Articles
<![CDATA[Discovery Learning Application Using a Rope (Track A Line Idea) to Detect Critical Thinking Skills on Elementary School Students ]]>
<![CDATA[Trisna Nugraha]]>;
<![CDATA[Ulfah Samrotul Fuadah]]>;
<![CDATA[Adila Amalia]]>;
<![CDATA[Karso Karso]]>
<![CDATA[ Indonesian Journal of Primary Education Vol 4, No 2 (2020): Indonesian Journal of Primary Education: December 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijpe.v4i2.25087
<![CDATA[The study was conducted to collect preliminary data on the effectiveness of the use of Discovery Learning models using TALI (Track A Line Idea) for students' critical thinking skills in mathematics subjects in class VI geometry material in elementary schools. The purpose of this study is to describe whether the application of Discovery Learning models using TALI can be effective against critical thinking skills students on mathematics subjects in class VI geometry material in elementary schools, with research design referring to the syntax of Discovery Learning models that are the benchmarks in learning design namely, (1) providing stimulus; (2) identify the problem; (3) collecting data; (4) data processing; (5) verification; and (6) make conclusions. This study uses a One-shot Case Study experimental research design. With the subjects of class VI students with a total of 17 students. Data collection is done by tests, observations and questionnaires. The results of this study indicate that the motivation and activities of students in Discovery Learning based on TALI are interpreted in high criteria with a percentage range from 84.12% -88.24%. This indicates that Discovery Learning as constructivism learning provides space for students to actively participate in learning by using group learning design and guided discovery so that students keep paying attention to disciplinary aspects in conducting each stage in learning activities. The results of this study indicate that the motivation and activities of students in Discovery Learning based on TALI are interpreted in high criteria with a percentage range from 84.12% -88.24%. This indicates that Discovery Learning as constructivism learning provides space for students to actively participate in learning by using group learning design and guided discovery so that students keep paying attention to disciplinary aspects in conducting each stage in learning activities. The results of this study indicate that the motivation and activities of students in Discovery Learning based on TALI are interpreted in high criteria with a percentage range from 84.12% -88.24%. This indicates that Discovery Learning as constructivism learning provides space for students to actively participate in learning by using group learning design and guided discovery so that students keep paying attention to disciplinary aspects in conducting each stage in learning activities.]]>
<![CDATA[Penggunaan model problem based learning berbasis socio scientific issue untuk meningkatkan kemampuan berpikir kritis siswa kelas IV sekolah dasar ]]>
<![CDATA[Rahmi Sintika]]>;
<![CDATA[Wahyu Hidayat]]>;
<![CDATA[Trisna Nugraha]]>
<![CDATA[ COLLASE (Creative of Learning Students Elementary Education) Vol. 7 No. 5 (2024) ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/collase.v7i5.24396
<![CDATA[Belum optimalnya kemampuan berpikir kritis siswa khususnya di SD melatar belakangi penelitian ini, sehingga untuk mengatasinya diperlukan model pembelajaran. Penelitian ini bertujuan untuk mengetahui seberapa besar pengaruh penggunaan model Problem Based Learning (PBL) berbasis Socio Scientific Issue (SSI) dalam meningkatkan kemampuan berpikir kritis siswa kelas IV di SDN Mekarsari. Model PBL berbasis SSI ini dapat meningkatkan kemampuan berpikir kritis siswa dengan memecahkan masalah yang kaitannya dengan isu sosial. Penelitian ini menggunakan metode mix methode dengan jenis penelitian one group pretest dan posttest, yang sampelnya