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PENGARUH PEMBELAJARAN HANDS-ON DAN VIRTUAL LAB TERHADAP PEMAHAMAN KONSEP DAN BERPIKIR KRITIS SISWA Cucun Sutinah
COLLASE (Creative of Learning Students Elementary Education) Vol 5, No 3 (2022)
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Penelitian ini bertujuan untuk mengetahui pengaruh implementasi pembelajaran hands-on dan virtual lab terhadap pemahaman konsep dan berpikir kritis siswa pada materi perpindahan kalor. Penelitian menggunakan metode kuasi experimental dengan desain pretest-postest control group design without randomization. Sampel penelitian yaitu 64 siswa kelas V di salah satu sekolah dasar negeri di Kota Bandung yang dipilih dengan teknik purposive sampling. Instrumen yang digunakan yaitu tes two-tier pemahaman konsep dan tes uraian berpikir kritis. Kelompok eksperimen menerapkan pembelajaran hands-on dan virtual lab, sedangkan kelompok kontrol menerapkan pembelajaran hands-on dan video. Hasil penelitian menunjukkan bahwa terdapat perbedaan peningkatan pemahaman konsep dan berpikir kritis yang signifikan antara kelas ekperimen dan kelas kontrol yang dilihat dari uji anova N-gain dengan sig.= 0,00 < α=0,05. Kelas eksperimen memiliki rata-rata N-gain pemahaman konsep 0,74 lebih tinggi dari kelas kontrol yaitu 0,60. Begitu pula pada kemampuan berpikir kritis, rata-rata N-gain kelas eksperimen sebesar 0,60 lebih besar dibandingkan kelas kontrol yaitu sebesar 0,44. Dengan demikian dapat disimpulkan bahwa pembelajaran hands-on dan virtual lab memberikan pengaruh yang lebih tinggi terhadap pemahaman konsep dan berpikir kritis siswa dibandingkan pembelajaran hands-on dan video.

THE DEVELOPMENT OF ASSISTED WORKSHEETS DIFFERENTIATION LEARNING BASED ON LEARNING STYLE: HOW GREAT IT CAN HELP STUDENTS’ MATHEMATICAL UNDERSTANDING ABILITY? Cucun Sutinah; Muhammad Ghiyats Ristiana
Jurnal Cakrawala Pendas Vol. 9 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v9i2.4541

The purpose of this study is to develop mathematics differentiation learning worksheets based on learning style and to know the impact for mathematics understanding ability in 4th grade. The method we used was R&D including 10 steps. The instruments were a validation test, questionnaire for teachers and students, and an understanding concept test. Validation and questionnaire data analyzed by descriptive quantitative. Although, mathematics understanding ability data analyzed by difference test and N-Gain test. The results of this study show that the differentiation learning worksheets fit with the criteria. Eligibility validation from experts gets an average of 91%. Practically based on teachers and students’ responses get an average 86%. It means that the learning materials are very valid. The learning materials in experiment class can increase the understanding concept with N-Gain 0,74. We can conclude that with mathematics differentiation learning worksheets can increase mathematics understanding ability. Penelitian ini bertujuan untuk mengembangkan LKPD Matematika Berdiferensiasi Gaya Belajar dan mengetahui pengaruhnya terhadap kemampuan pemahaman matematis siswa di kelas IV SD. Metode yang digunakan adalah penelitian dan pengembangan (RnD) yang terdiri atas 10 langkah. Instrumen pengumpul data meliputi lembar validasi, angket respon guru dan siswa, dan tes pemahaman konsep. Data validasi dan kepraktisan dianalisis secara kuantitatif deskriptif, sedangkan data kemampuan pemahaman matematis dianalisis dengan uji beda dan n-gain. Hasil penelitian menunjukkan bahwa LKPD berdiferensiasi yang dikembangkan memenuhi kriteria kelayakan, kepraktisan, dan keefektifan. Validasi kelayakan oleh ahli memperoleh rata-rata skor 91% (sangat layak). Kepraktisan mengacu pada respon guru dan siswa memperoleh rata-rata skor 86% (sangat baik). LKPD berdiferensiasi di kelas eksperimen mampu meningkatkan kemampuan pemahaman matematis secara efektif dibanding kelas kontrol dengan n-gain 0,74. Berdasarkan hasil tersebut, dapat disimpulkan bahwa peningkatan kemampuan pemahaman matematis siswa sesuai gaya belajarnya dapat dipengaruhi oleh LKPD berdiferensiasi.

