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Roso Sugiyanto, Roso
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Upaya pembentukan karakter disiplin dan tanggung jawab peserta didik melalui model pembelajaran behavioristik di kelas IV Nugroho, Wahyu; Sugiyanto, Roso; Yanus, Alpin
Elementary School Teacher Vol. 7 No. 2 (2024): Elementary School Teacher Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/akzdp376

Abstract

Proses belajar mengajar merupakan suatu proses yang mengandung serangkaian perbuatan guru dan peserta didik atas dasar hubungan timbal balik yang berlangsung dalam situasi edukatif untuk mencapai tujuan tertentu. Dalam hal ini, guru juga berperan penting dalam mencerdaskan peserta didik terutama mengajarkan peserta didik dengan karakter disiplin dan tanggung jawab. Berdasarkan hasil observasi awal yang didapatkan peneliti di kelas IV sekolah dasar negeri 7 panarung terlihat kedisiplinan dan tanggung jawab peserta didik masih kurang. Pendekatan penelitian yang digunakan adalah Metode Penelitian Tindakan Kelas (PTK) atau biasa disebut dengan istilah (classroom action research). Hal ini karena penelitian tindakan kelas mampu menawarkan pendekatan dan prosedur  yang mempunyai dampak langsung bentuk perbaikan dan peningkatan profesionalisme guru dalam mengelola proses pembelajaran di kelas. Dengan menggunakan teknik pengumpulan data observasi dan dokumentasi, melalui langkah-langkah sebagai berikut, Perencanaan (Planning), Pelaksanaan Tindakan (Action), Pengamatan (Obsevation) dan Refleksi (Reflection). Berdasarkan hasil penelitian melalui model pembelajaran behavioristik menunjukkan hasil peningkatan karakter disiplin dan tanggung jawab peserta didik. Pada karakter tanggung jawab di siklus 2 ini hanya 1 orang peserta didik yang tidak menyelesaikan tugas dan karakter disiplin hanya 1 orang peserta didik yang tidak rapi dalam berpakaian. Dari perubahan tersebut bisa dikategorikan baik dari sebelumnya dengan hasil peningkatan karakter yang inginkan.
Improving Science and Social Studies Learning Outcomes Through Project-Based Learning Model Based on Simple Experiments Widyastuti, Aqilla; Azhari, Abd Rahman; Sugiyanto, Roso; Afrom, Ichyatul
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 1 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i1.9883

Abstract

Aim: This study aims to improve science and social studies learning outcomes of third-grade students at SDN 2 Panarung through the implementation of a simple experiment-based Project-Based Learning (PjBL) model that accommodates kinesthetic and hyperactive learning characteristics. Method: The research was conducted using Classroom Action Research with the Kemmis and McTaggart model in two cycles involving 23 third-grade students. Data were collected through learning outcome tests, observations, and documentation, then analyzed descriptively using gain scores and narrative qualitative analysis. Result and Discussions: The findings indicate a significant improvement in student learning outcomes across cycles. The average score increased from 32.17 in the pre-cycle to 56.09 in Cycle I and 87.83 in Cycle II. The N-Gain analysis showed a moderate improvement in Cycle I (0.35) and a high improvement in Cycle II (0.84). Learning mastery also improved from 0% in the pre-cycle to 47.8% in Cycle I and reached 100% in Cycle II. The improvement in Cycle II was supported by the use of simpler and more concrete experiments that aligned with students’ developmental levels and learning styles. Conclusion, The implementation of simple experiment-based PjBL proved effective in enhancing learning outcomes, encouraging active participation, and increasing students’ understanding and motivation. This learning model is recommended for use in classrooms with similar student characteristics.
Using The Problem-Based Learning (PBL) Role-Play Method to Improve Learning Outcomes in Pancasila Education Subject Rahmawati, Rada; Azhari, Abd Rahman; Sugiyanto, Roso; Afrom, Ichyatul
Tunas: Jurnal Pendidikan Guru Sekolah Dasar Vol. 11 No. 1 (2025): Tunas: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/tunas.v11i1.10026

