Garuda - Garba Rujukan Digital

IMPLEMENTASI METODE PEMBELAJARAN PROBLEM SOLVING DALAM MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF DAN HASIL BELAJAR MATEMATIKA SISWA SD Kisty Handayani; Bambang Suteng Sulasmono; Eunice Widyanti Setyaningtyas
JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Vol 12, No 2 (2019): JPPM (Jurnal Penelitian Pembelajaran Matematika) Volume 12 Nomor 2 Agustus 2019
Publisher : Universitas Sultan Ageng Tirtayasa

Jenis penelitian ini adalah penelitian tindakan kelas dan dilaksanakan di SDN 2 Tanduk Ampel Boyolali dari Maret 2019 sampai dengan Juni 2019 dan melibatkan 22 siswa dan 1 guru kelas V. Penelitian dirancang menjadi 2 kegiatan siklus pembelajaran dan melalui 4 tahapan yaitu perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Teknik pengumpulan data yang digunakan berupa observasi, angket dan tes. Teknik analisis data dalam penelitian kuantitatif ini menggunakan statistik deskriptif. Berdasarkan hasil observasi, nilai respon belajar peserta didik berkategori sangat baik : siklus I sebesar 90,7 % dan siklus II sebesar 88,4%. Hasil angket berpikir kreatif siswa prosentase peserta didik yang berpredikat kurang hanya tinggal 4,5% dan yang berpredikat baik bertambah menjadi 18,2%. Pencapaian prosentase ketuntasan meningkat pada siklus I adalah 63,6% dan pada siklus II adalah 95,5%. Kata kunci: Metode Problem Solving, Berpikir Kreatif, Hasil Belajar

Six Thinking Hats Method for Developing Critical Thinking Skills Eunice Widyanti Setyaningtyas; Elvira Hoesein Radia
Journal of Educational Science and Technology (EST) Volume 5 Number 1 April 2019
Publisher : Universitas Negeri Makassar

The purpose of this research is to assist the student teachers in their final year to think critically in analyzing the lesson plan document in the Kurikulum 2013 framework using the Six Thinking Hats method as a tool. This tool has visual imagery similar to colorful hats, with a specific point of view. The white hat acts as an information source, black hat identifies threats, the red hat represents emotion and intuition, the yellow hat identifies support and strength, the green hat stimulates creative ideas, and the blue hat becomes the leader of the discussion. This is a one-group post-test only experiment. The data is analyzed descriptively and interpreted qualitatively. The instrument is rubrics for analysis, also documentation and interview. The result shows that the average of the analysis scored 27,5 (out of 57) in a "moderate" level. This means students give short analysis with less-detailed description and the reasoning is less clear. The order from the lowest to the highest score is: yellow (scored 1,1)- white (1,2)-green (1,3)-red (1,5)-black (2,0). Although the result is still in the middle level, it still can be seen that this method is very potential to assist students to think critically, with a step by step development.

PENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS 4 SD MELALUI MODEL PEMBELAJARAN PROBLEM BASED LEARNING Mita Puspita; Slameto Slameto; Eunice Widyanti Setyaningtyas
Justek : Jurnal Sains dan Teknologi Vol 1, No 1 (2018): Mei
Publisher : Unversitas Muhammadiyah Mataram

Abstrak: Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang bertujuan untuk meningkatkan hasil belajar matematika dengan menggunakan model pembelajaran Problem Based Learning. Pada kondisi awal menunjukkan nilai rata-rata secara klasikal yang diperoleh yaitu 62. Setelah diberikan tindakan dengan model pembelajaran Problem Based Learning siklus 1 menunjukkan nilai rata-rata yang diperoleh 77,37. Pada siklus 2 rata-rata ketuntasan hasil belajar siswa meningkat 83 Hasil ini menunjukkan bahwa adanya peningkatan hasil belajar siswa dengan menggunakan model pembelajaran Problem Based Learning , sehingga dapat disimpulkan bahwa model pembelajaran Problem Based Learning dapat meningkatkan hasil belajar matematika siswa. Abstract: This research is classroom action research to improve the learning results of mathematics by using the model of Problem Based Learning. On initial conditions indicate the average score in classical obtained, that is 62. After the given action by the model Problem Based Learning in the cycle 1 shows average score obtained was 77,37. In cycle 2, the average of the result of student learning increased to reach 83. These results suggest that there was an increase in student learning out comes by using the model Problem Based Learning, so it can be concluded that the model of Problem Based Learning can improve the result of learning mathematics on 4 grades student.