Navigating Change: An Analysis of Elementary School Teachers' Readiness and Implementation Challenges with the Merdeka Curriculum Cucun Sutinah; Arie Rakhmat Riyadi; Agni Muftianti; Medita Ayu Wulandari; Siti Ruqoyyah
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.5142

Education is a central pillar in forming the foundation of society's future, and implementing a relevant curriculum is critical in ensuring the quality of learning. As a response to increasingly complex educational challenges, the Merdeka Curriculum focuses on developing competence and character with essential material. On the other hand, the Merdeka Curriculum also offers teachers flexibility in designing and implementing learning according to student needs and local context. This research aims to explore and analyze the implementation of the Merdeka Curriculum among elementary school teachers as a reflection to provide effective feedback. The survey method is used to collect data through questionnaires that have been developed and have undergone expert validation. Questionnaires were distributed to 160 state elementary school teachers in West Bandung Regency. The questionnaire includes 7 question items about teacher readiness, level of understanding of the Merdeka Curriculum, and identification of obstacles and strategies for overcoming them. The data collected was analyzed quantitatively using a descriptive statistical approach. The research results show that teachers are ready to implement the Independent Curriculum but their understanding is still limited which has an impact on the presence of challenges in its implementation. These findings have implications for the urgency of increasing teachers' understanding regarding the Independent Curriculum, skills in designing and implementing learning in accordance with the characteristics of the Independent Curriculum, including assessment. With better understanding and skills, the challenges faced will be overcome.

THE DEVELOPMENT OF ASSISTED WORKSHEETS DIFFERENTIATION LEARNING BASED ON LEARNING STYLE: HOW GREAT IT CAN HELP STUDENTS’ MATHEMATICAL UNDERSTANDING ABILITY? Cucun Sutinah; Muhammad Ghiyats Ristiana
Jurnal Cakrawala Pendas Vol. 9 No. 2 (2023)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v9i2.4541

The purpose of this study is to develop mathematics differentiation learning worksheets based on learning style and to know the impact for mathematics understanding ability in 4th grade. The method we used was R&D including 10 steps. The instruments were a validation test, questionnaire for teachers and students, and an understanding concept test. Validation and questionnaire data analyzed by descriptive quantitative. Although, mathematics understanding ability data analyzed by difference test and N-Gain test. The results of this study show that the differentiation learning worksheets fit with the criteria. Eligibility validation from experts gets an average of 91%. Practically based on teachers and students’ responses get an average 86%. It means that the learning materials are very valid. The learning materials in experiment class can increase the understanding concept with N-Gain 0,74. We can conclude that with mathematics differentiation learning worksheets can increase mathematics understanding ability. Penelitian ini bertujuan untuk mengembangkan LKPD Matematika Berdiferensiasi Gaya Belajar dan mengetahui pengaruhnya terhadap kemampuan pemahaman matematis siswa di kelas IV SD. Metode yang digunakan adalah penelitian dan pengembangan (RnD) yang terdiri atas 10 langkah. Instrumen pengumpul data meliputi lembar validasi, angket respon guru dan siswa, dan tes pemahaman konsep. Data validasi dan kepraktisan dianalisis secara kuantitatif deskriptif, sedangkan data kemampuan pemahaman matematis dianalisis dengan uji beda dan n-gain. Hasil penelitian menunjukkan bahwa LKPD berdiferensiasi yang dikembangkan memenuhi kriteria kelayakan, kepraktisan, dan keefektifan. Validasi kelayakan oleh ahli memperoleh rata-rata skor 91% (sangat layak). Kepraktisan mengacu pada respon guru dan siswa memperoleh rata-rata skor 86% (sangat baik). LKPD berdiferensiasi di kelas eksperimen mampu meningkatkan kemampuan pemahaman matematis secara efektif dibanding kelas kontrol dengan n-gain 0,74. Berdasarkan hasil tersebut, dapat disimpulkan bahwa peningkatan kemampuan pemahaman matematis siswa sesuai gaya belajarnya dapat dipengaruhi oleh LKPD berdiferensiasi.