Abstract

Background: This study was motivated by the low learning outcomes of fourth-grade students in the Pancasila Education subject at SDN 2 Panarung. Preliminary observations indicated that students experienced difficulties in understanding the learning material, resulting in low achievement of the Minimum Mastery Criteria (MMC). Aim:  This study aimed to examine the effectiveness of implementing a roleplay method based on the Problem-Based Learning (PBL) model to improve students’ learning outcomes. Method: The research employed a Classroom Action Research (CAR) design conducted in two cycles, each consisting of planning, action implementation, observation, and reflection stages. The research subjects were 15 fourth-grade students. Data were collected using learning outcome tests in the form of pre-tests and post-tests consisting of 20 multiple-choice questions related to the Pancasila Education material on unity and solidarity in diversity. The data were analyzed descriptively by calculating the average score and the percentage of students who achieved the MMC. The results showed that only 13% of students achieved the MMC in the pre-test, while 87% did not. After the implementation of the action in Cycle I, the percentage of students achieving mastery increased to 60%. Further improvement in Cycle II resulted in all students (100%) achieving the MMC. Result and Discussions: These findings indicate that integrating the roleplay method into the PBL model can support students’ understanding of learning material and improve cognitive learning outcomes. Conclusion, the implementation of the roleplay method based on the PBL model was effective in improving the learning outcomes of fourth-grade students in Pancasila Education within the context of Classroom Action Research. However, this study was limited to one class and focused only on short-term cognitive outcomes. These findings provide practical evidence for elementary school teachers to integrate roleplay into PBL-oriented instruction to enhance cognitive learning outcomes.
Peningkatan Hasil Belajar IPS melalui Implementasi Model Problem Based Learning pada Siswa Kelas IV di SDN Percobaan Palangka Raya Kristiani, Aprilia; Mardiana, Dina; Sugiyanto, Roso
Jurnal Pendidikan Dasar dan Menengah Vol 4 No 1 (2026): Jurnal Pendidikan Dasar & Menengah | EduMedia
Publisher : Pusat Kajian Bahasa Daerah & Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69743/edumedia.v4i1.51

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar IPS siswa kelas IV D SDN Percobaan Palangka Raya, di mana nilai rata-rata kelas hanya mencapai 59,18, masih di bawah Kriteria Ketuntasan Minimal (KKM) yaitu 70. Masalah utama yang ditemukan adalah kurangnya penguasaan materi dan rendahnya aktivitas siswa dalam pembelajaran. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa pada Tema 3 Subtema 3 melalui model Problem Based Learning (PBL). Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Subjek penelitian adalah siswa kelas IV D SDN Percobaan Palangka Raya tahun pelajaran 2023/2024. Fokus penelitian ini adalah pada pembelajaran materi "Pembiasaan Diri Melestarikan Lingkungan". Pengumpulan data dilakukan melalui observasi aktivitas guru, aktivitas siswa, dan tes hasil belajar. Hasil penelitian menunjukkan adanya peningkatan yang signifikan di setiap siklus. Aktivitas guru pada siklus I memperoleh skor 3,04 (Kategori Baik) dan meningkat menjadi 3,50 pada siklus II (Kategori Baik). Aktivitas siswa pada siklus I diperoleh skor 2,46 (Kategori Cukup) dan mengalami peningkatan pesat pada siklus II menjadi 3,23 (Kategori Baik Sekali). Hasil Belajar ditunjukkan dengan ketuntasan klasikal pada siklus I sebesar 68,75%, kemudian meningkat tajam pada siklus II mencapai 91%. Berdasarkan hasil tersebut, dapat disimpulkan bahwa penerapan model Problem Based Learning (PBL) efektif dalam meningkatkan hasil belajar dan aktivitas siswa pada muatan IPS di kelas IV D SDN Percobaan Palangka Raya.
Co-Authors Afrom, Ichyatul Alvionita, Meisi Azahari, Abd Rahman Azahari, Abdul Rahman Azhari, Abd Rahman Dina Mardiana Diplan Femmy Femmy, Femmy Hawini, Ina Kristiani, Aprilia Kristina, Arnopen Krisyandera, Windica NandaPutri Norma Norma Pratama, Juniardi Rahmadi Rahmadi Rahmawati, Rada Sapriline, Sapriline Simpun, Simpun Tatik Upami, Tatik Utami, Asih veronica, Vera Wahyu Nugroho Widyastuti, Aqilla Yanus, Alpin