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COMPARISON OF SOCIAL SCIENCE LEARNING RESULTS USING COOPERATIVE LEARNING MODELS OF THINK PAIR SHARE AND NUMBERED HEADS TOGETHER TYPE Haliadi; Satibi, Otib; Muji Utami, Nidya Chandra
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 8 No 2 (2024): AGUSTUS
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/else.v8i2.21585

This study aims to find out the significant differences in student learning outcomes by using the Think Pair Share and Numbered Heads Together cooperative learning models. The research method used is quantitative with the type of experimental research. The location of this study was carried out at State Elementary School 1 Patuno, Wangi-wangi District, Wakatobi Regency. After the test, the average learning outcome of the first experimental class was 80, while in the second experimental class of 71.75, it was seen that the average score in the first experimental class was higher than the average score of the second experimental class. Based on the results of the t-test, it can be seen that there is a significant difference in the learning outcomes of students in Social Sciences taught using the Think Pair Share and Numbered Heads Together type cooperative learning model in grade IV of State Elementary School 1 Patuno, where Ha is accepted with a ttable > tcount of 2.33008 > 1.72472 at the level of α = 0.05 with a difference of 11.49%. The Think Pair Share model is more effective for Social Science learning than Numbered Heads Together, because it is able to increase student activity and interaction in the learning process. TPS is able to encourage more active student participation, increase interaction between students, and provide greater opportunities for students to share and develop understanding through discussion. Keywords: Learning Outcomes; Numbered Heads Together; Think Pair Share

UPAYA MENINGKATKAN HASIL BELAJAR PPKN DENGAN MODEL PROBLEM BASED LEARNING PADA SISWA KELAS IV SDN PULOGEBANG 07 JAKARTA TIMUR Putri, Nevika Sitara; Nurul, Talha Jasmine; Muji Utami, Nidya Chandra; Taofik, Taofik
Dharmas Education Journal (DE_Journal) Vol 4 No 1 (2023): Juni
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Univesitas Dharmas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56667/dejournal.v4i1.976

This study seeks to enhance PPKn learning outcomes by implementing the PBL (Problem-Based Learning) paradigm with students in grade four at SDN Pulo Gebang 07. This study employed classroom action research on a sample of 26 fourth-grade students. Testing, observation, and documentation are methods for collecting data. This study's findings support the claim that PBL improves academic outcomes for students. The outcomes of Cycle I demonstrate this, where 12 students completed the course (46.15%) and 14 students did not (53.84%). The second cycle of students who completed was 23 students (88.46%), while 3 students were incomplete (11.53%).

COMPARISON OF SOCIAL SCIENCE LEARNING RESULTS USING COOPERATIVE LEARNING MODELS OF THINK PAIR SHARE AND NUMBERED HEADS TOGETHER TYPE Haliadi; Satibi, Otib; Muji Utami, Nidya Chandra
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 8 No 2 (2024): AGUSTUS
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/else.v8i2.21585

This study aims to find out the significant differences in student learning outcomes by using the Think Pair Share and Numbered Heads Together cooperative learning models. The research method used is quantitative with the type of experimental research. The location of this study was carried out at State Elementary School 1 Patuno, Wangi-wangi District, Wakatobi Regency. After the test, the average learning outcome of the first experimental class was 80, while in the second experimental class of 71.75, it was seen that the average score in the first experimental class was higher than the average score of the second experimental class. Based on the results of the t-test, it can be seen that there is a significant difference in the learning outcomes of students in Social Sciences taught using the Think Pair Share and Numbered Heads Together type cooperative learning model in grade IV of State Elementary School 1 Patuno, where Ha is accepted with a ttable > tcount of 2.33008 > 1.72472 at the level of α = 0.05 with a difference of 11.49%. The Think Pair Share model is more effective for Social Science learning than Numbered Heads Together, because it is able to increase student activity and interaction in the learning process. TPS is able to encourage more active student participation, increase interaction between students, and provide greater opportunities for students to share and develop understanding through discussion. Keywords: Learning Outcomes; Numbered Heads Together; Think Pair Share

