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ANALISIS DAMPAK PENGGUNAAN GADGET (SMARTPHONE) TERHADAP KEPRIBADIAN DAN KARAKTER (KEKAR) PESERTA DIDIK DI SMA NEGERI 9 MALANG Rahmandani, Fahdian; Tinus, Agus; Ibrahim, M Mansur
Jurnal Civic Hukum Vol 3, No 1 (2018): Mei 2018
Publisher : Civic Education Department, Faculty of Teacher Training and Education, University of Muham

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jch.v3i1.7726

ABSTRAKPenggunaan gadget (smartphone) yang terlalu berlebihan dan tidak sewajarnya akan menimbulkan pengaruh terhadap kepribadian dan karakter peserta didik. Kepribadian peserta didik seharusnya menjadi perhatian khusus dalam menanamkan karakter kepada mereka. Karena antara kepribadian dan karakter tersebut akan sangat berpengaruh terhadap tumbuh-kembang peserta didik. Sehingga penelitian ini bertujuan untuk: (a) Mengetahui penggunaan gadget (smartphone) oleh peserta didik di SMA Negeri 9 Malang, (b) Mendeskripsikan kepribadian dan karakter peserta didik yang menggunakan gadget (smartphone) di SMA Negeri 9 Malang, dan (c) Mendeskripsikan solusi penggunaan gadget (smartphone) yang ideal oleh peserta didik di SMA Negeri 9 Malang. Penelitian ini menggunakan teknik penelitian deskriptif kualitatif. Dimana peneliti berusaha memberikan gambaran secara sistematis dan cermat berdasarkan fakta ? fakta aktual dan sifat ? sifat populasi tertentu. Penelitian ini bertujuan untuk memecahkan masalah ? masalah aktual dan mengumpulkan data. Pengumpulan data diperoleh dengan teknik wawancara, angket, observasi dan dokumentasi. Adapun informan yang digali informasinya yakni Wakil Kepala Sekolah Bidang Kesiswaan, Guru PPKn, Guru Agama Islam, Guru BK, Guru IPS, Guru IPAdan Siswa - siswi Kelas XI SMA Negeri 9 Malang. Berdasarkan penelitian yang telah dilakukan, diperoleh hasil sebagai berikut: (a) Hampir semua peserta didik di SMAN 9 Malang memiliki dan menggunakan gadget, khususnya smartphone. Rata-rata waktu peserta didik menggunakan gadgetnya selama 3 sampai lebih dari 7 jam untuk membuka media sosial. (b) Kepribadian peserta didik yang menggunakan gadget (smartphone) cenderung lebih pasif seperti individualis, tertutup, kurang peduli dengan sekitarnya dan rasa sosial dari anak kurang. Sedangkan karakternya memiliki kecenderungan lebih apatis, pola pikirnya cenderung irasional, mencari mudahnya saja dan kurang mempunyai simpati.(c) Penggunaan gadget (smartphone) yang ideal yaitu dengan memberikan banyak pemahaman kepada peserta didik dan menerapkan program yang memiliki hubungan dengan penggunaan gadget (smartphone). Hasil penelitian yang diperoleh dapat disimpulkan sebagai berikut: (a) Semua peserta didik di SMAN 9 Malang menggunakan gadget (smartphone). (b) Terjadi penyimpangan kepribadian dan demoralisasi karakter peserta didik yang aktif menggunakan gadget (smartphone). (c) Solusi ideal yaitu dengan memberikan banyak pemahaman, dan sekolah sudah menerapkan program berbasis gadget (smartphone).Kata Kunci : Analisis, Penggunaan Gadget (Smartphone), Kepribadian Karakter.ABSTRACTThe use of gadgets (smartphone) which is too excessive and not reasonable will be impacting on the personality and character of students. Personality of students should be particular concern on instilling character for them. Because between the personality and the character will greatly affect the growth and development of students. Thus this research aims to: (a) Knowing the use of gadgets (smartphone) by students at State High School 9 Malang, (b) Describe the personality and character of students who use gadgets (smartphone) in State Senior High School 9 Malang, and (c) Explaining solutions use gadgets (smartphone) which is ideal by students at State Senior High School 9 Malang. This research uses techniques of research descriptive qualitative. Where researchers tried to give an idea systematically and meticulously based on actual facts and the characteristic of certain populations. This research aiming to solve the actual problems and collect the documents. collection of documents were obtained by interview, questionnaire, observation and documentation. As for informant who unearthed the information that is Vice Principal of Student, Teacher of PPKn, Teacher of Islamic Religious, Teacher of BK, Teacher IPS, Teacher of Science and Student Class XI of State Senior High School 9 Malang. Based on research that has been done, the results are as follows: (a) Almost allthe students at State Senior High School 9 Malang have and use gadgets, particularly smartphones. The average time students use the gadget for 3 to more than 7 hours to playing social media. (b) The personality of students who use gadgets (smartphone) tend to be more passive as individualistic and less concerned with the surroundings and the childs less has the social sense. While the characters have a tendency to be apathetic, the mindset is tends irrational, seeking ease and have less sympathy. (c) The use of gadgets (smartphone) ideal that is to give a lot of understanding to of students and implement programs that have a relationship with the use of gadgets (smartphone). The result of research obtained can be summed as follows: (a) All of students at State SeniorHigh School 9 Malang using gadgets (smartphone). (b) There is a personality disorder and demoralization of character for students active using gadgets (smartphone). (c) The ideal solution is to give a lot of understanding, and school has implemented a program the based of gadgets (smartphone).Keywords: Analysis, Using Gadget (Smartphone), Character.