berjumlah 25 siswa. Pengumpulan data menggunakan instrumen tes, angket, wawancara, dan observasi. Hasil data kuantitatif memperoleh n-gain skor sebesar 0.63 dengan interpretasi cukup efektif dan dikuatkan oleh uji Cohen Effect Size dengan perolehan hasil 2.91 artinya bahwa pengaruh model tersebut tergolong dalam kategori tinggi. Hasil data kualitatif berdasarkan angket kesulitan siswa yaitu sebagian kecil siswa sulit dalam menyimpulkan, menjelaskan permasalahan lebih rinci bersama kelompok, dan memahami materi secara kritis. Adapun hasil observasi dan wawancara kesulitan guru yaitu guru sulit mengkondisikan siswa secara kelompok ketika diberikan permasalahan isu sosial. Kesulitan siswa dan guru tersebut hanya sebagian kecil, sehingga dapat teratasi. Model ini diharapkan dapat menjadi variasi pembelajaran dalam meningkatkan kemampuan berpikir kritis siswa sehingga pembelajaran menjadi bermakna.]]>
<![CDATA[The Enhancement of Students’ Mathematical Conceptual Understanding Through RADEC Learning Model ]]>
<![CDATA[Nugraha, Trisna]]>;
<![CDATA[Prabawanto, Sufyani]]>
<![CDATA[ EduMa: Mathematics education learning and teaching Vol 10, No 2 (2021) ]]>
Publisher : <![CDATA[Jurusan Tadris Matematika IAIN Syekh Nurjati Cirebon ]]>
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DOI: 10.24235/eduma.v10i2.9073
<![CDATA[Students’ mathematical conceptual understanding (MCU) as major part of mathematical proficiency needs to be developed since elementary school through a didactic-pedagogical activity. One of these proficiency needs to be developed in the learning of perimeter and area of a plane geometry. The reason is students often find difficulties in understanding those concepts, especially in situations of distance learning due to COVID-19 pandemic. This study aims to investigate the achievement and enhancement of students’ MCU through RADEC learning model. This study used quasi-experimental method with non-equivalent pre-test and post-test control group design. Subjects of this research were 56 of 4th graders at one of private school in Bandung, Indonesia. This study found that there are significant differences in the achievement and enhancement of students’ MCU between students who received RADEC learning and direct learning where the RADEC learning model was higher in achieving & enhancing students’ MCU. In addition, the invention of the RADEC learning model on the achievement and enhancement of students’ MCU is in the moderate effect category with the acquisition of Hedges’ g of 0,922 in the level significant effect]]>
<![CDATA[Penggunaan Model Problem Based Learning Berbantuan Video Powtoon Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas III Sekolah Dasar ]]>
<![CDATA[Nina Vania]]>;
<![CDATA[Wahyu Hidayat]]>;
<![CDATA[Trisna Nugraha]]>
<![CDATA[ Jurnal Profesi Pendidikan Vol. 3 No. 1 (2024): June ]]>
Publisher : <![CDATA[PPG IKIP Siliwangi ]]>
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DOI: 10.22460/jpp.v3i1.23352
<![CDATA[Tujuan penelitian ini adalah untuk memberikan peningkatan kemampuan dalam menganalisis, mengevaluasi serta berpikir secara kritis dalam konsep keliling dan luas bangun datar yang ada di kelas III SD. Desain Sequential eksplanatory design adalah salah satu desain yang digunakan dalam proses penelitian ini. Siswa kelas III SD menjadi salah satu subjek penelitan yang ada di SDN Giriraharja. Penelitian ini melalui dua tahapan, langkah pertama adalah pengumpulan serta analisis data kuantitatif tekniknya dengan memberikan tes mengenai kemampuan berpikir kritis. Pada langkah kedua, data kualitatif dikumpulkan serta dianalisis menggunakan teknik wawancara, angket respon dan formulir observasi. Penelitian ini menunjukan bahwa hasil penggunaaan model PBL berbantuan video powtoon secara signifikan terdapat peningkatan berpikir kritis. Ini terbukti dari nilai yang diraih oleh para siswa pada saat pretest rata-rata 63 kemudian berubah dengan nilai postest rata-rata sebesar 84 dengan hasil uji cohen`s effect size sebesar 1,826. Dalam tinjauan kualitatif yang melibatkan analisis lebih lanjut, ditemukan bahwa dengan menggunakan model PBL berbantuan video powtoon ini berperan dalam mengaktifkan suasana kegiatan belajar mengajar menjadi aktif serta interaktif serta siswa dapat mengidentifikasi masalah dan merumuskan jawaban dari permasalahan yang diberikan terbukti dengan tingginya antusias dan repon siswa.]]>
