Garuda - Garba Rujukan Digital

Keefektifan pendekatan PBL dan pendekatan saintifik ditinjau dari HOTS dan karakter Arini Ulfah Hidayati; Heri Retnawati
Jurnal Pendidikan Matematika dan Sains Vol 6, No 1 (2018): June 2018
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (679.363 KB)

Penelitian ini bertujuan untuk menguji keefektifan pendekatan pembelajaran PBL (Problem Based Learning) dengan pendekatan saintifik serta menguji pendekatan yang lebih efektif antara PBL dan pendekatan saintifik ditinjau dari prestasi belajar, HOTS (Higher Order Thinking Skills) dan karakter. Jenis penelitian yang digunakan adalah penelitian eksperimen semu dengan desain penelitian pretest-posttest nonequivalent group desain. Instrumen yang digunakan meliputi tes prestasi, tes HOTS dan angket karakter. Pengujian keefektifan pendekatan pembelajaran PBL dan pendekatan saintifik dilakukan dengan uji one sample t-test. Pengujian untuk menentukan pendekatan pembelajaran yang lebih efektif antara PBL dan pendekatan saintifik dilakukan uji MANOVA (Hotteling’s Trace). Hasil penelitian ini menunjukkan bahwa: 1) pendekatan pembelajaran PBL dan pendekatan saintifik efektif ditinjau dari prestasi, HOTS dan karakter; dan 2) tidak terdapat perbedaan keefektifan antara pendekatan pembelajaran PBL dan pendekatan saintifik ditinjau dari prestasi, HOTS dan karakter. The effectiveness of PBL and scientific approach viewed from HOTS and character AbstractThis study aims to test the effectiveness of problem based learning and scientific approach and test which one of the PBL and scientific approach is more effective in terms of student’s learning achievement, higher order thinking skills and character. This research was quasi experiment with pretest-posttest nonequivalent group design. The instruments used to collect data a learning achievement test, higher order thinking skills test, and questionnaire of character. To determine the effectiveness of problem based learning and scientific approach, one sample t-test was used. To discover the difference of effectiveness between problem based learning and scientific approach MANOVA (Hotteling’s Trace) was used. The results showed that: 1) problem based learning and scientific approach are effective viewed from student’s learning achievement, higher order thinking skills and character, and 2) threre is no difference in effectiveness between problem based learning approach and scientific approach viewed from student’s learning achievement, higher order thinking skills and character

Internalisasi Nilai-nilai Sosio-kultural dalam Pembelajaran Agama Islam di Perguruan Tinggi Kota Palopo Yunus Yunus; Mukhlisin Mukhlisin; Arini Ulfah Hidayati; Dedi Andrianto
Bustanul Ulum Journal of Islamic Education Vol. 1 No. 1 (2023): Bustanul Ulum Journal of Islamic Education
Publisher : Sekolah Tinggi Ilmu Tarbiyah Bustanul `'Ulum Lampung Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62448/bujie.v1i1.6

The phenomenon of violence shown that humans have failed to understand heterogeneity and diversity. This study aims to determine the internalization values of Bugis culture in Islamic education at Andi Djemma University and IAIN Palopo. This study uses a qualitative method with an ethnopedagogical approach. The results showed that internalisation values of Bugis culture in Islamic higher education is in line with multiculturalism values that grow and develop in Indonesia. Some of the local wisdom values in Bugis culture are manifested in the concept of Tudang Sipulung and living value method. The internalisation values of Bugis culture in learning of Islamic religious education provides respectful values such as Sipakatau (mutual information), Sipakalebbi (Mutual Respect), Sipakaingge (Remind each other), Sipakatou (Mutual Sharing). Respect peace, fellow human beings, especially if they are fellow humans. So that Bugis cultural education is in line with the values of pluralism that grow and develop in Indonesia.

