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All Journal MALIH PEDDAS Pendas : Jurnah Ilmiah Pendidikan Dasar Journal on Education Cendekiawan JS (Jurnal Sekolah) JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Ryky Mandar Sary
Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Ilmu Pendidikan, Universitas PGRI Semarang
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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MODEL PROBLEM BASED LEARNING UNTUK MENUMBUHKAN KEMAMPUAN BERPIKIR KRITIS SISWA DI SEKOLAH DASAR Ryky Mandar Sary, Djariyo, Ihtiya Kusuma Dewi
Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 5, No 2 (2015): Malih Peddas
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/malihpeddas.v5i2.847

Abstract

The purpose of this study was to determine the increase students' critical thinking skills mathematics courses before and after application of problem based learning model. This type of research is quantitative. Data in this study were obtained through the test of critical thinking skills with narrative form, documentation, and observation. The study design used is one group pretest-posttest design. Based on the analysis of research data after getting treatment with problem based learning model, showed an increase in students' critical thinking skills. T test coefficient of 6.0125 and the coefficient is significant at the 5% level, as obtained thitung> ttable ie t = 6.0125> table = 2.093. It can be concluded that there is an increase in students' critical thinking skills mathematics courses before and after application of problem based learning model.
KESIAPAN SISWA DALAM MENYELESAIKAN SOAL ASESMEN KOMPETENSI MINIMUM (AKM) LITERASI DAN NUMERASI KELAS V SDN PALEBON 1 SEMARANG Siskawati Siskawati; Ryky Mandar Sary; Veryliana Purnamasari
JS (JURNAL SEKOLAH) Vol 6, No 3 (2022): JUNI 2022
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (225.266 KB) | DOI: 10.24114/js.v6i3.35323

Abstract

Abstract: Student Readiness in Completing the Literacy and Numeracy Minimum Competency Assessment (AKM) for Class V SDN Palebon 1 Semarang. The purpose of this study is to find out how the level of readiness and difficulty of class V students in solving AKM literacy and numeracy problems. Data collection techniques used in research are questionnaires, interviews, test, and documentation. The data source used in this study were 10 students of class V, where the results of this study are the level of readiness of class V students in solving AKM literacy and numeracy problems from internal factors that include intelligence, talent, interest, motivation, and physical and spiritual health of students, which is 51% with the category "sufficient", while from external factors that include the family environment, which is 49% with the category "sufficient". Based on the results of the analysis of literacy and numeracy tests, the average student gets a score below KKM. In the problem of literacy tests the highest score obtained by students is 56.6 "enough" and the lowest score obtained by students is 10.5 "very less". While in the matter of numeracy test the highest grade obtained by students is 43 "enough" and the lowest score obtained by students is 18 "very less". Based on interviews conducted with students, the readiness level criteria of students of class V SDN Palebon 01 Semarang are 20% of students with "excellent" readiness level categories, 20% of students with "good" readiness level categories, 50% of students with "sufficient" readiness level categories, while 10% of students with "low" readiness level categories.Keywords: Minimum Competency Assessment, Readiness, Literacy and Numeracy.  Abstrak: Kesiapan Siswa Dalam Menyelesaikan Soal Asesmen Kompetensi Minimum (AKM) Literasi Dan Numerasi Kelas V SDN Palebon 1 Semarang.  Tujuan dari penelitian ini adalah untuk mengetahui bagaimana tingkat kesiapan siswa kelas V dalam menyelesaikan soal AKM literasi dan numerasi. Teknik pengumpulan data yang digunakan dalam penelitian adalah angket, wawancara, soal tes, dan dokumentasi. Sumber data yang digunakan dalam penelitian ini adalah 10 siswa kelas V, dimana hasil penelitian ini adalah tingkat kesiapan siswa kelas V dalam menyelesaikan soal AKM literasi dan numerasi dari faktor internal yang meliputi intelegensi, bakat, minat, motivasi, serta kesehatan jasmani dan rohani siswa yaitu 51% dengan kategori “cukup”, sedangkan dari faktor eksternal yang meliputi lingkungan keluarga yaitu 49% dengan kategori “cukup”. Berdasarkan hasil analisis soal tes literasi dan numerasi, rata-rata siswa mendapatkan nilai di bawah KKM. Pada soal tes literasi nilai tertinggi yang diperoleh siswa yakni 56,6 “cukup” dan nilai terendah yang diperoleh siswa yakni 10,5 “sangat kurang”. Sedangkan pada soal tes numerasi nilai tertinggi yang diperoleh siswa yakni 43 “cukup” dan nilai terendah diperoleh siswa yakni 18 “sangat kurang”. Berdasarkan wawancara yang dilakukan dengan siswa, kriteria tingkat kesiapan siswa kelas V SDN Palebon 01 Semarang yaitu 20% siswa dengan kategori tingkat kesiapan “sangat baik”, 20% siswa dengan kategori tingkat kesiapan “baik”, 50% siswa dengan kategori tingkat kesiapan “cukup”, sedangkan 10% siswa dengan kategori tingkat kesiapan “rendah”. Kata Kunci: Asesmen Kompetensi Minimum, Kesiapan, Literasi dan Numerasi.
Analisis Kesalahan Siswa dalam Pemecahan Masalah Penjumlahan dan Pengurangan Berdasarkan Teori Polya pada Kelas 1 Sekolah Dasar Synta Nur Khasanah; Ryky Mandar Sary; Veryliana Purnamasari
Journal on Education Vol 7 No 1 (2024): Journal on Education: Volume 7 Nomor 1 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v7i1.6801

