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All Journal E-JUPEKhu Pendidikan Matematika Jurnal Online Mahasiswa (JOM) Bidang Ilmu Ekonomi Jurnal Ilmiah Dikdaya J-PiMat : Jurnal Pendidikan Matematika Dharmas Education Journal (DE_Journal) Publicness: Journal of Public Administration Studies Innovative: Journal Of Social Science Research TOFEDU: The Future of Education Journal PEDAGOGIC: Indonesian Journal of Science Education and Technology
Suci Rahma Putri
Mahasiswa Program Studi Pendidikan Matematika STKIP PGRI Sumatera Barat
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Analisis Hasil Belajar Matematika Siswa yang Menerapkan Model CTL Berbantuan Media Realia Putri, Suci Rahma; Gustina, Ela; Hasibuan, Rusdi Indra
J-PiMat : Jurnal Pendidikan Matematika Vol 7, No 2 (2025): J-PiMat
Publisher : Prodi Pendidikan Matematika STKIP Persada Khatu;istiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/j-pimat.v7i2.5336

Abstract

Hasil belajar matematika siswa sekolah dasar masih relatif rendah, terutama ketika berhadapan dengan soal nonrutin yang menuntut keterampilan berpikir kritis. Salah satu upaya untuk mengatasi permasalahan tersebut adalah penerapan model pembelajaran Contextual Teaching and Learning (CTL) berbantuan media realia, yang diharapkan dapat mengaitkan konsep matematika dengan pengalaman nyata siswa. Penelitian ini bertujuan untuk menganalisis hasil belajar siswa setelah penerapan model CTL berbantuan media realia. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan subjek enam orang siswa di salah satu sekolah dasar di Kabupaten Dharmasraya. Data dikumpulkan melalui tes hasil belajar berupa empat soal esai dan dilengkapi dengan observasi selama proses pembelajaran. Hasil penelitian menunjukkan bahwa rata-rata nilai siswa adalah 60, dengan empat siswa belum mencapai Kriteria Ketuntasan Tingkat Pencapaian (KKTP). Temuan ini mengindikasikan bahwa meskipun CTL berbantuan media realia mampu membantu siswa memahami konsep secara lebih konkret, sebagian siswa masih mengalami kesulitan dalam menyelesaikan soal nonrutin. Oleh karena itu, diperlukan pendampingan intensif serta latihan berkelanjutan agar siswa terbiasa menghadapi variasi soal dan mampu mencapai ketuntasan belajar yang optimal.Kata Kunci: Contextual Teaching and Learning, media realia, hasil belajar matematika.
Pengaruh Model Pembelajaran Problem Based Learning Berbantu Video Animasi Terhadap Hasil Belajar IPAS Kelas V SDN 02 Koto Salak Anggrayni, M; Putri, Suci Rahma; Dayu, Rowin
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 4 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i4.7355

Abstract

The research results indicate that implementing the Problem-Based Learning (PBL) model supported by animated videos yields better learning outcomes compared to conventional instruction. Students in the experimental class achieved an average post-test score of 83.33, which was higher than the 76.89 average in the control class. The improvement in learning outcomes in the experimental class was also evident from the N-Gain scores; all students fell into the medium and high improvement categories, whereas the control class still included students with low-category improvement. The Mann-Whitney U test on the N-Gain data yielded an Asymp. Sig. (2-tailed) value of 0.000 (p < 0.05), indicating a significant difference in the improvement of learning outcomes between the two classes. These findings demonstrate that using PBL supported by animated videos not only enhances learning achievement but also fosters a more meaningful learning process through problem presentation and material visualization. Animated videos help students grasp information more concretely, while the stages of PBL encourage them to identify problems, engage in discussions, seek solutions, and connect concepts to the given problems. Thus, PBL supported by animated videos serves as a viable alternative for IPAS (Natural and Social Sciences) instruction, offering greater student engagement and superior learning outcomes compared to conventional methods.
Co-Authors Aldri Frinaldi Anggrayni, M Anggrayni, M. Antik Estika Hader, Antik Estika Dayu, Rowin Enni Savitri Filahanasari, Eka Fitriani Fitriani Friska, Sonia Yulia Gunawan Ali, Gunawan Gustina, Ela Hasibuan, Rusdi Indra Johandri Taufan Kirmizi Ritonga Kurnia Sari Parma, Revnita Putri, Azaria Rahayu, Mustika Yulia Pratiwi