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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Indonesia Raya ANWARUL: Jurnal Pendidikan dan Dakwah MASALIQ: Jurnal Pendidikan dan Sains Juara SD : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar International Journal of Humanities, Education, and Social Sciences
Ritha Tuken
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Religion Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Other

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PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN KEAKTIFAN BELAJAR PESERTA DIDIK PADA MATA PELAJARAN PENDIDIKAN PANCASILA KELAS V UPTD SD NEGERI 28 PAREPARE Ritha Tuken; Kamaruddin Hasan; Rista Sasmitha
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 2 (2025): Volume10 Nomor 2, 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.v10i2.25435

Abstract

This study aims to determine the improvement of students' learning process and activity through the applying of the Problem Based Learning (PBL) learning model. This research uses a qualitative approach and the type of research used is Classroom Action Research (PTK). The focus of the research is the focus of the learning process and the focus of activeness. This research was carried out at UPTD SD Negeri 28 Parepare for the 2024/2025 school year with the subject of this study, namely 1 class teacher and 30 students consisting of 15 male and 15 female. The research was carried out in two cycles, each of which consisted of two meetings which included planning, implementation, observation, and reflection. The data collection techniques used are process observation, active observation, and documentation. The data was analyzed using data condensation techniques, data presentation, and conclusion drawn. In the first cycle, the results of the study showed that the learning process of teacher and student activities was in the category Enough (C). Then, the students' learning activity is at a moderate qualification level. The second cycle shows that the learning process of teacher and student activities is in the Good (B). Then, the students' learning activity is at a high qualification level. So it can be concluded that by applying the Problem Based Learning (PBL) learning model in the subject of Pancasila Education, it can improve the learning process and learning activity of students in class V UPTD SD Negeri 28 Parepare.
Pengaruh Model Pembelajaran Value Clarification Technique (VCT) Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Pendidikan Pancasila Kelas IV UPT SD Negeri 7 Benteng SIDRAP Nuryulia; Ritha Tuken; Abdul Hakim
Juara SD : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol. 4 No. 3 (2025): NOVEMBER
Publisher : Universitas Negeri Makassar

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Abstract

Penulisan ini bertujuan untuk mengetahui pengaruh model pembelajaran Value Clarification Technique (VCT) terhadap hasil belajar siswa pada mata pelajaran Pendidikan Pancasila materi Keberagaman Sosial dan Budaya di kelas IV UPT SD Negeri 7 Benteng SIDRAP. Penulisan ini menggunakan metode pra experiment dengan desain one group pretest-posttest. Subjek penulisan adalah siswa kelas IV yang diberikan pretest sebelum penerapan model Value Clarification Technique (VCT) dan posttest setelahnya. Hasil penulisan menunjukkan adanya peningkatan hasil belajar yang signifikan. Nilai rata-rata pretest sebesar 36,47 meningkat menjadi 85,29 pada posttest. Analisis data menggunakan uji paired sample t-test menghasilkan nilai signifikansi 0,000 < 0,05, yang menunjukkan bahwa penerapan model pembelajaran Value Clarification Technique (VCT) memberikan pengaruh yang signifikan terhadap peningkatan hasil belajar siswa. Dengan demikian, dapat disimpulkan bahwa model pembelajaran Value Clarification Technique (VCT) efektif dalam meningkatkan hasil belajar siswa pada mata pelajaran Pendidikan Pancasila.
Pengaruh Media Pembelajaran Wordwall Terhadap Minat Belajar Siswa Pada Mata Pelajaran Pendidikan Pancasila Kelas V UPT SD Negeri 7 Benteng Sidrap Putri Ayu; Ritha Tuken; Yulia
Juara SD : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol. 4 No. 3 (2025): NOVEMBER
Publisher : Universitas Negeri Makassar

