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All Journal Jurnal Infinity Mimbar Sekolah Dasar Metodik Didaktik COLLASE (Creative of Learning Students Elementary Education) PrimaryEdu - Journal of Primary Education Jurnal Infinity
Deri Fadly Pratama, Deri Fadly
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Humanities Education Languange, Linguistic, Communication & Media Mathematics

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PEMANFAATAN MEDIA LINGKUNGAN SEKOLAH DENGAN PEMBELAJARAN MODEL INKUIRI DALAM MENINGKATAN KEMAMPUAN PENGUASAAN KONSEP DAN SIKAP PEDULI LINGKUNGAN SISWA Pratama, Deri Fadly
Metodik Didaktik Vol 11, No 1 (2016): Metodik Didaktik Juli 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/md.v11i1.3783

Abstract

Penelitian ini dilatarbelakangi oleh masih rendahnya penguasaan konsep pada mata pelajaran IPA dan rendahnya kesadaran siswa akan lingkungan sekitar. Tujuan penelitian ini adalah memanfaatkan media lingkungan sekolah model inkuiri terhadap peningkatan kemampuan penguasaan konsep dan sikap peduli lingkungan siswa. Metode penelitian yang digunakan adalah kuasi eksperimen. Subjek dalam penelitian adalah 30 siswa kelas IVA untuk kelas eksperimen dan 30 siswa kelas IVB untuk kelas kontrol di SDN Ciseureuh Kahuripan Pajajaran kabupaten Purwakarta. Instrumen yang digunakan untuk mengukur tingkat penguasaan konsep dalam penelitian ini adalah tes berupa soal pilihan ganda dan lembar observasi sedangkan untuk menguji sikap peduli lingkungan siswa adalah soal pilihan ganda, lembar observasi dan angket yang diberikan sebelum dan setelah perlakuan. Perlakuan yang diberikan kepada kelas eksperimen adalah pembelajaran yang memanfaatkan media lingkungan sekolah berupa lingkungan alami: sawah dan sungai serta media lingkungan buatan seperti taman sekolah dengan menggunakan model inkuiri, sedangkan kelas kontrol mendapat perlakuan pembelajaran konvensional. Hasil penelitian menunjukkan bahwa penguasaan konsep dan sikap peduli lingkungan siswa kelas eksperimen yang memanfaatkan media lingkungan sekolah dengan model inkuiri meningkat secara signifikan dibandingkan dengan siswa yang melakukan pembelajaran secara konvensional. Dengan demikian dapat disimpulkan bahwa pembelajaran yang memanfaatkan media lingkungan sekolah dengan model inkuiri dapat meningkatkan penguasaan konsep dan sikap peduli lingkungan siswa.
ANALISIS PEMAHAMAN KONSEP PADA PEMBELAJARAN CUACA SISWA KELAS III MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) Sumarni, Iis; Pratama, Deri Fadly
COLLASE (Creative of Learning Students Elementary Education) Vol 4, No 4 (2021)
Publisher : IKIP Siliwangi

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

Abstract

Tujuan dilaksanakannya penelitian ini yaitu untuk mendeskripsikan skenario dan implementasi pembelajaran, mengetahui respon guru dan siswa, serta mengetahui kesulitan-kesulitan siswa dalam mengerjakan tugas tematik yang menggunakan indikator pemahaman konsep pada materi cuaca dalam penggunaan model pembelajaran PBL. Metode penelitian yang dipakai peneliti adalah metode deskriftif kualitatif, hal ini supaya peneliti bisa menjelaskan upaya yang dilaksanakan oleh guru dalam memperbaiki kualitas pembelajaran khususnya materi cuaca. Subjek dari penelitian ini adalah siswa kelas III di sekolah swasta di kota Bandung, yang berjumlah 20 siswa, terdiri dari 11 siswa perempuan dan 9 siswa laki-laki. Penulis menggunakan observasi, angket dan tes sebagai instrument penelitian. Observasi diberikan kepada guru sebagai observer, angket diberikan kepada siswa sebagai (kelas) sebagai responden dan satu orang guru, serta tes diberikan kepada siswa sebagai subjek penelitian setelah data didapatkan dan dianalisis, dapat dikatakan bahwa penggunaan model pembelajaran yang diterapkan pada materi tersebut dapat digunakan dengan sangat baik dengan syarat pelaksanaan pembelajaran harus sesuai dengan fase model pembelajarannya. Sehingga, sangat disarankan bagi guru tematik untuk menggunakan model pembelajaran PBL dalam materi cuaca.
Enhancing Narrative Writing Skills of Elementary School Teacher Education Students through Concentrated Language Encounter (CLE) Model Assisted by Short Film Learning Media Fauzi, Muhammad Rizal; Wardhani, Duhita Savira; Puspita, Ryan Dwi; Pratama, Deri Fadly; Septian Rahayu, Galih Dani
Mimbar Sekolah Dasar Vol 8, No 2 (2021)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v8i2.29464

