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IMPLEMENTATION PEMBELAJARAN BILANGAN DAN OPERASINYA MELALUI LESSON STUDY: Pengalaman mengimplementasikan Lesson Study pada perkuliahan Jasmaniah Jasmaniah; Asrul Karim; Zulkifli Zulkifli
Jurnal Pendidikan Almuslim Vol. 1 No. 1 (2013): Jurnal Pendidikan Almuslim
Publisher : FKIP

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

Kenyataan di lapangan menunjukkan bahwa matematika sering dianggap materi yang sulit di kuasai oleh mahasiswa. Masalah di atas tentunya tidak ternutup kemungkinan akibat dari pembelajaran matematika pada jenjang sebelumnya. Salah satu upaya yang digunakan yaitu penerapan lesson study pada mata kuliah. Pelaksanaan lesson study merupakan realisasi dari Program Hibah Penguatan lesson study di lingkup FKIP Universitas Almuslim. Dalam makalah ini akan dibicarakan bagaimana penerapan lesson study pada bidang matematika. Khususnya lesson study pada bilangan dan operasinya. Kata kunci: bilangan dan operasinya, lesson study

PENERAPAN PENDEKATAN REALISTIC MATHEMATIC EDUCATION UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI BANGUN RUANG KELAS V SD NEGERI 1 MEUREUDU Jannah, Misbahul; Asrul Karim; Husnidar, Husnidar
Asimetris: Jurnal Pendidikan Matematika dan Sains Vol 6 No 1 (2025): Asimetris: Jurnal Pendidikan Matematika dan Sains
Publisher : Pendidikan Matematika Universitas Almuslim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51179/asimetris.v6i1.3324

Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis siswa kelas V SD Negeri 1 Meureudu pada materi bangun ruang melalui penerapan pendekatan Realistic Mathematics Education (RME). Penelitian ini menggunakan pendekatan kualitatif dengan jenis Penelitian Tindakan Kelas (PTK). Adapun subjek penelitian adalah seluruh siswa kelas V yang berjumlah 17 siswa. Data dikumpulkan melalui tes kemampuan berpikir kritis, observasi aktivitas guru dan siswa, serta wawancara terhadap respon siswa. Penelitian dilakukan dalam dua siklus. Hasil penelitian menunjukkan peningkatan kemampuan berpikir kritis siswa dari siklus I ke siklus II, di mana ketuntasan belajar meningkat dari 58,82% menjadi 88,24%. Aktivitas guru dan siswa juga mengalami peningkatan signifikan dari kategori cukup menjadi baik. Respon siswa terhadap penerapan pendekatan Realistic Mathematics Education positif, dengan pembelajaran yang lebih menyenangkan dan mudah dipahami. Kesimpulannya, pendekatan Realistic Mathematics Education sebagai suatu pendekatan pembelajaran untuk meningkatkan kemampuan berpikir kritis siswa pada materi bangun ruang di SD Negeri 1 Meureudu.

Belajar Tanpa Batas: Pelatihan Learning Management System sebagai Kunci Inovasi Edukasi Digital Hayati, Rahmi; M Rezeki Muamar; Hakim Muttaqim; Fachrurazi; Asrul Karim
KOMUNITA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 4 No 2 (2025): Mei
Publisher : PELITA NUSA TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60004/komunita.v4i2.174

The transformation of higher education in the digital era requires lecturers to have the competence to utilize learning technology effectively, including the utilization of Learning Management System (LMS). However, many lecturers have not optimized LMS as an interactive and structured learning tool. This Community Service Program aims to improve lecturers' ability to use LMS through technical and pedagogical training based on direct practice and andragogical approaches. Activities are carried out through preparation stages, three-day intensive training, two-week implementation assistance, and evaluation. The results show a significant increase in lecturers' competence in managing LMS, with an average score increasing by 32 points after training. Active participation of partners, the success of the digital class mini project, and the formation of an LMS practitioner community are positive indicators of the program's success. Outputs in the form of modules, video tutorials, and digital learning products make a real contribution to improving the quality of online learning in the higher education environment. This program has the potential to be widely and sustainably replicated to support inclusive and adaptive digitalization of education.

Penerapan Metode Penemuan Terbimbing untuk Meningkatkan Kemampuan Pemahaman Konsep dan Pemecahan Masalah Asrul Karim; Faridah, Eva; Surya, Edi; Bukit, Nurdin; Idawati, Idawati
Asimetris: Jurnal Pendidikan Matematika dan Sains Vol. 5 No. 1 (2024): Asimetris: Jurnal Pendidikan Matematika dan Sains
Publisher : Pendidikan Matematika Universitas Almuslim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51179/asimetris.v5i1.2404

