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All Journal Edukasi : Jurnal Penelitian dan Artikel Pendidikan Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal BELAINDIKA (Pembelajaran dan Inovasi Pendidikan)
Kohar Pradesa
Universitas Nusa Putra
Humanities Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Strategi Pembelajaran Metacognitive-Scaffolding Untuk Meningkatkan Kemampuan Numerasi Siswa Kelas III SD Negeri Lembursawah 1 Teofilus Ardian Hopeman; Aulia Rahma; Kohar Pradesa
Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 15 No 1 (2023)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/edukasi.v15i1.9086

Abstract

This study aims to determine the effectiveness of the application of metacognitive-scaffolding learning strategies to improve the numeracy skills of third-grade students of SD Negeri Lembursawah 1. Metacognitive-scaffolding learning is a learning strategy that helps students to involve their metacognitive abilities in the process and learning outcomes to improve students' numeracy skills, considering the lack of students' understanding of their numeracy skills. This is unfortunate because numeracy skills have as important a role as literacy skills. Through this numeracy ability, students are expected to be able to apply and solve various mathematical concepts in everyday life. The research method applied in this research is Classroom Action Research (CAR). The data collection instruments used were questionnaires, pre-tests, post-test, and document studies. The results showed that there was an increase in student learning outcomes after the implementation of the metacognitive-scaffolding learning strategy, which was indicated by an average value of 59.1 which was included in the Less category, while after the implementation of the action through the metacognitive-scaffolding learning strategy showed an increase that could be seen from the results of Post-Test cycle 2 with an average value of 70.2 in the Good category. Meanwhile in the Pre-Test cycle 1, the number of students who had not completed as many as 19 out of 42 students with 16 students in the Less category and 3 others in the Very Poor category. The increase in student learning outcomes also continued with the number of students who had not completed only 3 out of 42 students in the Less category after the Post-Test cycle 2 was implemented.
Peningkatan Pembelajaran PPKN Berbasis Demokratis Dalam Membangun Kesadaran Hukum pada Siswa Kelas X Ipa 5 di SMAN 1 Cibadak Kohar pradesa
Jurnal BELAINDIKA (Pembelajaran dan Inovasi Pendidikan) Vol 2 No 3 (2020): Jurnal BELAINDIKA
Publisher : Nusa Putra University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52005/belaindika.v2i3.53

Abstract

Penelitian ini bertujuan untuk meningkatkan pemahaman siswa Kelas X IPA 5 SMA Negeri 1 Cibadak tentang tentang konsep hukum dan kesadaran hukum (X1) melalui pendekatan demokratis (X2) pada pembelajaran PPKn. Metode penelitian yang dipilih dalam penelitian ini adalah penelitian tindakan kelas (Class Action Research). Menurut Arikunto (2010:2) “Penelitian tindakan kelas yaitu sebuah kegiatan penelitian yang dilakukan dikelas”. Desain penelitian yang akan digunakan adalah desain model Kemmis dan McTaggart. Penelitian ini ditempuh melalui 3 siklus, setiap siklus terdiri dari (1) Perencanaan (2) Tindakan (3) Observasi (4) Refleksi. Subjek penelitian ini adalah siswa kelas X IPA 5 SMA Negeri 1 Cibadak tahun pelajaran 2017/2018 berjumlah 36 orang. Waktu yang dibutuhkan untuk penelitian yaitu selama 3 bulan dari awal September 2015 sampai akhir November 2017. Instrumen yang digunakan adalah lembar tes berupa pilihan ganda yang terdiri 34 butir soal untuk mengukur pemahaman siswa tentang konsep hukum, dan angket sebanyak 40 butir pertanyaan untuk mengukur sikap kesadaran siswa tentang hukum, serta lembar pengamatan guru dan lembar pengamatan siswa untuk pendekatan demokratis. Instrumen lembar tes telah melalui uji validitas dan reliabilitas pada taraf signifikan 0,05 %. Penelitian ini dinyatakan berhasil apabila 80% dari jumlah subjek penelitian berhasil mencapai Kriteria Ketuntasan Minimal (KKM) Mata Pelajaran PPKn yaitu 78, selain itu pada proses pembelajaran demokratis dan angket siswa mencapai keberhasilan 80%. Berdasarkan hasil penelitian diketahui bahwa pembelajaran PPKn dengan menggunakan pendekatan Demokratis dapat meningkatkan pemahaman siwa kelas X IPA 5 SMA Negeri 1 Cibadak tentang konsep hukum dan kesadaran hukum. Hal ini terlihat dari peningkatan rata-rata hasil tes yang diberikan setiap siklusnya masing-masing adalah Sikllus I 76,47 atau 44.44%, Siklus II 83,99 atau 86,11% dan Siklus III 90,44 atau 97.22%, adapun kriteria angket sikap siswa berkategori Sangat Baik dengan hasil presetase 82%.
EMPOWERING ELEMENTRY SCHOOL TEACHERS THROUGH CREATIVE AND CONTEXTUAL PEDAGOGICAL STRATEGI MENTORING Ayi Abdurahman; Setiawati Setiawati; Wulan Widaningsih; Wiwin Winarni; Kohar Pradesa; Sri Erwini Christine; Sajidin Sajidin
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 6 No. 3 (2025): Volume 6 No 3 Tahun 2025
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v6i3.45560

Abstract

Elementary school teachers play a critical role in shaping the foundation of student learning, yet many still rely on traditional, non-contextual teaching methods that fail to meaningfully engage students. This community service initiative aims to empower elementary school teachers through a mentoring program that focuses on creative and contextual pedagogical strategies. Using a Participatory Action Research (PAR) approach, the program was implemented over a two-month period; April-May 2025 in two public elementary schools in Sukabumi, West Java. The program involved collaborative lesson planning, classroom-based mentoring, and reflective practice sessions. Data were collected through pre- and post-program surveys, interviews, and teacher journals, then analyzed using qualitative thematic analysis and Pearson correlation techniques. The results showed significant increases in teachers’ confidence, creativity, and contextual awareness in teaching, as well as increased student engagement. Teachers began to integrate local culture, materials, and everyday experiences into their teaching, creating a more relevant and participatory learning environment. The program’s mentoring model proved effective in fostering teacher agency and sustained pedagogical innovation. This initiative contributes to the model of teacher professional development by demonstrating how participatory and localized mentoring can bridge the gap between theory and practice in primary education.
Co-Authors Aulia Rahma Ayi Abdurahman Hopeman, Teofilus Ardian Sajidin Sajidin Setiawati Sri Erwini Christine Wiwin Winarni Wulan Widaningsih