Abstract

This research aims at improving the narrative essay writing skills of elementary school teacher education students through Concentrated Language Encounter (CLE) learning activities assisted by short film learning media by employing a quasi-experimental nonequivalent group design. The subjects were all primary teacher education students in West Java, with a sample of 31 elementary school teacher education students in Cimahi City as the experimental class, and 31 Madrasah Ibtidaiyah teacher education students in Bandung City as the control class. The results of the post-test research showed that the average skill of writing narrative essays in the experimental class was 81.10, while the control class obtained an average of 66.32. While the test results of the average N-gain difference in writing narrative essay skills with 2-tailed sig were 0.000 with a significance level of less than 0.05. These findings revealed that there was an increase in the writing narrative essay skills of elementary school teacher education students through the application CLE Model assisted by short film learning media. This research is expected to facilitate lecturers/teachers to teach narrative essay writing skills by optimizing all language skills through the CLE model assisted by short film media.
The effect of teaching props on the mathematical problem-solving skills: A meta-analysis study Widodo, Sri Adi; Sari, Yuyun Novita; Chiphambo, Shakespear Maliketi; Fitriani, Nelly; Sulistyowati, Fitria; Murtafiah, Wasilatul; Pratama, Deri Fadly
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p235-258

Abstract

Researchers have widely researched the effects of teaching props, and most concluded that, statistically, there is an effect on problem-solving ability. However, how significant is the effect on problem-solving ability, and whether their research results are parallel to other research they have yet to do? So, the reliability of research related to teaching props still needs to be considered. This research aims to analyze the results that examine teaching props on problem-solving abilities. The method used in this research is meta-analysis. This research was carried out through meta-analysis stages, namely determining inclusion criteria, collecting data and coding variables, statistical analysis by determining the effect size, and making conclusions from the data obtained. Data collection was carried out by collecting data from research conducted from 2018 to 2023 on the Google Scholar database. This data collection obtained twenty-six (26) studies that met the inclusion criteria for extraction from research and development, experimental, and quasi-experimental. Effect size measures the effect of teaching props on students' problem-solving abilities. Based on these calculations, an effect size value of 2.449. This research indicates a significant and positive influence between teaching props and students' problem-solving skills, especially in mathematical learning. Therefore, it is necessary to develop teaching props to improve mathematical problem-solving skills.
The effect of teaching props on the mathematical problem-solving skills: A meta-analysis study Widodo, Sri Adi; Sari, Yuyun Novita; Chiphambo, Shakespear Maliketi; Fitriani, Nelly; Sulistyowati, Fitria; Murtafiah, Wasilatul; Pratama, Deri Fadly
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p235-258

Abstract

Researchers have widely researched the effects of teaching props, and most concluded that, statistically, there is an effect on problem-solving ability. However, how significant is the effect on problem-solving ability, and whether their research results are parallel to other research they have yet to do? So, the reliability of research related to teaching props still needs to be considered. This research aims to analyze the results that examine teaching props on problem-solving abilities. The method used in this research is meta-analysis. This research was carried out through meta-analysis stages, namely determining inclusion criteria, collecting data and coding variables, statistical analysis by determining the effect size, and making conclusions from the data obtained. Data collection was carried out by collecting data from research conducted from 2018 to 2023 on the Google Scholar database. This data collection obtained twenty-six (26) studies that met the inclusion criteria for extraction from research and development, experimental, and quasi-experimental. Effect size measures the effect of teaching props on students' problem-solving abilities. Based on these calculations, an effect size value of 2.449. This research indicates a significant and positive influence between teaching props and students' problem-solving skills, especially in mathematical learning. Therefore, it is necessary to develop teaching props to improve mathematical problem-solving skills.
PREVENTION OF CORRUPTION BEHAVIOR IN SD CHILDREN THROUGH 7 POE ATIKAN CHARACTER EDUCATION: QUALITATIVE STUDY Pratama, Deri Fadly; Kelana, Jajang Bayu; Rahayu, Galih Dani Septian
PrimaryEdu : Journal of Primary Education Vol. 5 No. 1 (2021): Volume 5, Number 1, February 2021
Publisher : Institut Keguruan dan Ilmu Pendidikan Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/pej.v5i1.2031