PENINGKATAN MOTIVASI BELAJAR TEMATIK MENGGUNAKAN MODEL PROBLEM BASED LEARNING (PBL) BERBANTUAN PERMAINAN ULAR TANGGA PADA SISWA KELAS IV Dewi Sekar Langit; Slameto Slameto; Eunice Widyanti Setyaningtyas
Pendekar: Jurnal Pendidikan Berkarakter Vol 1, No 1 (2018): April : Special Issues
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v1i1.371

Abstrak: Keterbatasan metode, media dan komunikasi guru pada pembelajaran Matematika siswa kelas IV menjadi latar belakang dilakukannya PTK ini. Keterbatasan tersebut berdampak pada motivasi belajar siswa 66,67% rendah dan hasil belajar 58,33 % belum tuntas. Jurnal ini menjawab rumusan masalah apa dan bagaimana metode Problem Based Learning berbantuan media permainan ular tangga dapat meningkatkan motivasi dan hasil belajar siswa. Hasil penelitian ini ialah, pada kondisi awal siswa yang mempunyai motivasi belajar tinggi hanya 33%, kemudian pada siklus I meningkat menjadi 54,17% dan semakin meningkat di siklus II menjadi 83,33%. Kuncinya terletak pada belajar sambil bermain berhasil menguatkan motivasi belajar.Abstract: Limitations of methods, media and teacher communication on the learning of grade IV Mathematics students to the background of this PTK. These limitations have an impact on the motivation of learning 66.67% students low and 58.33% learning outcomes have not been completed. This journal answers the formulation of what problems and how the Problem Based Learning method-aided game of snakes ladder can improve motivation and student learning outcomes. The result of this research is, in the initial condition of students who have high learning motivation only 33%, then in the first cycle increased to 54.17% and increased in cycle II to 83.33%. The key lies in learning while playing successfully strengthens the motivation to learn.

PENINGKATAN KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR MELALUI PENERAPAN MODEL DISCOVERY LEARNING DALAM PEMBELAJARAN TEMATIK KELAS 4 SD Yulita Windarti; Slameto Slameto; Eunice Widyanti S
Pendekar: Jurnal Pendidikan Berkarakter Vol 1, No 1 (2018): April : Special Issues
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v1i1.353

Abstrak: Jenis penelitian ini adalah penelitian tindakan kelas. Tujuan dari penelitian ini untuk meningkatkan kemampuan berpikir kritis dan hasil belajar siswa dalam pembelajaran tematik dengan menerapkan model Discovery Learning. Hasil penelitian menunjukkan bahwa penerapan model Discovery Learning dapat meningkatkan kemampuan berpikir kritis dan hasil belajar siswa. Presentase kemampuan berpikir kritis pada kategori sangat tinggi, tinggi dan sedang pada siklus I adalah 30%, meningkat di siklus II menjadi 82%. Ketercapaian ketuntasan hasil belajar siswa pada pra siklus adalah 38%, meningkat di siklus I menjadi 68%, kembali mengalami peningkatan di siklus II menjadi 85%. Abstract: This type of research was the classroom action research. The aims of the research were to improve the critical thinking skill and learning outcomes of the students in thematic learning by applaying Discovery Learning model. The research showed that by applying Discovery Learning Model can improve the critical thinking skill and learning outcomes of the students. Precentage of critical thinking skill in very high and moderate category, in cycle I was 30%, and increased in cycle II 82%. The achievement of students learning completeness at pre-cycle was 38%, increasing in cycle I to 68%, increasing again in cycle II to 85%.

