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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang MASALIQ: Jurnal Pendidikan dan Sains Juara SD : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar International Journal of Education, Culture, and Society International Journal of Humanities, Education, and Social Sciences
Yonathan S Pasinggi
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Penggunaan Media Pembelajaran Puzzle Untuk Meningkatkan Hasil Belajar Siswa Pada Pembelajaran IPAS Kelas IV UPTD SD Negeri 23 Barru Lukman; Yonathan S Pasinggi; Ainul Mardiana
Juara SD : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol. 3 No. 3 (2024): NOVEMBER
Publisher : Juara SD : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar

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Abstract

Abstrak : Penelitian ini dilatar belakangi oleh rendahnya hasil belajar siswa yang belum mencapai SKBM di kelas IV UPTD SD Negeri 23 Barru. Oleh karena itu, Masalah dalam penelitian ini adalah bagaimanakah penggunaan media puzzle dapat meningkatkan proses belajar tentang mengubah bentuk energi dalam kehidupan sehari-hari siswa Kelas IV UPTD SD Negeri 23 Barru. dan apakah dengan menerapkan penggunaan media puzzle dapat meningkatkan hasil belajar tentang tentang mengubah bentuk energi dalam kehidupan sehari-hari kelas IV UPTD SD Negeri 23 Barru. Penelitian ini adalah penelitian tindakan kelas (PTK) yang bertujuan untuk mengetahui penggunaan media puzzle dalam kehidupan sehari-hari dan untuk mengetahui peningkatan hasil belajar tentang mengubah bentuk energi dalam kehidupan sehari-hari. pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif.
PENERAPAN MODEL PEMBELAJARAN FIRE UP UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS V UPT SDN 3 TANRUTEDONG KABUPATEN SIDRAP Huryahtul Jannah; Yonathan S Pasinggi; Kamaruddin
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Publish
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.12998

Abstract

This Classroom Action Research (CAR) study aimed to determine whether the application of the Fire Up learning model could improve the mathematics learning outcomes of fifth-grade students at UPT SDN 3 Tanrutedong, Sidrap Regency. The subjects were all 36 fifth-grade students and their homeroom teachers. Data collection techniques included observation and tests. Data analysis techniques included data reduction, data description, and conclusion drawing. The results showed that teacher and student activity in Cycle I reached a sufficient (C) category and in Cycle II reached a good (B) category. Students' mathematics learning mastery in Cycle I reached 69.44%, or a sufficient (C) category, and increased to 94.44%, or a good (B) category, in Cycle II. This concludes that the Fire Up learning model can improve the mathematics learning outcomes of fifth-grade students at UPT SDN 3 Tanrutedong, Sidrap Regency.
The Influence of RME on Mathematical Problem Solving of Students at SDN 49 Parepare Yonathan S Pasinggi
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.v4i2.10374

Abstract

Although mathematical problem-solving ability has become a central concern in elementary mathematics education, empirical discussion of Realistic Mathematics Education (RME) in the specific context of SDN 49 Kota Parepare remains limited. This study aims to analyze the effect of RME on fourth-grade students’ mathematical problem-solving ability. A quantitative approach with a quasi-experimental nonequivalent control group design was employed. The manuscript was prepared using a simulated dataset involving 48 fourth-grade students, comprising 24 students in the experimental class and 24 students in the control class, selected through cluster sampling. Data were collected using a mathematical problem-solving essay test based on four indicators: understanding the problem, planning a solution, implementing the plan, and checking the answer. Data were analyzed using descriptive statistics, N-gain, the Shapiro–Wilk normality test, Levene’s homogeneity test, and an independent-samples t-test. The simulated findings show that the experimental class increased from a mean pretest score of 48.17 to a mean posttest score of 81.83, whereas the control class increased from 49.79 to 71.54. The experimental class obtained an N-gain score of 0.66, which was higher than the control class score of 0.44. Hypothesis testing indicated a significant difference in N-gain scores, t(46) = 5.19, p < .001, with a large effect size. These findings illustrate that RME can support contextual, model-based, interactive, and reflective mathematics learning, particularly in strengthening students’ mathematical problem-solving processes. The study contributes to elementary mathematics education by demonstrating the potential of RME as an instructional approach for improving problem-solving ability; however, before scholarly submission, the simulated data must be replaced with actual field data from SDN 49 Kota Parepare.
Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) terhadap Hasil Belajar Peserta Didik dalam Pembelajaran Matematika Kelas V UPTD SD Negeri 85 Parepare Yonathan S Pasinggi; Abdul Halik; Nurul Annisa Asrul
MASALIQ Vol 6 No 4 (2026): JULI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/masaliq.v6i4.11400

