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UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA MATERI PECAHAN MENGGUNAKAN MODEL PROBLEM BASED LEARNING DI SEKOLAH DASAR Sabrina Ramadhani; Siti Dewi Maharani; Vinencia Ika Indralin
Autentik : Jurnal Pengembangan Pendidikan Dasar Vol 7 No 2 (2023)
Publisher : Elementary School Teacher Education (PGSD), STKIP PGRI Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36379/autentik.v7i2.339

Abstract The background of this research is the finding of problems that arise in the content of mathematics lessons in class IV.A of SD Negeri 112 Palembang. The problem is the low mathematics learning outcomes in fractional material. The reason is that learning still uses the lecture method. The corrective action chosen is the application of the problem-based learning model. The subjects of this study were 42 class IV.A students at SD Negeri 112 Palembang. Data collection techniques using observation, tests and documentation. The data analysis technique used is a qualitative descriptive approach and descriptive statistics. This classroom action research was conducted in two cycles, with the results of the research showing that the application of the problem-based learning model to the mathematics lesson content had a positive impact on student learning outcomes. The increase in student learning outcomes can be seen from the percentage increase in cycle I by 57%, then it increased in cycle II by 83%. Thus this research can be said to be successful in improving student learning outcomes through the application of problem-based learning models. Keywords: Mathematics, Learning outcomes, Problem Based Learning Models

Implementation of differentiated learning with a Culturally Responsive Teaching approach to increase students' interest in learning Irfan Saninur Azis; Siti Dewi Maharani; Vinencia Ika Indralin
Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i2.9348

Implementing learning aligned with the Culturally Responsive Teaching (CRT) approach is a method enabling a more accurate comprehension and representation of knowledge, tailored to students' individual learning tendencies and styles, while considering the diverse cultures surrounding them. Transitioning from the old paradigm to adopting learning in accordance with the demands of the 21st century and the current curriculum is imperative, despite the uneven distribution of the Independent Curriculum across schools. This study is prompted by students' lack of interest in learning, evident in their limited engagement in the learning process. The objective of this research is to illustrate the impact of employing differentiated learning with a Culturally Responsive Teaching (CRT) approach on enhancing students' learning interest. The research methodology employed was classroom action research conducted over two cycles. The research process was executed collaboratively, employing a lesson study approach and utilizing qualitative descriptive methods, with data collection techniques comprising observation and questionnaires. Research findings demonstrate an increase in students' learning interest through the implementation of differentiated learning with a Culturally Responsive Teaching (CRT) approach. This is evidenced by the average N-Gain value for learning interest in Cycle I, which was 0.4029, classified as medium, and in Cycle II, it reached 0.7014, classified as high. Thus, differentiated learning integrating the Culturally Responsive Teaching (CRT) approach has been proven highly effective in establishing a more inclusive and meaningful learning atmosphere within the classroom

Implementation of differentiated learning with a Culturally Responsive Teaching approach to increase students' interest in learning Irfan Saninur Azis; Siti Dewi Maharani; Vinencia Ika Indralin
Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): Juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i2.9348

Implementing learning aligned with the Culturally Responsive Teaching (CRT) approach is a method enabling a more accurate comprehension and representation of knowledge, tailored to students' individual learning tendencies and styles, while considering the diverse cultures surrounding them. Transitioning from the old paradigm to adopting learning in accordance with the demands of the 21st century and the current curriculum is imperative, despite the uneven distribution of the Independent Curriculum across schools. This study is prompted by students' lack of interest in learning, evident in their limited engagement in the learning process. The objective of this research is to illustrate the impact of employing differentiated learning with a Culturally Responsive Teaching (CRT) approach on enhancing students' learning interest. The research methodology employed was classroom action research conducted over two cycles. The research process was executed collaboratively, employing a lesson study approach and utilizing qualitative descriptive methods, with data collection techniques comprising observation and questionnaires. Research findings demonstrate an increase in students' learning interest through the implementation of differentiated learning with a Culturally Responsive Teaching (CRT) approach. This is evidenced by the average N-Gain value for learning interest in Cycle I, which was 0.4029, classified as medium, and in Cycle II, it reached 0.7014, classified as high. Thus, differentiated learning integrating the Culturally Responsive Teaching (CRT) approach has been proven highly effective in establishing a more inclusive and meaningful learning atmosphere within the classroom

Penerapan Model Problem Based Learning Untuk Meningkatkan Keaktifan Belajar Peserta Didik Kelas V.A Indah Dewi Safitri; Siti Dewi Maharani; Vinencia Ika Indralin
CENDEKIAWAN Vol 6 No 1 (2024): Cendekiawan
Publisher : Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/cendekiawan.v6i1.441

This study aims to provide a comprehensive analysis of the improvement in learning engagement among students with the implementation of the problem-based learning (PBL) model on the IPAS Lesson Eye. This study utilizes a research method known as class action research (PTK), which consists of two learning cycles. His research focused on the number of students in the VA class at SDN 112 Palembang, which amounted to 24. This study's data collection involves the use of observation and documentation approaches during the learning process. For further data analysis, the research uses quantitative descriptive approaches. The findings indicated an increase in student activity markers. In Cycle I, 12 out of the 24 students obtained a learning activity indicator with a 50% percentage. In Cycle II, there was a notable and positive increase. Out of the 24 pupil participants, 21 were able to achieve the learning activity indicator, resulting in a percentage of 87.5%. Thus, it can be inferred that using the problem-based learning (PBL) model can improve students' learning experiences, particularly those in the VA class, when studying the topic of "light features" in the IPAS curriculum..