IMPLEMENTASI PROBLEM-BASED LEARNING (PBL) PADA PROSES PEMBELAJARAN PAI: STUDI DI SMK PELITA BANGUN REJO HIDAYATI, ARINI ULFAH; MAULIDIN, SYARIF; KHOLIFAH, SITI
ACTION : Jurnal Inovasi Penelitian Tindakan Kelas dan Sekolah Vol. 4 No. 2 (2024)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/action.v4i2.4144

Islamic Religious Education (PAI) at SMK Pelita Bangun Rejo faces challenges in increasing student engagement and ensuring the relevance of the material to real-life situations. This study aims to analyze the implementation of the Problem-Based Learning (PBL) model in PAI instruction and its impact on developing students' critical, creative, and analytical thinking skills. The research uses a qualitative approach with a case study design, involving observations of the learning process, interviews with teachers and students, and document analysis. The findings indicate that the implementation of PBL enhances student involvement in learning, encouraging critical thinking and collaboration during group discussions. The integration of information technology, such as projectors and internet access, also supports a deeper understanding of the material. However, challenges such as passive student participation and time constraints still need to be addressed to maximize the effectiveness of the PBL model. The conclusion of this study is that PBL is an effective method for PAI learning at SMK Pelita Bangun Rejo but requires improvements in time management and strategies to ensure more equal student participation. The prospect of further research includes the enhanced use of technology and further adaptation to the Merdeka Curriculum. ABSTRAKPendidikan Agama Islam (PAI) di SMK Pelita Bangun Rejo menghadapi tantangan dalam meningkatkan keterlibatan aktif siswa dan relevansi materi dengan kehidupan nyata. Penelitian ini bertujuan untuk menganalisis penerapan model Problem-Based Learning (PBL) dalam pembelajaran PAI dan dampaknya terhadap pengembangan keterampilan berpikir kritis, kreatif, dan analitis siswa. Metode yang digunakan adalah pendekatan kualitatif dengan studi kasus, yang melibatkan pengamatan terhadap proses pembelajaran, wawancara dengan guru dan siswa, serta analisis dokumen terkait. Hasil penelitian menunjukkan bahwa penerapan PBL mampu meningkatkan keterlibatan siswa dalam proses pembelajaran, mendorong mereka untuk berpikir kritis dan bekerja sama dalam diskusi kelompok. Pengintegrasian teknologi informasi, seperti media proyektor dan akses internet, juga mendukung pemahaman siswa terhadap materi dengan lebih mendalam. Namun, beberapa tantangan, seperti partisipasi siswa yang kurang aktif dan keterbatasan waktu, masih perlu diatasi untuk memaksimalkan efektivitas model PBL. Kesimpulan penelitian ini adalah PBL merupakan metode yang efektif dalam pembelajaran PAI di SMK Pelita Bangun Rejo, namun memerlukan perbaikan dalam pengelolaan waktu dan strategi untuk meningkatkan keterlibatan siswa secara merata. Prospek pengembangan penelitian ini mencakup peningkatan penggunaan teknologi dan adaptasi lebih lanjut terhadap Kurikulum Merdeka.

Rekonstruksi Evaluasi Pembelajaran Matematika Berbasis Problem Based Learning (Studi di Kelas X MA Bustanul 'Ulum Jayasakti Lampung Tengah) Arini Ulfah Hidayati; Dedi Andrianto; Anggun Melani
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.7228

Mathematics education in Indonesia faces challenges in improving student understanding and engagement, especially with complex topics like exponential equations. This study evaluates the effectiveness of Problem Based Learning (PBL) in teaching mathematics to 10th-grade students at MA Bustanul 'Ulum Jayasakti, Lampung Tengah. A quantitative experimental design was employed, involving two randomly selected classes: one using PBL and the other traditional methods. Results showed that students in the PBL class achieved an average score of 85, higher than the control class, which averaged 75. A t-test confirmed a significant difference with a p-value < 0.05. Additionally, 80% of students in the PBL class were more motivated to learn, compared to 60% in the control class. Observations revealed more active group discussions in the PBL class. The study concludes that PBL is more effective in improving student understanding, motivation, and participation than traditional methods.

