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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktika: Jurnal Pemikiran Pendidikan Juara SD : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Journal of Primary Education Innovation and Research
Natriani Syam
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Journal : Pendas : Jurnah Ilmiah Pendidikan Dasar

 1 
PENERAPAN MODEL PEMBELAJARAN AUDITORY INTELECTUALY REPETITION (AIR) BERBANTUAN MEDIA PUZZLE UNTUK MENINGKATKAN KEAKTIFAN BELAJAR MATEMATIKA SISWA KELAS IV UPTD SD NEGERI 50 PAREPARE Rahmadani, Annesya; Natriani Syam; Ila Israwaty
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 03 (2024): Volume 09, Nomor 03, September 2024 In Progres
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i03.16083

Abstract

The survey carried out in UPTD SD Negeri 50 was motivated by the level of students' learning activity, which still needs to be improved. The objective of this study is to determine the level of students' learning activity by applying the Auditory, Intellect, Repetitive (AIR) learning model supported by puzzle teaching materials to mathematics subjects. The survey uses a qualitative approach, a type of face-to-face survey carried out in three phases. The results based on the collected data show that the introduction of the Auditory, Intellect, Repetitive Learning (AIR) model improves students' learning and efficiency, with the teacher's effectiveness reaching the highest category at 72.2% in the first cycle, while the student's learning efficiency reached the medium category at 58%, while in the second phase, the teacher's effectiveness was in the high category at 88% and the student's learning effectiveness reached the average category at . The teacher's effectiveness in the third phase was in the high category at 100% and the student's learning effectiveness was in the high category at 91.6%. Therefore, it is proposed to apply the UPTD SD Negeri 50 Parepare IV Auditory, Intellectual and Repetitive (AIR) learning model, which can be concluded to improve the learning process and activities of mathematics subjects in first grade students.
KOMPARASI PENERAPAN MODEL CONTEXTUAL TEACHINGLEARNING DAN MODEL INQUIRY TERBIMBING TERHADAP HASIL BELAJAR IPAS KELAS IV UPT SDN INPRES SALIMBONGAN Rahman, Nur Isda Niar; Muslimin; Natriani Syam
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 t
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.26474

Abstract

This study aims to determine the comparison of student learning outcomes in Contextual Teaching Learning and Guided Inquiry learning in class IV UPT SDN Inpres Salimbongan. The approach used is quantitative with a quasi-experimental research type in the form of a pretest-posttest group design. The population is all students of UPT SD Inpres Salimbongan, while the sample is class IVA as an experimental class of the Contextual Teaching Learning model with a total of 19 students and class IVB as an experimental class of Guided Inquiry with a total of 19 students, the sampling technique used is purposive sampling technique. The research data were obtained by providing Pretest and Posttest questions. The data analysis technique is the Independent Sample T-test. The Guided Inquiry model is more effective in improving learning outcomes because it emphasizes exploration. Investigation, and active involvement of students, meanwhile, Contextual Teaching Learning is more effective in building conceptual understanding by connecting material with real experiences of students. Based on the results of the inferential statistical analysis, it shows Sig (2-tailed) = 0.000 <0.05, so H0 is rejected and H1 is accepted. The results of the study indicate that there is a significant difference between the learning outcomes of students who use the Contextual Teaching Learning model and the Guided Inquiry model. Thus, the conclusion of this study is that there is a difference in the learning outcomes of students using Contextual Teaching Learning and Guided Inquiry learning models in class IV UPT SDN Inpres Salimbongan.
Co-Authors Abdullah Sinring Andi Nur Zam-Zam Andi Virdayanti Andy Hasnah Herni Ila Israwaty Muhammad Amran Muhammad Asrul Sultan muhammad irfan Muhammad Zia- ulHaq MUSLIMIN Nabila Muchtar Nur Hidayahtullah Sultan Nur Ilmi Rahmadani, Annesya Rahman, Nur Isda Niar Romansyah Sahabuddin Syamsu A Kamaruddin yulia