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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Zero : Jurnal Sains, Matematika, dan Terapan Jurnal Penelitian Pendidikan, Psikologi Dan Kesehatan (J-P3K) Berajah Journal
Muhammad Amin Fauzi
Universitas Negeri Medan
Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Other

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Analisis Pengaruh Model Pembelajaran Problem Based Learning dan Gender Terhadap Kemampuan Komunikasi Matematis Siswa Sri Ramadiani; Muhammad Amin Fauzi
JURNAL PENELITIAN PENDIDIKAN, PSIKOLOGI DAN KESEHATAN (J-P3K) Vol 3, No 2 (2022): J-P3K AGUSTUS
Publisher : Mata Pena Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51849/j-p3k.v3i2.165

Abstract

Penelitian ini bertujuan untuk menganalisis dari sumber literatur yang relevan terkait: (1) Pengaruh model pembelajaran Problem Based Learning terhadap kemampuan komunikasi matematis siswa, (2) Interaksi antara model pembelajaran dan gender terhadap kemampuan komunikasi matematis siswa, (3) kelebihan model pembelajaran Problem Based Learning terhadap kemampuan komunikasi matematis siswa dan (4) kelemahan model pembelajaran Problem Based Learning terhadap kemampuan komunikasi matematis siswa. Jenis penelitian ini berupa deskriptif kualitatif, dengan metode penelitian yaitu studi kepustakaan. Data yang diperoleh berupa kumpulan literatur seperti jurnal penelitian yang relevan dengan topik bahasan, dilaksanakan di Digital Library Universitas Negeri Medan. Teknik analisis data yang digunakan adalah teknik analisis Miles dan Huberman yang terdiri dari pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa: (1) Model pembelajaran Problem Based Learning memberikan pengaruh positif terhadap kemampuan komunikasi matematis siswa. (2) Tidak terdapat interaksi antara model pembelajaran Problem Based Learning dan gender siswa terhadap peningkatan kemampuan komunikasi matematis siswa. (3) Kelebihan model pembelajaran PBL yaitu memberikan dampak positif bagi siswa dalam mengkonstruksi pengetahuannya, dapat menjadikan siswa terbiasa untuk mengkomunikasikan suatu masalah ke dalam bahasa matematika sesuai pengetahuan yang telah dimiliki sebelumnya, serta menciptakan suasana pembelajaran yang bermakna agar siswa terlibat secara aktif dalam pembelajarannya, baik dalam hal mengomunikasikan ide matematisnya maupun dalam menyajikan hasil pembelajaran yang mereka peroleh. (4) Kelemahan model pembelajaran PBL yaitu siswa membutuhkan waktu yang cukup lama dalam mengamati dan memahami masalah yang diberikan sehingga pembelajaran di dalam kelas kurang optimal dan sulit dilaksanakan dalam kelas yang terbiasa dengan model pembelajaran konvensional.
ANALYSIS OF STUDENTS UNDERSTANDING OF GEOMETRY CONCEPTS THROUGH LEARNING BY GIVING SCAFFOLDING Cindy Fildza Lubis; Muhammad Amin Fauzi
Berajah Journal Vol. 2 No. 4 (2022): November
Publisher : Penerbit Lafadz Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47353/bj.v2i4.175

Abstract

This study aims to determine: (1) the effect of learning by giving scaffolding on students' understanding of geometric concepts, (2) the improvement of students' understanding of geometry concepts taught through learning by giving scaffolding, (3) the advantages of learning by giving scaffolding, and (4) the disadvantages of learning by giving scaffolding. This type of research includes descriptive qualitative research using library research methods. The data in this study were obtained from a collection of literature such as theses and journals that are relevant to the topic of discussion, namely understanding students' geometric concepts through learning by providing scaffolding. The results show that, 1) Learning by giving scaffolding has a great effect on students' understanding of geometric concepts based on the overall effect size calculation which produces an average effect size of 0.994 where this number is included in the high category. 2) There is an increase in the students' understanding of geometric concepts that are taught through learning by giving scaffolding. This can be seen from the achievement of indicators in the experimental class in the literature which is generally better than the control class. 3) Based on the analysis, it was found that the advantages of learning by providing scaffolding are (a) Can encourage students to find the concepts independently, (b) A great motivational tool to increase students' confidence in learning geometry concepts, (c) Make students more engaged in the learning process, (d) Make students more creative to reason, (e) Potential to optimize a quality learning environment. 4) The weakness of learning by providing scaffolding is that students need to adapt to the types of scaffolding used, especially technology-based and if the teacher does not understand the scaffolding, students will experience difficulties and scaffolding also takes a relatively long time.
LITERATUR STUDY OF STUDENTS MATHEMATICAL PROBLEM SOLVING ABILITIES ON HIGHER ORDER THINKING SKILL QUESTIONS FROM VARIOUS LEARNING MODELS Elia Siska; Muhammad Amin Fauzi
ZERO: Jurnal Sains, Matematika dan Terapan Vol 6, No 2 (2022): Zero: Jurnal Sains Matematika dan Terapan
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/zero.v6i2.14676