ANALISIS DAMPAK PENGGUNAAN GADGET (SMARTPHONE) TERHADAP KEPRIBADIAN DAN KARAKTER (KEKAR) PESERTA DIDIK DI SMA NEGERI 9 MALANG Fahdian Rahmandani; Agus Tinus; M Mansur Ibrahim
Jurnal Civic Hukum Vol. 3 No. 1 (2018): Mei 2018
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jch.v3i1.7726

ABSTRAKPenggunaan gadget (smartphone) yang terlalu berlebihan dan tidak sewajarnya akan menimbulkan pengaruh terhadap kepribadian dan karakter peserta didik. Kepribadian peserta didik seharusnya menjadi perhatian khusus dalam menanamkan karakter kepada mereka. Karena antara kepribadian dan karakter tersebut akan sangat berpengaruh terhadap tumbuh-kembang peserta didik. Sehingga penelitian ini bertujuan untuk: (a) Mengetahui penggunaan gadget (smartphone) oleh peserta didik di SMA Negeri 9 Malang, (b) Mendeskripsikan kepribadian dan karakter peserta didik yang menggunakan gadget (smartphone) di SMA Negeri 9 Malang, dan (c) Mendeskripsikan solusi penggunaan gadget (smartphone) yang ideal oleh peserta didik di SMA Negeri 9 Malang. Penelitian ini menggunakan teknik penelitian deskriptif kualitatif. Dimana peneliti berusaha memberikan gambaran secara sistematis dan cermat berdasarkan fakta – fakta aktual dan sifat – sifat populasi tertentu. Penelitian ini bertujuan untuk memecahkan masalah – masalah aktual dan mengumpulkan data. Pengumpulan data diperoleh dengan teknik wawancara, angket, observasi dan dokumentasi. Adapun informan yang digali informasinya yakni Wakil Kepala Sekolah Bidang Kesiswaan, Guru PPKn, Guru Agama Islam, Guru BK, Guru IPS, Guru IPAdan Siswa - siswi Kelas XI SMA Negeri 9 Malang. Berdasarkan penelitian yang telah dilakukan, diperoleh hasil sebagai berikut: (a) Hampir semua peserta didik di SMAN 9 Malang memiliki dan menggunakan gadget, khususnya smartphone. Rata-rata waktu peserta didik menggunakan gadgetnya selama 3 sampai lebih dari 7 jam untuk membuka media sosial. (b) Kepribadian peserta didik yang menggunakan gadget (smartphone) cenderung lebih pasif seperti individualis, tertutup, kurang peduli dengan sekitarnya dan rasa sosial dari anak kurang. Sedangkan karakternya memiliki kecenderungan lebih apatis, pola pikirnya cenderung irasional, mencari mudahnya saja dan kurang mempunyai simpati.(c) Penggunaan gadget (smartphone) yang ideal yaitu dengan memberikan banyak pemahaman kepada peserta didik dan menerapkan program yang memiliki hubungan dengan penggunaan gadget (smartphone). Hasil penelitian yang diperoleh dapat disimpulkan sebagai berikut: (a) Semua peserta didik di SMAN 9 Malang menggunakan gadget (smartphone). (b) Terjadi penyimpangan kepribadian dan demoralisasi karakter peserta didik yang aktif menggunakan gadget (smartphone). (c) Solusi ideal yaitu dengan memberikan banyak pemahaman, dan sekolah sudah menerapkan program berbasis gadget (smartphone).Kata Kunci : Analisis, Penggunaan Gadget (Smartphone), Kepribadian Karakter.ABSTRACTThe use of gadgets (smartphone) which is too excessive and not reasonable will be impacting on the personality and character of students. Personality of students should be particular concern on instilling character for them. Because between the personality and the character will greatly affect the growth and development of students. Thus this research aims to: (a) Knowing the use of gadgets (smartphone) by students at State High School 9 Malang, (b) Describe the personality and character