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Abstract

Penelitian ini dilakukan untuk mengetahui pengaruh penggunaan media pembelajaran Wordwall terhadap minat belajar siswa pada mata pelajaran Pendidikan Pancasila di kelas V UPT SDN 7 Benteng. Penelitian ini menggunakan metode pra-eksperimen dengan desain One Group Pretest-Posttest Design , di mana hanya terdapat satu kelompok tanpa kelas kontrol. Subjek penelitian adalah seluruh siswa kelas V yang berjumlah 25 orang. Instrumen yang digunakan dalam penelitian ini adalah angket minat belajar yang diberikan sebelum dan sesudah perlakuan (pretest dan posttest). Data yang diperoleh kemudian dianalisis menggunakan uji statistik uji t sampel berpasangan melalui bantuan aplikasi SPSS versi 30. Hasil analisis menunjukkan adanya perbedaan yang signifikan antara hasil pretest dan posttest. Nilai signifikansi (2-tailed) sebesar 0,055 < 0,119, yang berarti penggunaan media Wordwall memberikan pengaruh yang signifikan terhadap peningkatan minat belajar siswa. Dengan demikian, dapat disimpulkan bahwa media pembelajaran Wordwall mampu meningkatkan minat belajar siswa, karena penyajian materi menjadi lebih menarik, interaktif, dan menyenangkan.
Penerapan Model Pembelajaran Kooperatif Tipe Course Review Horay Untuk Meningkatkan Keaktifan Belajar IPAS Siswa Kelas V UPT Sd Negeri 123 Pinrang Lisa Jumi Aprilia; Natriani Syam; Ritha Tuken
Juara SD : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol. 4 No. 3 (2025): NOVEMBER
Publisher : Universitas Negeri Makassar

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Abstract

Permasalahan dalam penelitian ini adalah rendahnya keaktifan belajar siswa dalam mata pelajaran IPAS, yang ditandai dengan siswa terlihat bosan dalam peroses pembelajaran, perhatian siswa tidak berpusat pada guru, kurangnya keberanian dalam bertanya dan menyampaikan pendapat, dan kurangnya partisipasi dalam diskusi kelompok. Pendekatan penelitian ini adalah kualitatif dengan jenis penelitian tindakan kelas (PTK). Penelitian ini dilaksanakan di UPT SD Negeri 123 Pinrang tahun ajaran 2024/2025 dengan subjek penelitian yaitu 1 orang guru dan 19 orang siswa kelas V UPT SD Negeri 123 Pinrang. Data yang dikumpul kan menggunakan teknik observasi, dokumentasi, refleksi, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran kooperatif tipe Course Review Horay mampu meningkatkan keaktifan belajar siswa secara signifikan. Siswa menjadi lebih aktif dalam berinteraksi dengan guru maupun siswa lainnya, berpartisipasi dalam diskusi kelompok, berkontribusi aktif dalam kerja kelompok, menjawab pertanyaan, serta mampu menyelesaikan tugas baik individu maupun kelompok. Dengan demikian penerapan model pembelajaran kooperatif tipe Course Review Horay terbukti efektif dalam meningkatkan proses pembelajaran dan keaktifan belajar siswa pada mata pelajaran IPAS di kelas V UPT SD Negeri 123 Pinrang.
Penerapan Model Pembelajaran Teams Game Tournament untuk Meningkatkan Keaktifan Belajar Pendidikan Pancasila Siswa kelas V UPTD SD Negeri 25 Parepare Ritha tuken; Asrul sultan; Midian Anila
Juara SD : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol. 4 No. 3 (2025): NOVEMBER
Publisher : Universitas Negeri Makassar

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Abstract

Penelitian ini dilatarbelakangi oleh rendahnya keaktifan belajar siswa kelas V UPTD SDN 25 Parepare. Tujuan yang ingin dicapai dalam penelitian ini adalah untuk meningkatkan proses dan keaktifan belajar siswa melalui penerapan model pembelajaran Teams Game Tournament (TGT) pada pembelajaran Pendidikan Pancasila materi hak dan kewajiban serta norma dan aturan pada kelas V UPTD SDN 25 Parepare. Penelitian ini menggunakan pendekatan kualitatif dengan jenis PTK. Subjek dalam penelitian ini adalah guru dan peserta didik yang berjumlah 31 orang yaitu 28 laki-laki dan 3 perempuan. Adapun teknik pengumpulan data yang digunakan yaitu observasi dan dokumentasi dengan teknik analisis data yaitu kondensasi data, penyajian data, dan penarikan kesimpulan. Berdasarkan data yang diperoleh pada sikluls I proses pembelajaran berada pada kualifikasi Kurang dengan observasi keaktifan belajar berada pada kualifikasi Cukup. Siklus II proses pembelajaran berada pada kualifikasi Cukup dengan observasi keaktifan belajar berada pada kualifikasi Cukup. Selanjutnya pada siklus III observasi proses pembelajaran berada pada kualifikasi Baik dengan observasi keaktifan belajar siswa berada pada kualifikasi Sangat Baik. Kesimpulan dari penelitian ini adalah dengan menerapkan model pembelajaran Teams Game Tournament (TGT) dapat meningatkan proses dan keaktifan belajar siswa pada mata pelajaran Pendidikan Pancasila kelas V UPTD SDN 25 Parepare.
PENDAMPINGAN PEMBELAJARAN LOGARITMA UNTUK MENINGKATKAN KOMPETENSI MATEMATIKA SISWA DI MAS DDI BARU BARU TANGA Yonathan, Yonathan S Pasinggi; Ritha Tuken; Yulia; Abdul Majid
Jurnal INDONESIA RAYA (Pengabdian pada Masyarakat Bidang Sosial, Humaniora, Kesehatan, Ekonomi dan Umum) Vol. 6 No. 2 (2025)
Publisher : Perkumpulan Dosen Muda Bengkulu