<![CDATA[HOW TO TEACH BILINGUAL PROGRAM? : AN APPLICATION OF CONTENT AND LANGUAGE INTEGRATED LEARNING ON PRIMARY SCHOOL ]]>
<![CDATA[Nugraha, Trisna]]>;
<![CDATA[Nurhasanah, Nurhasanah]]>;
<![CDATA[Fuadah, Ulfah Samrotul]]>;
<![CDATA[Mutiasih, Palupi]]>
<![CDATA[ P2M STKIP Siliwangi Vol 7 No 2 (2020): Volume 7 Nomor 2, November 2020 ]]>
Publisher : <![CDATA[IKIP Siliwangi Bandung ]]>
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DOI: 10.22460/p2m.v7i2p%p.2000
<![CDATA[In the last decade, education systems around the world have prioritized increasing students’ literacy and numeracy skills. The increasing need for language literacy has resulted in the emergence of a trend bilingual program in primary schools. This research was motivated by the learning problems that occurred in the first year bilingual program. The study aims to see the effectiveness of the Content and Language Integrated Learning (CLIL) approach on the competence of sains curriculum content and students' language skills. The research method used was Classroom Action Research (CAR) with the research subject being the first year students of the bilingual program who were stand on grade 4th primary school (n = 21). Data analysis not only focuses on increasing scores in each cycle, but also obtains new findings about the stability between science content abilities (non-language) and second language skills (english). Initial data explains that only 25% of students meet the learning completeness aspect. Along with the end of the third cycle, the study found that 85% of students could complete learning completeness. The study concluded that the CLIL was able to stably improve content and language skills with certain improvement criteria. The findings from the improvement of this cycle can be used as a reference for developing CLIL research in primary schools especially on bilingual programs.]]>
<![CDATA[Pedagogical Reflections and Practices of Prospective Elementary Teachers Through Video-Based Lesson Analysis: An Initial Metacognitive Examination in Lesson Study ]]>
<![CDATA[Nugraha, Trisna]]>;
<![CDATA[Susanti, Evi]]>
<![CDATA[ Journal of Learning Improvement and Lesson Study Vol. 4 No. 2 (2024): JLILS (December Edition) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jlils.v4i2.115
<![CDATA[The importance of teachers' thinking and practices in designing 21st-century student-centered learning has garnered increasing attention. Teachers are expected to possess the ability to create innovative and responsive instructional designs that cater to students' needs. This skill development must begin during teacher training programs. This study aims to analyze the reflections of prospective elementary teachers on the development of their pedagogical competencies through video-based lesson analysis (VBLA) as an initial part of lesson study. Using a descriptive qualitative research approach, the study involved 159 pre-service elementary teachers. Data were collected through instructional video screenings, observation sheets, questionnaires, and group discussions. The findings reveal that 6% of the participants demonstrated in-depth analysis, while 52% provided general yet less detailed evaluations. A key weakness identified was the lack of variation in teaching methods, with suggested solutions such as the use of deeper questioning to stimulate student discussions. This study emphasizes the importance of strengthening prospective teachers' metacognitive skills, particularly in conducting critical and reflective analysis, identifying instructional weaknesses, and redesigning lessons based on critical reflection. The integration of VBLA in teacher education is crucial to ensuring that prospective teachers acquire the necessary skills to design effective, student-centered learning.]]>
