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All Journal Pedagogia: Jurnal Pendidikan Jurnal Geografi Pendas : Jurnah Ilmiah Pendidikan Dasar Education and Human Development Journal Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian PESHUM
Diyas Age Larasati
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Humanities Earth & Planetary Sciences Education Environmental Science Social Sciences Other

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PENGARUH MODEL PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN PEMECAHAN MASALAH GEOGRAFI SMA Diyas Age Larasati
JURNAL GEOGRAFI Vol 9, No 1 (2017): JURNAL GEOGRAFI
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jg.v9i1.6045

Abstract

Penelitian ini bertujuan menguji pengaruh model PBL terhadap kemampuan pemecahan masalah geografi SMA. Penelitian dilakukan di SMA Negeri 1 Sooko tahun ajaran 2015/2016. Subjek penelitian merupakan siswa kelas XI IPS 2 dan 3. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment) dengan desain Non Equivalent Control Group Design. Berdasarkan selisih nilai pre test dan post test, rata-rata gain score kemampuan pemecahan masalah geografi SMA kelas eksperimen lebih tinggi dengan skor 27,26 dibandingkan dengan kelas kontrol dengan skor 11,88. Hasil perhitungan analisis uji t menggunakan independen sample t test diperoleh data p-level lebih kecil dari 0,05 (p<0,05) yaitu 0,00. Hasil perhitungan ini membuktikan bahwa model PBL berpengaruh terhadap kemampuan pemecahan masalah geografi SMA. Jadi, dapat disimpulkan bahwa model PBL berpengaruh terhadap kemampuan pemecahan masalah geografi SMAN 1 Sooko.Kata Kunci: Model Problem Based Learning, Kemampuan Pemecahan MasalahThe purpose of this study was to clarify the effect of the PBL model of problem-solving ability. This study do in SMA Negeri 1 Sooko 2015/2016. Study of the subject is the student of class XI IPS 2 dan 3. Form of quasi-experimental research design with non equivalent design control group. Subjects were selected based on the value of Middle Exam School (UTS) semester who have the same average (homogeneous). Control using a model class lectures and discussions, while the experimental class using PBL models. Gain score Data were analyzed using independent sample T-test Test with the help of the computer program SPSS 16.0 for Windows. Gainscore learning using PBL model of higher than conventional. The average value of the experiment gainscore class of 27, 26 and 11.88 of control. The results of the analysis of the Independent Sample T-Test Test, the difference shows a p-value of 0.000 level. The level of p-value less than 0.05 (P <0.05). The results of this study there was a significant effect PBL models to the problem-solving abilities. So the conclusion "PBL model significantly influential to the high school geography problem solving skills in SMAN 1 Sooko".Key Words: models of PBL, problem-solving abilities
Developing Canva-Based Learning Media on Maps and Class Layout for Third Graders of Elementary School Friendha Yuanta; Diyas Age Larasati
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 8 No 2 (2023): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v8i2.5220

Abstract

This study aimed to develop Canva-Based Learning Media to produce feasible and effective learning media products on Maps and Class Layout for third graders at SDN Dukuh Kupang V Surabaya. The study used the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were collected using a questionnaire instrument and analyzed through validity tests conducted by media experts, content experts, the target audience, and pre-tests and post-tests for students. The results showed that the animated media is categorized as appropriate, with validity results of 90% from media experts, 92,5% from content experts, and 91.25% from participant tests. Furthermore, the pre-test and post-test results showed an 8% improvement, signifying its effectiveness as a learning medium for third graders at SDN Dukuh Kupang V Surabaya.
Pengaruh Model Pembelajaran Circ Terhadap Kemampuan Berkolaborasi Peserta Didik Pada Mata Pelajaran Bahasa Indonesia Kelas III SDN Pakis V Surabaya Kenza Shallom Yanuarta; Jarmani; Diyas Age Larasati
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 4 No. 6: Oktober 2025
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v4i6.12830

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Cooperative Integrated Reading and Composition (CIRC) terhadap kemampuan berkolaborasi peserta didik kelas III SDN Pakis V Surabaya pada mata pelajaran Bahasa Indonesia. Latar belakang penelitian ini didasari oleh rendahnya keterampilan kolaboratf peserta didik akibat metode pembelajaran konvensional yang kurang interaktif. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen semu quasi-eksperimental) dan desain non-equivalent control group design. Sampel penelitian terdiri dari dua kelas, yaitu kelas eksperimen yang menggunakan model Cooperative Integrated Reading and Competition (CIRC) dan kelas kontrol yang menggunakan metode STAD. Teknik pengumpulan data dilakukan melalui angket dan observasi. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Cooperative Integrated Reading and Competition (CIRC) memberikan pengaruh yang signifikan terhadap peningkatan kemampuan kolaborasi peserta didik. Model ini mendorong peserta didik untuk lebih aktif, bekerja sama, dan berpartisipasi secara positif dalam kegiatan kelompok. Dengan demikian, penggunaan model Cooperative Integrated Reading and Composition (CIRC).terbukti efektif dalam menciptakan suasana belajar yang lebih kolaboratif, pembelajaran kooperatif, dan menyenangkan.
IMPLEMENTASI MEDIA PAPAN SUMBER DAYA ALAM UNTUK MENINGKATKAN HASIL BELAJAR KOGNITIF SISWA KELAS 5B SDN PAKIS V SURABAYA Haniyah Alivia; Diyas Age Larasati; Nanda Dini Novayanti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Progres
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.24475