PENGEMBANGAN MEDIA PEMBELAJARAN BERBASIS MOTION GRAPHIC MATERI VOLUME KUBUS DAN BALOK PADA SISWA MADRASAH IBTIDAIYAH Sahroni, Sahroni; Hidayati, Arini Ulfah
STRATEGY : Jurnal Inovasi Strategi dan Model Pembelajaran Vol. 5 No. 1 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/strategi.v5i1.4943

ABSTRACT The aim of this research is to develop a motion graphic-based learning media for teaching the volume of cubes and rectangular prisms. This media is designed as an innovative solution to overcome the limitations of conventional methods, which are less engaging and interactive, in Madrasah Ibtidaiyah. The research method used is Research and Development (R&D) with the ADDIE model.The research results show that: (1) The development process of the motion graphic media involves analyzing students' needs, characteristics, and curriculum, designing a storyboard, structuring the material, and creating the product design using the following software: 1) Adobe After Effects CC 2021, which is used to create motion graphic animations by combining various components such as illustrations, characters, and special transition effects; 2) Adobe Illustrator CC 2021, which is used to create illustrations and characters; and 3) WavePad Masters Edition by NCH Software, which is used to enhance audio quality, remove noise, and sharpen sound. (2) The feasibility test results indicate that the media was rated with a total percentage of 87,49%, by media experts and 87,5%. by subject matter experts. The learning media was declared effective based on the effectiveness test, with small group trials yielding a total percentage of 89,44% and large group trials achieving 88,75% and the teacher response test scored 88.22%. Additionally, its implementation successfully increased the class average score to 89.56. Therefore, this motion graphic-based mathematics learning media is classified as feasible and effective. ABSTRAK Tujuan penelitian ini untuk mengembangkan media pembelajaran berbasis motion graphic materi volume kubus dan balok. Media ini dirancang sebagai solusi inovatif untuk mengatasi keterbatasan metode konvensional yang kurang menarik dan interaktif di Madrasah Ibtidaiyah Bustanul ‘Ulum Lampung Tengah. Metode penelitian yang digunakan adalah penelitian dan pengembangan (Research and Development, R&D) menggunakan model ADDIE. Hasil penelitian menunjukkan (1) Proses pengembangan media motion graphic dilakukan dengan menganalisis kebutuhan siswa, karakteristik dan kurikulum, membuat perancangan storyboard, rancangan materi dan rancangan desain produk menggunakan Software: 1) Adobe After Effect CC 2021 yang berfungsi untuk membuat animasi motion graphic dengan menggabungkan berbagai komponen seperti ilustrasi, karakter, penambahan transisi efek khusus, 2) Adobe Illustrator CC 2021 yang berfungsi untuk membuat ilustrasi dan karakter, 3) WavePad Masters Edition by NCH Software yang berfungsi untuk memperindah audio, menghilangkan noise dan mempertajam audio. (2) Hasil uji kelayakan menurut ahli media dengan persentase total sebesar 87,49%, ahli materi dengan persentase sebesar 87,5%. Media pembelajaran ini dinyatakan efektif berdasarkan uji efektivitas dengan hasil uji kelompok kecil dengan persentase total sebesar 89,44% dan uji coba kelompok besar dengan persentase total sebesar 88,75%, uji respon guru sebesar 88,22%, sedangkan dalam penerapannya mampu meningkatkan nilai rata-rata kelas menjadi 89,56 sehingga media pembelajaran matematika berbasis Motion Graphic termasuk ke dalam kategori layak dan efektif.

MELATIH KETERAMPILAN BERPIKIR TINGKAT TINGGI DALAM PEMBELAJARAN MATEMATIKA PADA SISWA SEKOLAH DASAR HIDAYATI, ARINI ULFAH
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 4 No 2 (2017): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v4i2.2222