of students who use gadgets (smartphone) in State Senior High School 9 Malang, and (c) Explaining solutions use gadgets (smartphone) which is ideal by students at State Senior High School 9 Malang. This research uses techniques of research descriptive qualitative. Where researchers tried to give an idea systematically and meticulously based on actual facts and the characteristic of certain populations. This research aiming to solve the actual problems and collect the documents. collection of documents were obtained by interview, questionnaire, observation and documentation. As for informant who unearthed the information that is Vice Principal of Student, Teacher of PPKn, Teacher of Islamic Religious, Teacher of BK, Teacher IPS, Teacher of Science and Student Class XI of State Senior High School 9 Malang. Based on research that has been done, the results are as follows: (a) Almost allthe students at State Senior High School 9 Malang have and use gadgets, particularly smartphones. The average time students use the gadget for 3 to more than 7 hours to playing social media. (b) The personality of students who use gadgets (smartphone) tend to be more passive as individualistic and less concerned with the surroundings and the childs less has the social sense. While the characters have a tendency to be apathetic, the mindset is tends irrational, seeking ease and have less sympathy. (c) The use of gadgets (smartphone) ideal that is to give a lot of understanding to of students and implement programs that have a relationship with the use of gadgets (smartphone). The result of research obtained can be summed as follows: (a) All of students at State SeniorHigh School 9 Malang using gadgets (smartphone). (b) There is a personality disorder and demoralization of character for students active using gadgets (smartphone). (c) The ideal solution is to give a lot of understanding, and school has implemented a program the based of gadgets (smartphone).Keywords: Analysis, Using Gadget (Smartphone), Character.

Peningkatan Hasil Belajar Siswa pada Pembelajaran Pendidikan Pancasila dan Kewarganegaraan (PPKn) Melalui Model Problem Based Learning (PBL) Masita, Kessy; Rahmandani, Fahdian; Santosa, Teguh
PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran Vol 8, No 1 (2024): Volume 8 Nomor 1 April 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/pembelajar.v8i1.52127

Rendahnya antusias dan partisipasi siswa dalam proses pembelajaran akibat metodologi pembelajaran Pendidikan Pancasila dan Kewarganegaraan yang cenderung membosankan mempengaruhi keberhasilan pembelajaran khususnya hasil belajar siswa. Salah satu upaya yang dilakukan adalah dengan menerapkan model pembelajaran Problem Based Learning (PBL). Penelitian Tindakan Kelas (PTK) ini bertujuan untuk meningkatkan hasil belajar siswa kelas X-5 SMAN 8 Malang pada mata pelajaran Pendidikan Pancasila dan Kewarganegaraan. Penelitian ini dilakukan dalam dua siklus yang terdiri dari empat tahap, yaitu (1) perencanaan, (2) tindakan, (3) observasi, dan (4) refleksi. Persentase hasil belajar pada pra siklus hanya sebesar 44,4% (16 siswa), dan pada siklus I sebesar 77,8% (28 siswa). Pada siklus II persentase hasil belajar siswa meningkat menjadi 86,1% (31 siswa). Secara keseluruhan, hasil penelitian ini menunjukkan model Problem Based Learning (PBL) efektif dalam meningkatkan hasil belajar siswa.

