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All Journal Jurnal Yudistira Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial
Yulvia Mardlatillah
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Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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Dhalang Sebagai Role Model Dalam Mengembangkan Kemampuan Berbicara Bahasa Jawa Siswa SD Dimas Saputra; Yulvia Mardlatillah; Reza Fandi Tyasari; Muhammad Nofan Zulfahmi
Jurnal Yudistira : Publikasi Riset Ilmu Pendidikan dan Bahasa Vol. 3 No. 1 (2025): Jurnal Yudistira : Publikasi Riset Ilmu Pendidikan dan Bahasa
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/yudistira.v3i1.1549

Abstract

Javanese language learning has an important role in preserving regional culture and identity. This research aims to examine the role of a dhalang as a role model in developing Javanese speaking skills in elementary school (SD) students. The method used in this research is descriptive qualitative using data collection techniques as well as through observation, interviews and documentation. The results of this research indicate that a dhalang can function as an inspiration and motivator for students in learning Javanese. Through an interactive wayang method full of dialogue, students can more easily understand Javanese vocabulary and sentence structures. Apart from that, the presence of dhalang in learning activities provides a pleasant learning atmosphere and strengthens students' interest in speaking Javanese more actively. This research concludes that the integration of wayang art in Javanese language learning is effective in improving elementary school students' speaking skills.
Implementasi Think Pair Share untuk Meningkatkan Problem Solving Siswa Kelas 5 SD Yulvia Mardlatillah; Devi Laili Maesaroh; Erika Oktaviana Putri
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 3 No. 6 (2025): Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v3i6.2323

Abstract

This study aims to analyze the implementation of the Think Pair Share (TPS) learning model in improving problem solving skills in fractional materials for grade V students at SD Negeri 3 Mantingan. The background of this research is the low ability of students to solve fractional problems, mainly due to procedural misconceptions and lack of opportunities to discuss and construct understanding collaboratively. The method used is the Kemmis and McTaggart model Class Action Research (PTK), which consists of four stages: planning, action, observation, and reflection. The research was conducted in one cycle, involving 28 students as subjects. Data collection was carried out through evaluation tests (pre-cycle and cycle I) as well as observation of student learning activities. The results of the study showed a significant increase in problem solving ability. The average score of students increased from 36.43 in the pre-cycle to 93.21 in the first cycle, with a t-test of 25.18 and a p< value of 0.001, indicating a high significance. Learning completeness increased from 0% to 100%. The TPS model has been proven to be able to overcome misconceptions, especially through the peer scaffolding process in the "pair" stage, which helps students in identifying variables and choosing the right calculation operations. In addition, there was an increase in students' collaborative skills in terms of expressing opinions and asking questions, with an achievement range between 68% to 75%. The main obstacles faced in the implementation of polling stations are the management of discussion time and class noise. However, this was successfully overcome through the use of timers and Student Worksheets (LKPD) equipped with scaffolding questions. It can be concluded that the TPS model is an innovative and effective approach in improving mathematical problem solving skills contextually, in line with the principles of the Independent Curriculum.
Co-Authors Devi Laili Maesaroh Dimas Saputra Erika Oktaviana Putri Muhammad Nofan Zulfahmi Reza Fandi Tyasari