Abstrak Pembelajaran di era sekarang ini tidak lagi memandang siswa sebagai gelas kosong yang merupakan hanya sebatas target untuk memenuhi kewajiban pengajaran. Pembelajaran yang ditargetkan pada abad ke-21 adalah pembelajaran yang bisa merangsang siswa menjadi pembelajar yang aktif, kreatif, kritis serta menyenangkan sehingga akan tercipta pembelajaran bermakna. Pembelajaran di Indonesia saat ini menggunakan kurikulum 2013 dengan menggunakan pendekatan saintifik. Pendekatan saintifik diduga dapat meningkatkan prestasi belajar siswa dan dapat meningkatkan kemampuan berpikir tingkat tinggi siswa. Namun kendala yang diperoleh selama ini sangat sulit sekali bagaimana melatih keterampilan berpikir tingkat tinggi siswa. keterampilan berpikir tingkat tinggi perlu dilatih bukan hanya pada siswa tingkat lanjutan namun harus dilatih sejak dini seperti pada siswa sekolah dasar. Oleh karena itu sebagai pendidik harus mempunyai terobosan supaya siswa terlatih berpikir tingkat tinggi. Berdasarkan Taksonomi Bloom yang telah direvisi ada 6 keterampilan berpikir siswa yaitu mengingat, memahami, mengaplikasikan, menganalisis, mengevaluasi dan mencipta. Yang merupakan keterampilan berpikir tingkat tinggi adalah menganalisis, mengevaluasi dan mencipta. Pada pendekatan saintifik siswa dapat dilatih untuk berpikir tingkat tinggi dengan cara seperti pada kegiatan menanya guru dapat memberikan pertanyaan pancingan seperti What if ... (bagaimana jika ....?), what’s wrong ... (Apa yang salah ...?), what would you do ...( Apa yang akan kamu lakukan....?), dan what another ways ... (adakah cara lain...?). Keempat kata tanya ini dapat menjadi kunci untuk mengawali siswa bertanya pada tingkat yang advance sehingga dapat melatih keterampilan berpikir tingkat tinggi siswa. Kata kunci: keterampilan berpikir tingkat tinggi, pendekatan saintifik, pembelajaran matematika sekolah dasar

Analisis Kemampuan Pemecahan Masalah Matematika Ditinjau Dari Gaya Belajar Peserta Didik di Sekolah Dasar Negara, Hasan Sastra; Nurlova, Fika; Hidayati, Arini Ulfah
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 8 No 1 (2021): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v8i1.9648

Permasalahan yang mendasar dalam pendidikan di Indonesia adalah rendahnya kualitas berfikir matematis dalam pemecahan masalah. Faktor yang mempengaruhi keberhasilan peserta didik dalam belajar diantaranya adalah faktor internal dalam diri peserta didik, salah satunya adalah gaya belajar. Kebanyakan kegagalan peserta didik dalam pembelajaran adalah karena kurang memahami pengelolaan gaya belajar yang dimilikinya. Oleh karena itu gaya belajar mempunyai peranan yang sangat penting dalam prestasi belajar. Tujuan Penelitian ini adalah untuk mengetahui kemampuan pemecahan masalah matematika peserta didik yang ditinjau dari gaya belajar. Jenis penelitian yang digunakan dalam penelitian ini adalah deskriptif kualitatif. Peneliti menggunakan data kualitatif yang dideskripsikan untuk menghasilkan pendeskripsian secara rinci dan jelas mengenai kemampuan penyelesaian masalah matematika peserta didik yang dilihat dari gaya belajar visual, auditorial dan kinestetik. Teknik pengumpulan data menggunakan pemberian angket, tes dan wawancara, dan teknik validitas data menggunakan triangulasi teknik dan triangulasi waktu serta teknik analisis data menggunakan tahap reduksi data, penyajian data dan pengambilan kesimpulan. Hasil dari penelitian ini menunjukkan bahwa peserta didik dengan kemampuan tinggi dengan gaya belajar visual memiliki kemampuan pemecahan masalah lebih baik daripada peserta didik dengan gaya belajar auditorial dan kinestetik, sedangkan pada kemampuan rendah peserta didik dengan gaya belajar auditorial memiliki kemampuan pemecahan masalah yang lebih baik daripada peserta didik yang memiliki gaya belajar visual dan kinestetik

Analysis of Character Education Values in Basic Operations of Addition and Subtraction in Elementary School Students’ Finger Arithmetic Hidayati, Arini Ulfah
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 12 No 1 (2025): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v12i1.28275

This study aims to analyze the character values of discipline, hard work, curiosity and self-confidence of students in mathematics learning using finger arithmetic for elementary school students. This study uses a descriptive qualitative method. The research subjects were five elementary school students and one teacher. Data collection techniques used observation, interviews and documentation. Data were analyzed through three stages, namely: (1) data reduction was carried out by marking observation and interview notes related to the character of discipline, hard work, curiosity and self-confidence, (2) data presentation by presenting it in narrative form and direct quotes per indicator and (3) drawing conclusions by matching data from three data sources. The results of this study indicate that students have possessed these four characters well, this is proven by the results of observations, interviews and documentation (1) discipline is seen in the accuracy of students in submitting assignments, obeying the rules in the finger arithmetic method, (2) hard work is seen in consistent practice, daring to try new things in the finger arithmetic method, and not hesitating to ask if there is something they don't understand, (3) curiosity is seen in the enthusiasm to ask questions related to the similarities and differences in the finger arithmetic method of addition and subtraction,students' enthusiasm in looking for sources and information and comparing them, and (4) self-confidence is seen in the enthusiasm to appear in front of the class when the teacher gives new questions and daring to demonstrate the finger arithmetic method.