ROLE PLAYING-ASSISTED PBL MODEL TO IMPROVE STUDENT UNDERSTANDING IN GRADE V OF ELEMENTARY SCHOOL Iip Miftahudin; Devi Afriyuni Yonanda; Dudu Suhandi Saputra; Beti Istanti Suwandayani; Cucun Sutinah
Jurnal Cakrawala Pendas Vol. 11 No. 3 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jcp.v11i3.13453

This study aims to examine the effectiveness of the Problem Based Learning (PBL) model combined with the Role Playing method in improving students’ understanding of civic education content in fifth-grade elementary classes. The study was motivated by the low student engagement and learning outcomes in Civic Education (PKn), which is still predominantly delivered through lectures. PBL encourages real-world problem-solving, while Role Playing allows students to experience civic roles firsthand through simulation.A qualitative approach with a case study design was used. The participants were 17 fifth-grade students at SD IT Tazkia Insani. Data were collected through observation, interviews, and documentation. The findings revealed that the integration of PBL and Role Playing created a more engaging, student-centered learning environment. Students became more confident, collaborative, and critical in their thinking. Most importantly, students’ understanding of the topic “Duties and Roles of Mayors and Regents” significantly improved, both conceptually and in practical application.These results indicate that Civic Education is more effective when learning involves active participation and real-life context. The PBL model assisted by Role Playing is recommended as a strategy to enhance elementary students’ comprehension of civic concepts and promote character education.

Assessing the Character of Pancasila Student Profiles: Challenges Encountered by Teachers Medita Ayu Wulandari; Siti Ruqoyyah; Cucun Sutinah; Arie Rakhmat Riyadi
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 10 No. 2 (2023): October 2023
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v10i2.14963

AbstractAdministering assessment is essential in education, including, in the implementation of character building in the Pancasila Student Profiles. This study was conducted to examine the implementation of the P5 (the Project for Strengthening Pancasila Student Profiles) in primary schools and the challenges teachers encountered in assessing the P5 character. Descriptive analysis was used in this study. Data collection was carried out using questionnaires and interviews given to 160 teachers representing 160 schools in 16 sub-districts in West Bandung, Indonesia. The results of the data analysis show that several elements are dominantly used from each dimension. Particularly noteworthy is that the creativity dimension is rarely taught. In terms of assessments, summative assessment is the most frequently practiced assessment among teachers. The number of teachers who carried out diagnostic and formative assessments is relatively small (<5%). Furthermore, the challenges or difficulties faced by the teachers in preparing the assessment encompass aspects such as the P5 comprehension, how to cultivate the P5 character, the main obstacles in instilling the P5 character, and measuring the P5 character.Keywords: character education, assessment, primary teachers, Project to Strengthen the Pancasila Student Profiles (P5), Merdeka curriculum.Â AbstrakPelaksanaan kegiatan asesmen di sekolah merupakan suatu hal yang penting untuk dilakukan. Begitupun halnya pada pelaksanaan pembelajaran karakter Profil Pelajar Pancasila. Penelitian ini dilakukan untuk memberikan gambaran pelaksanaan asesmen dalam Projek Penguatan Profil Pelajar Pancasila di sekolah dasar dan kesulitan apa saja yang dihadapi guru dalam mempersiapkan dan melaksanakannya. Analisis deskriptif digunakan dalam penelitian ini. Pengumpulan data dilakukan dengan menggunakan angket dan wawancara yang diberikan kepada 160 guru terbaik yang mewakili 160 sekolah di 16 kecamatan di kabupaten Bandung Barat, Indonesia. Hasil analisis data menunjukkan bahwa dari setiap elemen terdapat beberapa elemen yang dominan digunakan; hal yang paling mencolok adalah adanya salah satu dimensi yang tingkat pengajarannya masih rendah yaitu kreativitas. Kemudian dalam pelaksanaan penilaian, kegiatan yang paling sering dilakukan guru adalah penilaian sumatif. Jumlah guru yang melaksanakan penilaian diagnostik dan formatif masih sedikit (<5%). Selanjutnya kesulitan yang dihadapi guru dalam mempersiapkan evaluasi itu sendiri terbagi dalam beberapa kategori, seperti pemahaman P5, cara menumbuhkan karakter P5, kendala utama dalam menanamkan karakter P5 dan mengukur karakter P5.Kata kunci: pendidikan karakter, asesmen, guru sekolah dasar, projek penguatan profil pelajar pancasila (P5), kurikulum merdeka.