Peningkatan keterampilan kewarganegaraan peserta didik dengan penerapan model problem-based learning berbasis e-LKPD interaktif Mukhlisotin, Faridhotul Alfiyah; Rahmandani, Fahdian
Jurnal Pendidikan Profesi Guru Vol. 4 No. 1 (2023): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jppg.v4i1.25459

Improving students’ citizenship skills through problem-based learning model with interactive e-LKPD. One indicator of the success of government is community participation. Community participation in government is included in citizenship skills. However, unfortunately the level of participation of the Indonesian people is still low. This study aims to improve students' citizenship skills in the Pancasila Education subject. This research is a classroom action research. The research subjects were students of class X-7 Senior High School 1 of Batu. Data collection uses methods using observation, tests and questionnaires. The data obtained were analyzed using descriptive statistics. The results of the study show the following: (a) the application of the PBL model with interactive e-LKPD on learning outcomes analyzing the rights and obligations of citizens regulated in the 1945 Constitution of the Republic of Indonesia increases cognitive citizenship skills by 17% and cognitive citizenship skills by 21% (b) as many as 30 or 86% of students were included in the successful category in achieving cognitive citizenship skills and as many as 31 or 88% of students were included in the successful category in achieving participation citizenship skills in cycle II.

Penguatan Nilai-Nilai Antikorupsi Berbasis Pendekatan Aksiologis kepada Peserta Didik SMA Rahmandani, Fahdian; Handayani, Trisakti; Kurniawan, Moh. Wahyu; Samsuri, Samsuri
Pendekar: Jurnal Pendidikan Berkarakter Vol 7, No 4 (2024): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v7i4.26012

Abstract: This research aims to assess the distribution of character integrity through an axiological approach, and determine the character integrity of high school level students. This research uses an unbalanced combination research method (concurrent embed) with a qualitative approach as the primary method and a quantitative approach as the secondary method. The qualitative approach is conducted using a case study method focused on corruption, while the quantitative approach is used to measure students' integrity scores. This research was conducted at SMAN 1 Sleman, SMAN 2 Bantul, and SMAN 6 Yogyakarta. The subjects of this research include the Deputy Principal for Student Affairs, Deputy Principal for Curriculum, Civics Teachers, and students. The sample in this study was 375 students. Qualitative data collection techniques use observation, interviews and documentation. Quantitative data collection techniques use questionnaires. The research results show that: (1) Strengthening the integrity character of students through an axiological approach carried out curricularly and extracurricularly. Curricularly this is done through Civics subjects and extracurricularly it is done through extracurricular activities by getting students accustomed to practicing the values of integrity in every activity. (2) Students have a character of integrity that is classified as very good. Student integrity score/value ≥ .1SBx. From this research, the axiological approach in strengthening anti-corruption values has a significant contribution to achieving a high level of integrity among students, equipping them with a strong understanding of integrity to prevent corruption in the future. Moving forward, this anti-corruption education model can not only be applied in DIY but is also expected to be adaptable in other regions with local context adjustments.Abstrak: Penelitian ini bertujuan untuk menilai penguatan karakter integritas melalui pendekatan aksiologi, dan mengetahui karakter integritas peserta didik tingkat SMA. Penelitian ini menggunakan metode penelitian kombinasi tidak berimbang (concurrent embed) yaitu pendekatan kualitatif sebagai metode primer dan pendekatan kuantitatif sebagai metode sekunder. Pendekatan kualitatif dilakukan dengan metode studi kasus yaitu korupsi, sementara pendekatan kuantitatif dilakukan untuk mengukur skor/nilai integritas siswa. Penelitian ini dilakukan di SMAN 1 Sleman, SMAN 2 Bantul, dan SMAN 6 Yogyakarta. Subjek penelitian ini meliputi Wakil Kepala Sekolah bidang Kesiswaan, Wakil Kepala Sekolah bidang Kurikulum, Guru PPKn, dan siswa. Sampel dalam penelitian ini sebanyak 375 siswa. Teknik pengumpulan data kualitatif menggunakan observasi, wawancara, dan dokumentasi. Teknik pengumpulan data kuantitatif menggunakan angket. Hasil penelitian menunjukkan bahwa: (1) Penguatan karakter integritas peserta didik melalui pendekatan aksiologi dilakukan secara kurikuler dan ekstrakurikuler. Secara kurikuler dilakukan melalui mata pelajaran PPKn dan secara ekstrakurikuler dilakukan melalui kegiatan ekstrakurikuler dengan membiasakan peserta didik untuk mengamalkan nilai-nilai integritas pada setiap aktivitasnya. (2) Peserta didik memiliki karakter integritas yang tergolong sangat baik. Skor/nilai integritas siswa ≥ .1SBx. Dari penelitian ini, pendekatan aksiologis dalam penguatan nilai-nilai antikorupsi memiliki kontribusi signifikan terhadap pencapaian tingkat integritas yang tinggi di kalangan siswa di mana siswa dibekali pemahaman yang kuat tentang integritas untuk mencegah tindakan korupsi di masa depan. Ke depan, model pendidikan antikorupsi ini tidak hanya dapat diterapkan di DIY, tetapi diharapkan juga di daerah lain dengan penyesuaian konteks lokal masing-masing.

