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STRATEGI PEMBELAJARAN BERBASIS MULTIPLE INTELLIGENCE DI SEKOLAH DASAR Fitri Siti Sundari; Nurlinda Safitri; Yufiarti; Asep Supena
Jurnal Pendidikan Dasar Vol 13 No 01 (2022): JPD - Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (502.412 KB)

Pembelajaran harus mampu mengakomodir berbagai potensi yang ada pada siswa. Oleh karena itu guru harus mampu menggunakan strategi pembelajaran berbasis multiple intelligence. Penelitian ini bertujuan untuk mendeskripsikan berbagai strategi pembelajaran yang berbasis multiple intellegence di sekolah dasar. Metode penelitian yang digunakan adalah metode literatur review. Ada 31 artikel yang direview. Artikel tersebut diperoleh dari hasil penelusuran melalui google schoolar. Artikel yang dianalisis adalah artikel yang memiliki kata kunci strategi pembelajaran berbasis multiple intelligence. Hasil peelitian menunjukkan ada 14 (empat belas) strategi pembelajaran berbasis multiple intelligence yang paling sering digunakan oleh guru di sekolah dasar yaitu strategi diskusi, action research, klasifikasi, analogi, identifikasi, sosiodrama, penokohan, flashcard, gambar visual, wayang, applied learning, movie learning, environment learning, dan service learning.

PENGEMBANGAN MEDIA PEMBELAJARAN SCRAPBOOK TEMA CITA-CITAKU SUBTEMA AKU DAN CITA-CITAKU PEMBELAJARAN 1 Ghina Qolbiyah; Surti Kurniasih; Fitri Siti Sundari
Jurnal Holistika Vol 6, No 2 (2022)
Publisher : Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/holistika.6.2.65-72

Penelitian ini bertujuan untuk mengembangkan dan mengetahui kelayakan media pembelajaran scrapbook, serta mengetahui respon siswa terhadap pengembangan media pembelajaran tema cita-citaku subtema aku dan cita-citaku pembelajaran 1. Penelitian ini merupakan jenis penelitian Research and Development (R&D), langkah-langkah penelitian dan pengembangan ini berpedoman pada model ADDIE dengan 5 tahapan yaitu analyze, design, development, implementation, evaluasi.. Penelitian ini dilaksanakan di SDN Muara Beres dengan subjek penelitian kelas IV. Pengembangan media scrapbook divalidasi oleh 3 validator dalam bidang bahasa, media, dan materi.. Teknik pengumpulan data yang digunakan adalah wawancara, angket, dan dokumentasi. Hasil penelitian dari validasi aspek media sebesar 89%, aspek bahasa sebesar 100% dan aspek materi sebesar 100%. Pada tahap uji coba aspek media yang dilakukan kepada 36 siswa diperoleh respon sebesar 97% dengan kriteria sangat baik terhadap media pembelajaran yang digunakan. Berdasarkan hasil penelitian dapat disimpulkan bahwa media pembelajaran scrapbook yang dikembangkan dalam penelitian terbukti valid, mudah untuk digunakan, menarik, dan sangat sangat layak pada saat pembelajaran.Kata kunci: Media Pembelajaran, Scrapbook, Cita-citakku

The Influence of Elementary School Students' Study Habits toward Motivation Achievement Fitri Siti Sundari; Dadang Kurnia; Elly Sukmanasa; Lina Novita
Indonesian Journal of Primary Education Vol 4, No 2 (2020): Indonesian Journal of Primary Education: December 2020
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v4i2.25169

