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<![CDATA[Penerapan Model Pembelajaran Kooperatif Tipe STAD untuk Meningkatkan Hasil Belajar Kognitif pada Pembelajaran IPS Siswa Kelas V SD Negeri 69 Ambon ]]>
<![CDATA[Mahananingtyas, Elsinora]]>;
<![CDATA[Johannes, Nathalia Y]]>;
<![CDATA[Lasmin, Iva]]>
<![CDATA[ PRIMARY DIDACTIC: Jurnal Pendidikan Sekolah Dasar Vol 5 No 1 (2025): Primary Didactic : Jurnal Pendidikan Sekolah Dasar ]]>
Publisher : <![CDATA[Universitas Pattimura ]]>
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DOI: 10.30598/primary-didactic.5.1.1-9
<![CDATA[Penelitian ini disusun dengan tujuan untuk menerapkan model pembelajaran kooperatif tipe STAD untuk meningkatkan hasil belajar kognitif pada pembelajaran ips siswa kelas V SD Negeri 69 Ambon Tahun Ajaran 2022/2023. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK). Yang dilakukan secara kolaborasi antara guru dan peneliti, dimana peneliti bertindak sebagai guru, dan guru kelas V bertindak sebagai observer. Desain penelitian ini menggunakan model PTK dari Arikunto, (2016) yaitu perencanaan penelitian berdaur ulang (siklus) yang terdiri dari perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini dilaksanakan pada semester genap, yaitu pada bulan februari-maret 2023. Subjek penelitian ini adalah peserta didik kelas V SDN 69 Ambon yang terdiri dari 27 peserta didik. Teknik pengumpulan data dalam penelitian ini diperoleh dari Observasi, tes, dan Dokumentasi. Data dianalisis secara deskriptif kualitatif dan disajikan dalam bentuk tabel. Hasil penelitian ini menunjukkan adanya peningkatan hasil belajar peserta didik pada mata pelajaran ilmu pengetahun sosial (IPS) yaitu pada siklus I sebesar 63% (Kategori sedang), sedangkan pada siklus II meningkat menjadi 100% (Kategori sangat baik). Hal ini berarti terjadi peningkatan antara setiap siklusnya. Dengan demikian penerapan model pembelajaran Tipe STAD pada mata pelajaran IPS dapat meningkatkan hasil belajar siswa kelas V SD Negeri 69 Ambon.]]>
<![CDATA[PENGEMBANGAN MEDIA PEMBELAJARAN E-MODUL FLIPBOOK UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS IV SEKOLAH DASAR PADA MATERI KERAGAMAN BUDAYA ]]>
<![CDATA[Rahae, Imelda Iin]]>;
<![CDATA[Mahananingtyas, Elsinora]]>;
<![CDATA[Johannes, Nathalia Y]]>
<![CDATA[ SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol. 14 No. 2 (2024): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/sejpgsd.v14i2.58832
<![CDATA[This research aims to reduce boredom and improve critical thinking skills in the learning process. To reduce student boredom studying with printed modules. This type of research is development research using the ADDIE model to develop products. Data collection methods use questionnaire methods, learning outcomes tests, observations. Data analysis was carried out using qualitative analysis techniques and quantitative analysis techniques. The subjects of this research involved 12 fourth grade elementary school students. Media Validation based on 3 experts consisting of 2 lecturers and 1 social studies subject teacher with assessment results on 3 aspects, namely the material suitability aspect 4.16 categorized as valid, the material presentation aspect 4.33 categorized as very valid, the media design aspect 4.33 categorized very valid and limited field trials which concluded suggestions and improvements to learning media from students, and general field trials obtained a score of 4.32 which was categorized as very valid. Based on data analysis from the validation results obtained, it can be concluded that the Flippbook e-module learning media is suitable for use as a learning media for social studies learning content in grade IV elementary schools. The implication of this research is that the use of flippbook e-module learning media certainly has a positive impact on students and helps teachers in utilizing technology in designing IT-based learning media.]]>
<![CDATA[Minat Belajar Siswa SD Negeri 202 di Desa Waai Kecamatan Salahutu Kabupaten Maluku Tengah ]]>
<![CDATA[Raliuw, Fifin]]>;
<![CDATA[Ritiauw, Samuel Patra]]>;
<![CDATA[Abdurrachman, Ode]]>;
<![CDATA[Mahananingtyas, Elsinora]]>
<![CDATA[ PEDAGOGIKA: Jurnal Pedagogik dan Dinamika Pendidikan Vol 13 No 2 (2025): Pedagogika: Jurnal Pedagogik dan Dinamika Pendidikan ]]>
