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Andika Kusuma Wijaya, Andika Kusuma
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Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Analisis Kesulitan Belajar Pada Materi Menulis Karangan Dintinjau Dari Kepercayaan Diri siswa kelas IV SDN 23 Singkawang Rahmawati, Elvi; Marhayani, Dina Anika; Wijaya, Andika Kusuma
JURNAL PENDIDIKAN DASAR Vol. 12 No. 2 (2024): Desember 2024
Publisher : STKIP Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/jpd.v12i2.2574

Abstract

Abstract: The objectives of this research are (1) to describe the learning difficulties of students in terms of self-confidence in the subject of writing compositions in the fourth-grade curriculum; (2) to describe the factors contributing to learning difficulties in writing compositions among fourth-grade students. This research employs a qualitative descriptive method. The subjects of the study are students from class IV A at SDN 23 Singkawang. Data collection techniques in this research include tests, non-tests, and interviews. The data analysis technique used is the Miles and Huberman model, which consists of data reduction, data presentation, and conclusion drawing. The results of the study indicate that (1) learning difficulties in writing compositions, viewed from the perspective of student self-confidence, are as follows: (a) students with high self-confidence, some have been able to perform the indicators well, with an average score of 60 in the medium category; (b) students with medium self-confidence mostly experience difficulties in learning to write compositions, with an average self-confidence level of 41.6 in the low category; (c) students with low self-confidence experience learning difficulties, with an average score of 27.5 in the low category. (2) Factors influencing learning difficulties in writing compositions are (a) internal factors, including low learning outcomes and difficulty in composing sentences, mismatch between effort and results, attitudes during learning, and emotional symptoms; (b) external factors, including delays in completing assignments and deviant behavior during learning. Based on the analysis of learning difficulties in writing compositions from the perspective of self-confidence, it can be concluded that students experience significant learning difficulties, as evidenced by an average score of 35, falling into the low category, with 25 out of 28 students being in the low category.Keywords: Learning difficulties, Writing compositions, Self-confidence Abstrak: Tujuan penelitian ini adalah (1) untuk mendeskripsikan kesulitan belajar siswa ditinjau dari kepercayaan diri pada materi menulis karangan materi kelas IV; (2) untuk mendeskripsikan faktor kesulitan belajar pada materi menulis karangan siswa kelas IV. Metode penelitian ini merupakan penelitian deskriptif kualitatif. Subjek penelitian ini adalah siswa kelas IV A SDN 23 Singkawang. Teknik pengumpulan data dalam penelitian ini menggunakan  tes, non tes Dan wawancara . Teknik analisis data yang digunakan yaitu model Miles dan Huberman yang terdiri dari reduksi data, penyajian data, penarikan kesimpulan. Hasil penelitian menunjukan bahwa, (1) kesulitan belajar menulis karangan yang ditinjau dari kepercayaan diri siswa yaitu (a) siswa dengan kepercayaan diri dengan kategori tinggi ada sebagian sudah mampu melaksanakan indikator dengan baik dan mempunyai rata-rata 60 dengan kriteria sedang (b) siswa dengan kepercayan diri  sedang hampir semua  mengalami kesulitan pada pembelajaran menulis karangan dan mempunyai tingkat kepercayaan diri dengan rata – rata 41,6 dengan kriteria Rendah (c) siswa dengan kepercayaan diri rendah mengalami kesulitan belajar dengan rata-rata 27,5 dengan kriteria rendah; (2) faktor yang mempengaruhi kesulitan belajar pada materi menulis karangan yaitu (a) faktor internal yaitu rendahnya hasil belajar siswa dan kesulitan menyusun kalimat, ketidaksesuaian usaha dan hasil, sikap selama pembelajaran dan gejala emosional,  (b) faktor eksternal yaitu keterlambatan dalam mengerjakan tugas, dan perilaku menyimpang selama pembelajaran. Berdasarkan hasil analisis kesulitan belajar menulis karangan siswa ditinjau dari kepercayaan diri dapat disimpulkan bahwa kesulitan belajar siswa mengalami kesulitan yang signifikan dilihat dari nilai rata – rata 35 berada pada kriteria rendah dengan jumlah siswa 25 dari 28 siswa berada kriteria rendah.Kata Kunci: Kesulitan Belajar, Menulis Karangan, Kepercayaan Diri
Pengaruh Model Pembelajaran Realistic Mathematic Education (RME) Berbantuan Alat Peraga Lego terhadap Hasil Belajar Siswa Kelas IV SD pada Materi Geometri Dila, Erna; Sulistri, Emi; Wijaya, Andika Kusuma
Variabel Vol 8, No 1 (2025): APRIL 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/var.v8i1.5828

