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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Cakrawala: Jurnal Pendidikan Jurnal Ragam Pengabdian
Karlina Marjo, Happy
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Education Environmental Science Social Sciences Other

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The Influence of STAD Learning Model, Discussion and Learning Interest toward Learning Outcomes of Elementary School Students sulami, Sulami; Karlina Marjo, Happy; Sardjiyo
Cakrawala: Jurnal Pendidikan Vol. 16 No. 1 (2022)
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/cakrawala.v16i1.288

Abstract

This study aimed to determine the effect of the STAD type learning model, discussion and learning interest on social studies learning outcomes in elementary school. This type of research is an experimental study comparing student learning outcomes between the experimental and control classes. This study took place at SDN Kedoya Utara 01 Kebon Jeruk, West Jakarta. The population in this study were all fifth grade students at SDN Kedoya Utara 01 with 64 students. The sample in this study is not students as individuals but classes. The level sample was determined by purposive sampling for fifth grade students. The data were obtained through instrument and documentation questions. The data analysis techniques are r test analysis and t test. Based on the analysis, conclusions are obtained. There is a significant effect on the STAD type cooperative learning model, discussion and interest in learning together have an effect on learning outcomes for social studies subjects with Fcount = 23,444% Sig = 0.0000 <0.05. Then there is a significant effect on the STAD type of cooperative learning model that affects the learning outcomes of social studies subjects with t = 5.961% and Sig = 0.0000 <0.05. Furthermore, there is an insignificant effect on the perception of the Discussion-type cooperative learning model and interest in learning together to influence the learning outcomes of social studies subjects with Fcount = 3.444% Sig = 0.0000 <0.05. 4. So that it can be concluded that there is a simultaneous influence between the STAD cooperative learning model, discussion with learning interest on social studies learning outcomes.
Pengembangan Pembelajaran Tematik Terhadap Hasil Belajar Siswa Dengan Strategi Question Student Have Di Sekolah Dasar Safitri, Yeyen; Karlina Marjo, Happy
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Progres
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.25050

Abstract

Penelitian ini untuk mengetahui pengaruh penggunaan model pembelajaran tematik yang menggunakan strategi dalam pembelajaran yaitu question student have di kelas III SD Negeri Purwadadi II. Pada penelitian ini menggunakan penelitian pengembangan dengan model 4D (Define, Design, Develop, dan Disseminate). Untuk melihat hasil kevalidan pada peneltian ini dapat kita lihat dari segi isi, bahasa dan RPP dengan jumlah total 3,72 kategori sangat valid. Strategi pembelajaran ini memberikan responden dengan rata-rata 90% direspon oleh siswa. Maka dapat disimpulkan bahwa dalam pengembangan pembelajaran ini dapat mempengaruhi hasil belajar siswa dengan menggunakan model pembelajaran tematik dan dibantu dengan menggunakan strategi pembelajaran question student have pada kelas III SD.
Hubungan Antara Kelekatan Orang Tua dan Harga Diri Terhadap Agresivitas Remaja SMA di Kecamatan Pontang Lia Amaliah Putri; Karlina Marjo, Happy; Herdi, Herdi
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/25f5wv64

Abstract

This study aims to examine the relationship between parental attachment, self-esteem, and student aggressiveness using a quantitative correlational approach. The population consisted of 435 eleventh-grade students from five high schools in Pontang, with a sample of 209 participants selected using the Slovin formula at a 5% error rate. Data were collected through three validated and reliable instruments: the Inventory of Parent and Peer Attachment (IPPA) with 25 items to assess parental attachment, the Rosenberg Self-Esteem Scale (RSES) with 10 items to measure self-esteem, and the Buss–Perry Aggression Questionnaire (BPAQ) with 29 items to evaluate aggressive behavior. Data analysis employed multiple correlation techniques to determine the relationships among the variables. The findings revealed a significant negative relationship between parental attachment and student aggressiveness, indicating that stronger emotional bonds with parents are associated with lower levels of aggressive behavior. In addition, parental attachment and self-esteem simultaneously had a significant influence on adolescent aggressiveness. Students with higher self-esteem and better-quality relationships with their parents demonstrated a lower tendency toward aggression. These findings highlight the importance of fostering supportive family relationships and positive self-esteem as protective factors against aggressive behavior. The study also provides practical implications for school guidance and counseling services in designing family-based preventive interventions and psychological support programs to promote students' social and emotional well-being.  
Co-Authors Herdi Herdi Lia Amaliah Putri Safitri, Yeyen Sardjiyo Sulami, Sulami