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All Journal International Journal of Evaluation and Research in Education (IJERE) Pendas : Jurnah Ilmiah Pendidikan Dasar Eduscience : Jurnal Ilmu Pendidikan Jurnal Basicedu JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Educatio FKIP UNMA JTIEE (Journal of Teaching in Elementary Education) Didaktik : Jurnal Ilmiah PGSD STKIP Subang UTAMAX : Journal of Ultimate Research and Trends in Education BERNAS: Jurnal Pengabdian Kepada Masyarakat Jurnal Pedagogik Pendidikan Dasar Proceedings of The ICECRS Jurnal Cakrawala Pendas Jurnal Basicedu Journal of Innovation and Research in Primary Education Buletin Ilmiah Pendidikan Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan Edumaspul: Jurnal Pendidikan Al Ibtida: Jurnal Pendidikan Guru MI
Roni Rodiyana
Universitas Negeri Surabaya
Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Dentistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Public Health Social Sciences Veterinary Other

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PENERAPAN MODEL PEMBELAJARAN PBL UNTUK MENINGKATKAN KETERAMPILAN METAKOGNITIF PADA MATERI PENJUMLAHAN PECAHAN MELALUI MEDIA PALINGAN BUAYA La Divina T.H.; Roni Rodiyana; Nurul Sulfia Isnaini
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 04 (2024): Volume 09 No. 04, Desember 2024.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i04.18932

Abstract

Berdasarkan hasil observasi di SDN Wonorejo 274 Surabaya, didapatkan informasi bahwa masih kurangnya minat dan hasil belajar yang rendah peserta didik terhadap materi penjumlahan pecahan. Tujuan penelitian ini adalah untuk mengetahui apakah model pembelajaran PBL (problem based learning) dapat meningkatkan keterampilan metagkognitif peserta didik pada materi penjumlahan pecahan melalui media palingan buaya (papan lingkaran pecahan budaya Surabaya). Hasil penelitian ini menunjukkan bahwa: (1) rata-rata persentase penerapan model pembelajaran PBL adalah 85% (sangat baik) (2) Aktivitas peserta didik terlaksana dengan baik setelah mengikuti model pembelajaran PBL dengan persentase sebesar 89,63% (3) Pada angket respon peserta didik, model pembelajaran yang diterapkan mempengaruhi minat dan hasil belajar peserta didik, dan 4) Keterampilan metakognitif peserta didik mengalami peningkatan: pada pra-siklus, hasil belajar peserta didik memiliki persentase daya serap individual sebesar 62% dengan ketuntasan belajar klasikal 40% dan daya serap klasikal 58%. Pada siklus I, persentase daya serap individual peserta didik sebesar 74 dengan ketuntasan belajar klasikal 60% dan daya serap klasikal 76%. Pada siklus II, persentase daya serap individual peserta didik sebesar 90% dengan ketuntasan belajar klasikal 96% dan daya serap klasikal 94%.
Upaya Peningkatan Kemampuan Numerasi Siswa Menggunakan Metode Math War Berbasis Kearifan Lokal Olvi Safianti; Nurul Azizah Huril Maula; Prima Aprillianti; Putri Milenia; Risma Imannia; Roni Rodiyana; Muhammad Haris Zunaidi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.24464

Abstract

The Math War method is a learning approach based on multiplication card games designed to help students improve their focus and solve basic multiplication problems. At SDN Jajartunggal 1, numeracy skills among second-grade students were found to be low, as indicated by the results of a diagnostic assessment. To address this issue, the Math War method was implemented with the integration of Surabaya's local cultural wisdom. This study aims to enhance the numeracy skills of 28 second-grade students using this culturally adapted method. The research employed a Classroom Action Research (CAR) model developed by Kemmis and McTaggart, consisting of four stages: planning, action, observation, and reflection. The study was conducted over three cycles, using written tests as the main instrument. The results showed improvement in student learning outcomes: 64.3% mastery in Cycle I, 71.4% in Cycle II, and 78.6% in Cycle III. This met the success indicator, which required at least 75% of students to achieve the Minimum Mastery Criteria (KKM). Therefore, the Math War method, enriched with Surabaya’s local wisdom, proved effective in improving students’ numeracy skills.
Enhancing Democratic Attitudes in Elementary Students: The Effectiveness of the Value Clarification Technique Hendrik Pandu Paksi; Putri Rachmadyanti; Roni Rodiyana; Fiena Saadatul Ummah
Edumaspul: Jurnal Pendidikan Vol 8 No 2 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i2.8289