Upaya Meningkatkan Hasil Belajar Siswa Kelas V Dalam Mata Pelajaran Ips Melalui Media Animasi Di Sd Islam Al-Azhar Depok Rachmi, Kurnia; Afni, Laila Nur; Hasanah, Huwaida Asy-Syifa; Muji Utami, Nidya Chandra; Dallion, Engga
JUPE : Jurnal Pendidikan Mandala Vol 8, No 2 (2023): JUPE : Jurnal Pendidikan Mandala (Juni)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v8i2.5342

Tujuan dari penelitian tindakan kelas (PTK) ini adalah untuk meningkatkan hasil belajar IPS materi bidang usaha dan kegiatan usaha yang memanfaatkan sumber daya alam. Penelitian tindakan ini dijalankan dalam dua siklus dan empat tahapan, yaitu perencanaan, pelaksanaan, pengamatan, dan refleksi. Fokus penelitian ini adalah seluruh siswa kelas V SD Islam Al Azhar 46 Depok yang terdiri dari 24 siswa, diantaranya 12 laki-laki dan 12 perempuan. Metode pengumpulan data yang digunakan untuk penelitian ini meliputi dokumentasi, tes, wawancara, dan observasi. Analisis data observasi dan hasil uji detail merupakan dua strategi analisis data yang digunakan. Hasil penelitian menunjukkan bahwa penggunaan video animasi selama pembelajaran dapat meningkatkan efisiensi belajar siswa. Hal ini menunjukkan tingkat penyelesaian siklus I dan II yang meningkat dari 33% menjadi 67% menjadi 100%.

MENINGKATKAN KEMAMPUAN BERHITUNG PENJUMLAHAN MELALUI MEDIA PEMBELAJARAN BENDA NYATA (KONKRET) DI KELAS 1 SD Khairunisa, Widya; Imaningtyas; Muji Utami, Nidya Chandra
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.24931

Numeracy skills are a fundamental aspect of mathematics learning in primary schools. However, many first-grade students still struggle to understand the concept of addition, especially when it is presented in an abstract manner without the aid of concrete learning media. This highlights the need for a more contextual and easily understood learning approach. This study aims to improve students’ addition skills through the use of concrete learning media in the form of Dienes Blocks in Grade I at SDN Srengseng Sawah 12 Pagi. The method used was Classroom Action Research (CAR) following the Kemmis and McTaggart model, conducted in two cycles. The research subjects consisted of 29 students. Data collection techniques included observation, interviews, documentation, and tests. The results showed improvement in three aspects of student ability: (1) understanding of addition concepts increased from 56.67% (low) to 76.67% (good); (2) ability to solve problems rose from 65.51% (fair) to 86.20% (good); and (3) ability to explain concepts using the media improved from 70.34% (fair) to 89.65% (very good). Thus, the use of concrete media such as Dienes Blocks has proven effective in helping students grasp the concept of addition, enhance active participation, and support a more meaningful learning process.

PERAN WALI KELAS SEBAGAI PELAKSANA BIMBINGAN KONSELING DALAM LAYANAN BELAJAR SISWA KELAS AWAL SEKOLAH DASAR Puti Khansa, Tania; Imaningtyas, Imaningtyas; Muji Utami, Nidya Chandra
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.24935

Teachers play an important role in supporting the transition of early-grade elementary school students into a formal educational environment. This study aims to examine the role of homeroom teachers as implementers of guidance and counseling in learning services. The method used is a Systematic Literature Review (SLR) of studies related to the role of homeroom teachers, learning guidance services, and learning difficulties among early-grade students. The data collection technique was carried out following the PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analyses) flow, by documenting 25 relevant articles consisting of 12 national articles and 13 international articles. The results indicate that homeroom teachers play a major role in implementing learning guidance services, particularly in addressing learning difficulties commonly faced by early-grade elementary students, namely reading problems. Homeroom teachers provide individual and group guidance, conduct remedial programs, and collaborate with parents. However, several obstacles were identified, including time constraints, lack of counseling skills, and minimal parental support. Therefore, program planning, teacher training, and strong collaboration between schools and families are necessary to improve student learning outcomes.

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