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Abstract

Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan kompetensi matematika siswa melalui pendampingan pembelajaran pada materi logaritma di MAS DDI Baru Baru Tanga. Berdasarkan hasil observasi awal, siswa mengalami kesulitan dalam memahami konsep dasar logaritma, terutama dalam mengaitkan bentuk eksponen dengan bentuk logaritmik serta penerapannya dalam kehidupan sehari-hari. Untuk mengatasi hal tersebut, tim pelaksana melakukan pendampingan dengan menggunakan pendekatan Contextual Teaching and Learning (CTL) dan metode Problem Based Learning (PBL). Kegiatan melibatkan 25 siswa kelas XI IPA yang dilaksanakan selama dua minggu. Proses pembelajaran dilakukan secara interaktif melalui diskusi, pemecahan masalah kontekstual, dan penggunaan media pembelajaran digital sederhana. Hasil evaluasi menunjukkan peningkatan signifikan pada hasil belajar siswa, dengan rata-rata nilai meningkat dari 55,4 menjadi 81,2 setelah kegiatan pendampingan. Selain itu, motivasi dan partisipasi siswa dalam pembelajaran juga mengalami peningkatan yang terlihat dari keaktifan mereka selama proses berlangsung. Kegiatan ini berhasil menumbuhkan pemahaman konseptual yang lebih baik serta sikap positif terhadap matematika. Pendampingan semacam ini diharapkan dapat diterapkan secara berkelanjutan dan diperluas ke materi matematika lainnya untuk meningkatkan mutu pembelajaran di sekolah.
Penerapan Model Kooperatif Tipe TGT untuk Meningkatkan Keaktifan Belajar Muatan Pendidikan Pancasila Kelas V Iyan Iyan; Gina Anisahira; Ritha Tuken
ANWARUL Vol 6 No 3 (2026): ANWARUL: Jurnal Pendidikan dan Dakwah
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v6i3.10096

Abstract

Although cooperative learning models have been widely studied, research specifically addressing the improvement of learning engagement through the integration of Kahoot in the topic “Norms in My Life” at the elementary school level remains limited. This study aims to analyze and describe the improvement of fifth-grade students’ learning engagement through the implementation of the Teams Games Tournament (TGT) cooperative learning model assisted by Kahoot. This study used a qualitative approach with a Classroom Action Research (CAR) design conducted in two cycles, involving 34 students selected through purposive sampling. Data were collected through observation sheets, learning engagement questionnaires, and documentation, and were then analyzed using the qualitative descriptive analysis technique of the interactive model of Huberman and Saldana. The results showed that the implementation of the Kahoot-assisted TGT model was able to change students’ learning behavior from passive to more proactive, with learning engagement increasing from the low category at the beginning of the cycle to 83.54%, or the high category, at the end of Cycle II. This improvement was supported by the teacher’s instructional effectiveness, which reached 94.44%. These findings contribute to the development of digital cooperative learning and broaden understanding of the use of gamification in Pancasila Education content. The conclusion of this study emphasizes the importance of synergy between competitive games and digital technology in creating a dynamic learning ecosystem, and recommends optimizing digital instructional time management in its implementation. The implications of this study include strengthening the literature on digital cooperative learning and the practice of implementing the activity-based Independent Curriculum, while also opening opportunities for further studies on the long-term impact of gamification on students’ retention of normative values.
Penerapan Model Pembelajaran Project Based Learning (PjBL) untuk Meningkatkan Motivasi Belajar Pendidikan Pancasila Siswa Kelas V UPTD SDN 85 Parepare Ritha Tuken; Musfirah Musfirah; M. Wahyu Ramadhan
MASALIQ Vol 6 No 4 (2026): MASALIQ: Jurnal Pendidikan dan Sains
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v6i4.11098