<![CDATA[Efektivitas Workshop Multiliterasi Berbasis Kearifan Lokal dalam Meningkatkan Kompetensi Guru di Raja Ampat ]]>
<![CDATA[Suhendra, Indra]]>;
<![CDATA[Tatat Hartati]]>;
<![CDATA[Trisna Nugraha]]>
<![CDATA[ P2M STKIP Siliwangi Vol 11 No 2 (2024): Volume 11 Nomor 2: November 2024 ]]>
Publisher : <![CDATA[IKIP Siliwangi Bandung ]]>
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DOI: 10.22460/p2m.v11i2.5281
<![CDATA[Raja Ampat menghadapi berbagai tantangan dalam pendidikan, termasuk keterbatasan akses sumber daya dan pengembangan profesional. Untuk mengatasi hal ini, diadakan workshop multiliterasi berbasis kearifan lokal guna meningkatkan kemampuan guru dalam mengintegrasikan multiliterasi dan pengetahuan budaya dalam pengajaran. Penelitian ini mengevaluasi efektivitas workshop dalam meningkatkan kompetensi guru. Metode survei kuantitatif deskriptif digunakan untuk mengumpulkan data dari 50 guru peserta. Hasil menunjukkan bahwa 85% guru meningkatkan pemahaman mereka tentang multiliterasi, dan 90% memperoleh keterampilan dalam mengintegrasikan kearifan lokal ke dalam pelajaran. Guru juga melaporkan peningkatan keterlibatan siswa saat mereka menghubungkan materi pembelajaran dengan konteks budaya lokal. Namun, tantangan berupa keterbatasan akses teknologi masih ada. Kesimpulannya, workshop ini berhasil meningkatkan kompetensi guru di Raja Ampat dengan menggabungkan multiliterasi dan kearifan lokal. Model ini dapat diterapkan di daerah lain yang menghadapi tantangan pendidikan serupa. Dukungan dalam infrastruktur dan teknologi penting untuk memastikan keberhasilan jangka panjang.]]>
<![CDATA[PENGGUNAAN MODEL PROJECT BASED LEARNING BERBASIS SOCIO SCIENTIFIC ISSUE UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA KELAS IV SEKOLAH DASAR ]]>
<![CDATA[Sri Rezeki, Luviani]]>;
<![CDATA[Nugraha, Trisna]]>
<![CDATA[ Jurnal Profesi Pendidikan Vol. 3 No. 2 (2024): December ]]>
Publisher : <![CDATA[PPG IKIP Siliwangi ]]>
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DOI: 10.22460/jpp.v3i2.25096
<![CDATA[Penelitian ini didasarkan pada rendahnya kemampuan berpikir kreatif siswa kelas IV sekolah dasar pada pembelajaran IPAS khususnya materi mengubah bentuk energi. Tujuan pada penelitian ini adalah untuk mengetahui penerapan, peningkatan dan Kendala yang dihadapi guru dan siswa dalam melaksanakan pembelajaran dengan model Project Based Learning berbasis Socio Scientific Issue. Penelitian ini menggunakan metode mix method dengan the Sequential Explanatory Design. Instrumen yang digunakan yaitu tes, wawancara, obervasi, dan angket. Subjek pada penelitian ini yaitu siswa kelas IV di salah satu sekolah dasar di Kecamatan Kabandungan. Hasil pengolahan data menunjukan perolehan nilai rata-rata dapat dibuktikan dengan hasil rata-rata pretest yang sebelum penggunaan model Project Based Learning berbasis Socio Scientifiec Issue mendapat rata-rata 59,1 dan kelas posttest mendapat nilai rata-rata 77. Kesimpulan pada penelitian ini dapat diartikan bahwa Project Based Learning berbasis Socio Scientific Issue lebih efektif dalam meningkatkan kemampuan berpikir kreatif siswa kelas IV sekolah dasar]]>
<![CDATA[Discovery Learning Application Using a Rope (Track A Line Idea) to Detect Critical Thinking Skills on Elementary School Students ]]>
<![CDATA[Trisna Nugraha]]>;
<![CDATA[Ulfah Samrotul Fuadah]]>;
<![CDATA[Adila Amalia]]>;
<![CDATA[Karso Karso]]>
<![CDATA[ Indonesian Journal of Primary Education Vol 4, No 2 (2020): Indonesian Journal of Primary Education: December 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijpe.v4i2.25087
