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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Ana Nurhasanah
PGSD FKIP Universitas Sultan Ageng Tirtayasa
Education Other

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PERAN GURU DALAM PELAKSANAAN MODEL PBL (PROBLEM BASED LEARNING) SEBAGAI PENGUATAN KETERAMPILAN BERPIKIR KRITIS Rika Yuniar; Ana Nurhasanah; Zerri Rahman Hakim; Indhira Asih Vivi Yandari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 7 No. 2 (2022): Volume 07, Nomor 02, Desember 2022
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v7i2.6408

Abstract

Penelitian ini membahas tentang peran guru dalam pelaksanaan model PBL (problem based learning) sebagai penguatan keterampilan berpikir kritis di SDN Karang Tumaritis. Fokus penelitian ini pada dua hal yaitu perencanaan dan pelaksanaan model PBL (problem based learning) sebagai hasil keterampilan berpikir kritis siswa. Metode yang digunakan Kualitatif Deskriptif dengan teknik pengumpulan data wawancara, observasi, dan dokumentasi. Hasil dari penelitian ini adalah bahwa perencanaan model PBL menguasai bahan yang akan diajarkan sehingga merumuskan maslaah yang akan diberikan kepada siswa dan dapat diselesaikan bersama. peran guru adalah membantu siswa dalam proses perkembangan diri dan berpikir keritis, serta guru berperan penting dalam pengelolaan kelas, salah satunya guru berperan sebagai fasilitator yang memfasilitasi siswa dalam belajar agar kegiatan pembelajaran dapat tercapai, Pelaksanaan model Problem Based Learning terdiri dari 5 tahap proses, yaitu: (a) tahap pertama, adalah proses orientasi siswa pada masalah, (b) tahap kedua, mengorganisasi siswa, (c) tahap ketiga, membimbing penyelidikan individu maupun kelompok, d) tahap keempat. Mengembangakan dan menyajikan hasil, dan (e) tahap kelima, menganalisis dan mengevaluasi proses dan hasil pemevah masalah.   This study discusses the role of teachers in implementing the PBL (problem based learning) model as strengthening critical thinking skills at SDN Karang Tumaritis. The focus of this research is on two things, namely planning and implementing the PBL (Problem Based Learning) model as a result of students' critical thinking skills. The method used is descriptive qualitative with interview, observation, and documentation data collection techniques. The result of this research is that the planning of the PBL model masters the material to be taught so that it formulates the problems that will be given to students and can be solved together. the teacher's role is to help students in the process of self-development and critical thinking, and teachers play an important role in classroom management, one of which is the teacher acts as a facilitator who facilitates students in learning so that learning activities can be achieved, the implementation of the Problem Based Learning model consists of 5 stages of the process, namely : (a) the first stage, is the process of orienting students to problems, (b) the second stage, organizing students, (c) the third stage, guiding individual and group investigations, d) the fourth stage. Develop and present the results, and (e) the fifth stage, analyze and evaluate the process and results of problem solving.
PENGARUH MODEL PROBLEM BASED LEARNING (PBL) TERHADAP PENINGKATAN KETERAMPILAN BERPIKIR KRITIS PESERTA DIDIK DI SEKOLAH DASAR Lia Sulistianah; M. Taufik; Ana Nurhasanah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 7 No. 2 (2022): Volume 07, Nomor 02, Desember 2022
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v7i2.6801

Abstract

Problem Based Learning (PBL) model is one of the learning models that can provide active learning conditions to students by directing students to jointly solve a problem. This researcher aims to find out if there are differences in critical thinking skills between students who use a scientific approach in elementary schools and to find out whether critical thinking skills between students who use the Problem Based Learning (PBL) model are higher than students who use a scientific approach in schools. Base. The subjects of this study were 25 students of class 4A and 25 students of class 4B at SD Negeri Cimuncang Cilik. The research was conducted using quantitative, quasi-experimental methods. The data analysis technique used in this research is descriptive statistical test, normality test, homogeneity test, and hypothesis testing. Based on the descriptive statistical test the control class pretest with an average of 16.88 posttest control class with an average of 8.292 experimental class pretest with an average of 24.68 and posttest experimental class with an average of 30.24. This shows that the critical thinking skills of students who are treated with Problem Based Learning (PBL) are higher than students who are treated with a scientific approach. The results of the independent sample test test were 0.00 <0.05 so that Ho was rejected and Ha was accepted so that it could be concluded that there were differences in critical thinking skills between students who received the Problem Based Learning (PBL) model and students who received the scientific approach
STRATEGI PEMBELAJARAN AFEKTIF DALAM PEMBINAAN KECERDASAN EMOSIONAL PESERTA DIDIK DI KELAS IV SEKOLAH DASAR Rini Indriani; Ana Nurhasanah; A. Syachruroji
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 2 (2023): Volume 09 No 02, Juni 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i2.1215

Abstract

This research is based on the importance of emotional intelligence in students. Not only intellectual intelligence but emotional intelligence is equally important. In this study aims to provide an overview of the affective learning strategy of the consideration model in developing students' emotional intelligence and its impact. This study uses a descriptive qualitative approach, the data used are interviews, observations, and documentation. The subjects studied were teachers as homeroom teachers for class IV and students in class IV at SDN Citangkil Baru, Cilegon City. The result of this research is that the teacher's efforts in fostering emotional intelligence are the affective learning of the consideration model, namely the learning steps of the consideration model. The impact of the consideration model of affective learning is to improve students' social skills, inculcate an attitude of tolerance, increase positive mindsets such as being responsible, mutual cooperation, caring for one another.
PENGEMBANGAN E-LKPD BERBASIS MODEL PEMBELAJARAN PROBLEM SOLVING LEARNING PADA PEMBELAJARAN TEMATIK DI SEKOLAH DASAR Selli Putri Auliawati Alfaro; Ana Nurhasanah; Ratna Sari Dewi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 9 No. 04 (2023): Volume 09 No. 04 September 2023
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v9i04.1865

Abstract

This study aims to develop E-LKPD learning media based on problem solving learning models in thematic learning in class V SD and to produce E-LKPD learning media based on problem solving learning models that meet the criteria of being feasible to implement in thematic learning in class V. Methods the research used is the research and development method modified by Trianto, namely define, design, develop, and disseminate. This learning media is subjected to expert validation tests conducted by media experts, material experts and language experts. After a validation test was carried out by a team of experts, a product trial was then carried out with the research subject, namely fifth grade elementary school students. The results of the media expert test showed that this learning media obtained an average score of 88% in the "very decent" category. The results of the material expert test showed that this learning media obtained an average score of 80% in the "decent" category. The results of the linguist test showed that this learning media obtained an average score of 71% in the "decent" category, then the results of student responses obtained an average score of 82% in the "very good" category. Based on the results of the study it can be concluded that the E-LKPD learning media based on the problem solving learning model in thematic learning in class V is "appropriate" for use in thematic learning in class V SD.
Co-Authors A. Syachruroji Hera Mustika Indhira Asih Vivi Yandari Lia Sulistianah M. Taufik Ratna Sari Dewi Rika Yuniar Rini Indriani Selli Putri Auliawati Alfaro Sundawati Tisnasari Zerri Rahman Hakim