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All Journal Jurnal Pendidikan Dasar Jurnal Didaktika Dwija Indria
Sandra Bayu Kurniawan
Sebelas Maret University
Education

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Analisis pembelajaran matematika materi skala dan perbandingan kelas V sekolah dasar Ririn Wijayanti; Sandra Bayu Kurniawan; Tri Budhiharto
Jurnal Pendidikan Dasar Vol 10, No 1 (2022): Jurnal Pendidikan Dasar
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jpd.v11i1.64475

Abstract

The purpose of this study was to determine the learning planning, learning process and evaluation of mathematics learning on scale and comparison materials. This type of research is qualitative with a case study approach. The subjects of this study were school principals, fifth grade teachers and fifth grade students. Data collection techniques in this study were through observation, interviews and documentation. Data analysis in this study used an interactive model developed by Miles and Huberman. The results of the study showed that the fifth grade teacher at SDN 01 Tuban in planning mathematics learning on the scale and comparison material, not all indicators were carried out, there was one indicator that had not been implemented by the teacher, namely the indicator for planning procedures, types, and preparing assessment tools, this resulted in lesson planning carried out by the teacher.The process of learning mathematics on scale material and comparisons for class V SDN 01 Tuban, the teacher has carried out all indicators, but there is one indicator that has not been carried out optimally, namely demonstrating special abilities in learning mathematics, the teacher does not instill mathematical concepts with manipulative activities
Hubungan keterampilan bertanya guru dengan hasil belajar kognitif IPAS materi cerita tentang daerahku kelas IV SD Indah Permatasari; Sandra Bayu Kurniawan
Didaktika Dwija Indria Vol 14, No 1 (2026): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

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Abstract

Thoughtful questioning by teachers is essential for fostering students' critical thinking skills and actively involving them in the learning process. This study aims to determine the relationship between teacher questioning skills and cognitive learning outcomes in IPAS topic "Stories About My Region" of grade IV elementary school students in Pedan district for the 2024/2025 academic year. This study adopted a quantitative methodology, incorporating an ex post facto design and correlational analysis. Data were collected using a Guttman scale questionnaire for teacher questioning skills and an essay test for IPAS cognitive learning outcomes. We obtained a sample of 67 students from the elementary school of Muhammadiyah Al-Bayyin, elementary school of 1 Keden, and elementary school of 1 Ngaren was selected using cluster random sampling. The analysis used point biserial correlation and simple linear regression tests. The findings indicated a significant positive correlation (p = 0.041, r = 0.250), although categorized as low. Teacher questioning skills also significantly influenced students' cognitive learning outcomes ( = 0.063). Teachers who are skilled at asking questions tend to foster greater cognitive development in their students. This finding implies that improving teacher questioning skills, especially in advanced questioning techniques and providing sufficient thinking time, is necessary to optimize student learning outcomes.
Co-Authors Indah Permatasari Ririn Wijayanti Tri Budhiharto