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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Gudang Jurnal Multidisiplin Ilmu
Devano Andalas
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Religion Aerospace Engineering Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Public Health Social Sciences Other

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Peningkatan Hasil Belajar Matematika dengan Model Problem Based Learning Berbasis TPACK di Kelas V SD Devano Andalas; Ade Marlia; Rosi Satria Andi
Gudang Jurnal Multidisiplin Ilmu Vol. 3 No. 1 (2025): GJMI - JANUARI
Publisher : PT. Gudang Pustaka Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59435/gjmi.v3i1.1017

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar matematika yang disebabkan oleh proses pembelajaran yang berpusat pada pendidik. Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika peserta didik menggunakan model Problem Based Learning (PBL). Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) dengan subjek penelitian peserta didik kelas V SDN 95/III Tanjung Pauh Mudik tahun pelajaran 2024/2025. Data penelitian terdiri dari data kuantitatif dan kualitatif dengan dua siklus, masing-masing tiga pertemuan. Hasil penelitian pada siklus I menunjukkan peningkatan hasil belajar matematika peserta didik, yaitu pertemuan I 26,1%, pertemuan II 33,3%, dan pertemuan III 46,7%. Pada siklus II, peningkatan hasil belajar matematika peserta didik adalah pertemuan I 53,3%, pertemuan II 73,3%, dan pertemuan III 100%. Penilaian aktivitas pendidik pada siklus I menunjukkan skor pertemuan I 43,1%, pertemuan II 48,8%, dan pertemuan III 62,5%. Pada siklus II, skor pertemuan I 78,4%, pertemuan II 92,04%, dan pertemuan III 98,8%. Penilaian aktivitas peserta didik pada siklus I pertemuan I 36,7%, pertemuan II 43,3%, dan pertemuan III 44%. Pada siklus II, pertemuan I 62,3%, pertemuan II 62,3%, dan pertemuan III 88%. Berdasarkan hasil penelitian ini, dapat disimpulkan bahwa model pembelajaran Problem Based Learning dapat meningkatkan hasil belajar matematika pada peserta didik kelas V SDN 95/III Tanjung Pauh Mudik Kabupaten Kerinci.
IMPLEMENTASI PEMBELAJARAN MENDALAM (DEEP LEARNING) DALAM PEMBELAJARAN SENI MUSIK MATERI BUNYI DAN JENIS ALAT MUSIK DI SEKOLAH DASAR: SYSTEMATIC LITERATURE REVIEW Shintia Dona Armajuwita; Devano Andalas; Tulad Sutomo; Fifin Nabawiyah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.38426

Abstract

Music learning in elementary schools requires an approach that goes beyond the memorization of musical terms and provides exploratory, reflective, and joyful experiences through which students develop conceptual understanding of sounds and musical instruments. This article aims to map research trends, implementation patterns, impacts, challenges, and opportunities of deep learning in elementary music education, particularly in the topic of sounds and types of musical instruments. The study employed a Systematic Literature Review (SLR) method by adapting the PRISMA 2020 principles. Literature was searched through Google Scholar, GARUDA, Crossref, DOAJ, and national journal portals, covering publications from 2024 to 2026. The selection criteria included topical relevance, connection to elementary education or music learning, full-text availability, and DOI clarity. Thematic synthesis was conducted on 16 core articles. The findings indicate that research on this topic has increased since 2024 and is dominated by interactive media development, project-based learning, game-based learning, the use of musical instruments, and conceptual studies on meaningful, mindful, and joyful learning. Deep learning implementation is reflected in activities such as observing sound sources, comparing timbre, classifying instruments, producing simple musical works, discussing, and reflecting on musical experiences. The most prominent impacts include improved engagement, conceptual understanding, creativity, collaboration, and learning motivation. The main challenges are limited availability of instruments, teacher readiness, diverse student musical abilities, and insufficient authentic assessment practices. This review recommends an elementary music learning model based on sound exploration, creative projects, simple digital media, and reflective learning as a direction for future research
Co-Authors Ade Marlia Fifin Nabawiyah Rosi Satria Andi Shintia Dona Armajuwita Tulad Sutomo