<![CDATA[The study was conducted to collect preliminary data on the effectiveness of the use of Discovery Learning models using TALI (Track A Line Idea) for students' critical thinking skills in mathematics subjects in class VI geometry material in elementary schools. The purpose of this study is to describe whether the application of Discovery Learning models using TALI can be effective against critical thinking skills students on mathematics subjects in class VI geometry material in elementary schools, with research design referring to the syntax of Discovery Learning models that are the benchmarks in learning design namely, (1) providing stimulus; (2) identify the problem; (3) collecting data; (4) data processing; (5) verification; and (6) make conclusions. This study uses a One-shot Case Study experimental research design. With the subjects of class VI students with a total of 17 students. Data collection is done by tests, observations and questionnaires. The results of this study indicate that the motivation and activities of students in Discovery Learning based on TALI are interpreted in high criteria with a percentage range from 84.12% -88.24%. This indicates that Discovery Learning as constructivism learning provides space for students to actively participate in learning by using group learning design and guided discovery so that students keep paying attention to disciplinary aspects in conducting each stage in learning activities. The results of this study indicate that the motivation and activities of students in Discovery Learning based on TALI are interpreted in high criteria with a percentage range from 84.12% -88.24%. This indicates that Discovery Learning as constructivism learning provides space for students to actively participate in learning by using group learning design and guided discovery so that students keep paying attention to disciplinary aspects in conducting each stage in learning activities. The results of this study indicate that the motivation and activities of students in Discovery Learning based on TALI are interpreted in high criteria with a percentage range from 84.12% -88.24%. This indicates that Discovery Learning as constructivism learning provides space for students to actively participate in learning by using group learning design and guided discovery so that students keep paying attention to disciplinary aspects in conducting each stage in learning activities.]]>
<![CDATA[PENGGUNAAN MODEL PROJECT BASED LEARNING BERBASIS SOCIO SCIENTIFIC ISSUE UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA KELAS IV SEKOLAH DASAR ]]>
<![CDATA[Sri Rezeki, Luviani]]>;
<![CDATA[Nugraha, Trisna]]>
<![CDATA[ Jurnal Profesi Pendidikan Vol. 3 No. 2 (2024): December ]]>
Publisher : <![CDATA[PPG IKIP Siliwangi ]]>
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DOI: 10.22460/jpp.v3i2.25096
<![CDATA[Penelitian ini didasarkan pada rendahnya kemampuan berpikir kreatif siswa kelas IV sekolah dasar pada pembelajaran IPAS khususnya materi mengubah bentuk energi. Tujuan pada penelitian ini adalah untuk mengetahui penerapan, peningkatan dan Kendala yang dihadapi guru dan siswa dalam melaksanakan pembelajaran dengan model Project Based Learning berbasis Socio Scientific Issue. Penelitian ini menggunakan metode mix method dengan the Sequential Explanatory Design. Instrumen yang digunakan yaitu tes, wawancara, obervasi, dan angket. Subjek pada penelitian ini yaitu siswa kelas IV di salah satu sekolah dasar di Kecamatan Kabandungan. Hasil pengolahan data menunjukan perolehan nilai rata-rata dapat dibuktikan dengan hasil rata-rata pretest yang sebelum penggunaan model Project Based Learning berbasis Socio Scientifiec Issue mendapat rata-rata 59,1 dan kelas posttest mendapat nilai rata-rata 77. Kesimpulan pada penelitian ini dapat diartikan bahwa Project Based Learning berbasis Socio Scientific Issue lebih efektif dalam meningkatkan kemampuan berpikir kreatif siswa kelas IV sekolah dasar]]>
