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All Journal Social, Humanities, and Educational Studies (SHEs): Conference Series JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Jurnal Jaringan Penelitian Pengembangan Penerapan Inovasi Pendidikan (Jarlitbang)
Satuti, Retno
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Mengatasi Miskonsepsi Dalam Pembelajaran IPA: Tantangan Dan Strategi Untuk Peningkatan Pemahaman Sains Di Sekolah Dasar Pada Materi Iklim Dan Perubahan Satuti, Retno; Ragil Widianto Atmojo, Idam
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol. 12 No. 1 (2025): ELEMENTARY SCHOOL (Jurnal Pendidikan dan Pembelajaran Ke-SD-an)
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/esjurnal.v12i1.4378

Abstract

Tujuan dari penelitian ini adalah untuk mengidentifikasi dan memahami berbagai tantangan, jenis miskonsepsi yang sering muncul pada siswa sekolah dasar dalam pembelajaran IPA, serta strategi dan peran guru dalam mengatasi miskonsepsi di kelas, termasuk kendala dalam menemukan strategi yang tepat dan efektif. Metode yang digunakan adalah telaah literatur untuk mengumpulkan dan menganalisis penelitian sebelumnya melalui artikel, jurnal, dan buku yang relevan. Hasil penelitian menunjukkan miskonsepsi siswa disebabkan oleh pemahaman yang keliru tentang konsep ilmiah dasar, keterbatasan media pembelajaran, dan kurangnya keterkaitan materi dengan kehidupan sehari-hari. Tantangan bagi guru meliputi waktu pembelajaran yang terbatas, rendahnya literasi sains, dan kurangnya media interaktif. Strategi efektif untuk mengatasi miskonsepsi mencakup penggunaan media visual, pendekatan berbasis proyek, dan diskusi kelompok. Guru memiliki peran penting dalam mendeteksi dan memperbaiki miskonsepsi melalui pembelajaran interaktif. Penelitian ini menyimpulkan bahwa miskonsepsi dapat diminimalisir dengan strategi kontekstual, media visual menarik, dan dukungan kurikulum terstruktur, serta merekomendasikan agar guru mengintegrasikan pendekatan aktif dalam pembelajaran untuk meningkatkan pemahaman sains siswa
MODEL PjBL DAN KETERAMPILAN BERPIKIR KRITIS PADA ERA DIGITAL: UPAYA MENINGKATKAN KEMAMPUAN MENULIS ESAI PESERTA DIDIK Satuti, Retno; Winarni, Retno; Santosa, Eka Budhi
JP2M (Jurnal Pendidikan dan Pembelajaran Matematika) Vol 11, No 1 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jp2m.v11i1.7728

Abstract

Mastery of essay writing constitutes a critical component in the development of higher-order thinking skills among elementary school students in the digital age. The observed difficulties of students in organizing ideas and constructing logical arguments highlight the pressing need for innovative instructional approaches that promote active participation and reflective reasoning. The study employs a quasi-experimental design, 60 fifth-grade students from the Gajah Mada Giriwoyo Cluster. The primary instrument used for data collection was an essay assessment tool, developed based on coherence, cohesion, sentence structure, and idea development criteria. Data analysis procedures included independent t-tests, two-way ANOVA tests, and N-Gain index calculations to evaluate the magnitude of learning improvement. The findings demonstrate a statistically significant distinction between the experimental and control groups, indicated by a p-value of 0.0208 and an average N-Gain of 0.24 for the experimental group. Moreover, critical thinking proficiency among students was found to exert a substantial effect on their progress in essay writing skills. Based on these results, the study recommends that educators incorporate project-based methodologies as a strategy to enrich literacy instruction practices in elementary education settings.
MODEL PEMBELAJARAN MEAN ENDS ANALISIS (MEA) DALAM MENINGKATKAN KEMAMPUAN LITERASI NUMERASI DI SD NEGERI 4 GIRIWOYO WONOGIRI Satuti, Retno
Jurnal Jaringan Penelitian Pengembangan Penerapan Inovasi Pendidikan (Jarlitbang) Vol. 11 Nomor 1 Juni 2025
Publisher : Badan Perencanaan Pembangunan Daerah dan Penelitian dan Pengembangan Kabupaten Wonogiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59344/jarlitbang.vi.283

Abstract

Numeracy literacy refers to the knowledge and skills needed to understand texts and to use a variety of numbers and symbols to solve practical problems in various real-life contexts. In fact, the numeracy literacy skills of students at SDN 4 Giriwoyo remain low. To address this issue, teachers have implemented the Means Ends Analysis (MEA) learning model. This study aims to describe the preparation, implementation, and obstacles encountered by teachers in implementing the MEA model in mathematics learning as an effort to improve students' numeracy literacy skills in SD Negeri 4 Giriwoyo, Wonogiri. Using a qualitative approach, the study began with data collection through interviews and observations involving the principal, classroom teacher, and sixth-grade students. The collected data were then analyzed descriptively through data reduction, data presentation, and conclusion drawing. The results of the study show that the preparation for the MEA learning model included the development of teaching modules, instructional materials, learning media, and assessment instruments. The implementation of the MEA model was carried out in three stages: introduction, main activities, and closing. Several challenges faced by teachers in implementing the MEA learning model were: 1) Difficulty in creating problem-solving questions; 2) Difficulty in designing problems that are easily understood by students; 3) Students experienced difficulties in solving the problems; 4) Students perceived the learning model as less enjoyable due to the complexity of the tasks; 5) Students with low math proficiency tended to be passive; 6) Creating mathematical problem-solving questions required careful thought; and 7) Students struggled to express mathematical problems clearly.
Analysis of How Critical Thinking Skills Affect Students' Essay Writing Ability Satuti, Retno; Winarni, Retno; Santosa, Eka Budhi
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 4 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i4.109461

Abstract

This study aims to analyze the influence of critical thinking skills on the essay writing ability of elementary school students. The research was conducted at SDN Gugus Gajah Mada Giriwoyo using a quantitative ex post facto approach. The research sample consisted of 52 students determined through cluster random sampling techniques. Critical thinking skills data were obtained based on scores on several essay questions, while essay writing skills were measured based on indicators of coherence, cohesion, sentence structure, and idea development. Data analysis employed descriptive statistics, normality tests, validity tests, and simple regression analyses. The results showed that critical thinking skills had a significant impact on the ability to write essays, accounting for 37% of the variance. These findings confirm the importance of integrating critical thinking-based learning in literacy learning in elementary schools.
Co-Authors Ragil Widianto Atmojo, Idam Retno Winarni Santosa, Eka Budhi