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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Qalam: Jurnal Ilmu Kependidikan JURNAL PENDIDIKAN MIPA Tunas Nusantara AR-RIAYAH : Jurnal Pendidikan Dasar Jurnal Ilmiah Wahana Pendidikan JANACITTA: Journal of Primary and Children's Education JPLED Guruku: Jurnal Pendidikan dan Sosial Humaniora Central Publisher Lokawati: Jurnal Penelitian Manajemen dan Inovasi Riset Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial IJAR : Indonesian Journal of Action Research EduInovasi: Journal of Basic Educational Studies Pendekar: Jurnal Pendidikan Berkarakter Katalis Pendidikan: Jurnal Ilmu Pendidikan dan Matematika Realisasi: Ilmu Pendidikan, Seni Rupa dan Desain Fatih: Journal of Contemporary Research Mesada: Journal of Innovative Research Jurnal Pendidikan Dirgantara Jurnal Cakrawala Pendidikan dan Biologi (jucapenbi)
Syailin Nichla Choirin Attalina
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Upaya Meningkatkan Motivasi Belajar Melalui Penerapan Pendekatan CTL pada siswa di SD 1 Pecangaan kelas 4 Syailin Nichla Choirin Attalina; Nurul Wakhidah; Rika Izzatun Nikmah
Jurnal Pendidikan Dirgantara Vol. 2 No. 3 (2025): Agustus: Jurnal Pendidikan Dirgantara
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupendir.v2i3.576

Abstract

This study aims to improve students' motivation and learning outcomes through the application of the Contextual Teaching and Learning (CTL) approach to fourth-grade students of SD 1 Pecangaan. The background of this study is the low motivation and learning outcomes of students in the conventional learning process that does not relate the material to students' real lives. The research method used is the Classroom Action Research (CAR) model of Kemmis and McTaggart which is carried out in two cycles. The instruments used include observation, learning motivation questionnaires, and learning outcome tests (pretest and posttest). The results of the study showed a significant increase in student motivation and learning outcomes after the application of the CTL approach. Students' learning motivation scores increased from the sufficient category (average 62) to high (average 83). Student learning outcomes also increased from an average pretest score of 63 to an average posttest score of 82, with the percentage of learning completion increasing from 35% to 87%. The CTL approach has proven effective because it is able to create active, meaningful, and relevant learning with students' real experiences. Thus, the application of CTL can be used as a strategic solution in improving the quality of learning in elementary schools. Teachers are expected to be able to implement this approach creatively and sustainably so that learning becomes more contextual and enjoyable for students.
Upaya Meningkatkan Motivasi Belajar Melalui Penerapan Pendekatan CTL pada siswa di SD 1 Pecangaan kelas 4 Syailin Nichla Choirin Attalina; Nurul Wakhidah; Rika Izzatun Nikmah
Jurnal Pendidikan Dirgantara Vol. 2 No. 3 (2025): Agustus : Jurnal Pendidikan Dirgantara
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupendir.v2i3.576

Abstract

This study aims to improve students' motivation and learning outcomes through the application of the Contextual Teaching and Learning (CTL) approach to fourth-grade students of SD 1 Pecangaan. The background of this study is the low motivation and learning outcomes of students in the conventional learning process that does not relate the material to students' real lives. The research method used is the Classroom Action Research (CAR) model of Kemmis and McTaggart which is carried out in two cycles. The instruments used include observation, learning motivation questionnaires, and learning outcome tests (pretest and posttest). The results of the study showed a significant increase in student motivation and learning outcomes after the application of the CTL approach. Students' learning motivation scores increased from the sufficient category (average 62) to high (average 83). Student learning outcomes also increased from an average pretest score of 63 to an average posttest score of 82, with the percentage of learning completion increasing from 35% to 87%. The CTL approach has proven effective because it is able to create active, meaningful, and relevant learning with students' real experiences. Thus, the application of CTL can be used as a strategic solution in improving the quality of learning in elementary schools. Teachers are expected to be able to implement this approach creatively and sustainably so that learning becomes more contextual and enjoyable for students.
Penerapan Model Pembelajaran Mind Map untuk Meningkatkan Pemahaman Materi Peta Siswa Kelas V SD Naili Azkiya Sari; Reza Fandi Tyasari; Syailin Nichla Choirin Attalina
Jurnal Pendidikan Dirgantara Vol. 2 No. 3 (2025): Agustus : Jurnal Pendidikan Dirgantara
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupendir.v2i3.596