Abstract

Penelitian ini bertujuan untuk (1) mengetahui perbedaan hasil belajar siswa yang diajarkan menggunakan model RME berbantuan alat peraga Lego dengan siswa yang diajarkan pembelajaran langsung; (2) mengetahui seberapa besar pengaruh model RME berbantuan alat peraga Lego terhadap hasil belajar matematika siswa; dan (3) mengetahui respon siswa setelah diterapkan model pembelajaran RME berbantuan alat peraga Lego. Jenis penelitian ini adalah penelitian kuantitatif metode Quasi Experimental Design dengan Pretest-Posttest Control Group Design. Populasi penelitian ini adalah siswa kelas IVA dan IVB di SDN 5 Singkawang berjumlah 42 siswa. Sampel yang diambil adalah siswa kelas IVA dan IVB masing-masing berjumlah 21 siswa. Teknik pengumpulan data menggunakan tes hasil belajar kognitif dan angket respon siswa. Teknik analisis data menggunakan uji-t dua sampel independen, uji Effect Size, dan analisis persentae deskriptif. Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan hasil belajar siswa yang diajarkan menggunakan model RME berbantuan alat peraga Lego dengan siswa yang diajarkan pembelajaran langsung dengan hasil thitung = 2,3042 > ttabel = 2,0210; (2) Model pembelajaran RME berpengaruh besar terhadap hasil belajar matematika siswa pada materi geometri dengan hasil Effect Size = 0,55 kategori tinggi; dan (3) respon siswa potitif terhadap model pembelajaran RME berbantuan alat peraga Lego dengan rata-rata 74% kategori baik. Kata Kunci: Model Realistic Mathematic Education (RME); Hasil Belajar Matematika; GeometriThe Effect of the Realistic Mathematic Education (RME) Learning Model Assisted by Lego Props on the Students' Learning Outcomes of Grade IV Elementary School on GeometryABSTRACTThis study aims to (1) find out the difference in the learning outcomes of students who are taught using the RME model assisted by Lego props and students who are taught direct learning; (2) find out how much the influence of the RME model assisted by Lego props on students' mathematics learning outcomes; and (3) find out the students' responses after the implementation of the RME learning model assisted by Lego props. This type of research was quantitative research of the Quasi-Experimental method with Pretest-Posttest Control Group Design. The population of this study was 42 students in grades IVA and IVB at SDN 5 Singkawang. The samples taken were students of classes IVA and IVB totaling 21 students each. The data collection technique used cognitive learning outcome tests and student response questionnaires. The data analysis technique used an independent two samples t-test, an Effect Size test, and a descriptive percentage analysis. The results showed that (1) there was a difference in the learning outcomes of students who were taught using the RME model assisted by Lego props and students who were taught direct learning with results tcount = 2.3042 > ttable = 2.0210; (2) the RME learning model had a great influence on students' mathematics learning outcomes in geometry with the result of Effect Size = 0.55 high category; and (3) positive student responses to the RME learning model assisted by Lego props with an average of 74% good category.
Co-Authors Anitra, Rien Bayu, Bayu Dila, Erna Eka Murdani, Eka Emi Sulistri, Emi Haidir, Risa Haris Rosdianto, Haris Intan Kusumawati Lusiana Lusiana Marhayani, Dina Anika Novanto, Yogi Setya Oktavia, Wahyuni Oktaviani, Chintya Rahmawati, Elvi Rosmaiyadi Sumarli Sumarli Sumarli, Sumarli Teeka, Chat Utama, Erdi Guna Utami, Feby Putri Zossy Nofeanasari Zuhaira, Fitri