Abstract

This study aims to analyze the types of student errors and the factors causing these errors in solving addition and subtraction problems based on Polya's theory. The research employs a qualitative approach with a phenomenological method, involving 10 students and the first-grade teacher from an elementary school as subjects. Data collection techniques include student interviews, teacher interviews, written tests, and documentation. Data analysis techniques involve data collection, data reduction, data presentation, and verification. The results indicate that the types of student errors based on Polya's theory are: 1) misunderstanding the problem with a percentage of 14%, 2) planning errors with a percentage of 7%, 3) executing the plan errors with a percentage of 7%, and 4) reviewing errors with a percentage of 60%. The factors causing these errors include: 1) students not being accustomed to writing down what is known and what is asked, 2) not understanding the steps to be used, 3) lack of accuracy in calculations and rushing, and 4) not knowing the concept of conclusions and a lack of carefulness in solving problems.
PENGEMBANGAN VIDEO PEMBELAJARAN INTERAKTIF UNTUK MENINGKATKAN PEMAHAMAN KONSEP SISWA KELAS 1 DALAM MENGUKUR PANJANG BENDA Layinnatussyifa, Eka; Januar Saputra , Henry; Mandar Sary , Ryky
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.28889

Abstract

This study aims to develop interactive learning video media to improve understanding of the concept of measuring length in grade 1 students of SDN Sumberejo 2. Using the Research and Development (R&D) method with the ADDIE model, involving 29 students as research subjects. Data were collected through observation, interviews, tests, and questionnaires. The video was developed using Canva and CapCut, validated by material experts, media experts, and learning practitioners. The validation results showed a score of 96% from material experts and 97.5% from media experts, which means the video was declared very valid. Implementation was carried out through three meetings, with an average pretest result of 55.17 and increasing to 93.79 in the posttest, with an N-Gain value of 0.8682 which is quite high. This proves that practical videos are used because they can improve student learning outcomes. The effectiveness of the media is proven through the results of the student response questionnaire which reached 94% and the teacher's assessment of 97.5%, both of which are in the "very effective" category. Thus, the interactive learning videos developed are proven to be valid, practical, and effective for use in mathematics learning, especially in the material on measuring length in grade 1 of elementary school.
IMPLEMENTASI PEMBELAJARAN MATEMATIKA MELALUI PENDEKATAN DEEP LEARNING DI KELAS IV SD NEGERI SAMPANG 1 DEMAK Luki Bahari; Ryky Mandar Sary; Kartinah Kartinah; Filia Prima Artharina; Maskanatul Fiqiyah; Fajar Cahyadi
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol. 12 No. 1 (2026): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Lembaga Pengembangan Profesi Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v12i1.642

Abstract

Pembelajaran matematika di sekolah dasar sering kali berfokus pada prosedur rutin dan pencapaian jawaban yang benar, sehingga memberikan ruang yang terbatas bagi siswa untuk mengembangkan kemampuan penalaran dan berpikir reflektif. Akibatnya, banyak siswa memiliki pemahaman konseptual yang kurang mendalam dan partisipasi yang rendah dalam membangun makna pembelajaran. Penelitian ini mengkaji penerapan pendekatan deep learning dalam pembelajaran matematika kelas IV di SD Negeri Sampang 1. Penelitian ini menggunakan desain studi kasus kualitatif dengan pengumpulan data melalui observasi partisipatif, wawancara mendalam dengan guru dan siswa, serta analisis dokumentasi. Analisis data dilakukan secara tematik melalui tahap reduksi data, pengodean, kategorisasi, dan interpretasi tema. Hasil penelitian menunjukkan bahwa praktik deep learning mampu mengubah interaksi pembelajaran di kelas melalui tiga tahap yang saling berkaitan, yaitu penyesuaian, keterlibatan dialogis dan internalisasi reflektif. Praktik tersebut mendorong kesadaran metakognitif dan memperkuat hubungan yang bermakna antara konsep matematika dan pengalaman sehari-hari siswa. Serta menciptakan suasana emosional yang mendukung proses belajar. Meski terdapat kendala berupa keterbatasan waktu dan perbedaan kemampuan siswa, guru menerapkan strategi adaptif seperti aktivitas berdiferensiasi dan kerja kelompok homogen untuk mempertahankan pembelajaran yang kontekstual dan reflektif. Penelitian ini menyimpulkan bahwa pendekatan deep learning dapat diterapkan dalam pembelajaran matematika kelas IV untuk menciptakan pembelajaran yang lebih aktif, reflektif dan bermakna.
PENGARUH PERTIMBANGAN PASAR KERJA UNTUK MENJADI WIRAUSAHAWAN TERHADAP PEMILIHAN KARIR MAHASISWA DENGAN PERAN NIAT SEBAGAI MEDIASI DAN MODERASI Luki Bahari; Singgih Adhi Prasetyo; Rofian Rofian; Veryliana Purnamasari; Ryky Mandar Sary; Faiqotul Himmah
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol. 12 No. 1 (2026): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Lembaga Pengembangan Profesi Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v12i1.730

