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Dg. Mapata
SMP Negeri 9 Bulukumba
Education

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BELAJAR DAN PEMBELAJARAN MATEMATIKA DALAM IMPLEMENTASI KURIKULUM MERDEKA Sitti Hamsinah; Dg. Mapata
Jurnal Pendidikan Sang Surya Vol. 9 No. 1 (2023): Jurnal Pendidikan Sang Surya
Publisher : LPPM Universitas Muhammadiyah Bulukumba

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56959/jpss.v9i1.106

Abstract

Changes in the education curriculum in Indonesia aim to improve the quality of learning processes and outcomes, especially mathematics which can be viewed as one of the subjects that is difficult to understand and tends to saturate in carrying out learning activities in the school environment. Paying attention to the learning problems above, the teacher is expected to be able to create pleasant learning conditions and will become a food for thought in an effort to make changes to the curriculum from the 2013 curriculum and emergency curriculum. Based on this, the government is committed to implementing an independent curriculum in each school education unit by asking for consideration from the school principal and the support of the head of the local education and culture office. As is the case in presenting mathematics in learning with a school environment approach as a fun learning resource.
IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP HASIL BELAJAR PKN DI SEKOLAH DASAR Muhammad Asyar; Dg. Mapata
Jurnal Pendidikan Sang Surya Vol. 9 No. 2 (2023): Jurnal Pendidikan Sang Surya
Publisher : LPPM Universitas Muhammadiyah Bulukumba

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56959/jpss.v9i2.122

Abstract

This research aims to determine whether there is an increase in PKN learning outcomes through the Student Teams-Achievement Divisions (STAD) cooperative learning model for Class V students at SDN 26 Matekko, Bulukumba district. The problem formulated: whether the Student Teams-Achievement Divisions (STAD) cooperative learning model can improve PKN Class V learning outcomes at SDN 26 Matekko Regency. Bulukumba. This type of research is classroom action research (which is described by qualitative and quantitative analysis to reveal research results in accordance with the data and facts obtained in class. The implementation of this research is through an activity process consisting of four stages, including planning, implementing actions, observing and reflecting. The PTK cycle was shown to be an improvement on the results of reflection on previous actions, and was considered not successful. This problem was attempted to be solved again by following the previous cycle. The results of the action research obtained in cycle I, the percentage of students who asked for guidance from their group friends was 41.67% and increased to 53.21% in cycle II. Then students' self-confidence also increased with students' courage to raise their hands to represent their group to present a percentage of the results of their group's work. It can be seen that in cycle I the percentage was 15.38% and increased to 22.44% in cycle II.
Co-Authors Muhammad Asyar Sitti Hamsinah