Peningkatan Kemampuan Komunikasi Interpersonal Peserta Didik dengan Problem based learning pada Mata Pelajaran Pendidikan Pancasila dan Kewarganegaraan Rahmandani, Fahdian; Kurniawati, Novia Rista; Handayani, Trisakti; Hamzah, Mohamad Rifqi
PTK: Jurnal Tindakan Kelas Vol. 5 No. 1 (2024): November 2024
Publisher : Cipta Media Harmoni

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53624/ptk.v5i1.453

Kesulitan dalam keterampilan komunikasi interpersonal dapat menghambat perkembangan siswa secara keseluruhan. Penelitian ini bertujuan untuk meningkatkan kemampuan komunikasi interpersonal siswa melalui model Problem based learning dalam konteks Pendidikan Pancasila dan Kewarganegaraan. Menggunakan pendekatan kualitatif dengan metode penelitian tindakan kelas, penelitian ini melibatkan 34 siswa kelas sepuluh SMAN 7 Malang. Pengumpulan data dilakukan melalui angket yang dibagikan kepada seluruh peserta, dilengkapi dengan observasi langsung untuk menilai karakteristik siswa dan lingkungan belajar. Hasil penelitian menunjukkan adanya peningkatan yang signifikan pada kemampuan komunikasi interpersonal siswa, data menunjukkan rata-rata peningkatan dari Siklus I ke Siklus II sebesar 81% mencapai tingkat yang sangat tinggi. Oleh karena itu, optimalisasi Pembelajaran Berbasis Masalah sangat penting sebagai strategi untuk meningkatkan keterampilan komunikasi interpersonal siswa untuk pembangunan kehidupan berkelanjutan.

Digital Literacy Improvisation in Improving Teacher’s Pedagogical Competence Rahmandani, Fahdian; Trisakti Handayani; Moh. Wahyu Kurniawan
Jurnal Pendidikan dan Pengajaran Vol 58 No 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v58i1.83835

There are still many teachers who feel less confident and do not have adequate technology skills in managing learning. This condition has an impact on the low pedagogical ability of teachers in integrating technology optimally in the learning process. This study aims to analyze the contribution of the TPACK approach in improvising digital literacy to significantly improve teachers' pedagogical competence. The type of research used is quantitative with a concurrent triangulation design. The subjects of this study were 428 teachers participating in professional education from various regions in Indonesia. Data collection techniques were conducted through questionnaires, interviews, and documentation, with instruments in the form of questionnaire sheets. Data analysis used product moment correlation and multiple correlation tests. The results showed a significant relationship between the application of the TPACK approach and teachers' pedagogical competence. The conclusion of this study is that digital literacy through the TPACK approach can effectively improve teachers' pedagogical competence. The implication of this study shows the importance of strengthening TPACK training programs in professional education to support teachers' readiness to face the challenges of technology-based learning in the 21st century.

