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All Journal Satya Widya Jurnal Prakarsa Paedagogia
Hidayati, Isnah
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Education

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Efektivitas Model Pembelajaran Kooperatif STAD dalam Mengoptimalkan Prestasi Belajar IPA Siswa Kelas V di sekolah Dasar Hidayati, Isnah; Fajrie, Nur; Fathurohman, Irfai
Journal Prakarsa Paedagogia Vol 7, No 1 (2024): Juni 2024
Publisher : Universitas Muria Kudus

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Abstract

The challenge in elementary science education often lies in the complexity of topics such as the Human Digestive System, posing difficulties for student comprehension. This study investigates the efficacy of cooperative learning, particularly the Student Teams Achievement Division (STAD), in enhancing science learning outcomes for Grade V students at SDN 1 Panggang Jepara. Utilizing the Classroom Action Research method, the study designs, implements, observes, and reflects on the learning process through iterative cycles. Data collection involves observation sheets, formative tests, and documentation for evaluation. Results indicate a substantial rise in average student scores, from 61 pre-cycle to 86 in the subsequent cycle following STAD implementation. Mastery levels increased from 33% initially to 89% after the intervention. These findings affirm STAD's effectiveness in improving student comprehension of scientific content, fostering active engagement in collaborative learning, and offering practical insights for educators to enhance teaching quality.
EFEKTIVITAS PEMBELAJARAN DIFERENSIASI PADA PENERAPAN NILAI-NILAI PANCASILA DI KELAS VI SEKOLAH DASAR Dewi, Atika; Rosyidah; Hidayati, Isnah; Santoso; Rondli, Wawan Shokib
Satya Widya Vol. 41 No. 2 (2025)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.sw.2025.v41.i2.p146-159

Abstract

This study aims to describe the implementation of differentiated learning in the practice of Pancasila values in elementary school students. A descriptive qualitative research method was used, with data collection techniques including classroom observations, teacher interviews, and documentation of students' learning outcomes at three different elementary schools. The results showed that teachers consistently applied differentiated learning by adjusting the content, process, product, and learning environment according to the students' needs. This approach successfully enhanced students' active involvement, learning motivation, and character development in alignment with the values of Pancasila. Differentiated learning has characteristics that align with supporting learning theories, such as Piaget's cognitive development theory, Vygotsky's Zone of Proximal Development (ZPD) theory, Kohlberg's theory of moral development, and Bruner's constructivist theory, which indicate that differentiated learning can be applied in the development of cognitive, affective, psychomotor, and character aspects that reflect Pancasila values through Civics Education (PPKn). However, there are some challenges, such as the implementation of initial assessments, limited time, and learning resources that need attention. This study provides implications for the development of effective and enjoyable Civics Education strategies at the elementary school level.
Efektivitas Model Pembelajaran Kooperatif STAD dalam Mengoptimalkan Prestasi Belajar IPA Siswa Kelas V di sekolah Dasar Hidayati, Isnah; Fajrie, Nur; Fathurohman, Irfai
Journal Prakarsa Paedagogia Vol. 7 No. 1 (2024): Juni 2024
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpp.v7i1.12909

Abstract

The challenge in elementary science education often lies in the complexity of topics such as the Human Digestive System, posing difficulties for student comprehension. This study investigates the efficacy of cooperative learning, particularly the Student Teams Achievement Division (STAD), in enhancing science learning outcomes for Grade V students at SDN 1 Panggang Jepara. Utilizing the Classroom Action Research method, the study designs, implements, observes, and reflects on the learning process through iterative cycles. Data collection involves observation sheets, formative tests, and documentation for evaluation. Results indicate a substantial rise in average student scores, from 61 pre-cycle to 86 in the subsequent cycle following STAD implementation. Mastery levels increased from 33% initially to 89% after the intervention. These findings affirm STAD's effectiveness in improving student comprehension of scientific content, fostering active engagement in collaborative learning, and offering practical insights for educators to enhance teaching quality.
Co-Authors Dewi, Atika Irfai Fathurohman, Irfai Rosyidah Santoso Wawan Shokib Rondli