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All Journal Bubungan Tinggi: Jurnal Pengabdian Masyarakat JPLED
Rachman, Bayu
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENINGKATAN HASIL BELAJAR PESERTA DIDIK PADA PEMBELAJARAN TEMATIK TERPADU MENGGUNAKAN MODEL PROBLEM BASED LEARNING DI KELAS V SDN 13 IV KOTO AUR MALINTANG PADANG PARIAMAN Rachman, Bayu; Eliyasni, Rifda
Journal of Practice Learning and Educational Development Vol. 3 No. 2 (2023): Journal of Practice Learning and Educational Development (JPLED)
Publisher : Global Action and Education for Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (424.378 KB) | DOI: 10.58737/jpled.v3i2.137

Abstract

Penelitian pada pembelajaran tematik terpadu di kelas V ini dilatar belakangi oleh hasil belajar peserta didik yang rendah dikarenakan pembelajaran yang dilaksanakan selama ini kurang mengorientasikan suatu masalah kepada peserta didik sehingga berpikir kritis peserta didik kurang terbentuk, kurangnya keaktifan peserta didik dalam belajar sehingga pembelajaran menjadi tidak menarik, dan guru terlalu fokus untuk berceramah (teacher centered). Tujuan dari penelitian ini adalah untuk mendeskripsikan peningkatan hasil belajar peserta didik dengan model Problem Based Learning pada pembelajaran tematik terpadu. Jenis penelitian adalah Penelitian Tindakan Kelas menggunakan pendekatan kualitatif dan kuantitatif. Prosedur penelitian terdiri perancanaan, pelaksanaan, pengamatan, dan refleksi. Teknik pengumpulan data berupa tes, dan non-tes. Penelitian ini dilaksanakan pada Semester II tahun Ajaran 2022/2023. Subjek penelitian adalah peneliti selaku guru yang meneliti, guru kelas serta teman sejawat selaku pengamat, dan peserta didik kelas V sebanyak 14 orang yang terdiri dari 8 orang peserta didik laki-laki dan 6 orang peserta didik perempuan. Hasil penelitian siklus I pada RPP rata-rata 77,5% (Cukup), meningkat pada siklus II menjadi 91% (Sangat Baik). Pelaksanaan siklus I pada aktivitas guru rata-rata 80% (Baik), meningkat pada siklus II menjadi 92% (Sangat Baik). Pelaksanaan siklus I pada aktivitas peserta didik rata-rata 83,5% (Baik), meningkat pada siklus II menjadi 92% (Sangat Baik). Hasil belajar peserta didik pada siklus I rata-rata 76,7 (Cukup), meningkat pada siklus II menjadi 88,33 (Baik). Dengan demikian, dapat disimpulkan bahwa model Problem Based Learning (PBL) dapat meningkatkan hasil belajar peserta didik pada pembelajaran tematik terpadu di Sekolah Dasar.
Empowering Digital Pedagogy through ICT-Based Deep Learning for Numeracy and Computational Thinking in Elementary Schools Helsa, Yullys; Arlis, Syafri; Zainil, Melva; Zulnaidi, Hutkemri; Rachman, Bayu
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 8, No 1 (2026): FEBRUARY 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v8i1.17314

Abstract

This community service program aimed to strengthen elementary school teachers’ capacity to integrate ICT-based deep learning pedagogy in improving students’ numeracy and computational thinking (CT) literacy. The program involved 30 teachers within a local Teacher Learning Community and was implemented through participatory workshops and structured mentoring using a one-group pre-test–post-test design to examine program impact. The intervention focused on enhancing teachers’ competence in designing ICT-integrated lesson plans, learning activities, and assessments aligned with numeracy and CT indicators. Data were collected through teacher self-assessment, classroom observation, and students’ pre- and post-tests and analyzed descriptively to determine mean improvement and percentage gain. The results demonstrated a 24% increase in teachers’ ICT pedagogical competence, indicating strengthened instructional capacity. As a follow-up impact of improved teaching practice, students’ numeracy achievement increased by 24%, and computational thinking performance improved by 20%. These findings confirm that empowering teachers through ICT-integrated deep learning contributes to measurable improvements in instructional quality and supports the development of higher-order literacy skills. Overall, the program achieved its objective by reinforcing teacher capacity as the primary outcome, with positive learning gains emerging as a direct pedagogical impact within elementary classrooms.
Co-Authors Eliyasni, Rifda Syafri Arlis Yullys Helsa Zainil, Melva Zulnaidi, Hutkemri