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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar PIONIR: Jurnal Pendidikan Jurnal Pamator : Jurnal Ilmiah Universitas Trunojoyo Madura Journal on Education Literasi Nusantara Genderang Asa: Journal of Primary Education Journal of Educational Sciences AHDÃF: Jurnal Pendidikan Agama Islam Jurnal Kolaborasi Akademika Jurnal Ilmiah Literasi Indonesia
Yulia Santi
Universitas Almuslim
Religion Arts Humanities Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Neuroscience Physics Social Sciences Other

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Peningkatan Hasil Belajar Siswa Menggunakan  Model Contextual Teaching and Learning pada  Materi Keragaman Budaya Indonesia  di Kelas IV UPTD SD Negeri 1   Peusangan Selatan Merdu Mahbengi; Yulia Santi; Maisura
Jurnal Ilmiah Literasi Indonesia Vol. 1 No. 2 (2025): DESEMBER
Publisher : Indo Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/aj30ge67

Abstract

This study aims to determine the improvement of student learning outcomes, teacher and student activities, and student responses to the use of the Contextual Teaching and Learning (CTL) learning model on the material of Indonesian cultural diversity in grade IV of UPTD SD Negeri 1 Peusangan Selatan. This study uses a qualitative approach with the type of Classroom Action Research (CAR) which is implemented in two cycles. The subjects of the study were 22 grade IV students. Data collection techniques include learning outcome tests, observation sheets, and questionnaires. Data were analyzed using learning completeness analysis and the percentage of observer answers. The results of the study showed an increase in student learning outcomes, namely in cycle I by 63% increasing to 86.36% in cycle II. Teacher activity also increased from 72.94% in cycle I to 91.77% in cycle II. Similarly, student activity increased from 67.94% in cycle I to 88.83% in cycle II. This increase indicates that the application of the CTL model is able to create a more active and effective learning process. Student responses to learning using the CTL model were very positive, with 82.52% responding with "happy" responses and 17.48% with "displeased." Based on these results, it can be concluded that the implementation of the Contextual Teaching and Learning model can improve student learning outcomes, teacher and student activity, and elicit a positive response from students on the topic of Indonesian cultural diversity in fourth grade.
DEVELOPING COMMUNICATION AND PROBLEM SOLVING IN ELEMENTARY SCHOOL MATHEMATICS LEARNING THROUGH PROJECT-BASED LEARNING Marisa, Riandi; Firmansyah, Juli; Santi, Yulia; Fazilla, Sarah; Anisaturrahmi, Anisaturrahmi
PIONIR: JURNAL PENDIDIKAN Vol. 15 No. 1 (2026): PIONIR: JURNAL PENDIDIKAN
Publisher : Prodi PGMI FTK UIN Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/pjp.v15i1.34203

Abstract

The low levels of mathematical communication and problem-solving skills among elementary school students in Indonesia are a serious concern, as reflected in the 2019 TIMSS scores, which fell below the international average (397 out of 487), and the PISA report, which indicates that Indonesian students’ higher-order thinking skills still lag behind those of other Southeast Asian countries. The dominance of conventional, teacher-centered teaching methods is considered one of the main factors hindering the development of these two 21st-century competencies. This study aims to analyze the effectiveness of the Project-Based Learning (PjBL) model as an alternative instructional strategy for developing elementary students’ communication and problem-solving skills in mathematics. The study employed a quasi-experimental method with a pre-test and post-test control group design, involving 60 fifth-grade students from two elementary schools in South Jakarta. Data were collected through problem-solving ability tests, mathematical communication assessment rubrics, and learning observation sheets. The results showed that students who learned using PjBL demonstrated significant improvements in problem-solving skills (t = 4.523, p < 0.001, Cohen’s d = 1.12) and mathematical communication (t = 3.876, p < 0.001, Cohen’s d = 0.95) compared to the control group using conventional learning methods. The improvement in the experimental group reached 41% for problem-solving and 44% for mathematical communication, while the control group improved by only 16% and 15%, respectively. These findings indicate that PjBL proved effective in the context of this study and demonstrate its potential for continued use as a learning strategy to develop 21st-century skills in mathematics education at the elementary school level. Keywords: Project-Based Learning, Mathematical Communication, Problem Solving, Elementary School Mathematics Learning, 21st Century Skills
Co-Authors Ahmadi, Dedi Anisaturrahmi, Anisaturrahmi Azuryati Ety Mukhlesiyeni Firmansyah, Juli Idayani, Vera Ihsan Murdani Lina wati Lumbantobing, Panni Ance Luqman Hakim Mainita Maisura Maisura Maisura Merdu Mahbengi Muhibuddin Mutiasari, Intan Nurhidayah Nurhidayah Nurlindayani Nurlindayani Rahmi Novalita Riandi Marisa Roziah, Roziah Sarah Fazilla, Sarah Sri Dewi Nirmala Suparta Rasyid Susanti, Yenni T. Armansyah Yuliana Yuliana Yusniah