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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Gunung Djati Conference Series
Aulya Nanda Prafitasari
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PENINGKATAN AKTIVITAS BELAJAR SISWA KELAS XI MELALUI PBL DISERTAI PEMBELAJARAN BERDIFERENSIASI Dwi Rani Prihandini; Aulya Nanda Prafitasari; Bambang Supriyadi
Gunung Djati Conference Series Vol. 30 (2023): Prosiding Seminar Nasional Pendidikan Biologi ke-4 Tahun 2023
Publisher : UIN Sunan Gunung Djati Bandung

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Abstract

. Aktivitas belajar siswa XI MIPA masih tergolong rendah dikarenakan minimnya strategi pembelajaran yang digunakan oleh guru. Sehingga diperlukan suatu strategi yang tepat untuk meningkatkan aktivitas belajar siswa. Penelitian ini dilakukan sebagai tindakan untuk meningkatkan aktivitas belajar siswa dengan menggunakan model problem based learning disertai pembelajaran berdiferensiasi. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam dua siklus dimulai dari perencanaan, pelaksanaan, pengamatan, evaluasi serta refleksi. Data penelitian dikumpulkan dengan cara observasi, dokumentasi dan wawancara. Data yang diperoleh dianalisis dengan membandingkan hasil observasi pada setiap siklus. Berdasarkan hasil penelitian diketahui bahwa terjadi peningkatan rata-rata aktivitas belajar siswa dari pra siklus sebesar 61,88% meningkat menjadi 71,00% ada siklus 1 dan meningkat lagi sebesar 79,75% pada siklus 2. Hasil penelitian menunjukkan bahwa model Problem Based Learning disertai pembelajaran berdiferensiasi memberikan konstribusi positif terhadap peningkatan aktivitas belajar siswa. Hasil penelitian ini dapat menjadi acuan bagi guru dalam meningkatkan aktivitas belajar siswa di kelas.
Memaknai Teori Belajar: Pemahaman Guru dan Implementasinya pada Pembelajaran Mendalam di Sekolah Dasar Yessi Fatika Sari; Nava Khoirotun Nisa; Aulya Nanda Prafitasari
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41677

Abstract

Learning theory is the basis for implementing learning forms, but currently its existence is no longer important for teachers to understand because it is not mentioned in learning plans. This study aims to analyze the application of learning theories in elementary schools and understand the extent to which teachers are able to integrate these theories into teaching practices in the era of in deep learning, especially in the Jember City area. This study was conducted in 4 elementary schools in December 2025. The results of observations and interviews showed that the application of learning theories in elementary schools in the Jember City area has taken place in real life through daily learning practices, although 75% of the teachers who responded did not understand or conceptually realize the underlying theoretical foundations. Behaviorist, cognitivism, constructivism, humanism, and nativism theories are applied implicitly and complement each other, so that the ongoing learning practices have contained elements of in deep learning. However, this in deep learning has not been systematically integrated into learning planning and reflection due to teachers' limited understanding of learning theories. Therefore, strengthening teachers' understanding of the relationship between learning theory and in deep learning is an important need so that learning practices can be developed in a more targeted manner to optimize character formation, the development of critical thinking skills and in-depth conceptual understanding in elementary schools
Co-Authors Bambang Supriyadi Dwi Rani Prihandini Nava Khoirotun Nisa Yessi Fatika Sari