Pendampingan Pengembangan E-LKPD Menggunakan Liveworksheet pada Guru Sekolah Dasar Zukhrufurrohmah, Zukhrufurrohmah; Rahmandani, Fahdian; Kusumawardana, Adi Slamet; Wati, Ririt Rahma
Educivilia: Jurnal Pengabdian pada Masyarakat Vol. 6 No. 2 (2025): Educivilia: Jurnal Pengabdian pada Masyarakat
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/ejpm.v6i2.18493

The main problem faced by the partner schools is the suboptimal implementation of online learning due to the lack of adequate learning media that support distance learning. One of the major challenges is the absence of interactive Student Worksheets (LKPD) that can be effectively utilized in online learning. Therefore, the Community Service Team provides a solution through a training and mentoring program aimed at developing e-LKPD using the Liveworksheet platform. With this e-LKPD, teachers can deliver more interactive and engaging learning materials aligned with the expected competency achievements in the curriculum. This program is carried out in three main stages: the training stage, which provides fundamental understanding; the mentoring and development stage, which assists teachers in hands-on practice; and the evaluation stage, which assesses the effectiveness of e-LKPD implementation in the learning process. The evaluation is conducted through interviews with teachers before and after the training, as well as observations during the learning activities. The results indicate an improvement in teachers' understanding of e-LKPD development based on learning indicators. Teachers are also able to create engaging student activities by utilizing various interactive features available on the Liveworksheet platform. This contributes to enhancing the quality of online learning, making it more effective and innovative.

Penerapan Problem Based Learning (PBL) dalam Peningkatan Keaktifan dan Motivasi Belajar Peserta Didik pada Mata Pelajaran Pendidikan Pancasila di SMAN 2 Batu Rahmandani, Fahdian; Hamzah, Mohamad Rifqi; Handayani, Trisakti; Fatimah, Synaroch
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 4 No. 3 (2024): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2024 (3)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v4i3.674

Peningkatan keaktifan dan motivasi belajar berasal dari temuan permasalahan yang menunjukkan sebagian peserta ddik kurang konsentrasi pada saat proses pembelajaran di kelas, ada pula yang bermain game atau mengerjakan tugas di luar pelajaran Pancasila. Selain itu, kurangnya partisipasi dan cenderung pasif dalam mengajukan solusi terhadap permasalahan yang sedang didiskusikan. Tujuan penelitian yaitu untuk mengetahui tingkat keaktifan dan motivasi belajar peserta didik pada mata pelajaran Pendidikan Pancasila dengan menggunakan model PBL. Jenis penelitian yaitu Penelitian Tindakan Kelas (PTK) di kelas XI-3 SMAN 2 Batu dengan subjek 36 siswa. Metode pengumpulan data menggunakan lembar observasi dan angket. Instrumen yang digunakan yaitu lembar observasi motivasi belajar dan keaktifan, lembar angket motivasi belajar dan lembar keterlaksanaan pembelajaran. Analisis data pada penelitian menggunakan angket, studi dokumentasi, wawancara. Hasil penelitian menunjukkan penerapan model PBL siklus 1 sebesar 83% dan siklus 2 mencapai 91%. Observasi keaktifan siklus 1 sebesar 72% ke siklus 2 sebesar 81%. Observasi motivasi belajar siklus 1 sebesar 71% ke siklus 2 sebesar 79%. Sedangkan temuan angket motivasi belajar siswa mengalami perubahan dari 71% pada siklus 1 menjadi 78% pada siklus 2 sehingga hal ini menunjukkan bahwa keaktifan peserta didik dan motivasi belajar peserta didik lebih baik paradigma model pebelajaran PBL dipadukan dengan pembelajaran berbasis permainan.

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