Pentingnya pemahaman konsep dan kemampuan pemecahan masalah siswa dalam pembelajaran matematika sehingga mampu melahirkan siswa yang berpikir kritis, kreatif, produktif, belajar mandiri, bertanggungjawab, bisa bekerjasama, mencari dan memanfaatkan informasi, serta siap menghadapi perubahan. Salah satu upaya yang dapat dilakukan adalah dengan menerapkan metode penemuan terbimbing. Penelitian ini menggunakan metode eksperimen. Desain yang digunakan dalam penelitian ini adalah disain Pretest-Posttes Control Group Design. Data dalam penelitian ini dikumpulkan menggunakan teknik sebagai berikut: (1) data yang berkaitan dengan pemahaman konsep siswa dikumpulkan dengan melalui tes (pretes dan postes); (2) data yang berkaitan dengan sikap siswa dalam belajar matematika sebagai akibat pembelajaran metode penemuan dikumpulkan melalui angket skala sikap dan lembar observasi. Teknik analisis data statistik yang digunakan yaitu statistik deskriptif dan statistik inferensial. Statistik inferensial digunakan untuk menguji hipotesis. Hasil penelitian menunjukkan bahwa pemahaman konsep dan pemecahan masalah siswa yang mengikuti pembelajaran matematika dengan metode penemuan terbimbing lebih baik. Siswa yang belajar dengan metode penemuan terbimbing menunjukkan sikap positif terhadap pembelajaran matematika. Berdasarkan temuan penelitian, maka pembelajaran matematika dengan metode penemuan terbimbing dapat dijadikan sebagai salah satu metode pembelajaran untuk meningkatkan pemahaman dan kemampuan pemecahan masalah siswa.

PENERAPAN PENDEKATAN REALISTIC MATHEMATIC EDUCATION UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATERI BANGUN RUANG KELAS V SD NEGERI 1 MEUREUDU Jannah, Misbahul; Asrul Karim; Husnidar, Husnidar
Asimetris: Jurnal Pendidikan Matematika dan Sains Vol. 6 No. 1 (2025): Asimetris: Jurnal Pendidikan Matematika dan Sains
Publisher : Pendidikan Matematika Universitas Almuslim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51179/asimetris.v6i1.3324

Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis siswa kelas V SD Negeri 1 Meureudu pada materi bangun ruang melalui penerapan pendekatan Realistic Mathematics Education (RME). Penelitian ini menggunakan pendekatan kualitatif dengan jenis Penelitian Tindakan Kelas (PTK). Adapun subjek penelitian adalah seluruh siswa kelas V yang berjumlah 17 siswa. Data dikumpulkan melalui tes kemampuan berpikir kritis, observasi aktivitas guru dan siswa, serta wawancara terhadap respon siswa. Penelitian dilakukan dalam dua siklus. Hasil penelitian menunjukkan peningkatan kemampuan berpikir kritis siswa dari siklus I ke siklus II, di mana ketuntasan belajar meningkat dari 58,82% menjadi 88,24%. Aktivitas guru dan siswa juga mengalami peningkatan signifikan dari kategori cukup menjadi baik. Respon siswa terhadap penerapan pendekatan Realistic Mathematics Education positif, dengan pembelajaran yang lebih menyenangkan dan mudah dipahami. Kesimpulannya, pendekatan Realistic Mathematics Education sebagai suatu pendekatan pembelajaran untuk meningkatkan kemampuan berpikir kritis siswa pada materi bangun ruang di SD Negeri 1 Meureudu.

INTEGRASI CODING DAN REALISTIC MATHEMATICS EDUCATION BERBASIS BUDAYA ACEH UNTUK MENUMBUHKAN KREATIVITAS MATEMATIS SISWA SD Rahmi Hayati; Rohantizani; Nuraina; Asrul Karim; Fachrurazi; Marzuki
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35244

This study aims to describe the integration of coding and Acehnese culture-based Realistic Mathematics Education (RME) in elementary school mathematics learning, analyze the learning process that supports the development of students' mathematical creativity, and identify local cultural values that can be adapted in technology-based and realistic learning designs. This study uses a descriptive qualitative approach with an exploratory study design. The research subjects included teachers and students in grades IV–V at an elementary school in Bireuen Regency, Aceh. Data were obtained through observation, interviews, and documentation, then analyzed interactively through the stages of data reduction, data presentation, and drawing conclusions. The results show that the integration of coding and Acehnese culture-based RME can create meaningful, creative, and contextual mathematics learning. The application of local cultural contexts such as Acehnese rumoh motifs and Acehnese cultural values helps students understand mathematical concepts concretely and closely related to their lives. Meanwhile, the application of coding through platforms such as Scratch and Blockly fosters logical and systematic thinking skills and increases creativity in problem-solving. Collaborative and reflective learning reinforces the values of meuseuraya (cooperation) and tameh (politeness), so that students develop not only cognitively but also socially and emotionally. This study concludes that the synergy between local culture, digital technology, and a realistic approach is an effective strategy for realizing meaningful 21st-century mathematics learning rooted in cultural identity. This model can be used as a reference for teachers, schools, and researchers to develop learning innovations based on local wisdom in the digital era.