Publisher : <![CDATA[Prodi Pendidikan Guru Sekolah Dasar (PGSD) FKIP Universitas Pattimura ]]>
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DOI: 10.30598/pedagogikavol13issue2page499-508
<![CDATA[Tujuan penelitian ini adalah untuk mengetahui peran orang tua sebagai mitra guru dalam meningkatkan minat belajar siswa. Metode penelitian yang digunakan adalah kualitatif dengan cara deskriptif. Penelitian ini melibatkan 10 orang tua siswa dan 14 siswa kelas III SD Negeri 202 Maluku Tengah. Teknik analisis data bersifat induktif melalui tiga alur yaitu: reduksi data, penyajian data, penarikan kesimpulan. Hasil penelitian menunjukan bahwa peran orang tua untuk memberikan motivasi dalam meningkatkan minat belajar sangat baik. Setelah melalui tahap wawancara berdasarkan indikator yang pertama yakni peran orang tua sebagai motivator dengan presentase 80 % dengan demikian peran orang tua sangat penting guna meningkatkan minat belajar siswa. Berdasarkan hasil angket pada indikator pertama terhadap 14 orang tua dan 14 siswa, diperoleh rata-rata peran orang tua sebagai motivator sebesar 89.9% (kategori sangat baik) menurut persepsi orang tua, dan 82.6% (kategori baik) menurut persepsi siswa. Indikator kedua, diperoleh rata-rata peran orang tua sebesar 87.9% (kategori sangat baik) menurut persepsi orang tua dan 81.3% (kategori baik) menurut persepsi siswa. Indikator ketiga, diperoleh rata-rata peran orang tua sebesar 88.9% (kategori sangat baik) menurut persepsi orang tua dan 82.4% (kategori baik) menurut persepsi siswa.]]>
<![CDATA[Penanaman Sikap Sosial dan Emosional Melalui Pembelajaran IPAS Pada Siswa Kelas IV SD Negeri 2 Ambon: Indonesia ]]>
<![CDATA[Arista, Eka]]>;
<![CDATA[Mahananingtyas, Elsinora]]>;
<![CDATA[Ritiauw, Leonid]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v10i04.34511
<![CDATA[This study is to describe the process of planting social and emotional attitudes of students in the fourth grade of SD Negeri 2 Ambon. The method used in this study is Quantitative with survey approach. Meanwhile, data collection techniques using questionnaires or questionnaires. The results showed that in general the social and emotional attitudes of students are in the good category. On the aspect of social attitudes, the majority of students showed good cooperation, good manners towards teachers and friends, a sense of responsibility in the group, an open attitude towards differences, and active participation in discussion activities and group projects.]]>
<![CDATA[MAKE A MATCH LEARNING MODEL TO IMPROVE SOCIAL STUDIES LEARNING OUTCOMES OF CLASS V STUDENTS OF SD KARTIKA XIII-1 AMBON ]]>
<![CDATA[Damayanti, Aprilia Dewi Putri]]>;
<![CDATA[Ritiauw, Samuel Patra]]>;
<![CDATA[Mahananingtyas, Elsinora]]>
<![CDATA[ Indonesian Journal of Educational Development (IJED) Vol. 5 No. 2 (2024): August ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia ]]>
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DOI: 10.59672/ijed.v5i2.3869
<![CDATA[The aim of this study research is to determine the application of the Make a Match type cooperative learning model to improve social studies learning outcomes regarding geographical conditions in Indonesia for class V students at SD Kartika XIII-1 Ambon. This research use a type of classroom action research. Researcher conducted an initial test to obtain information on the extent of student abilities in mastering the learning material. The average score of students initial test results was 33, 37%. This shows that class V students at SD Kartika XIII-1 Ambon have not yet reached the specified minimum completeness criteria (KKM). In general, the average class score for student in cycle I was 53, 38% and the average for the final test in cycle test was 81, 75%. The application of make a match type cooperative learning model to improve student cognitive learning outcomes has shown an increase in each cycle. This can be seen from the level of student in improving learning outcomes through tests given at the end of each cycle.]]>
<![CDATA[Penerapan Model Pembelajaran Role Playing untuk Meningkatkan Motivasi Belajar pada Siswa Kelas V SD Inpres 5 Dobo ]]>
<![CDATA[Kauy, Antomina]]>;
<![CDATA[Lesnussa, Arience]]>;
<![CDATA[Mahananingtyas, Elsinora]]>
<![CDATA[ Kamboti Journal of Education Research and Development Vol 1 No 2 (2021): KAMBOTI Journal of Education Research and Development ]]>