" المناسبة بين الكفاءة الأساسية بمحتوى الكتاب المدرسي"دروس اللغة العربية Nur Hidayah, Arini Ulfa; Muslim, Buhori; Muzaffar, Asyraf
لســـانـنــا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya Vol. 12 No. 2 (2022): لســـانـنــا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya (JULI-DES
Publisher : Fakultas Tarbiyah dan keguruan- UIN Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ls.v12i2.17865

The subject of this thesis is “The Compatibility between Basic Competencies and the Contents of the Book "Arabic Lessons"”. One of the reasons that led the researcher to write this thesis because the teacher uses this book as one of the learning media. Hypothetically, the contents of the book "Arabic Lesson, Student Book (Curriculum Scientific Approach 2013) for MA Class X" are not in line with the basic competencies that have been summarized by the government. Therefore, the researcher wanted to do this research to find out the extent of conformity and nonconformity between basic competence with the content of the book "Arabic Lesson". The objectives of this thesis are to identify the suitability between the basic competencies of the curriculum 2013 for MA with the contents of the book "Arabic Lessons" and to identify the mismatch between the basic competencies of the curriculum 2013 for MA with the contents of the book "Arabic Lessons". The research method used by the researcher in writing this thesis is descriptive analysis of content analysis. The population in this study is the basic competence of the 2013 curriculum in Arabic lessons for MA as many as 96 basic competencies. In the process of collecting data, Researcher uses Document Research instrument. And using qualitative analysis in analyzing data. The results obtained by the researcher is that the contents of the book "Arabic lesson" is good and in accordance with the basic competence of the 2013 curriculum which is stated in Ministry of Manpower Decree No.165 in terms of reading, writing, listening, conversation, and sentence skills. There are some disagreements between basic competence and the hearing material in chapters 2 and 4, and the conversation material in chapter 6 as well as the sentence of “'indi/ma'I”, the order of this sentence is found in chapter 4 in the explanation of “Jar, wa ma'naha” and there is no specific explanation about it.

The Effectiveness Of Project Based Learning On Critical Thinking Abilities And Character Of Elementary School Students In Science Learning Fahmi, Fahmi; Hidayati, Arini Ulfah; Rohman, Miftahur
TERAMPIL: Jurnal Pendidikan dan Pembelajaran Dasar Vol 13 No 1 (2026): TERAMPIL
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/terampil.v13i1.29551

This study aims to test the effectiveness of Project Based Learning (PjBL) on critical thinking skills and character development in elementary school students. This study used a quasi-experimental method with a nonequivalent pretest–posttest design group design. The study population consisted of fifth-grade students of Indrasari 1 Public Elementary School, Martapura District, Banjar Regency, South Kalimantan, consisting of three classes. Two classes were randomly selected as research samples, namely class VA as the experimental class implementing PjBL and class VC as the control class, each consisting of 35 students. Data analysis was carried out using one sample t-test, MANOVA with Hotelling's T² criteria, and independent t-test. The results of the assumption test showed that the data met the analysis requirements, both multivariate normality (sig. 0.12–0.86 > 0.05), multivariate homogeneity (Box's M pretest = 4.161; sig. = 0.087 and posttest = 2.906; sig. = 0.840), univariate normality (sig. 0.07–0.20 > 0.05), and homogeneity of variance (critical thinking ability sig. = 0.430; character sig. = 0.671). The MANOVA results before treatment showed no difference in the initial mean between the two groups (Hotelling's T² = 0.016; F = 0.546; sig. = 0.582 > 0.05). The results of the study showed that PjBL learning was effective in improving students' critical thinking skills and character, compared to conventional learning

Title

Found 10 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 10 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 10 Documents
Search