Efektivitas model pembelajaran kooperatif tipe Think Pair Share (TPS) dan Numbered Head Together (NHT) berbantuan CD pembelajaran terhadap hasil belajar matematika Dhestha Hazilla Aliputri; Bambang Suteng Sulasmono; Eunice Widyanti Setyaningtyas
Math Didactic: Jurnal Pendidikan Matematika Vol 5 No 1 (2019)
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v5i1.498

The purpose of this study was to determine the effectiveness of the cooperative learning model Numbered Head Together (NHT) and Think Pair Share (TPS) to compare which one the effective model in terms of learning outcomes. This study consisted of two stages, namely pre-test and post-test. The pre-test phase was carried out to find out the Mathematics learning outcomes before treatment for homogeneity tests and normality tests a reference for testing hypotheses, while post-tests were conducted to find out the learning outcomes data after treatment. The subjects of this study were fourth grade students of SD N 1 Wulung District of Randublatung, Blora Regency. To help with the processing of data, researchers used the help of SPSS version 16. Based on the results of this study it was found that the use of NHT learning model was more effective than TPS in terms of Mathematics learning outcomes. This can be seen from the results of the analysis of data obtained by the results that the value of Asymp. Sig. (2-tailed) is 0.029 then 0.029 5 0.05 so Ha is rejected and Ho is accepted. It can be concluded that the learning model in the experimental class using NHT learning model is more effective than using TPS in the control class.

Efektivitas model pembelajaran kooperatif tipe Think Pair Share (TPS) dan Numbered Head Together (NHT) berbantuan CD pembelajaran terhadap hasil belajar matematika Dhestha Hazilla Aliputri; Bambang Suteng Sulasmono; Eunice Widyanti Setyaningtyas
Math Didactic: Jurnal Pendidikan Matematika Vol 5 No 1 (2019)
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v5i1.498

The purpose of this study was to determine the effectiveness of the cooperative learning model Numbered Head Together (NHT) and Think Pair Share (TPS) to compare which one the effective model in terms of learning outcomes. This study consisted of two stages, namely pre-test and post-test. The pre-test phase was carried out to find out the Mathematics learning outcomes before treatment for homogeneity tests and normality tests a reference for testing hypotheses, while post-tests were conducted to find out the learning outcomes data after treatment. The subjects of this study were fourth grade students of SD N 1 Wulung District of Randublatung, Blora Regency. To help with the processing of data, researchers used the help of SPSS version 16. Based on the results of this study it was found that the use of NHT learning model was more effective than TPS in terms of Mathematics learning outcomes. This can be seen from the results of the analysis of data obtained by the results that the value of Asymp. Sig. (2-tailed) is 0.029 then 0.029 5 0.05 so Ha is rejected and Ho is accepted. It can be concluded that the learning model in the experimental class using NHT learning model is more effective than using TPS in the control class.

Efektivitas model pembelajaran kooperatif tipe Think Pair Share (TPS) dan Numbered Head Together (NHT) berbantuan CD pembelajaran terhadap hasil belajar matematika Dhestha Hazilla Aliputri; Bambang Suteng Sulasmono; Eunice Widyanti Setyaningtyas
Math Didactic: Jurnal Pendidikan Matematika Vol 5 No 1 (2019)
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/math.v5i1.498

The purpose of this study was to determine the effectiveness of the cooperative learning model Numbered Head Together (NHT) and Think Pair Share (TPS) to compare which one the effective model in terms of learning outcomes. This study consisted of two stages, namely pre-test and post-test. The pre-test phase was carried out to find out the Mathematics learning outcomes before treatment for homogeneity tests and normality tests a reference for testing hypotheses, while post-tests were conducted to find out the learning outcomes data after treatment. The subjects of this study were fourth grade students of SD N 1 Wulung District of Randublatung, Blora Regency. To help with the processing of data, researchers used the help of SPSS version 16. Based on the results of this study it was found that the use of NHT learning model was more effective than TPS in terms of Mathematics learning outcomes. This can be seen from the results of the analysis of data obtained by the results that the value of Asymp. Sig. (2-tailed) is 0.029 then 0.029 5 0.05 so Ha is rejected and Ho is accepted. It can be concluded that the learning model in the experimental class using NHT learning model is more effective than using TPS in the control class.