Publisher : <![CDATA[Universitas Pattimura, Program Studi Diluar Kampus Utama (Program Studi Pendidikan Guru Sekolah Dasar) ]]>
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DOI: 10.30598/kambotiv1i2p72-82
<![CDATA[Bedasarkan hasil observasi yang dilakukan peneliti di kelas V SD INPRES 5 DOBO menunjukan bahwa siswa memiliki motivasi belajar IPS yang tergolong masih rendah, sebagian besar siswa belum tekun menghadapi tugas. Untuk mengatasi masalah rendahnya motivasi belajar siswa kelas V SD Inpres 5 Dobo, maka penelitian ini akan menggunakan model pembelajaran Role Playing yang merupakan model pembelajaran bermain peran sehingga dapat meningkatkan motivasi belajar siswa kelas V terkhusus mata pelajaran IPS. Penelitian ini bertujuan untuk mengetahui apakah penerapan model pembelajaran Role palying meningkatkan motivasi belajar pada siswa kelas V SD Inpres 5 Dobo. Jenis penelitian ini adalah penelitian tindakan kelas (PTK) yang menggunakan model Arikunto tahun 2010. Subjek penelitian ini adalah siswa kelas V SD Inpres 5 Dobo yang berjumlah 23 siswa. Hasil penelitian menunjukkan bahwa pada kondisi awal baru 52,17% atau 12 siswa yang memiliki motivasi belajar dengan kategori minimal baik. Berangkat dari temuan tersebut peneliti berusaha meningkatkan hasil belajar IPS menggunakan model Role Playing. Pada siklus I terjadi peningkatan sebesar 73,91% dari 17 siswa memiliki motivasi belajar dengan kategori minimal baik. Hal ini membuktikan bahwa tindakan pada siklus I memiliki pengaruh terhadap motivasi belajar IPS siswa. Akan tetapi, peningkatan tersebut belum dikatakan berhasil. Hal ini dikarenakan presentase siswa yang mencapan kategori minimal baik belum mencapai = 80%. Hasil pengamatan pada siklus II menunjukkan bahwa hasil belajar kognitif siswa mengalami peningkatan menjadi 95% atau 22 siswa yang memiliki motivasi belajar dengan kategori minimal baik. Selain itu, hasil refleksi menunjukkan bahwa pelaksanaan tindakan siklus II suasana pembelajaran lebih efektif dan optimal. Sebagian besar siswa mulai aktif baik dalam proses pembelajaran maupun dalam bermain drama.]]>
<![CDATA[PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KETRAMPILAN BERPIKIR KRITIS SISWA KELAS IV A SDN 2 LATIHAN SPG AMBON ]]>
<![CDATA[Putnarubun, Merlin Getdha]]>;
<![CDATA[Mahananingtyas, Elsinora]]>;
<![CDATA[Ritiauw, Leonid]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume10 Nomor 2, Juni 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v10i2.25847
<![CDATA[This study aims to determine the effect of the problem based learning model on the critical thinking skills of class IV A students at SDN 2 Latihan SPG Ambon. In this study, there was a low level of critical thinking skills in students due to the teaching and learning process still using conventional learning models, which do not support the development of students' critical thinking skills. The problem based learning model is a solution to improve the critical thinking skills of class IV A students at SDN 2 Latihan SPG Ambon. With this model, students will be accustomed to facing various problems and finding solutions through in-depth discussions and explorations. The method used is quantitative with a one-group pretest-posttest design. The research sample was all 26 class IVA students. Data collection techniques include observation, interviews, tests (pretest and posttest), and documentation. The instruments were tested for validity and reliability before being used. The method used in this writing is to apply the paired sample t test to test the hypothesis and the N-gain test to assess the effect of the learning model. Based on the results of data analysis conducted by researchers with the help of SPSS, it can be concluded; (1) For the paired sample t test, the sig. value was obtained. (2-tailed) of 0.000 < 0.05 where H0 is rejected and Ha is accepted so that it can be seen that there is an average difference between the pre-test and post-test results which means that the influence of the Problem Based Learning (PBL) learning model can improve students' critical thinking skills. (2) For the N-gain test results, a score of 0.8479 was obtained, meaning that the level of learning by applying the Problem Based Learning (PBL) learning model is in the high category to improve the critical thinking skills of class IV A students at SDN 2 Latihan SPG Ambon.]]>