Upaya Meningkatkan Hasil Belajar Melalui Pembelajaran Berdiferensiasi Fenty Tiara Junika; Siti Dewi Maharani; Vinencia Ika Indralin
CENDEKIAWAN Vol 6 No 1 (2024): Cendekiawan
Publisher : Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/cendekiawan.v6i1.443

Tujuan dari penelitian ini adalah untuk meningkatkan nilai akademik siswa melalui pendekatan yang berbeda. Metode penelitian yang digunakan adalah kualitatif dengan menggunakan sampel 28 siswa kelas III SD Negeri 112 Palembang. Penelitian dilaksanakan dalam tiga siklus, yang setiap siklusnya terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Pada siklus I dan II, metode pembelajaran konvensional masih digunakan dan hasil belajar siswa belum mencapai nilai minimal yang ingin dicapai. Pada siklus III, pembelajaran diferensial digunakan dengan membagi siswa menurut gaya belajarnya: visual, auditori, dan kinestetik. Temuan penelitian menunjukkan adanya peningkatan hasil belajar siswa yang signifikan setelah penerapan pembelajaran diferensiasi. Dari 28 siswa tersebut, sebanyak 26 siswa berhasil mencapai nilai kelulusan minimum (KKM) dengan peningkatan rata-rata nilai kelas. Penerapan pembelajaran diferensial memungkinkan siswa belajar sesuai dengan gaya dan kecepatannya sendiri, sehingga meningkatkan motivasi dan keterlibatannya dalam proses pembelajaran.

INCREASING STUDENTS’ LEARNING OUTCOMES ON THE VOLUME OF CUBES AND BEAMS LEARNING MATERIAL USING PROBLEM-BASED LEARNING MODEL Anik Sundari; Vinencia Ika Indralin; Siti Dewi Maharani
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 7 No. 4 (2023): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v7i4.9511

This paper discusses a type of Classroom Action Research (CAR), which is based on the low students’ Mathematics learning outcomes of students in class V.B at SD Negeri 112 Palembang. The purpose of this research is to improve students’ learning outcomes through the implementation of the Problem-Based Learning (PBL) model. The research was conducted in two cycles, with each cycle consisting of four stages: planning, action, observation, and reflection. The techniques used to collect data were observation, tests, and documentation. The initial condition of the research showed that the percentage of students’ learning completeness was only 10.34% (Very Less), which subsequently increased in the first cycle to 55.17% (Sufficient). Students’ learning outcomes further improved in the second cycle, with the percentage of learning completeness reaching 89.66% (Very Good). The results indicate that the application of the PBL model in learning has a significant effect on improving students’ learning outcomes in class V.B, particularly on the topic of the volume of cubes and beams. Thus, the PBL model can be considered one of the effective learning models for improving students’ learning outcomes, especially when it continues to be examined and adapted in line with educational developments.

EFFORTS TO INCREASE STUDENTS’ LEARNING OUTCOMES THROUGH PROBLEM BASED LEARNING MODEL ON THE MATERIAL OF THE EFFECTS OF HEAT ON CHANGES IN THE FORM OF OBJECTS IN CLASS V AT SDN 112 PALEMBANG Anisa Resti Latifah; Vinencia Ika Indralin; Siti Dewi Maharani
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 7 No. 4 (2023): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v7i4.9519

This research is a class action research (CAR) conducted in class V SDN 112 Palembang. This research was conducted in class V A with a total of 25 students consisting of 12 boys and 13 girls. This study aims to improve the learning outcomes of students on the science content of the material of the effect of heat on changes in the forn of objects by using the problem based learning model in class V A SDN 112 Palembang. Data collection techniques in this research used test and nontest. I the form of observation and documentation. Pre-cycle results with KKM 70, the acquisition of scores obtained by students is still a lot below KKM, <70 there are 21 students and there are 4 completed students. Based on the results of this research, the action on cycle 1 using the model problem based learning has reached the KKM score of 64% of all student with an average of 70.8. Aplication of cycle 2 increased to 96% with an average of 90.8. This suggest that the application of the problem based learning model in the science content of the material of the effect of calor on changes in the form of objects in the class V A at SDN 112 Palembang can improve the learning outcomes.

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