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Nyoto Hardjono
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Education Mathematics Other

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PENINGKATAN PROSES DAN HASIL BELAJAR MATEMATIKASISWA SD KELAS 4 MELALUI MODEL PROBLEM BASED LEARNING Nurisa Puspitasari; Nyoto Hardjono
MAJU : Jurnal Ilmiah Pendidikan Matematika Vol 6, No 1 (2019): MAJU: JURNAL ILMIAH PENDIDIKAN MATEMATIKA
Publisher : STKIP Bina Bangsa Meulaboh

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Penelitian Tindakan Kelas ini bertujuan meningkatkan proses dan hasil belajar matematika siswa kelas 4 SDN Kutowinangun 01 melalui Problem Based Learning (PBL). Penelitian ini menggunakan model Kemmis dan Taggart terdiri dari 2 siklus, siklus 1 dan 2. Peningkatan proses dibagi menjadi aktivitas guru dan aktivitas siswa. Hasil penelitian: (1) Kondisi prasiklus sebelum menggunakan PBL dilihat dari skor rata-rata aktivitas guru sebesar 2,27 dan 2,23 untuk skor rata-rata aktivitas siswa atau 39% pada prasiklus, jika dilihat dari ketuntasan belajar menunjukkan prasiklus sebesar 39% atau 12 siswa yang tuntas. (2) Dengan PBL dapat meningkatkan skor rata-rata proses belajar, dilihat dari skor rata-rata aktivitas guru siklus I sebesar 3,10 atau 77,5% dan 3,71 atau 92,8% pada siklus II. Sedangkan skor rata-rata aktivitas siswa siklus I sebesar 2,73 atau 68,3% dan 3,6 atau 90% pada siklus II. (3) Peningkatan proses berdampak pada peningkatan hasil belajar, dilihat dari ketuntasan belajar prasiklus sebesar 39% atau 12 siswa, siklus I sebesar 61,3% atau 19 siswa dan siklus II meningkat menjadi 83,87% atau 26 siswa.
PENERAPAN MODEL DISCOVERY LEARNING UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR TEMATIK Yuslinda Putri Kusumaningrum; Nyoto Hardjono
Jurnal Pendidikan Dasar Vol 9 No 2 (2018): JPD-Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

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Abstract

This study aims to improve the activity and learning outcomes by applying the Discovery Learning learning model. This Classroom Action Research was carried out in grade 4B of Salatiga 06 State Elementary School in Salatiga City. Data collected includes activities and learning outcomes, teacher observations, student observations. Data collection techniques carried out in this study are observation models, documentation models, and test models. This research was carried out in two cycles. Each cycle includes 6 (six) stages, namely (1) Stimulation (Stimulation); (2) Problem Identification; (3) Data Collection (Data Collection); (4) Data Processing; (5) Verification; (6) Interesting Conclusions. In this study it is said to be successful if at least 80% of students get a value of ≥ 75. The results of the study show: (1) the score of pre-cycle activity in grade 4B is 72% and the score of pre-cycle student learning is 58.06%; (2) Student learning completeness in cycle I is 68% and in cycle II is 84% ​​(3) Student activity score in cycle I is 70% and in cycle II is 82.50%. From the data above clearly shows that in the first cycle learning outcomes have not met expectations which means that the indicators of success have not been achieved while in cycle II learning outcomes are in line with expectations which means that the indicators of success have been achieved.
Co-Authors Nurisa Puspitasari Yuslinda Putri Kusumaningrum