research adopts a descriptive analytical approach through a comprehensive review of relevant studies and theoretical frameworks concerning technology integration in learning. The results show that digital learning media significantly improve students’ motivation, participation, and comprehension of abstract concepts. Visual and interactive media—such as educational applications, animations, and digital simulations—enable students to connect prior knowledge with new information, fostering deeper conceptual understanding. Nevertheless, several challenges remain, including limited infrastructure, lack of teacher readiness, and the persistence of conventional teaching methods in many schools. Addressing these challenges requires systematic efforts to strengthen teachers’ digital literacy, provide adequate facilities, and design creative, student-centered learning media. The findings of this study are expected to contribute theoretically to the discourse on technology integration in primary education and practically to guide teachers in implementing effective digital-based learning strategies. In

Title

Found 6 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 6 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 6 Documents
Search