Abstract

Penelitian ini bertujuan untuk mengetahui sejauh mana pengaruh pertimbangan pasar kerja dalam menjadi wirausahawan terhadap pemilihan karier mahasiswa, dengan peran niat sebagai mediator dan moderator; menganalisis peran niat mahasiswa dalam memengaruhi keputusan karier; serta menguji peran niat mahasiswa sebagai mediator dan moderator dalam hubungan antara pertimbangan pasar kerja dan keputusan karier. Penelitian ini menggunakan metode kuantitatif melalui survei. Subjek penelitian ini yaitu sebanyak 94 mahasiswa PGSD UPGRIS angkatan 2022. Hasil penelitian menunjukkan bahwa pertimbangan pasar kerja memengaruhi keputusan karier mahasiswa secara signifikan melalui jalur mediasi niat mahasiswa, di mana mahasiswa menyesuaikan pilihan karier, baik sebagai guru maupun wirausahawan. Selain itu, niat mahasiswa juga berfungsi sebagai moderator yang memodifikasi kekuatan pengaruh pertimbangan pasar kerja terhadap keputusan karier. Pengaruh tersebut lebih menonjol pada mahasiswa dengan tingkat niat tinggi dibandingkan dengan mereka yang memiliki tingkat niat rendah. Penelitian ini menegaskan bahwa niat memiliki peran ganda sebagai mediator dan moderator, sehingga pengambilan keputusan karier dipengaruhi oleh interaksi antara faktor eksternal dan faktor internal. Temuan ini memberikan implikasi bagi mahasiswa dan universitas dalam merencanakan strategi pengembangan karier berdasarkan pertimbangan pasar kerja dan niat pribadi.
Kesalahan Siswa Dalam Memecahkan Masalah Perkalian dan Pembagian Pecahan di Kelas V Sekolah Dasar Fidiya Desta Rafatalita Widiyantoro; Ryky Mandar Sary; Ikha Listyarini
CENDEKIAWAN Vol 7 No 1 (2025): Cendekiawan
Publisher : Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/cendekiawan.v7i1.480

Abstract

The context of this research was driven by the observation of student errors in solving problems related to multiplication and division of fractions in fifth grade elementary school. This is due to the lack of understanding of fractions, which leads to errors when students work on these problems. This study aims to identify the types of errors and the factors causing students' misunderstandings in solving multiplication and division of fractions, based on Polya's problem-solving steps, in a fifth grade class at a public elementary school in Semarang Regency. The research approach is qualitative with a phenomenological research method. The data sources for this study are teachers and 23 students from class VB of a public elementary school in Semarang Regency. Data in this study were obtained through observations, written tests, interviews, and documentation. The data analysis technique involved data reduction, data presentation, and drawing conclusions. Data validity was ensured through technique and source triangulation. The results of the study indicate: (1) errors in understanding the problem amounted to 23.6%, in planning amounted to 22.2%, in executing the plan amounted to 51.3%, and in writing the final answer amounted to 69.4%. (2) The factors causing these problem-solving errors include students not being accustomed to noting known and asked information in the problems, students not having the habit of writing down a solution plan, students not knowing which steps to choose to create a plan, students not solving problems according to the pre-made plan, and students not thoroughly checking the steps.
Co-Authors Faiqotul Himmah Fajar Cahyadi Fidiya Desta Rafatalita Widiyantoro Filia Prima Artharina Ikha Listyarini Januar Saputra , Henry Kartinah Kartinah Layinnatussyifa, Eka Luki Bahari Maskanatul Fiqiyah Rofian, Ari Widyaningrum, Rofian, Singgih Adhi Prasetyo, Singgih Siskawati Siskawati Synta Nur Khasanah Veryliana Purnamasari Veryliana Purnamasari Veryliana Purnamasari