PENINGKATAN PEMAHAMAN DAN IMPLEMENTASI BAHASA NASIONAL DAN INTERNASIONAL BAKU BAGI GURU PAUD DAN SD DI KECAMATAN GETASAN KABUPATEN SEMARANG Henny D. Koeswanti; Mozes Kurniawan; Eunice W. Setyaningtyas; Elvira H. Radia
ABDIMAS ALTRUIS: Jurnal Pengabdian Kepada Masyarakat Vol 3, No 2 (2020): Oktober 2020
Publisher : Universitas Sanata Dharma

The Childhood Education (PAUD) and Elementary School (SD) teachers should have adequate skills and knowledge in teaching, instilling, and being an example or role model for their students. Therefore, it was necessary to increase professionalism in terms of the use of national languages as well as international languages which are needed today, so that Indonesian students can use standard Indonesian properly and correctly.Based on the conditions encountered, the community service team at the Teaching and Education Faculty (FKIP), Satya Wacana Christian University (SWCU) Salatiga carried out community service activities with the aim of opening paradigms and training early-level early childhood and elementary school teachers to have a complete understanding of the concept of standard national and international languages and have the opportunity to improve language competence, especially English. This activity was carried out in the form of training, debriefing, and teaching simulations by four FKIP, UKSW lecturers who have Indonesian, English and educational management backgrounds.The results of the implementation of this activity could be seen at the beginning of understanding of classroom language and obtaining references to the use of standard language in the classroom to be used as capital to apply the Indonesian and English concepts.

Meta Analisis Model Problem Based Learning (PbL) terhadap Kemampuan Berpikir Kritis Siswa Sekolah Dasar Irene Octavia Rossytasari; Eunice Widyanti Setyaningtyas
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 3, No 4 (2021): August Pages 1101-2382
Publisher : Universitas Pahlawan Tuanku Tambusai

Penelitian ini bertujuan untuk mengetahui besar pengaruh dari penggunaan model pembelajaran Problem-based Learning (PbL) ditinjau dari kemampuan berpikir kritis siswa sekolah dasar, dengan menganalisis 20 penelitian eksperimen yang sudah dipublikasi pada Google Scholar atau Google Cendekia. Penelitian ini menggunakan metode meta analisis. Tahapan meta analisis dalam penelitian ini antara lain; (a) menetapkan topik, (b) mencari dan mengumpulkan data, (c) melihat kesesuaian isi artikel dengan permasalahan. (d) menghitung signifikansi dengan menggunakan Uji T, (e) menghitung Effect Size, dan (f) menganalisis. Dari hasil analisis 20 artikel, berdasarkan Uji Paired Sample Test menunjukkan nilai Sig. (2-tailed) (0,000) < α (0,05) dan t hitung = -5,661 < t tabel = 2,093 sehingga Ho ditolak dan Ha diterima, dan menghasilkan Effect Size 0,65 dengan kategori besar. Hasil effect size sebesar 0,65 mempunyai makna bahwa adanya perlakuan antar variable, artinya adanya perlakuan yang signifikan, model pembelajaran Problem-based Learning dalam membangun keterampilan berpikir kritis siswa SD. Hal tersebut menunjukan bahwa Problem-based Learning efektif digunakan untuk mengembangkan kemampuan berpikir kritis siswa.

Title

Found 77 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 77 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 77 Documents
Search