Abstract

This study aims to determine the results of a literature study on students' mathematical problem solving abilities on higher order thinking skill (HOTS) questions from various learning models. Students' problem solving abilities in identifying elements that are known or needed in solving mathematical problems, formulating mathematical problems, selecting problem solving, and re-examining problem solving to then make solutions in other ways or develop student problem solving when students are faced with math problem. High Order Thinking Skills (HOTS) is a thinking process of students at a higher cognitive level that is developed from various cognitive concepts and methods and learning taxonomies such as problem solving methods, bloom taxonomies, and learning, teaching, and assessment taxonomies. Based on the results of the analysis of the results of the study, it was concluded that students' mathematical problem solving abilities could be improved by applying problem based learning and discovery learning models. And the learning model that is better used is the Problem Based Learning.
LAPORAN PELAKSANAAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING YANG DIMODIFIKASI BERBASIS DIFERENSIASI DAN TPACK PADA MATERI RANTAI MAKANAN DAN JARING-JARING MAKANAN SISWA KELAS V Pandi Fajar Kurniawan; Muhammad Amin Fauzi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 2025.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i4.36866

Abstract

The purpose of this study is to describe the implementation of the Modified Problem Based Learning (PBL) Learning Model with the Differentiation and TPACK approaches in the Natural and Social Sciences (IPAS) subject in Grade V of SD Negeri 2 Bandar Sakti. The implementation procedure of this model includes five PBL syntaxes applied in 3 meetings, using process and product differentiation to serve learning styles (Visual, Audio Visual, Kinesthetic) and student learning readiness. The results of the implementation show that the application of this modified PBL Model has succeeded in significantly improving students' conceptual understanding of Food Chains and Food Webs, which is seen from the average increase in summative assessment scores of 15 points from the diagnostic assessment. In addition, the use of Role Play and Gallery Walk activities has proven very effective in motivating students and encouraging creativity in presenting their work. The conclusion of this report is that the modified PBL Model, which is integrated with differentiation and TPACK, is an innovative and interactive learning design that is effective in achieving learning objectives and developing students' 21st-century skills.
PENGARUH PEMBELAJARAN DEEP LEARNING TERHADAP HASIL BELAJAR PADA MATA PELAJARAN IPA KELAS VII SMP ISLAM TERPADU KHAIRUL IMAM Heri Syahputra Azhar Panjaitan; Muhammad Amin Fauzi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36901

Abstract

This study investigates the effect of deep learning instruction on students’ science achievement in Grade VII at SMP Islam Terpadu Khairul Imam, Medan. The research was motivated by the tendency of science learning to remain focused on memorization and teacher-centered activities, which often results in shallow conceptual understanding. The aim of the study is to determine whether deep learning–oriented instruction can significantly improve students’ learning outcomes in science compared to conventional teaching. The research employed a quasi-experimental design with a pretest–posttest control group. The population consisted of two intact classes (N = 36), each comprising 18 students, all of whom were involved as the sample. One class was assigned as the experimental group, receiving deep learning–based instruction, while the other served as the control group with conventional teaching. Data were collected through a science achievement test administered before and after the intervention. Normality and homogeneity tests confirmed that the data met the assumptions for parametric analysis. Paired sample t-tests showed significant improvement in both groups, with a markedly higher gain in the experimental class. Independent samples t-test further indicated a significant difference in posttest scores between the two groups, favoring the experimental class. These findings suggest that deep learning instruction is effective in enhancing junior high school students’ science achievement and is recommended as an alternative approach for science teaching in similar contexts
PEMANFAATAN APLIKASI CANVA (CODING WARNA) DALAM PEMBUATAN MEDIA PEMBELAJARAN DI SDIT MARYAM MURAITH OKU TIMUR : PEMANFAATAN APLIKASI CANVA (CODING WARNA) DALAM PEMBUATAN MEDIA PEMBELAJARAN DI SDIT MARYAM MURAITH OKU TIMUR Qurnia Permata sari; Muhammad Amin Fauzi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36909

Abstract

This study aims to describe the planning, implementation, and evaluation of using the Canva application with a color-coding method in developing learning media at SD IT Maryam Muraith. The subjects of this research were first-grade students at SD IT Maryam Muraith during the even semester of the 2025/2026 academic year. The focus of this study is the utilization of information and communication technology to help elementary school children learn and recognize the vowel letters A, I, U, E, and O in a fun way that matches their learning styles. Data were obtained from the stages of planning, implementation, and evaluation of the learning process. The results of this study can serve as a reference for teachers and the general public in utilizing Canva with a color-coding method. The colorful ship-themed media created using Canva increased student engagement, learning enthusiasm, and supported teachers in explaining vowel letters. The evaluation results show that most students have developed very well and in accordance with learning expectations. This study provides a new innovation in creating learning media for elementary school students. The difference from previous studies lies in its focus on helping children learn vowel letters in an enjoyable way and supporting visual learning styles.
Co-Authors Cindy Fildza Lubis Elia Siska Heri Syahputra Azhar Panjaitan Pandi Fajar Kurniawan Qurnia Permata sari Sri Ramadiani