Abstract

. This Classroom Action Research aims to improve students' understanding of map material in social science lessons using the Mind Map learning model. The research was conducted at SD Negeri 1 Damarjati with fifth-grade students as the subjects. The research consisted of two cycles, each comprising planning, action, observation, and reflection stages. The methods used to collect data were tests, observations, interviews, and documentation. In the pre-cycle, students demonstrated a limited understanding of map material, as reflected in both their test scores and classroom participation. The findings revealed a notable increase in students' comprehension after the implementation of the Mind Map learning model. The average class score rose from 56.1 in the pre-cycle to 70.8 in Cycle I, and further increased to 84.5 in Cycle II. Moreover, the percentage of students achieving the minimum mastery criteria (KKM) also improved significantly—from 30% in the pre-cycle to 56.6% in Cycle I, and then to 90% in Cycle II. The improvement was not only in academic achievement but also in learning enthusiasm, student engagement, and the ability to recall and connect concepts. The Mind Map learning model helped students better visualize the relationship between different elements of the subject matter, which enhanced both individual and group learning. Additionally, classroom observations indicated that students became more active in discussions and showed better collaboration with peers. These results indicate that the implementation of the Mind Map learning model not only enhances cognitive engagement and visual comprehension but also fosters students’ participation and collaborative learning environments. Thus, it can be concluded that the Mind Map learning model is an effective, student-centered method to improve understanding of map material in elementary schools.
Penerapan Model Pembelajaran Mind Map untuk Meningkatkan Pemahaman Materi Peta Siswa Kelas V SD Naili Azkiya Sari; Reza Fandi Tyasari; Syailin Nichla Choirin Attalina
Jurnal Pendidikan Dirgantara Vol. 2 No. 3 (2025): Agustus: Jurnal Pendidikan Dirgantara
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/jupendir.v2i3.596

Abstract

. This Classroom Action Research aims to improve students' understanding of map material in social science lessons using the Mind Map learning model. The research was conducted at SD Negeri 1 Damarjati with fifth-grade students as the subjects. The research consisted of two cycles, each comprising planning, action, observation, and reflection stages. The methods used to collect data were tests, observations, interviews, and documentation. In the pre-cycle, students demonstrated a limited understanding of map material, as reflected in both their test scores and classroom participation. The findings revealed a notable increase in students' comprehension after the implementation of the Mind Map learning model. The average class score rose from 56.1 in the pre-cycle to 70.8 in Cycle I, and further increased to 84.5 in Cycle II. Moreover, the percentage of students achieving the minimum mastery criteria (KKM) also improved significantly—from 30% in the pre-cycle to 56.6% in Cycle I, and then to 90% in Cycle II. The improvement was not only in academic achievement but also in learning enthusiasm, student engagement, and the ability to recall and connect concepts. The Mind Map learning model helped students better visualize the relationship between different elements of the subject matter, which enhanced both individual and group learning. Additionally, classroom observations indicated that students became more active in discussions and showed better collaboration with peers. These results indicate that the implementation of the Mind Map learning model not only enhances cognitive engagement and visual comprehension but also fosters students’ participation and collaborative learning environments. Thus, it can be concluded that the Mind Map learning model is an effective, student-centered method to improve understanding of map material in elementary schools.
Penerapan Model Numbered Heads Together menggunakan Media Board Game dalam Meningkatkan Pemahaman Materi Pengukuran Waktu di Kelas 3 SD Risyda Dzul Fadlilah; Muhammad Junaidi Retno Manggolo; Syailin Nichla Choirin Attalina
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 3 No. 6 (2025): Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v3i6.2305