It’s Not a Miscalculation - It’s a Misconception! Uncovering Epistemological Obstacles in Preservice Teachers’ Mathematical Literacy Tasks Sukma Murni; Febri Restu Widianto; Cucun Sutinah
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.20410

AbstractThis study identified and analyzed epistemological obstacles experienced by prospective elementary school teachers in solving mathematical literacy tasks on plane geometry material. This study employed a case study method, involving 24 students from a university, which was located in Cimahi City, West Java. The diagnostic test served as the research instrument and the data were analyzed using a thematic analysis approach to uncover various epistemological obstacles encountered by undergraduate students, including misconceptions regarding the properties of plane figures and difficulties in applying geometric concepts to mathematical literacy tasks. Epistemological obstacles arise due to the students' inability to connect abstract concepts with practical contexts, as well as their limited understanding of basic geometric concepts. These obstacles primarily stem from misconceptions about fundamental concepts of plane figures, difficulties in applying geometric concepts in contextual situations, and procedural learning approaches that lack conceptual depth. This research contributes to developing geometry learning strategies at the elementary school level, which can ultimately improve the overall quality of mathematics education.Keywords: epistemological obstacle, mathematical literacy, plane geometry. AbstrakPenelitian ini bertujuan untuk mengidentifikasi dan menganalisis hambatan epistemologis yang dialami oleh mahasiswa calon guru sekolah dasar dalam menyelesaikan tugas literasi matematis pada materi geometri bidang datar. Penelitian ini menggunakan metode studi kasus dengan melibatkan 24 mahasiswa dari sebuah universitas yang berlokasi di Kota Cimahi, Jawa Barat. Test diagnostik digunakan sebagai instrument penelitian, dan data dianalisis menggunakan pendekatan analisis tematik untuk mengungkap berbagai hambatan epistemologis yang dialami oleh mahasiswa, termasuk miskonsepsi terhadap sifat-sifat bangun datar dan kesulitan dalam menerapkan konsep geometri pada tugas literasi matematika. Hambatan epistemologis muncul karena ketidakmampuan mahasiswa dalam menghubungkan konsep-konsep abstrak dengan konteks praktis, serta keterbatasan pemahaman terhadap konsep dasar geometri. Hambatan-hambatan ini terutama berasal dari miskonsepsi mengenai konsep dasar bangun datar, kesulitan dalam menerapkan konsep geometri dalam situasi kontekstual, dan pendekatan pembelajaran prosedural yang kurang mendalam secara konseptual. Penelitian ini memberikan kontribusi terhadap pengembangan strategi pembelajaran geometri di tingkat sekolah dasar, yang pada akhirnya dapat meningkatkan kualitas pendidikan matematika secara keseluruhan.Keywords: hambatan epistemis, literasi matematis, bangun datar.

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