Abstract

This research was conducted in general with the aim of analyzing the 7 poe atikan of character education in elementary schools (SD) in an effort to prevent corrupt behavior in elementary school children. The specific purpose of this study was to find out all students who know about corruption in elementary school age children and to know the impact of character education on corrupt behavior among elementary school students. This research was conducted using a qualitative descriptive method with instruments used in the form of questionnaires and interviews. The subjects in this study were 30 students of grade V SDN 8 Ciseureuh Kahuripan Pajajaran. The results of this study indicate that grade V students have seen several activities in daily life including positive and negative attitudes related to corrupt behavior and character education which have a positive impact on students 'understanding related to students' understanding of corrupt behavior and methods. avoid the behavior. The conclusion from this research is that 7 points of character education can have a positive impact in preventing corrupt behavior among elementary school students.
The effect of teaching props on the mathematical problem-solving skills: A meta-analysis study Widodo, Sri Adi; Sari, Yuyun Novita; Chiphambo, Shakespear Maliketi; Fitriani, Nelly; Sulistyowati, Fitria; Murtafiah, Wasilatul; Pratama, Deri Fadly
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p235-258

Abstract

Researchers have widely researched the effects of teaching props, and most concluded that, statistically, there is an effect on problem-solving ability. However, how significant is the effect on problem-solving ability, and whether their research results are parallel to other research they have yet to do? So, the reliability of research related to teaching props still needs to be considered. This research aims to analyze the results that examine teaching props on problem-solving abilities. The method used in this research is meta-analysis. This research was carried out through meta-analysis stages, namely determining inclusion criteria, collecting data and coding variables, statistical analysis by determining the effect size, and making conclusions from the data obtained. Data collection was carried out by collecting data from research conducted from 2018 to 2023 on the Google Scholar database. This data collection obtained twenty-six (26) studies that met the inclusion criteria for extraction from research and development, experimental, and quasi-experimental. Effect size measures the effect of teaching props on students' problem-solving abilities. Based on these calculations, an effect size value of 2.449. This research indicates a significant and positive influence between teaching props and students' problem-solving skills, especially in mathematical learning. Therefore, it is necessary to develop teaching props to improve mathematical problem-solving skills.
The effect of teaching props on the mathematical problem-solving skills: A meta-analysis study Widodo, Sri Adi; Sari, Yuyun Novita; Chiphambo, Shakespear Maliketi; Fitriani, Nelly; Sulistyowati, Fitria; Murtafiah, Wasilatul; Pratama, Deri Fadly
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p235-258

Abstract

Researchers have widely researched the effects of teaching props, and most concluded that, statistically, there is an effect on problem-solving ability. However, how significant is the effect on problem-solving ability, and whether their research results are parallel to other research they have yet to do? So, the reliability of research related to teaching props still needs to be considered. This research aims to analyze the results that examine teaching props on problem-solving abilities. The method used in this research is meta-analysis. This research was carried out through meta-analysis stages, namely determining inclusion criteria, collecting data and coding variables, statistical analysis by determining the effect size, and making conclusions from the data obtained. Data collection was carried out by collecting data from research conducted from 2018 to 2023 on the Google Scholar database. This data collection obtained twenty-six (26) studies that met the inclusion criteria for extraction from research and development, experimental, and quasi-experimental. Effect size measures the effect of teaching props on students' problem-solving abilities. Based on these calculations, an effect size value of 2.449. This research indicates a significant and positive influence between teaching props and students' problem-solving skills, especially in mathematical learning. Therefore, it is necessary to develop teaching props to improve mathematical problem-solving skills.
Co-Authors Chiphambo, Shakespear Maliketi Fauzi, Muhammad Rizal Fitria Sulistyowati Galih Dani Septiyan Rahayu Jajang Bayu Kelana Nelly Fitriani, Nelly Puspita, Ryan Dwi Rahayu, Galih Dani Septian Sari, Yuyun Novita Sri Adi Widodo Sumarni, Iis Wardhani, Duhita Savira Wasilatul Murtafiah