Abstract

This study aims to improve the understanding of third grade elementary school students on time measurement material through the application of the Numbered Heads Together (NHT) learning model with board game media. The main problem in conventional learning is the low active involvement of students and the difficulty in understanding the concept of time concretely. This research is a Classroom Action Research (PTK) conducted in two cycles using the Kemmis and McTaggart model. The research subjects were 23 third grade students of SDN 1 Langon, Jepara. Data collection techniques included observation, interviews, tests, and documentation. The results showed a significant increase in student understanding, which was marked by an increase in the average score from 65.3 in the pre-cycle to 85.3 in cycle I, as well as an increase in learning completeness from 40% to 68%. Students were more active in discussions, motivated, and able to explain the concept of time independently. The NHT and board game model creates a collaborative and fun learning atmosphere and supports students' cognitive, social and emotional development. These results prove that educational game-based learning strategies are effective in improving the understanding of abstract mathematical concepts, especially time measurement.
Penerapan Joyful Learning Berbantuan Media Question Card untuk Meningkatkan Critical Thinking Siswa Sekolah Dasar Sabilatul Aisyah Putri; Vira Bela Octavia; Syailin Nichla Choirin Attalina
Fatih: Journal of Contemporary Research Vol. 2 No. 2 (2025): July-December
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/a0j87s57

Abstract

Penelitian ini dilatar belakangi oleh rendahnya kemampuan berpikir kritis siswa kelas IV SDN 7 Suwawal dalam pembelajaran Matematika akibat penggunaan metode konvensional yang kurang melibatkan siswa secara aktif. Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis siswa melalui penerapan model Joyful Learning berbantuan media Question Card. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari tahap perencanaan, pelaksanaan, pengamatan, dan refleksi. Hasil penelitian menunjukkan adanya peningkatan nilai rata-rata siswa dari 73,0 pada siklus I menjadi 79,75 pada siklus II, serta peningkatan persentase ketuntasan dari 62,5% menjadi 75%. Suasana pembelajaran menjadi lebih menyenangkan dan interaktif, siswa lebih aktif berdiskusi serta menunjukkan peningkatan dalam menjawab pertanyaan secara logis dan analitis. Temuan ini mengimplikasikan bahwa penggunaan media Question Card dalam pendekatan Joyful Learning dapat menjadi alternatif yang efektif untuk meningkatkan kemampuan berpikir kritis siswa sekolah dasar, khususnya dalam pembelajaran Matematika.
Pengaruh Game Blooket untuk Meningkatkan Minat Belajar Matematika Kelas 4 di SDN 1 Krasak Anggun Siska Pratiwi; Muhammad Safaruddin Najwa; Syailin Nichla Choirin Attalina
Fatih: Journal of Contemporary Research Vol. 2 No. 2 (2025): July-December
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/70yd3a15

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan game edukatif Blooket terhadap minat belajar matematika siswa kelas IV SDN 1 Krasak. Latar belakang penelitian ini didasari oleh rendahnya minat siswa dalam pembelajaran matematika yang berdampak pada hasil belajar yang kurang optimal. Penelitian menggunakan pendekatan Penelitian Tindakan Kelas (PTK) dengan satu siklus yang mencakup empat tahapan: perencanaan, pelaksanaan, pengamatan, dan refleksi. Media Blooket digunakan dalam pembelajaran matematika materi pengolahan data, dengan melibatkan 24 siswa sebagai subjek penelitian. Hasil penelitian menunjukkan adanya peningkatan minat belajar yang ditandai dengan keterlibatan aktif siswa dalam mengikuti permainan edukatif serta semangat dalam menjawab soal. Evaluasi pembelajaran menunjukkan bahwa 77,77% siswa mencapai ketuntasan belajar sesuai Kriteria Ketuntasan Minimal (KKM), sedangkan 22,23% belum tuntas. Temuan ini membuktikan bahwa penggunaan game Blooket efektif dalam menciptakan suasana belajar yang menyenangkan dan interaktif, serta mampu meningkatkan motivasi dan hasil belajar siswa. Oleh karena itu, Blooket dapat dijadikan alternatif media pembelajaran yang inovatif dalam mata pelajaran matematika di sekolah dasar.
Peningkatan Kemampuan Kolaborasi Melalui Pembelajaran Jigsaw pada Siswa Kelas V Sekolah Dasar Arya Cakrabuwana; Luthfiyah Mesi Aditama; Syailin Nichla Choirin Attalina
Fatih: Journal of Contemporary Research Vol. 2 No. 2 (2025): July-December
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/brjtma71