The purpose of this research is to determine the effect of learning habits on student achievement motivation. The research method is a causal approach implemented in V students in Cikaret 1 Elementary School, Bogor. Based on the calculation results of the regression equation analysis shows there is a positive influence between the two variables, this means that if the variable X rises if the variable Y rises. Based on the results of the Product Moment analysis showed a correlation coefficient of 0.77 and a coefficient of determination of 59% means that there is a very high correlation between study habits with student achievement motivation. If the study habits are high, the student achievement motivation will also be high and vice versa. The results of the analysis showed a positive relationship between learning habits variables and achievement motivation variables with the equation = 81.193 + 0.1174X, meaning that if learning habits experience an increase of one unit, then achievement motivation will increase by 0.1174. Furthermore, the correlation coefficient significance test obtained showed that tcount ttable with tcount = 11,797 while ttable 2,079. The conclusion of this study is that there is a positive and significant influence on elementary students' learning habits on achievement motivation. Furthermore, the coefficient of determination of 59% means that achievement motivation is influenced by study habits by 59%, while 41% of achievement motivation is influenced by other factors. meaning that if learning habits experience an increase of one unit, then achievement motivation will increase by 0.1174. Furthermore, the correlation coefficient significance test obtained showed that tcount ttable with tcount = 11,797 while ttable 2,079. The conclusion of this study is that there is a positive and significant influence on elementary students' learning habits on achievement motivation. Furthermore, the coefficient of determination of 59% means that achievement motivation is influenced by study habits by 59%, while 41% of achievement motivation is influenced by other factors. meaning that if learning habits experience an increase of one unit, then achievement motivation will increase by 0.1174. Furthermore, the correlation coefficient significance test obtained showed that tcount ttable with tcount = 11,797 while ttable 2,079. The conclusion of this study is that there is a positive and significant influence on elementary students' learning habits on achievement motivation. Furthermore, the coefficient of determination of 59% means that achievement motivation is influenced by study habits by 59%, while 41% of achievement motivation is influenced by other factors. The conclusion of this study is that there is a positive and significant influence on elementary students' learning habits on achievement motivation. Furthermore, the coefficient of determination of 59% means that achievement motivation is influenced by study habits by 59%, while 41% of achievement motivation is influenced by other factors. The conclusion of this study is that there is a positive and significant influence on elementary students' learning habits on achievement motivation. Furthermore, the coefficient of determination of 59% means that achievement motivation is influenced by study habits by 59%, while 41% of achievement motivation is influenced by other factors.

Analysis of Beginning Reading Difficulties of Dyslexic Students Debi Tripuanti; Fitri Siti Sundari; Resyi A. Gani
Journal of International Multidisciplinary Research Vol. 2 No. 1 (2024): Januari 2024
Publisher : PT. Banjarese Pacific Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62504/jimr235

Reading skills are not something that can develop naturally like language development. However, in the development of reading which starts from the beginning of the development of this skill, it is necessary to carry out a systematic planning process, unlike language development. The systematic development in question is a planned development like a lesson. The purpose of this study was to analyze the factors that cause dyslexia students' early reading difficulties and efforts to overcome them. This research method uses a qualitative research method with a case study approach. Difficulty reading at the beginning of dyslexic students is the factor of students who have limitations and experience slow learning which can be called dyslexia, namely a person's ability to recognize letters with evidence from the results of psychological tests. reading difficulties caused by a person's ability to recognize letters.

Developing Teachers Skill in Creating Problem-based Learning Tools: Lesson Study-based Research Rahmah, Mursidah; Fitri Siti Sundari; Yanti Suryanti
International Journal of English Language and Pedagogy Vol. 1 No. 1 (2023): International Journal of English Language and Pedagogy (IJELP)
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v1i1.5145

The purpose of this study is to describe the teachers’ skill development of creating problem-based learning tools. The subject of this study were 32 students of the PPG study program that has reached the phase of developing teaching and learning tools. The research instruments were an observation sheet, interview, and documentation taken from the lesson plan developed by the students-teacher. The results show a good improvement from cycle one to cycle two. Learning tools consisting of lesson plans, teaching materials, media, LKPD and assessment instruments produced by participants demonstrate the application of collaborative learning models (PBL and PjBL), contextual teaching materials and up-date internet-based learning media (application Word Wall, Quizizz), interesting worksheets and assessment instruments that are in accordance with KD and GPA that have been set at the beginning.

