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All Journal Journal of Education and Instruction (JOEAI) JURNAL PERSPEKTIF PENDIDIKAN
Erpita, Rosi
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Pembelajaran Berdiferensiasi Gaya Belajar Pada Asam Basa Minarni, Minarni; Erpita, Rosi; Permadi, Adun; Mahdi, Ibnu; Samitra, Dian
JURNAL PERSPEKTIF PENDIDIKAN Vol 18 No 2 (2024): Jurnal Perspektif Pendidikan
Publisher : LP4MK STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31540/jpp.v18i2.3310

Abstract

Penelitian ini bertujuan untuk meningkatkan pemahaman dan motivasi belajar siswa dalam materi asam-basa melalui pendekatan pembelajaran berdiferensiasi berdasarkan gaya belajar dan model Problem Based Learning (PBL). Pembelajaran berdiferensiasi mengakomodasi berbagai gaya belajar siswa yaitu visual, auditori, dan kinestetik untuk mendukung proses pemahaman konsep kimia yang dianggap abstrak. Penelitian dilakukan di kelas XII 5 SMA Negeri 4 Lubuklinggau dengan jumlah siswa 28 orang pada tahun ajaran 2024/2025. Proses pembelajaran mencakup tahapan persiapan, pelaksanaan PBL dengan diferensiasi konten, proses, dan produk sesuai dengan gaya belajar siswa, serta evaluasi hasil belajar. Hasil penelitian menunjukkan bahwa pembelajaran berdiferensiasi berdasarkan gaya belajar siswa berdampak positif terhadap pemahaman konsep asam-basa dan kekuatan asam, ditandai dengan meningkatnya motivasi dan keaktifan siswa. Sebanyak 82% siswa mampu mencapai tingkat pemahaman yang memadai, dan kuesioner menunjukkan respons positif dari siswa terhadap pendekatan ini.
Pengembangan Modul Pembelajaran Pendidikan Pancasila Berbasis Problem Based Learning (PBL) untuk Meningkatkan Motivasi Belajar dan Tanggung Jawab Siswa SD N Transad Erpita, Rosi
JOEAI (Journal of Education and Instruction) Vol. 8 No. 4 (2025): JOEAI (Journal of Education and Instruction)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/joeai.v8i4.16081

Abstract

This study aims to develop a Problem Based Learning (PBL)-based Civic Education learning module that can improve students’ learning motivation and responsibility at SD Negeri Transad. The method used is Research and Development (R&D) with the 4D development model (Define, Design, Develop, and Disseminate). The research subjects were fifth-grade students of SD Negeri Transad, with data collection instruments including expert validation questionnaires, learning motivation questionnaires, and student responsibility observations. The results showed that the PBL-based module developed was categorized as “highly feasible” based on assessments from material experts and media experts. Field trials also indicated that the use of the module could significantly enhance students’ learning motivation and foster a sense of responsibility in the learning process. In conclusion, the PBL-based learning module is feasible to be used as Civic Education teaching material in elementary schools as it can foster active, responsible, and motivated students.   Keywords: Civic Education, elementary school, learning motivation, learning module, Problem Based Learning, responsibility
Co-Authors AA Sudharmawan, AA Mahdi, Ibnu Permadi, Adun Samitra, Dian