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan kolaborasi siswa kelas V SD Negeri 02 Mayongkidul melalui penerapan model pembelajaran kooperatif tipe Jigsaw. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dengan pendekatan deskriptif kualitatif dan kuantitatif, menggunakan model Kemmis dan McTaggart, namun hanya dilaksanakan pada tahap pra siklus dan siklus 1. Subjek penelitian adalah 14 siswa kelas V. Data dikumpulkan melalui observasi, angket, wawancara, dan dokumentasi, serta dianalisis secara deskriptif. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam kemampuan kolaborasi siswa. Skor rata-rata sebelum tindakan (pra-siklus) sebesar 67 meningkat menjadi 85 pada siklus I, dengan peningkatan persentase sebesar 27%. Peningkatan ini terlihat pada aspek partisipasi aktif, tanggung jawab dalam kelompok, dan kemampuan komunikasi antar siswa. Dapat disimpulkan bahwa model pembelajaran Jigsaw efektif dalam meningkatkan kemampuan kolaborasi siswa sekolah dasar.
Meningkatkan Keterampilan Motorik Melalui Permainan Gobak Sodor dan Congklak pada Peserta Didik Kelas III SD Negeri 1 Sukosono Siti Khumaidah; Nelly Ainun Muna; Syailin Nichla Choirin Attalina
Fatih: Journal of Contemporary Research Vol. 2 No. 2 (2025): July-December
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/hp6y5317

Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan motorik peserta didik kelas III melalui penerapan permainan tradisional Gobak Sodor dan Congklak. Hasil observasi awal menunjukkan bahwa keterampilan motorik peserta didik masih tergolong rendah, baik dalam aspek kasar maupun halus. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, masing-masing terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian adalah 31 peserta didik kelas III SD Negeri 1 Sukosono. Teknik pengumpulan data menggunakan observasi dengan instrumen penilaian keterampilan motorik halus dan kasar. Hasil penelitian menunjukkan adanya peningkatan keterampilan motorik yang signifikan. Rata-rata nilai keterampilan motorik halus meningkat dari 78,42 menjadi 89,42, sementara motorik kasar meningkat dari 77,55 menjadi 88,39. Selain peningkatan secara fisik, peserta didik juga menunjukkan perkembangan dalam hal kepercayaan diri, konsentrasi, dan partisipasi aktif. Lebih dari 75% peserta didik mencapai kategori “baik” pada kedua aspek keterampilan. Pembelajaran melalui permainan tradisional terbukti selaras dengan pendekatan pembelajaran aktif dalam Kurikulum Merdeka karena memberikan pengalaman belajar yang konkret, menyenangkan, dan bermakna bagi anak. Strategi ini sangat layak diterapkan sebagai alternatif pembelajaran kontekstual yang efektif di sekolah dasar.
Implementasi Model Pembelajaran PjBL untuk Meningkatkan Kolaborasi Siswa Kelas 4 SD Negeri 1 Mindahan Maria Maskanah; Ninda Aulia; Rini Fuji Lestari; Syailin Nichla Choirin Attalina
Mesada: Journal of Innovative Research Vol. 2 No. 2 (2025): July-December
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/mm516s91

