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All Journal Jurnal Educatio FKIP UNMA Journal of Education Sciences (Edusci)
Masinambow, Danny A
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Model Pembelajaran Problem Based Learning Untuk Meningkatkan Hasil Belajar IPS Pada Siswa Sekolah Dasar Assa, Fentje; Masinambow, Danny A; Supit, Deisye; Lumapow, Harol R.; Jacobus, Suzan
Jurnal Educatio FKIP UNMA Vol. 10 No. 1 (2024)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v10i1.6167

Abstract

Pendidikan memegang peranan penting dalam mengembangkan sumber daya manusia berkualitas. Proses pembelajaran harus mengadaptasi metode yang efektif untuk menjamin pencapaian hasil belajar yang optimal bagi siswa. Penelitian ini memfokuskan pada penerapan Model Pembelajaran Problem Based Learning (PBL) dalam meningkatkan pemahaman dan hasil belajar mata pelajaran Ilmu Pengetahuan Sosial (IPS) pada siswa kelas V di SD GMIM VIII Tomohon. Penelitian menggunakan metode Penelitian Tindakan Kelas (PTK) yang melibatkan 14 siswa dengan dua siklus. Siklus pertama menemui banyak kendala seperti kurangnya keterlibatan siswa, kurangnya kolaborasi dalam kelompok, serta kurangnya motivasi guru. Evaluasi siklus pertama menjadi dasar untuk perbaikan pada siklus kedua. Siklus kedua menunjukkan perubahan yang signifikan setelah peningkatan interaksi siswa, partisipasi dalam diskusi, dan pemanfaatan pendekatan PBL yang lebih baik. Hasil belajar meningkat signifikan dari 68,57% pada siklus pertama menjadi 86,07% pada siklus kedua. Kesimpulannya, PBL berhasil meningkatkan hasil belajar siswa secara signifikan. Perbaikan strategi pembelajaran dengan fokus pada interaksi siswa, partisipasi dalam diskusi, dan pemanfaatan pendekatan PBL membawa perubahan yang positif. Meskipun penelitian hanya sampai siklus kedua, keberhasilan pada tahap ini memberikan dasar yang kuat untuk penggunaan PBL sebagai model pembelajaran yang efektif. Rekomendasi diberikan untuk mengadopsi dan mengembangkan PBL sesuai dengan kebutuhan siswa serta untuk penelitian lebih lanjut dalam jangka waktu yang lebih luas.
Uncover Creative Thinking Skills Development in Accelerated Class: (case study: National plus school in north sulawesi, Indonesia) Tampi, Fera L; Dengah, Jenny I; Masinambow, Danny A
Jurnal Edusci Vol 2 No 6 (2025): Vol 2 No 6 July 2025
Publisher : Annpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62885/edusci.v2i6.930

Abstract

Background. There were some ideas for accelerating Indonesia’s K-12 education using alternative names to RSBI (Rintisan Sekolah Berbasis Internasional or Prepared International Standard School), which has already been proposed by law, such as accelerated classes or national schools plus. While this class charges a higher rate than the standard class, many parents hope that the English usage in class will accelerate their children's progress. On the other hand, it should develop critical thinking skills for students to differentiate an accelerated class from others. Aims. This research aimed to find evidence and uncover the development of critical thinking skills in an accelerated class. The entire study took place in North Sulawesi, involving 19 schools across K-12 grades (from elementary to high school), and data were collected through observation, interviews, and questionnaires. Methods. This research employs a field study to collect data from entire schools that offer accelerated classes in North Sulawesi. Using the ex post facto method, which involves identifying something that has already occurred, we employed interviews, observation, and document study to gather all the necessary data. As mentioned previously regarding schools as objects, we attempted to delve deeper into these critical thinking skills in students, as well as in the teachers who take responsibility in class. Conclusion. There are some critical key results from it, which are: (1) the assumption of accelerated class, between merely English usage or critical thinking skill, (2) teachers and students wish in creating critical thinking skill outcome from learning process, (3) teacher having difficulties in planning critical thinking skill effort in class, (4) students somehow want critical thinking skill is being held in accelerated class using proper learning process, and (5) good facility and English usage is not enough for accelerated class with such high rate.
Co-Authors Assa, Fentje Deisye Supit Fera Luicia Tampi Jacobus, Suzan Jenny I. Dengah Lihart Lumapow