Abstract

The low learning motivation of fifth-grade students in Pancasila Education at UPTD SDN 85 Parepare indicates the need to implement a learning model capable of increasing student engagement in the learning process. This study aimed to improve the quality of the learning process and students’ learning motivation through the implementation of the Project-Based Learning (PjBL) model. The study employed a classroom action research design with a qualitative approach conducted in two cycles, each comprising planning, implementation, observation, and reflection stages. The research participants consisted of one teacher and 34 fifth-grade students, including 15 male and 19 female students. Data were collected through observation, questionnaires, and documentation and were subsequently analyzed through data condensation, data display, and conclusion drawing. The results showed that, in Cycle I, teacher activities, student activities, and students’ learning motivation were in the fair category. Following improvements in Cycle II, teacher and student activities increased to the good category, while students’ learning motivation reached the very good category. This improvement was indicated by increased enthusiasm, active engagement, group collaboration, and students’ enjoyment during the learning process. Thus, the implementation of the Project-Based Learning model was effective in improving the learning process and students’ learning motivation in Pancasila Education in the fifth grade at UPTD SDN 85 Parepare. These findings imply that PjBL can be used as an alternative learning model to create more active, collaborative, and enjoyable Pancasila Education learning.
Penerapan Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) untuk Meningkatkan Keaktifan Belajar Pendidikan Pancasila Siswa Kelas V UPTD SD Negeri 71 Parepare Ritha Tuken; Ila Israwaty; Nur Fitrah
MASALIQ Vol 6 No 4 (2026): MASALIQ: Jurnal Pendidikan dan Sains
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v6i4.11399

Abstract

Low student engagement in Pancasila Education learning affects students’ emotional and cognitive involvement in elementary school. This study aims to analyze the process and outcomes of implementing the Think Pair Share (TPS) cooperative learning model to improve the learning engagement of fifth-grade students at UPTD SDN 71 Parepare. The study employed a Classroom Action Research design conducted in three cycles involving 42 students selected through purposive sampling. Data were collected through observation sheets and documentation and then analyzed using qualitative descriptive techniques. The results showed that students’ learning engagement gradually increased from the low category in Cycle I, with a percentage of 34.37%, to the moderate category in Cycle II, at 46.87%, and reached the high category in Cycle III, at 68.75%. These findings indicate that the structured implementation of the TPS model can improve the quality of the learning process and student engagement in Pancasila Education learning. This study strengthens the application of cooperative learning theory, particularly a learning structure that promotes individual activity, paired interaction, and participation in classroom discussions. Practically, the findings can serve as a reference for elementary school teachers in developing more interactive and participatory Pancasila Education learning. Future research may examine the role of individual accountability in implementing cooperative learning in classes with large numbers of students.
Perceptions and Nationalism Attitudes of PGSD Students toward Civic Education Learning in Parepare Ritha Tuken
International Journal of Humanities, Education, and Social Sciences Vol 4 No 2 (2026): International Journal of Humanities, Education, and Social Sciences
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijhess.v4i2.9842

Abstract

Although Civic Education learning has received increasing attention in previous studies, research specifically examining the relationship between students’ perceptions of Civic Education learning and their nationalism attitudes remains limited, particularly among PGSD students in Parepare. This study aims to analyze the relationship between students’ perceptions of Civic Education learning and their nationalism attitudes. A quantitative approach with a survey design was employed, involving 120 respondents selected through proportional random sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics and Pearson correlation analysis. The findings indicate that students’ perceptions of Civic Education learning were in the good category (M = 3.87), while their nationalism attitudes were categorized as high (M = 4.12). The correlation analysis revealed a significant positive relationship between students’ perceptions and nationalism attitudes (r = 0.68, p < .05). These results suggest that positive perceptions of Civic Education learning are associated with stronger nationalism attitudes among students. This study contributes to the theoretical development of civic education and nationalism studies by expanding understanding of how instructional perceptions relate to students’ civic attitudes in higher education contexts. Practically, the findings imply that educators should adopt innovative, contextual, and value-based teaching strategies to strengthen the effectiveness of Civic Education learning and support the development of nationalism attitudes.
Co-Authors Abd. Halik Abdul Halik Abdul Majid Amanda, Ayu Asrul sultan Fachry Abda El Rahman Gina Anisahira Heliasari Putri Latifa Ila Israwaty Isfah Jamaluddin Iyan Iyan Kamaruddin Hasan Lisa Jumi Aprilia Lukman M. Wahyu Ramadhan Marhani Midian Anila Musfirah Musfirah Musfirah Natriani Syam Nur Aisyah Aksa Nur Fitrah Nur Ilmi Nurul Safitri Nuryulia Putri Ayu Rahmi Khaeriyah Rista Sasmitha Shasliani St. Maryam M Sulfiana SM Sumarni Wellang Suryadi Rasyid Yonathan, Yonathan S Pasinggi yulia