Abstract

This study aims to examine the effectiveness of the application of Value Clarification Technique (VCT) on the democratic attitudes of fourth grade students at SDN Kertajaya IV Surabaya. The method used in this research is Quasi Experimental with Nonequivalent Control Group Design. This study involved two groups of students, namely the experimental group treated using VCT and the control group treated using conventional learning. The research instrument used was a questionnaire to measure students' democratic attitudes before and after treatment. The validity of the instrument was tested through expert judgment and empirical tests, while data analysis was carried out using an independent t test after normality and homogeneity tests were met. The results showed that there was a significant difference in democratic attitudes between the experimental and control groups. The experimental group using VCT showed greater improvement in democratic attitudes than the control group. The average pre-test score of the experimental group was 66.06, which increased to 73.72 in the post-test. While in the control group the average pre-test score was 67.00 and increased slightly to 68.25 in the post-test. Data analysis using the t test showed that the t value was 2.166 with a significance of 0.035 (<0.05), indicating that the use of VCT was significantly more effective in improving students' democratic attitudes than conventional methods. This study concludes that the use of VCT in Civics learning is effective in improving the democratic attitudes of elementary school students. The implementation of VCT can help students understand and internalize democratic values better than conventional learning. Research recommendations include wider application of VCT in Civics education, training for teachers, as well as further research to examine the effectiveness of VCT in various educational contexts.
Trends in Multicultural Education Publication Over a Four-Decade Period: A Bibliometric Review Roni Rodiyana; Bunyamin Maftuh; Sapriya Sapriya; Ernawulan Syaodih; Davi Sofyan
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 9 No. 2 (2022): October 2022
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v9i2.10254

Abstract

AbstractThe objective of this study is to systematically review academic works in the area of multicultural education. Publications were gathered using the Scopus database and a variety of bibliometric variables. The publishing mapping program VOS viewer was used to analyzing the collected data. There were 501 publications on intercultural and multicultural education that were published between 1973 to 2021. The results showed that between 1973 and 2021, the number of publications varied. With the addition of 12 publication documents, the number of publications has doubled starting in 1997. The most published documents amounted to 42 in 2020. The number of academic scientific papers published in the United States, which is recognized as the most productive nation, is 321. Constantine, M.G., of Columbia University in the United States, is the most prolific writer. With 14 publications, Columbia University in the US was the most productive university. The findings of this study imply that the main keyword is "multicultural training" which is grouped with "case conceptualization", "multicultural case conceptualization", "multicultural competency", "school psychology", and "supervision". This indicates that the topic of multicultural education is closely related to the keywords, and future researchers should investigate these keywords to have a deeper understanding of the field of multicultural education.Keywords: multicultural education, bibliometric review, publication trends, VOS viewerAbstrakPenelitian ini bertujuan untuk meninjau secara sistematis karya akademis di bidang pendidikan multikultural. Publikasi dikumpulkan menggunakan database Scopus dan berbagai variabel bibliometrik. Program pemetaan penerbitan VOSviewer digunakan untuk menganalisis data yang dikumpulkan. Ada 501 publikasi tentang pendidikan antar budaya dan multukultural yang ditemukan antara tahun 1973 hingga 2021. Hasil penelitian menunjukkan bahwa antara tahun 1973 hingga 2021, jumlah publikasi bervariasi. Dengan tambahan 12 dokumen publikasi jumlah publikasi menjadi dua kali lipat mulai tahun 1997. Dokumen paling banyak diterbitkan berjumlah 42 pada tahun 2020. Jumlah karya ilmiah akademik yang diterbitkan di Amerika Serikat, yang diakui sebagai negara paling produktif sebanyak 321 dokumen. Constantine, M.G., dari Universitas Columbia di Amerika Serikat, adalah penulis paling produktif. Dengan 14 publikasi, Universitas Columbia di AS adalah universitas paling produktif. Temuan penelitian ini menyiratkan bahwa kata kuncinya adalah "pelatihan multikultural", yang dikelompokkan dengan "konseptualisasi kasus", "konseptualisasi kasus multikultural", "kompetensi multikultural", "psikologi sekolah", dan "pengawasan". Hal ini menunjukkan bahwa topik pendidikan multikultural berkaitan erat dengan kata kunci yang dikemukakan, dan peneliti selanjutnya harus menyelidiki kata kunci tersebut agar memiliki pemahaman yang lebih mendalam tentang bidang pendidikan multikulturalKata kunci: pendidikan multikultural, tinjauan bibliometrik, tren publikasi, VOS viewer
The Impact of the Pembina Learning Model on Elementary School Students' Understanding of Cultural Diversity Wina Dwi Puspitasari; Mubiar Agustin; Ernawulan Syaodih; Roni Rodiyana
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.16737