<![CDATA[Implementasi Model Pembelajaran Discovery Learning Dalam Meningkatkan Keterampilan Sosial Pada Siswa Kelas V SD Kartika XIII-1 Ambon: Indonesia ]]>
<![CDATA[Lapandewa, Kastina]]>;
<![CDATA[Ritiauw, Samuel Patra]]>;
<![CDATA[Mahananingtyas, Elsinora]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Build ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v10i02.25980
<![CDATA[This study aims to determine the implementation of the discovery learning model in improving students' social skills. In this study using a quantitative descriptive with one group pre-test and post-test designs, while the data collection technique used a questionnaire. Furthermore, the data obtained was analyzed using the N-Gain Formula to determine the improvement of social skills through questionnaires. The results showed that there were significant variations in the level of mastery of social skills between indicators and between assessment categories (SS, S, TS, STS) with the highest average percentage in the Agree (S) category with 15.2%, followed by Strongly Agree (SS) by 17.7%, then Strongly Disagree (STS) by 8%, and the lowest was Disagree (TS) by 6.2%.]]>
<![CDATA[STRATEGI PEMBELAJARAN BAGI SISWA INKLUSIF DI KELAS IV SD NEGERI 1 POKA ]]>
<![CDATA[Usia, Zainal]]>;
<![CDATA[Elsinora Mahananingtyas]]>;
<![CDATA[Samuel Patra Ritiauw]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume 10 Nomor2, Juni 2025 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v10i2.26490
<![CDATA[This study aims to determine and describe "learning strategies for inclusive students at SDN 1 Poka". The research method used is a descriptive qualitative research method. The subjects of the study were homeroom teachers and class teachers. The data collection methods used were observation, interviews and documentation. The results of the study showed that: Constraints in inclusive student learning (1) the absence of a special tutor (GPK) (2) teachers do not have experience in inclusive student learning (3) in terms of seating arrangements (4) learning materials are the same as regular student learning materials. The learning planning process of SDN 1 Poka School categorizes inclusive students in class IV (one person) using the same RPP as regular students. In achieving the learning objectives that have been determined, in the implementation of learning, the homeroom teacher and class teacher work together in the learning process, the learning methods used are lecture, question and answer, and discussion methods so that they still involve inclusive students, (slow learners) and learning for inclusive students is quite good because of the motivation given by educators. In the evaluation of learning, there are two assessments at SDN 1 Poka for inclusive students, namely the performance test (oral test) and the written test. The assessment is adjusted to the abilities of inclusive students so that it is different from regular students]]>
<![CDATA[Peningkatan Kompetensi Pedagogik Guru SD Melalui Pengembangan Pembelajaran Berbasis ICT ]]>
<![CDATA[Mahananingtyas, Elsinora]]>;
<![CDATA[Syaranamual, Jusak]]>;
<![CDATA[Sahetapy, Lisa M.]]>;
<![CDATA[Sampe, Prisca]]>;
<![CDATA[Nunuela, Nandalita]]>;
<![CDATA[Ditboya Hukubun, Mariana]]>;
<![CDATA[Khoiriah, Ananada]]>;
<![CDATA[Gloria Jalmav, Indah]]>
<![CDATA[ KOMUNITA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 4 No 4 (2025): November ]]>
Publisher : <![CDATA[PELITA NUSA TENGGARA ]]>
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DOI: 10.60004/komunita.v4i4.289
<![CDATA[Pengembangan kompetensi pedagogik guru merupakan bagian penting dalam peningkatan mutu pendidikan. Tujuan untuk memberikan bekal keterampilan dan pengetahuan kepada guru-guru SD agar mampu pemahaman guru terhadap konsep pedagogik berbasis teknologi informasi dan komunikasi (ICT) dan aplikasi. Metode yang digunakan dalam kegiatan ini meliputi; Metode yang digunakan dalam kegiatan dimaksud menggunakan metode ceramah dan video. Peserta mampu menguasai semua keterampilan. Strategi implementasi di sekolah harus dilakukan secara bertahap, dimulai dengan pelatihan dasar dan dukungan teknis yang memadai.]]>