PENGARUH MODEL PEMBELAJARAN BRAIN BASED LEARNING (BBL) UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK PADA MATERI PERUBAHAN WUJUD ZAT KELAS IV SD Syahra Alwani; Asrul Karim; Fachrurazi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56534

The background of this research is the low learning outcomes of students on the material of changes in the state of matter, where 60% of 21 students had not achieved learning mastery. The objective of this study was to examine the effect of the Brain-Based Learning (BBL) model on improving student learning outcomes. This study employed a quantitative approach with a One-Group Pretest-Posttest Design. The sample consisted of 21 fourth-grade students of UPTD SD Negeri 17 Peusangan, selected using a saturated sampling technique. The research instrument was a multiple-choice test. Data analysis was performed using the Paired Samples T-Test. The results showed a significant improvement in student learning outcomes. The average pretest score of 56.0 increased to 84.1 in the posttest. The t-test results showed that the calculated t-value (16.71) > t-table (2.086) with a significance of 0.000 (p < 0.05), indicating a significant effect. The conclusion of this study is that the Brain-Based Learning (BBL) model is effective in improving student learning outcomes on the material of changes in the state of matter in the fourth grade of elementary school.

Pembelajaran Bermakna Melalui Contextual Teaching And Learning (CTL) Berbantuan Video Animasi untuk Meningkatkan Hasil Belajar IPAS Siswa Sekolah Dasar Rozanna; Fatimah; Asrul Karim
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61120

The problem underlying this study stems from students’ low IPAS learning outcomes, where the class-wide learning achievement has not yet reached the targets set by the school. In addition, the learning process still tends to be teacher-centered and does not yet utilize learning media capable of connecting the material to students’ real-life experiences. This study aims to describe the implementation of meaningful learning through the Contextual Teaching and Learning model, supported by animated videos, to improve elementary school students’ IPAS learning outcomes. The research method used was Classroom Action Research (CAR), conducted in two cycles in the fifth-grade class at UPTD SD Negeri 4 Bireuen with a sample size of 25 students. Based on the research results, in Cycle I, an average score of 69.2 was obtained with a class-wide mastery rate of 56%, where 14 students were deemed to have mastered the material and 11 students had not. After implementing instructional improvements in Cycle II, the average score increased to 87 with a class-wide mastery rate of 88%, meaning 22 students were deemed to have mastered the material and 3 students had not. In addition, teacher activity increased from 85% to 96%, student activity increased from 84% to 91%, and student response reached 93.81%, falling into the “very good” category. Thus, meaningful learning through the Contextual Teaching and Learning model aided by animated videos can improve elementary school students’ learning outcomes in IPAS.

INOVASI PEMBELAJARAN IPAS MELALUI PROJECT BASED LEARNING BERBASIS MEDIA DIORAMA UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA Darlisa, Ratu; Fatimah; Asrul Karim
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Verified
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61231

Creative thinking ability is one of the important skills that needs to be developed in 21st-century learning, particularly at the elementary school level. However, science learning in elementary schools is still often teacher-centered, resulting in limited student involvement during the learning process. This study aims to improve students' creative thinking abilities through the implementation of the Project Based Learning model assisted by diorama media in science learning. This study used a qualitative approach with Classroom Action Research (CAR) conducted in three cycles. The subjects of this study were 25 fifth-grade students at UPTD SD Negeri 4 Bireuen. Data collection techniques included tests, observations, questionnaires, and documentation, while data analysis was conducted descriptively using percentages. The results showed that students' creative thinking abilities improved in each cycle. The percentage of students' classical mastery increased from 56% in Cycle I to 80% in Cycle II and reached 92% in Cycle III. Teacher activity increased from 86.3% to 94.5%, while student activity increased from 83.6% to 89%. In addition, students' responses toward the learning process showed a very positive category with a percentage of 98%. Based on these findings, it can be concluded that the implementation of the Project Based Learning model assisted by diorama media is effective in improving students' creative thinking abilities and creating science learning that is more active, engaging, and meaningful.

OPTIMALISASI HASIL BELAJAR IPA MELALUI MODEL KOOPERATIF NUMBERED HEADS TOGETHER BERBANTUAN WORDWALL PADA MATERI EKOSISTEM DI SEKOLAH DASAR Maini; Erlia Hanum; Asrul Karim
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomer 03, September 2026 Publication
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.65535

This classroom action research addresses the gap between the ideal outcomes expected in the Natural and Social Sciences (IPAS) curriculum and the reality found at UPTD SD Negeri 16 Peusangan, where only half of the fifth-grade students reached the Learning Objective Achievement Criteria (KKTP) on the ecosystem topic, largely due to teacher-centered lecturing and minimal use of interactive media. This study aimed to determine the improvement of student learning outcomes, teacher and student activity, and student responses through the application of the Numbered Head Together (NHT) cooperative learning model assisted by the Wordwall application. The research employed a qualitative-descriptive Classroom Action Research (CAR) design following the Kemmis and Sanjaya model, conducted in two cycles involving 16 fifth-grade students at UPTD SD Negeri 16 Peusangan. Data were collected through tests, observation sheets, and student response questionnaires, then triangulated to ensure validity. The results show that student learning outcomes increased from 62% in Cycle I to 88% in Cycle II, teacher activity rose from 87.5% to 94.5%, student activity rose from 86.5% to 93.5%, and 90% of students gave a very positive response toward the model. It is concluded that the NHT model assisted by Wordwall effectively improves the learning process and outcomes on the ecosystem topic and is recommended as an interactive alternative for elementary science instruction.

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