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All Journal Chemistry in Education Pendas : Jurnah Ilmiah Pendidikan Dasar
Diana Anisa Rahmawati, Diana Anisa
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Chemical Engineering, Chemistry & Bioengineering Chemistry Education Other

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IMPLEMENTASI PEMBELAJARAN SYSTEMATIC APPROACH TO PROBLEM SOLVING BERBANTUAN HANDOUT KEY RELATION CHART Rahmawati, Diana Anisa; Kusuma, Ersanghono
Chemistry in Education Vol 3 No 2 (2014): Terbit Bulan Oktober 2014
Publisher : Chemistry in Education

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Abstract

Penelitian ini bertujuan untuk mengetahui ada tidaknya peningkatan hasil belajar melalui implementasi pembelajaran systematic approach to problem solving berbantuan handout key relation chart. Desain penelitian adalah pretest-posttest control group design. Populasi dalam penelitian ini adalah siswa kelas XI IPA SMA Negeri 1 Cilacap. Sampel diambil dengan teknik cluster random sampling. Pengambilan data dengan menggunakan metode dokumentasi, tes, observasi, dan angket. Hasil analisis data diperoleh rata-rata hasil belajar kognitif kelas eksperimen 82,81 dan kelas kontrol 75,94 dengan ketuntasan klasikal kelas eksperimen 87,5% dan kelas kontrol 68,75%. Hasil uji peningkatan nilai pretest dan posttest kelas eksperimen dan kelas kontrol menunjukkan bahwa implementasi pembelajaran systematic approach to problem solving berbantuan handout key relation chart dapat meningkatkan hasil belajar siswa secara signifikan. Hasil belajar afektif diperoleh rata-rata nilai siswa kelas eksperimen 79,07 dan kelas kontrol 69,14. Hasil belajar psikomotorik diperoleh rata-rata nilai kelas eksperimen 87,01 dan kelas kontrol 85,16. Berdasarkan hasil penelitan dapat disimpulkan bahwa pembelajaran systematic approach to problem solving berbantuan handout key relation chart dapat meningkatkan hasil belajar yang signifikan.
IMPLEMENTASI PEMBELAJARAN SYSTEMATIC APPROACH TO PROBLEM SOLVING BERBANTUAN HANDOUT KEY RELATION CHART Rahmawati, Diana Anisa; Kusuma, Ersanghono
Chemistry in Education Vol 3 No 2 (2014): Terbit bulan Oktober 2014
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk mengetahui ada tidaknya peningkatan hasil belajar melalui implementasi pembelajaran systematic approach to problem solving berbantuan handout key relation chart. Desain penelitian adalah pretest-posttest control group design. Populasi dalam penelitian ini adalah siswa kelas XI IPA SMA Negeri 1 Cilacap. Sampel diambil dengan teknik cluster random sampling. Pengambilan data dengan menggunakan metode dokumentasi, tes, observasi, dan angket. Hasil analisis data diperoleh rata-rata hasil belajar kognitif kelas eksperimen 82,81 dan kelas kontrol 75,94 dengan ketuntasan klasikal kelas eksperimen 87,5% dan kelas kontrol 68,75%. Hasil uji peningkatan nilai pretest dan posttest kelas eksperimen dan kelas kontrol menunjukkan bahwa implementasi pembelajaran systematic approach to problem solving berbantuan handout key relation chart dapat meningkatkan hasil belajar siswa secara signifikan. Hasil belajar afektif diperoleh rata-rata nilai siswa kelas eksperimen 79,07 dan kelas kontrol 69,14. Hasil belajar psikomotorik diperoleh rata-rata nilai kelas eksperimen 87,01 dan kelas kontrol 85,16. Berdasarkan hasil penelitan dapat disimpulkan bahwa pembelajaran systematic approach to problem solving berbantuan handout key relation chart dapat meningkatkan hasil belajar yang signifikan.
IMPLEMENTASI MODEL PROBLEM BASED LEARNING BERDIFERENSIASI (PAPAN JODOH) UNTUK MENINGKATKAN PEMAHAMAN SISWA Rahmawati, Diana Anisa; Reni Untarti; Sri Rahayu Puji Astuti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.32700

Abstract

Low conceptual understanding, minimal active student involvement, and a lack of differentiation in Science and Social Studies (IPAS) learning in elementary schools are major problems. This study aims to implement a differentiated Problem-Based Learning (PBL) model using Pondoh media to improve the conceptual understanding of fifth-grade students at SD Negeri 2 Purwokerto Lor. Using the Classroom Action Research (PTK) approach based on the spiral model by Kemmis and McTaggart, this study was conducted in three cycles encompassing planning, action, observation, and reflection. The research subjects were 22 fifth-grade students, with data collected through formative tests, observations, documentation, and interviews, then analyzed qualitatively and quantitatively. The research results showed a significant improvement in conceptual understanding. In Cycle I, achievement reached 68.18% with an average score of 66.82, increased to 90.91% with an average score of 83.64 in Cycle II, and achieved 100% achievement in Cycle III with an average score of 88.18. The ability to interpret, classify, and connect concepts showed consistent development. The differentiated PBL approach using Pondoh media proved effective in enhancing active engagement and holistic understanding among students, aligning with the diversity of learning characteristics. This approach is recommended for widespread implementation in thematic learning under the Merdeka Curriculum in elementary schools.
Co-Authors Ersanghono Kusuma Reni Untarti Sri Rahayu Puji Astuti