The Influence of Elementary School Students' Study Habits toward Motivation Achievement Fitri Siti Sundari; Dadang Kurnia; Elly Sukmanasa; Lina Novita
Indonesian Journal of Primary Education Vol 4, No 2 (2020): Indonesian Journal of Primary Education: December 2020
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v4i2.25169

The purpose of this research is to determine the effect of learning habits on student achievement motivation. The research method is a causal approach implemented in V students in Cikaret 1 Elementary School, Bogor. Based on the calculation results of the regression equation analysis shows there is a positive influence between the two variables, this means that if the variable X rises if the variable Y rises. Based on the results of the Product Moment analysis showed a correlation coefficient of 0.77 and a coefficient of determination of 59% means that there is a very high correlation between study habits with student achievement motivation. If the study habits are high, the student achievement motivation will also be high and vice versa. The results of the analysis showed a positive relationship between learning habits variables and achievement motivation variables with the equation = 81.193 + 0.1174X, meaning that if learning habits experience an increase of one unit, then achievement motivation will increase by 0.1174. Furthermore, the correlation coefficient significance test obtained showed that tcount ttable with tcount = 11,797 while ttable 2,079. The conclusion of this study is that there is a positive and significant influence on elementary students' learning habits on achievement motivation. Furthermore, the coefficient of determination of 59% means that achievement motivation is influenced by study habits by 59%, while 41% of achievement motivation is influenced by other factors. meaning that if learning habits experience an increase of one unit, then achievement motivation will increase by 0.1174. Furthermore, the correlation coefficient significance test obtained showed that tcount ttable with tcount = 11,797 while ttable 2,079. The conclusion of this study is that there is a positive and significant influence on elementary students' learning habits on achievement motivation. Furthermore, the coefficient of determination of 59% means that achievement motivation is influenced by study habits by 59%, while 41% of achievement motivation is influenced by other factors. meaning that if learning habits experience an increase of one unit, then achievement motivation will increase by 0.1174. Furthermore, the correlation coefficient significance test obtained showed that tcount ttable with tcount = 11,797 while ttable 2,079. The conclusion of this study is that there is a positive and significant influence on elementary students' learning habits on achievement motivation. Furthermore, the coefficient of determination of 59% means that achievement motivation is influenced by study habits by 59%, while 41% of achievement motivation is influenced by other factors. The conclusion of this study is that there is a positive and significant influence on elementary students' learning habits on achievement motivation. Furthermore, the coefficient of determination of 59% means that achievement motivation is influenced by study habits by 59%, while 41% of achievement motivation is influenced by other factors. The conclusion of this study is that there is a positive and significant influence on elementary students' learning habits on achievement motivation. Furthermore, the coefficient of determination of 59% means that achievement motivation is influenced by study habits by 59%, while 41% of achievement motivation is influenced by other factors.

Pengaruh Penerapan Pendekatan Teaching at The Right Level (TaRL) dengan Model PBL Sebagai Upaya Meningkatkan Hasil Belajar Peserta Didik Pada Mata Pelajaran IPAS Kelas 5 SDN Bondongan Nur Azizah Afwanda; Izhar, Herliani; Fitri Siti Sundari; Nivelia Triyani; Mega Lestari Sinuraya; Rifalni Saeful Pratiwi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.27543

Penelitian ini bertujuan untuk menganalisis pengaruh penerapan pendekatan Teaching at the Right Level (TaRL) yang dikombinasikan dengan model Problem Based Learning (PBL) terhadap peningkatan hasil belajar siswa pada mata pelajaran IPAS kelas V SDN Bondongan. Penelitian ini menggunakan metode kuantitatif dengan rancangan Pretest-Posttest Control Group Design dan melibatkan dua kelas, yaitu Kelas VA sebagai kelas eksperimen dan Kelas VC sebagai kelas kontrol. Pengumpulan data dilakukan melalui tes hasil belajar sebelum dan sesudah perlakuan dan dianalisis menggunakan statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa kelas eksperimen mengalami peningkatan rata-rata nilai posttest dari 45,19 menjadi 70,00 dengan nilai N-Gain sebesar 45,54% (kategori sedang), sedangkan kelas kontrol hanya mengalami peningkatan dari 47,31 menjadi 56,15 dengan nilai N-Gain sebesar 18,31% (kategori rendah). Uji hipotesis menghasilkan nilai signifikansi sebesar 0,008 (< 0,05) yang menunjukkan bahwa penerapan PBL berbasis TaRL berpengaruh signifikan terhadap hasil belajar siswa. Dengan demikian, integrasi pendekatan TaRL dan model PBL terbukti efektif dalam meningkatkan hasil belajar IPA siswa sekolah dasar.

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