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Pengaruh Model Problem Based Learning (PBL) Terhadap Hasil Belajar Siswa Sekolah Dasar Anis Khoirunnisa; Putri Zudhah Ferryka; Cintya Mayawati
Jurnal Kajian dan Penelitian Umum Vol. 1 No. 4 (2023): Agustus : Jurnal Kajian dan Penelitian Umum
Publisher : Institut Nalanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47861/jkpu-nalanda.v1i4.364

Abstract

This study aims to investigate the effect of the Problem Based Learning (PBL) Model on learning outcomes of elementary school students. Program Based Learning is a learning method that focuses on problem solving, in which students will be given realistic and complex problems to solve independently or in groups. This method is different from conventional learning methods which focus more on explaining theory and teaching directly from the teacher. The research method used was quasi-experimental using a pretest-posttest control group design. The research sample consisted of two classes of elementary school students in a city in Indonesia, namely one class as the control group and one class as the experimental group that applied the PBL Model. Data collection was carried out by giving pre-test before treatment and post-test after treatment to the two sample groups. The data were then analyzed using the independent sample t-test statistical technique. The results showed that there was a significant difference between student learning outcomes in the experimental group using the PBL model and the control group using conventional learning methods. The results showed that there was a significant difference between the learning outcomes of students using the PBL method and conventional learning. The group of students who received learning with the PBL method had a higher posttest average score than the control group. Therefore, it can be concluded that the use of the PBL model can positively influence the learning outcomes of elementary school students and it is recommended to apply it in the learning process in elementary schools.
Bentuk-bentuk Kesalahan Tanda Baca dan Ejaan dalam Karangan Siswa Kelas IV SD Negeri 1 Demak Ijo Cintya Mayawati; Gunawan Budi Santoso; Bayu Purbha Sakti
Edukasi Elita : Jurnal Inovasi Pendidikan Vol. 1 No. 4 (2024): Oktober : Edukasi Elita : Jurnal Inovasi Pendidikan
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/edukasi.v1i4.664

Abstract

The background for choosing the title above is because Enhanced Spelling (EYD) cannot be simply ignored in scientific writing. In other words, the use of punctuation plays an important role in making scientific written language effective for readers. The problem that will be analyzed in this research is how errors are made by writers of capital letters and punctuation in descriptive essays by fourth grade students at SD N I Demakijo? What are the forms of spelling errors in descriptive essays for fourth grade students at SD N I Demakijo.The aim to be achieved is to find out errors in writing capital letters and punctuation in descriptive essays for fourth grade students at SD Negeri I DemakIjo, to describe the forms of spelling errors in descriptive essays for fourth grade students at SD Negeri I DemakIjo.The method used in this research is qualitative method.The research variables are forms of punctuation and spelling errors in the essays of class IV students at SD N I Demakijo. The data in this research consist of errors in the use of punctuation marks in students' essays which are the object of research. The data source in this research is the sample. The research determined the data source in this research, namely student essays made by class IV students at SD Negeri I Demakijo. The data collection technique in this research uses reading and note-taking techniques. Data analysis uses qualitative descriptive analysis. From the results of the analysis, it was found that types of language errors included a) errors in writing full stops, b) errors in writing commas, c) errors in writing hyphens, d) errors in capital letters. A form of spelling error is an error in using a period which is caused by the writer not including a period at the end of the sentence. The second form of error, namely errors in using commas, is caused by several factors, for example, in a detail or number, commas are not found between the elements. The third form of error is the use of hyphens because they were not included in the student's essay. The last form of error is a capital letter error which is caused by the writer not using a capital letter to start a sentence.