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All Journal Madani: Multidisciplinary Scientific Journal Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Tri Murtini
Universitas Negeri Semarang
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Implementasi Model Problem Based Learning dalam Pembelajaran Matematika di Kelas V SD Pancasila Haniyya Nurunnada; Aliffia Kusuma Rati; Safitri Nur Inwanti; Aisyah A; Hafidz Faturrohman; Tri Murtini; Evi Viadiastutik Kondang
Madani: Jurnal Ilmiah Multidisiplin Vol 1, No 11 (2023): Desember
Publisher : Penerbit Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10211978

Abstract

Hasil dari identifikasi masalah ditemukan bahwa peserta didik merasa bosan dengan pembelajaran matematika yang kurang bervariasi dan menarik minat belajar. Hal ini mengakibatkan kurangnya aktivitas dan partisipasi peserta didik. Selain itu, terdapat stigma bahwa matematika adalah pelajaran yang sulit untuk dipelajari dan dipahami peserta didik sehingga pembelajaran kurang maksimal. Kemudian, masih ada 33% peserta didik yang mengalami ketertinggalan belajar. Penelitian ini bertujuan untuk mengetahui bagaimana implementasi model problem based learning pada pembelajaran matematika di kelas V SD Pancasila. Bentuk penelitian ini yaitu penelitian kualitatif dengan metode pengumpulan data yang digunakan sesuai dengan teori yang dikemukakan oleh Miles dan Huberman (1984) yaitu pengumpulan data, reduksi data, penyajian data, dan pengumpulan data. teknik pengumpulan data menggunakan triangulasi dengan wawancara tidak terstruktur, observasi, dan dokumentasi sumber data yang sesuai dengan model pembelajaran problem based learning. Hasil penelitian ini menunjukkan bahwa model pembelajaran problem based learning dapat berdampak positif setelah kegiatan praktik pembelajaran dilaksanakan, di antara dampak positif yang terjadi yaitu keterampilan berpikir kritis, keterampilan komunikasi, keterampilan kolaborasi, dan keterampilan kreativitas.
Implementation of Active Deep Learner Experience (Adlx) Introflex to Improve Independent Learning in Elementary School Students Paisah Paisah; Tri Murtini; Sri Sumartiningsih; Tri Joko Raharjo
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 9 No. 1 (2026): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v9i1.1148

Abstract

Strengthening independent learning at the elementary school level has become a strategic priority in 21st-century learning, amid increasing demands for critical, collaborative, and reflective thinking skills. However, independent learning among elementary school students is often considered underdeveloped due to their age and dependence on teacher guidance. This study aims to analyze in depth how the application of the ADLX-Introflex approach facilitates the growth of student learning independence at the Integrated Islamic Elementary School (SDIT). The study uses a phenomenological qualitative approach, with data collected through participatory observation, in-depth interviews, and learning documentation. Thematic and cross-case analyses were conducted to trace the gradual shift in learning regulation patterns throughout the learning cycle. This analysis was conducted to reveal the structure of students’ learning experiences during the implementation of ADLX-Introflex.  The results showed that the Active Deep Learner eXperience (ADLX)-based learning design, reinforced through the Introflex cycle, which includes individualization, interaction, observation, and reflection, shaped reflective, internalized learning independence. Students showed initiative in completing tasks, the ability to manage learning strategies contextually, and awareness of their learning processes and responsibilities. These findings challenge the assumption that independence in learning develops only at higher levels of education. Implicitly, the ADLX-Introflex approach can serve as a strategic pedagogical framework for building a foundation for long-term learning autonomy from elementary education onward.
Co-Authors Aisyah A Aliffia Kusuma Rati Evi Viadiastutik Kondang Hafidz Faturrohman Haniyya Nurunnada Paisah Paisah Safitri Nur Inwanti Sri Sumartiningsih Tri Joko Raharjo