Abstract

The implementation of a learning model that encourages students’ active participation is necessary to improve mathematics learning outcomes, particularly in solid geometry. This study aims to analyze the effect of the Think Pair Share (TPS) cooperative learning model on fifth-grade students’ mathematics learning outcomes in solid geometry at UPTD SD Negeri 85 Parepare. The study employed a quantitative approach using a quasi-experimental method and a nonequivalent pretest-posttest control group design. The study population comprised all 68 fifth-grade students. The sample was determined using a saturated sampling technique, with 34 students from Class V.A assigned to the control group and 34 students from Class V.B assigned to the experimental group. Data were collected through a learning outcome test consisting of 15 multiple-choice questions administered at the pretest and posttest stages. The data were analyzed using descriptive and inferential statistics, including normality tests, homogeneity tests, and an independent-samples t-test. The results showed that the experimental group achieved a mean posttest score of 84.68, which was higher than the control group’s mean score of 77.65. The independent-samples t-test yielded a significance value of 0.001 ≤ 0.05; therefore, H₀ was rejected and H₁ was accepted. This study concludes that the TPS cooperative learning model has a positive and significant effect on fifth-grade students’ mathematics learning outcomes in solid geometry at UPTD SD Negeri 85 Parepare. These findings strengthen the application of cooperative learning as an alternative mathematics teaching strategy that promotes student engagement and improves learning outcomes.
Profile of Meaningful Learning in Mathematics among Elementary School Students on Number and Operations Topics Yonathan S Pasinggi
International Journal of Education, Culture, and Society Vol 4 No 2 (2026): International Journal of Education, Culture, and Society
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijecs.v4i2.9840

Abstract

Meaningful learning is a crucial aspect of elementary mathematics instruction, particularly in number and operations topics, which serve as the foundation for further mathematical understanding. However, mathematics learning in elementary schools still tends to emphasize procedural skills and provides limited opportunities for students to connect mathematical concepts with real-life contexts, resulting in less meaningful understanding. This study aims to analyze the profile of meaningful learning in mathematics among elementary school students on number and operations topics. A descriptive method with a qualitative approach supported by quantitative data was employed. The research was conducted at SDN 50 Bonto Panno, Pangkep Regency, during October–November 2025, involving 25 fifth-grade students as research subjects. Data were collected through contextual-based tests on number and operations, a meaningful learning questionnaire, classroom observations, and documentation of students’ work. Data were analyzed by categorizing students’ meaningful learning based on indicators of conceptual understanding, connections to real-life experiences, and the ability to explain and reflect on mathematical concepts. The findings indicate that students’ meaningful learning in mathematics was generally at a moderate level. Students demonstrated adequate procedural understanding of number operations but experienced difficulties in connecting mathematical concepts to contextual situations and verbally explaining the meaning of the concepts learned. These findings suggest that meaningful learning in elementary mathematics requires stronger integration of contextual, reflective, and student-centered instructional practices. This study contributes to elementary mathematics education by providing empirical insight into students’ meaningful learning profiles and highlighting the need to improve instructional strategies that support conceptual understanding in number and operations topics.
Co-Authors Abdul Halik Ainul Mardiana Huryahtul Jannah Kamaruddin Lukman Nurul Annisa Asrul