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All Journal Indonesian Journal of Primary Science Education (IJPSE) Indonesian Journal of Humanities and Social Sciences
Desty Dwi Rochmania
Universitas Hasyim Asy’ari
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Other

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The Role of the School Environment in the Formation of Student Character Values at SDN Gelaran 2 Riski Rismala Sagita; Desty Dwi Rochmania
IJPSE : Indonesian Journal of Primary Science Education Vol 3 No 1 (2022): IJPSE
Publisher : Prodi PGSD Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/ijpse.v3i1.2835

Abstract

Character education in the current era is very much needed, because the Indonesian nation is experiencing a character crisis in the nation's children which results in the destruction of the Indonesian nation itself. In this case the school environment can be used as a means of building student character values. This research uses a case study qualitative approach. Data were collected using observation, interviews, and documentation methods. The purpose of this study is to describe the process and results of the formation of student character values ​​through the school environment at SDN Gelaran 2. The results of this study are (1) The formation of character values ​​for SDN Gelaran 2 students through the school environment is realized through habituation activities, examples, regulations made by teachers and schools, extracurricular activities, and also through the learning process in the classroom. The supporting and inhibiting factors in the process of forming student character values ​​through the school environment are the family environment, the community environment, and the children themselves (2) The results of the formation of student character values ​​through the school environment are very good. With the formation of student character values ​​through this school environment, students can behave well, be more polite and courteous to teachers and friends, students respect and respect each other more, students have a 5S culture (smile, greeting, greeting, polite, and courteous), and obey the rules. The polite behavior of students is shown by student attitudes such as greeting the teacher when passing by, respecting the teacher by walking behind him, saying excuse me when walking in front of the teacher, knocking on the door before entering the classroom, taking something with his right hand, looking down when the teacher is giving advice.
Efektivitas PBL dan Make a Match dalam Meningkatkan Kemampuan Pemecahan Masalah Siswa Sekolah Dasar Roudlotul Jannah Azmil Azizah; Desty Dwi Rochmania
JOM Vol 7 No 2 (2026): Indonesian Journal of Humanities and Social Sciences, June
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/ijhass.v7i2.9093

Abstract

Problem-solving ability is one of the core competencies that needs to be developed in mathematics learning at the elementary school level. However, empirical evidence regarding the relative effectiveness of the Problem-Based Learning (PBL) model and the Make a Match model in enhancing this ability remains limited. This study aims to compare students’ problem-solving abilities after participating in learning activities using the PBL model and the Make a Match model on the topic of time duration comparison. This research employs a quantitative approach with an Intact Group Comparison design, involving 20 second-grade students from SDN Grogol 2 Jombang, who were divided into two treatment groups. Data were collected through an essay-based test that had been validated and demonstrated high reliability (Cronbach’s Alpha = 0.968), and were analyzed using descriptive and inferential statistics. The results indicate that the PBL group achieved an average score of 79.3, while the Make a Match group obtained an average score of 82.8. The Independent Samples T-test results show that there is no statistically significant difference between the two groups (p = 0.607). The effect size analysis also reveals a small effect (Hedges’ g = 0.224), indicating that the practical difference between the two instructional models is relatively limited. These findings suggest that both PBL and Make a Match have the potential to support the development of mathematical problem-solving skills through active student engagement in the learning process. Theoretically, the results indicate that student-centered learning characteristics and active interaction may have a greater influence on the development of problem-solving abilities than differences in the instructional models used. Nevertheless, these findings should be interpreted with caution due to the relatively small sample size and the fact that the study was conducted in a single school context.
Co-Authors Riski Rismala Sagita Roudlotul Jannah Azmil Azizah