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All Journal JS (Jurnal Sekolah) JURNAL HANDAYANI PGSD FIP UNIMED
Desy Anindia Rosyida
Mahasiswa Universitas Islam Balitar
Education Languange, Linguistic, Communication & Media Social Sciences Other

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PENGARUH MODEL PEMBELAJARAN TGT DENGAN CONCEPT ATTAINMENT BERBANTUAN FISHBOWL UNDIAN TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA Mita Alfania Ahda; Desy Anindia Rosyida; Adin Fauzi
JS (JURNAL SEKOLAH) Vol 7, No 2 (2023): MARET 2023
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (196.466 KB) | DOI: 10.24114/js.v7i2.40363

Abstract

Abstract: The low understanding of students' concepts in the field of mathematics is the background of this research. The purpose of this study was to describe student learning activities and to determine the effect of applying the TGT learning model with the fishbowl lottery-assisted attainment concept on the understanding of mathematical concepts in grade IV elementary school students. Quasi-experiment is a type of research that is used by applying a nonequivalent control group design. The research population was fourth grade students at SDN Kanigoro 3 with a total of 58 students with a sample of 45 students. During the two learning processes, the percentage of student activity obtained by the experimental class was 84.54% with good criteria, while the percentage of student activity in the control class was 76.19% with sufficient criteria. The results of the hypothesis test show that the tcount is 2.235 and 2.235, while the ttable value is 2.017. So, Tcount > ttable (2.235 > 2.0117 and 2.235 > 2.017), which means there is a difference in the mean score between the experimental class and the control class. Ho is rejected and Ha is accepted is the conclusion in this study.Keywords: TGT, Concept Attainment, Fishbowl Lottery, Concept Understanding. Abstrak: Rendahnya pemahaman konsep siswa dalam bidang studi matematika menjadi latar belakang penelitian ini. Adapun tujuan penelitian ini yaitu untuk mendeskripsikan aktivitas belajar siswa dan mengetahui pengaruh penerapan model pembelajaran TGT dengan concept attainment berbantuan fishbowl undian terhadap pemahaman konsep matematika siswa kelas IV sekolah dasar. Eksperimen semu merupakan jenis penelitian dalam riset ini serta menerapkan desain nonequivalent control group design. Populasi penelitian yaitu siswa kelas IV SDN Kanigoro 3 dengan jumlah 58 siswa dengan sampel 45 siswa. Selama dua kali proses pembelajaran, presentase aktivitsa siswa yang diperoleh kelas eksperimen yaitu 84,54% dengan kriteria baik, sedangkan untuk presentase aktivitas siswa kelas kontrol adalah 76,19% dengan kriteria cukup. Hasil uji hipotesis yaitu thitung 2,235 serta 2,235, Adapun nilai ttabel 2,017. Jadi, Thiung > ttabel (2,235 > 2,0117 dan 2,235 > 2,017), yang berarti skor rerata diantara kelas eksperimen serta kelas kontrol terjadi perbedaan. Ho ditolak dan Ha diterima merupakan kesimpulan dalam penelitian ini.Keywords: TGT, Concept Attainment, Fishbowl Undian, Pemahaman Konsep.
PENGARUH MODEL PEMBELAJARAN STEAM TERINTEGRASI KNISLEY TERHADAP LITERASI NUMERASI DAN HASIL BELAJAR SISWA KELAS IV SEKOLAH DASAR Meyriska Safira Putri Mauza; Marinda Sari Sofiyana; Desy Anindia Rosyida
JURNAL HANDAYANI PGSD FIP UNIMED Vol 13, No 2: December 2022
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (266.77 KB) | DOI: 10.24114/jh.v13i2.41270

Abstract

Abstract: THE EFFECT OF THE KNISLEY INTEGRATED STEAM LEARNING MODEL ON NUMERATIC LITERACY AND LEARNING OUTCOMES IN CLASS IV ELEMENTARY SCHOOL STUDENTS. The research aims are to (1) examine the effect of the Knisley integrated STEAM learning model on the numeracy literacy of fourth grade elementary school students and (2) the effect of the Knisley integrated STEAM learning model on the learning outcomes of fourth grade elementary school students, in mathematics. Experimental method with Quasi-Experimental Design and Nonequevalent Control Group Design. The population was fourth grade students at Kanigoro 03 Public Elementary School. The sample was determined using a purposive sampling technique, and the technique used for data analysis was prerequisite test (1) normality test (2) homogeneity test while hypothesis testing used ANACOVA. The results of the analysis show: first, there is a comparison of the numeracy literacy abilities of students who take classes with the Knisley integrated STEAM learning model versus the face-to-face learning model (lectures). the significance value of the pre-test, post-test of numeracy literacy is 0.000 means (0.00 <0.05), both of which are differences in the ability of cognitive learning outcomes of students who take classes with the Knisley integrated STEAM learning model and the Face-to-face learning model (lectures) value initial significance and learning outcomes that is 0.000 means (0.00 <0.05). Thus, it was found that the Knisley integrated STEAM learning model had an effect on numeracy literacy and fourth grade student learning outcomes.Keywords: STEAM learning model, Knisley learning model, numeracy literacy, learning outcomes.Abstrak: PENGARUH MODEL PEMBELAJARAN STEAM TERINTEGRASI KNISLEY TERHADAP LITERASI NUMERASI DAN HASIL BELAJAR SISWA KELAS IV SEKOLAH DASAR. Penelitian memiliki tujuan guna (1) menguji pengaruh model pembelajaran STEAM terintegrasi Knisley terhadap literasi numerasi siswa kelas IV sekolah dasar dan (2) pengaruh model pembelajaran STEAM terintegrasi Knisley terhadap hasil belajar siswa kelas IV sekolah dasar, dimata pelajaran matematika. Metode ekperimen dengan rancangan Quasi-Eksperimental Design dan desain Nonequevalent Control Group Design. Populasi adalah siswa kelas IV SD Negeri Kanigoro 03. Penetapan sampel memakai teknik sampling purposive, dan teknik yang digunakan untuk analisis data adalah uji prasyarat (1) uji normalitas (2) uji homogenitas sementara itu uji hipotesis menggunakan ANACOVA. Hasil analisis menujukan: pertama, didapati perbandingan kemampuan literasi numerasi siswa yang mengikuti kelas dengan model pembelajaran STEAM terintegrasi Knisley versus model pembelajaran Tatap muka (ceramah). nilai signifikansi pre-test, post-test literasi numerasi yaitu 0,000 berarti (0,00 < 0,05), keduanya merupakan perbedaan kemampuan hasil belajar kognitif siswa yang menggikuti kelas dengan model pembelajaran STEAM terintegrasi Knisley dan model pembelajaran Tatap muka (ceramah) nilai signifikansi awal dan hasil belajar yaitu 0,000 berarti (0,00 < 0,05). Demikian, didapati kesimpulan model pembelajaran STEAM terintegrasi Knisley berpengaruh terhadap literasi numerasi dan hasil belajar siswa kelas IV.Kata Kunci: model pembelajaran STEAM, model pembelajaran Knisley, literasi numerasi, hasil belajar
Co-Authors Adin Fauzi Marinda Sari Sofiyana Meyriska Safira Putri Mauza Mita Alfania Ahda