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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) JURNAL SINEKTIK
Sri Rahayu
Universitas PGRI Semarang
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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KEEFEKTIFAN MODEL STUDENT FACILITATOR AND EXPLAINING BERBANTU MEDIA PAPAN KARTU TEMPEL TERHADAP HASIL BELAJAR SISWA KELAS IV TEMA CITA-CITAKU SDN 01 GEMUHBLANTEN Sri Rahayu; Qoriati Mushafanah; Veryliana Purnamasari
Jurnal Sinektik Vol. 2 No. 2 (2019): JURNAL SINEKTIK:DESEMBER-2019
Publisher : FKIP, PGSD, Universitas Slamet Riyadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33061/js.v2i2.2944

Abstract

This research aimed to determine the effectiveness of the Student Facilitator and Explaining models with the help of the Paste Card media on the learning outcomes of the fourth grade students on the theme of My Story SDN 01 Gemuhblanten. The population were all fourth grade students of SDN 01 Gemuhblanten Kendal academic year 2018/ 2019. This research was an experimental study with a quantitative approach. The design of this study was a pre-experimental study with the type of research used is one group pretest-posttest design that uses a sampling technique that is non probability sampling. Data collection techniques are carried out using interview, observation, documentation, and test techniques. Student learning outcomes are seen from the average pretest value of 59.00 and increase in the posttest value with an average of 83.37. From the calculation of t-test obtained tcount greater than ttable that is 20,391>2,101, then H0 is rejected and Ha is accepted. The conclusion is that the Student Facilitator and Explaining learning model is assisted by the media of the Paste Card Board effective on the learning outcomes of the fourth grade students on the theme of My Story SDN 01 Gemuhblanten. 
A Needs Analysis of Problem-Based Learning Media Using the Design Thinking Framework to Improve Critical Thinking Sri Rahayu; Aryo Andri Nugroho; Nizaruddin
Jurnal Penelitian Pendidikan IPA Vol 11 No 9 (2025): September
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i9.12415

Abstract

Low mathematics achievement in Indonesian secondary schools persists despite ongoing curriculum reforms. This study employed a Design Thinking–guided mixed-method inquiry to analyse instructional needs and co-create a multimedia Problem-Based Learning (PBL) model that fosters critical thinking. Three purposively selected schools in Batam contributed three mathematics teachers and forty-two students. Data were gathered through two rounds of semi-structured interviews, classroom observations, and Google-Form questionnaires. Qualitative coding during the Empathise and Define stages revealed four central issues: limited transfer of concepts to problem contexts, weak foundational mastery, mismatch between learning media and student preferences, and scarce collaborative support. Only 7.2 % of students felt competent, whereas 83.3 % acknowledged frequent computational errors and 80 % were unable to apply formulas. Students preferred group discussion (67.7 %), peer tutoring (51.6 %), and audio-visual media (45.2 %). In the Ideate stage, a PBL sequence aligned with the TPACK framework was prototyped and pilot-taught in each school. Observation indicated that 67.7 % of learners participated actively in group problem-solving, while post-lesson feedback showed 74.4 % experienced clearer conceptual understanding when multimedia and peer support were combined. Teachers reported improved lesson flow and greater responsiveness to heterogeneous ability levels. The study concludes that Design Thinking, coupled with media-rich PBL, can realign pedagogy with stakeholder needs, strengthen critical-thinking dispositions, and serve as a replicable model for mathematics instruction in similar contexts. Future work should examine long-term learning gains, scalability across diverse regions, and professional development structures required to sustain technology-enhanced PBL adoption. Such evidence will clarify policy guidelines and funding priorities for equitable implementation nationwide.
Co-Authors Aryo Andri Nugroho Nizaruddin Nizaruddin Qoriati Mushafanah Veryliana Purnamasari