Abstract

AbstractMulticultural education is an important approach to making the spirit of Bhinneka Tunggal Ika the main foundation in elementary schools. By integrating the values of Bhinneka Tunggal Ika in learning, teachers can create a learning environment that respects differences, and forms citizens who are tolerant and respect diversity. The study aims to determine the impact of the Pembina learning model on elementary school students' understanding of cultural diversity. The research design uses a quasi-experimental design with a non-equivalent control group design. The experimental group used a value inquiry-based multicultural education learning model  (Pembina), and the control group received ordinary learning. The research population was fourth-grade students in four elementary schools, while the control group was in three elementary schools. The results of the research show that the Pembina learning model provides an increase of 68.7% in providing an understanding of cultural diversity, and social and emotional skills of students. The findings show that this learning model contributes to forming characters who are more tolerant and respectful of cultural differences, as well as creating a deeper learning environment.Keywords:  Pembina learning model, understanding of cultural diversity, multicultural education.AbstrakPendidikan multikultural merupakan pendekatan penting untuk menjadikan semangat Bhinneka Tunggal Ika sebagai landasan utama di sekolah dasar. Dengan mengintegrasikan nilai-nilai Bhinneka Tunggal Ika dalam pembelajaran, guru dapat menciptakan lingkungan belajar yang menghargai perbedaan, membentuk warga negara yang toleran dan menghargai keberagaman. Penelitian ini bertujuan untuk mengetahui dampak model pembelajaran  Pembina terhadap pemahaman siswa sekolah dasar tentang keberagaman budaya. Desain penelitian menggunakan desain quasi eksperimen dengan desain kelompok kontrol non-ekuivalen. Kelompok eksperimen menggunakan model pembelajaran pendidikan multikultural berbasis inkuiri nilai (Pembina), dan kelompok kontrol menerima pembelajaran biasa. Populasi penelitian adalah siswa kelas IV di empat sekolah dasar, sedangkan kelompok kontrol di tiga sekolah dasar. Hasil penelitian menunjukkan bahwa model pembelajaran  Pembina memberikan peningkatan sebesar 68,7% dalam memberikan pemahaman tentang keberagaman budaya, keterampilan sosial dan emosional siswa. Temuan penelitian menunjukkan bahwa model pembelajaran ini berkontribusi dalam membentuk karakter yang lebih toleran dan menghargai perbedaan budaya, serta menciptakan lingkungan belajar yang lebih mendalam.Kata kunci: model pembelajaran  Pembina, pemahaman keberagaman budaya, pendidikan multikultural.
Co-Authors - Sapriya Abdullah, Khairul Hafezad Adillah, Nisa'ul Anam, Rif’at Shafwatul Anggraini Hamzah Ansori, Yoyo Zakaria Ari Yanto ASRI SUSETYO RUKMI Ayu Prameswari, Tiara Dyah Bunyamin Maftuh Bunyamin Maftuh Chasanah, Fitriani Uswatun Davi Sofyan Dwi Natalia Dwi Wahyuni Maulidiyah Emi Rochmawati Erik Santoso Erik Santoso Ernawulan Syaodih Fiena Saadatul Ummah Hendrik Pandu Paksi Hendrik Pandu Paksi, Hendrik Pandu HERU SUBRATA Hofifah Rahmi Hayrani Istiqfaroh, Nurul La Divina T.H. MARYAM ISNAINI DAMAYANTI Mubiar Agustin Muhammad Haris Zunaidi Mulyadi, Slamet Nasution, Nasution Natalia, Dwi Novita Cahyatul Uriyah Nur Alfiana Safitri Nur Lailis Sa’adah Nursaadah, Adah Nurul Azizah Huril Maula Nurul Sulfia Isnaini Olvi Safianti Prima Aprillianti Purwanti, Yuni Puspitasari, Wina Dwi Puspitasari, Wina Dwi Putri Atika Putri Milenia Putri Rachmadyanti Rachmadhani, Viona RACHMADYANTI, PUTRI Rahma Elvira Risma Imannia Rukmana Putri, Radianti Siswanto, Bambang Edi Siti Mualifah Siti Nur Fatimah Slamet Mulyadi Slamet Mulyadi Sofyan, Davi Solihin, Annas Ummah, Fiena Saadatul Wahyuningtyas, Ervina Wina Dwi Puspitasari Wina Dwi Puspitasari Yanto, Ari Yuni Purwanti Yuni Purwanti Yuni Purwanti