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All Journal Jurnal Prima Edukasia Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah JURNAL PENDIDIKAN DASAR FLOBAMORATA
Rukmi, Dian Aprelia
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Penerapan Problem Based Learning (PBL) Untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik SD Rukmi, Dian Aprelia; Zulfiati, Heri Maria
Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah Al-Madrasah Vol. 8, No. 1 (Januari 2024)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/am.v8i1.3078

Abstract

Permasalahan dalam penelitian ini berlatar belakang rendahnya keterampilan berpikir kritis peserta didik dalam pembelajaran. Tujuan penelitian untuk meningkatkan keterampilan berpikir kritis peserta didik dengan menggunakan model pembelajaran Problem Based Learning (PBL). Materi yang digunakan pada penelitian ini adalah ekosistem. Penelitian Tindakan kelas ini dilaksanakan sesuai dengan model Kemmis dan Mc. Taggart. Proses penelitian dilaksanakan dalam dua siklus, siklus pertama ada dua kali pembelajaran dan siklus kedua ada satu kali pembelajaran. Tahapan pelaksanaan setiap siklus melalui perencanaan, pelaksanaan, pengamatan, dan refleksi. Pengumpulan data dilakukan dengan observasi, wawancara, dan tes. Analisis data dilakukan secara deskriptif kuantitatif. Objek penelitian adalah peserta didik kelas V SD Negeri Kiyaran 2 Cangkringan tahun Pelajaran 2022/2023. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis peserta didik mengalami peningkatan dari setiap pelaksanaan siklusnya. Nilai rata-rata kemampuan berpikir kritis peserta didik pada pra siklus adalah 65,71. Pada siklus I meningkat menjadi 74,29 dan pada siklus II juga mengalami peningkatan menjadi 87,14. Selain berpengaruh pada kemampuan berpikir peserta didik, penerapan PBL juga berpengaruh terhadap hasil belajar peserta didik. Pada pra siklus nilai rata-rata hasil belajar peserta didik adalah 65,43. Pada siklus I dengan rata-rata 77,57 dan siklus II mengalami peningkatan menjadi 85,71. Berdasarkan data tersebut dapat disimpulkan bahwa penerapan PBL antara pra siklus, siklus I, dan siklus II mengalami peningkatan terhadap kemampuan berpikir serta hasil belajar peserta didik.
PENERAPAN PEMBELAJARAN BERDIFERENSIASI DALAM PERSPEKTIF TEORI BELAJAR HUMANISTIK Rukmi, Dian Aprelia; Mutiah, Titik
Jurnal Pendidikan Dasar Flobamorata Vol. 4 No. 3 (2023): Jurnal Pendidikan Dasar Flobamorata
Publisher : Program Studi Pendidikan Guru Sekolah Dasar-Universitas Muhammadiyah Kupang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51494/jpdf.v4i3.985

Abstract

This research aims to find out the application of differentiated learning from the perspective of humanistic learning theory. The concept used in this research provides nearly the same concept between differentiated learning and humanistic learning theory because both of them provide an understanding of the importance of humanizing humans to suit their characteristic. This research was conducted on 5th grade students of SD Negeri Kiyaran 2 Cangkringan. The method of this research used descriptive qualitative with a case study approach. The researcher in this research hope to find natural patterns that occur in the application of differentiated learning in the perspective of humanistic learning theory that occurs in the classroom. The researcher of this research observed learning activities starting from planning, implementing, and evaluating during the implementation of differentiated learning. The researcher gathered the data by used diagnostic tests, observation, work method, and final tests. The subjects of this research were the 5th grade students of SD Negeri Kiyaran 2 Cangkringan in the 2022/2023 academic year with a total of 14 students, consisting of 8 boys and 6 girls. The results of this research showed that the used of differentiated learning in the perspective of learning theory has a positive influence on creativity and learning outcomes of students. This is indicated by the increase in the average value of the creativity on students from the initial condition of 67.86 to 80.21. Moreover, differentiated learning in the perspective of learning theory can improve student learning outcomes by showing the average test score which was initially 79.29 increased to 84,86.
Innovation of a Project Module Based on the Ajak Temani Mandiri Learning Model Integrated with Local Wisdom to Improve the Creative Dimension of Elementary School Students Rukmi, Dian Aprelia; Nisa, Ana Fitrotun; Zulfiati, Heri Maria
Jurnal Prima Edukasia Vol. 13 No. 1 (2025): January 2025
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpe.v13i1.78206

Abstract

Creativity is one of the key dimensions in the independent curriculum. It is also a crucial skill to possess in the 21st century. This study aims to innovate a project module based on the Ajak Temani Mandiri learning model, integrated with local wisdom, to improve the creative dimension of elementary school students in a feasible and effective way. The study used Research and Development (R&D) with the Borg and Gall model, consisting of ten stages: (1) research and information collection, (2) planning, (3) developing a preliminary form of the product, (4) preliminary field testing, (5) product revision, (6) main field testing, (7) operational product revision, (8) operational field testing, (9) final product revision, and (10) dissemination and implementation. Data collection was done through interviews, observations, questionnaires, and documentation. Data analysis employed qualitative and quantitative descriptive techniques with inferential statistics. The subjects were 76 grade IV elementary school students. Results of the study showed: (1) a project module was developed, with characteristics in line with the ATM learning model. The module was integrated with local wisdom and incorporated Project-Based Learning (PBL), (2) the module was deemed "very feasible" for use based on product feasibility assessments. Validation scores from experts were as follows: material experts scored 97.00, elementary school learning resource experts scored 88.25, and practitioners scored 92.36, (3) the effectiveness test revealed that the developed module was effective in increasing students' creative dimensions. The pretest score was 35.03, categorized as "developing," and after using the module, the post-test score increased to 87.76, categorized as "already developing." This resulted in an N-Gain score of 0.81, indicating high effectiveness. In addition to enhancing creativity, the module also positively affected students' product scores. The pretest product score was 75.49, while the post-test score increased to 89.05. In conclusion, the project module based on the Ajak Temani Mandiri Learning Model, integrated with local wisdom, successfully improved the creative dimensions of elementary school students. 
Co-Authors Ana Fitrotun Nisa, Ana Fitrotun Heri Maria Zulfiati, Heri Maria Mutiah, Titik