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa kelas 5B SDN Pakis V Surabaya pada mata pelajaran IPAS, khususnya pada materi Sumber Daya Alam. Pembelajaran yang cenderung monoton dan kurangnya pemanfaatan media menjadi salah satu penyebabnya. Tujuan penelitian tindakan kelas (PTK) ini adalah untuk mendeskripsikan implementasi media Papan Sumber Daya Alam dan mengetahui peningkatkan hasil belajar siswa kelas 5B pada mata pelajaran IPAS setelah penggunaan media tersebut. Penelitian ini menggunakan metode PTK yang dilaksanakan dalam dua siklus, di mana setiap siklus meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah seluruh siswa kelas 5B SDN Pakis V Surabaya. Teknik pengumpulan data menggunakan tes hasil belajar (pre-test dan post-test tiap siklus) dan lembar observasi aktivitas siswa serta guru. Data hasil belajar dianalisis secara deskriptif kuantitatif dengan membandingkan nilai rata-rata kelas dan persentase ketuntasan belajar antar siklus. Hasil penelitian menunjukkan bahwa implementasi media Papan Sumber Daya Alam berjalan efektif dan dapat meningkatkan hasil belajar siswa. Terjadi peningkatan signifikan pada nilai rata-rata kelas dan persentase siswa yang mencapai Kriteria Ketuntasan Minimal (KKM) dari Siklus I dengan persentase 62,1% ke Siklus II dengan persentase 89,7%. Selain itu, observasi menunjukkan peningkatan keaktifan dan antusiasme siswa selama proses pembelajaran. Disimpulkan bahwa penggunaan media Papan Sumber Daya Alam efektif meningkatkan hasil belajar IPAS siswa kelas 5B SDN Pakis V Surabaya.
Integration of Computational Thinking in Natural and Social Science Learning in Elementary Schools to Improve Problem-Solving Skills Anna Roosyanti; Diyas Age Larasati
Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Vol. 12 No. 1 (2026): Vol. 12 No. 1 (2026): Vol. 12 No.1 Februari 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpd.v12n1.p59-68

Abstract

Mastery of 21st century skills is very necessary in facing the development of the industrial revolution 4.0 era, one of which is computational thinking. Computational thinking is the ability to think systematically, logically, and structured to solve problems. This is very relevant to the learning of Natural and Social Sciences (IPAS) in Elementary Schools. This study aims to explain computational thinking, its integration in IPAS learning, its benefits in improving problem-solving skills of Elementary School students, identify its implementation strategies, and analyze challenges and opportunities in its application. The research method used is a literature study with a descriptive approach through the analysis of various national and international journal articles indexed by Sinta and Scopus. The results of the literature review indicate that the integration of computational thinking in IPAS learning in Elementary Schools makes a real contribution to improving students' problem-solving skills. Through a hybrid approach that combines plugged and unplugged approaches, it is the most appropriate strategy to be implemented in Elementary Schools in Indonesia. However, there are still challenges in its implementation including limited teacher understanding of computational thinking, limited technological infrastructure, and contextual and problem-based learning design. Kata kunci: Computational thinking, IPAS, Sekolah Dasar, Keterampilan Pemecahan Masalah
CIPP Evaluation of Differentiated Learning in Elementary School: Evaluasi Pembelajaran Berdiferensiasi Berbasis CIPP di Sekolah Dasar Anna Roosyanti; Diyas Age Larasati
Pedagogia : Jurnal Pendidikan Vol. 15 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i1.2188

Abstract

General Background: Differentiated learning supports inclusive practices within the Merdeka Curriculum in elementary education. Specific Background: SDN Babatan IV 459 Surabaya has implemented differentiated learning without prior systematic evaluation. Knowledge Gap: Limited studies apply the CIPP (Context, Input, Process, Product) model to evaluate differentiated learning in inclusive elementary settings. Aims: This study evaluates the implementation of differentiated learning using the CIPP framework. Results: Through qualitative methods involving observation, interviews, and document analysis, findings indicate adaptive curriculum design, diverse learning resources, responsive strategies, and active teacher–student interaction aligned with varied learning profiles, including students with intellectual disabilities. Improvements were identified in conceptual understanding, critical thinking skills, learning motivation, and reduction of learning gaps in heterogeneous classrooms. Novelty: The study applies a structured CIPP evaluation to differentiated learning in an inclusive elementary school context. Implications: Systematic evaluation through CIPP supports sustainable inclusive pedagogy and adaptive curriculum implementation. Highlights:• Comprehensive CIPP analysis demonstrates adaptive and inclusive classroom practices across context, input, process, and product components.• Flexible curriculum design and varied instructional resources accommodate diverse learning profiles, including students with intellectual disabilities.• Observable gains in conceptual mastery, higher-order reasoning, and classroom participation were identified. Keywords: Differentiated Learning; CIPP Evaluation Model; Inclusive Education; Elementary School; Merdeka Curriculum
Co-Authors Anna Roosyanti Haniyah Alivia Jarmani Kenza Shallom Yanuarta Nanda Dini Novayanti Yuanta, Friendha