Abstract

Kemampuan kolaborasi menjadi salah satu keterampilan penting abad ke-21 yang perlu dikembangkan sejak pendidikan dasar, namun kenyataannya masih banyak siswa yang menunjukkan rendahnya keterampilan ini, terutama dalam konteks kerja kelompok di kelas. Kondisi tersebut dijumpai pada siswa kelas IV SD Negeri 1 Mindahan, di mana dari 35 siswa (24 laki-laki dan 11 perempuan), sebagian besar belum mampu bekerja sama secara efektif, ditandai dengan dominasi individu dalam kelompok, kurangnya pembagian tugas, serta minimnya komunikasi produktif. Penelitian ini bertujuan untuk meningkatkan kemampuan kolaborasi siswa melalui penerapan model pembelajaran Project Based Learning (PjBL) pada mata pelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS). Penelitian menggunakan pendekatan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus dengan tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Data dikumpulkan melalui observasi, dokumentasi, dan instrumen penilaian keterampilan kolaborasi. Hasil penelitian mengindikasikan adanya kemajuan kemampuan kolaborasi siswa antara pra-siklus ke siklus II. Nilai rata-rata mengalami peningkatan dari 73 menjadi 81, nilai median dari 69 menjadi 78, dan modus dari 67 menjadi 75. Siswa menunjukkan peningkatan dalam berbagi peran, saling membantu, serta komunikasi antaranggota kelompok selama pelaksanaan proyek seperti pembuatan wayang baju adat dan poster jejak karbon. Hasil penelitian ini menyimpulkan bahwa model PjBL efektif diterapkan untuk meningkatkan keterampilan kolaborasi siswa melalui kegiatan pembelajaran yang kontekstual, bermakna, dan berorientasi pada kerja tim. Implikasi dari temuan ini menunjukkan bahwasanya PjBL dapat menjadi alternatif strategi pembelajaran untuk membentuk karakter kolaboratif siswa secara sistematis dan berkelanjutan.
Co-Authors Ahmad Adib Murtadlo Aliyah, Izzatul Alya Nurhaliza Husna Anggun Siska Pratiwi Anis Fariqoh Anisatuzzahra Anisatuzzahra Arya Cakrabuwana Dessy Alifa Fitriani Dian Nur Fajriyah Diana Shima Amrita Elina Ayu Noviawati Elma Ayu Pratama Elma Tiara Wulandari Elvin Nadhiroh Erna Zumrotun Firda Mawaddatul Jannah Hamidaturrohmah Heri Irawan Ine Febrian Maharani Intan Maulidah Ismatun Nisak Isnatul Mukarromah Khoirunnisa Salsabila Nafi'ah LAILATUL AZIZAH Luthfiyah Mesi Aditama M. Mahfud Ibawi Maria Maskanah Marsanda Dwi Khanifahi Meila Rizka Rahmawati Muhammad Junaidi Retno Manggolo Muhammad Ridlwan Muhammad Rozikul Afnani Muhammad Safaruddin Najwa Muhammad Wahyu Adi Pratama, Muhammad Wahyu Adi Pratama Munawarotus Sholihah Naili Azkiya Sari Naili Rofiqoh Natasya Arieni Fasya Nelly Ainun Muna Ninda Aulia Nur Afif Wahyudin Nur Ayu Saputri Nurul Wakhidah Putri Suci Rahmawati, Mirza Reza Fandi Tyasari Rifana Intan Fauziyah Rika Izzatun Nikmah Rini Fuji Lestari Risyda Dzul Fadlilah Sabilatul Aisyah Putri Safira Diah Nurul Fitriyani Selvia Anggiani Siti Aisyah Siti Khumaidah Syaifuddin, Afdillah Tasya’ah Tasya’ah Vannesa Almayra Nugroho Vira Bela Octavia wahyu viky dwi indrawan Widiyono, Aan