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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Masyarakat: Jurnal Pengabdian Master of Civic Innovation and Education Technology.
Aldino
Universitas Muhammadiyah Muara Bungo
Humanities Education Other

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PENINGKATAN PROSES DAN HASIL BELAJAR MATEMATIKA MENGGUNAKAN MODEL KOOPERATIF TPS ( THINK, PAIR, SHARE ) DENGAN MEDIA WORDWALL DI KELAS V SDN 100/II MUARA BUNGO Dicka septia putri.b; Puput wahyu hidayat; Aldino
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.8093

Abstract

This Classroom Action Research was conducted on fifth-grade students at SDN 100/II Muara Bungo due to the low learning outcomes caused by the underdevelopment of students' scientific processes, as evident from the average mathematics test scores. Out of 28 students, only 10 were categorized as having achieved mastery, while 18 others were categorized as not having achieved mastery. This research aims to describe the improvement in the process and outcomes of mathematics learning using the Cooperative Model TPS (Think, Pair, Share) with Wordwall Media in Class V SDN 100/II Muara Bungo.This Classroom Action Research was conducted on fifth-grade students at SDN 100/II Muara Bungo due to the low learning outcomes caused by the underdevelopment of students' scientific processes, as evident from the average mathematics test scores. Out of 28 students, only 20 were categorized as having achieved mastery, while 8 others were categorized as not having achieved mastery. This research aims to describe the improvement in the process and outcomes of mathematics learning using the Cooperative Model TPS (Think, Pair, Share) with Wordwall Media in Class V SDN 100/II Muara Bungo.The research results show that: 1) the learning process of students using the TPS (Think, Pair, Share) cooperative model with Wordwall media in cycle I reached 36% with a poor category, increasing to 86.00% in cycle II with a very good category, 2) the teaching process by teachers using the TPS model with Wordwall media increased from 70% in cycle I to 95% in cycle II, 3) students' mathematics learning outcomes improved in each cycle, from 52% to 89%. It can be concluded that the application of the TPS (Think, Pair, Share) model with Wordwall media can increase student activeness and cooperation, thereby developing their scientific process and improving the achievement of student learning outcomes.
PENDAMPINGAN IMPLEMENTASI OUTCOME-BASED EDUCATION (OBE) DALAM PERENCANAAN DAN EVALUASI PEMBELAJARAN Desi Fitria; Larisman; Aldino; Arisman Sabir
Masyarakat: Jurnal Pengabdian Vol. 3 No. 2 (2026)
Publisher : Yayasan Pendidikan Dan Pengembangan Harapan Ananda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58740/m-jp.v3i2.818

Abstract

Implementasi Permendikbudristek Nomor 53 Tahun 2023 tentang Penjaminan Mutu Pendidikan Tinggi menuntut perguruan tinggi untuk menerapkan pembelajaran berbasis capaian (Outcome-Based Education/OBE) sebagai upaya meningkatkan mutu lulusan dan relevansi pembelajaran dengan kebutuhan pemangku kepentingan. Namun, implementasi OBE masih menghadapi berbagai kendala, seperti terbatasnya pemahaman dosen dalam menyusun perangkat pembelajaran berbasis capaian, mengembangkan asesmen autentik, serta mengintegrasikan Capaian Pembelajaran Lulusan (CPL), Capaian Pembelajaran Mata Kuliah (CPMK), dan evaluasi pembelajaran. Kegiatan Pengabdian kepada Masyarakat (PKM) ini bertujuan untuk meningkatkan kompetensi dosen dalam mengimplementasikan OBE pada tahap perencanaan dan evaluasi pembelajaran sesuai dengan Permendikbudristek Nomor 53 Tahun 2023. Metode pelaksanaan menggunakan pendekatan partisipatif melalui tahapan analisis kebutuhan, sosialisasi, workshop, pendampingan implementasi, serta monitoring dan evaluasi. Kegiatan difokuskan pada penyusunan Rencana Pembelajaran Semester (RPS), pengembangan strategi pembelajaran berpusat pada mahasiswa, serta penyusunan instrumen asesmen dan rubrik penilaian berbasis OBE. Hasil kegiatan menunjukkan bahwa peserta mengalami peningkatan pemahaman dan keterampilan dalam menyusun perangkat pembelajaran yang sesuai dengan prinsip constructive alignment dan kebijakan penjaminan mutu pendidikan tinggi. Selain itu, peserta mampu mengembangkan RPS, instrumen asesmen, dan sistem evaluasi pembelajaran yang terintegrasi dengan CPL dan CPMK. Kegiatan pendampingan ini terbukti efektif dalam mendukung implementasi OBE serta meningkatkan kesiapan dosen dalam menerapkan pembelajaran berbasis capaian. Program ini diharapkan dapat memperkuat budaya mutu pembelajaran dan mendukung implementasi sistem penjaminan mutu pendidikan tinggi yang berkelanjutan.
Penerapan Metode Pembelajaran Kooperatif Tipe Numbered Head Together Dalam meningkatkan Hasil Belajar IPAS Nurhidayah Nur; Aldino
Master of Civic Innovation and Education Technology Vol. 2 No. 1 (2026): Master of Civic Innovation and Education Technology (Civic-Edutech)
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/civic-edutech.v21.328

Abstract

Meaningful learning is inherently supported by various contributing factors, one of which is the learning model. Based on observations conducted by the researcher from April 6th to 11th, 2026, in Grade III at SD Negeri 155/II Tagan Senamat Ulu, Bungo Regency, it was found that the actual learning process in Science and Social Sciences (IPAS) showed a low level of student mastery, specifically regarding the material "Recognizing Surrounding Animals." This was evidenced by low exam scores and a lack of  student interest in the subject. Furthermore, the educator had not yet provided collaborative learning facilities for group discussions; for instance, the Numbered Heads Together (NHT) learning model had not been introduced. The delivery of material lacked variety and remained one-way, as the educator relied heavily on monotonous lecture and question-and-answer methods. The Numbered Heads Together (NHT) cooperative learning model is a group-based approach consisting of 4–5 students per group, where the educator assigns a number to each student. According to Shoimin, this type of research utilizes Classroom Action Research (CAR), which consists of four stages: planning, action, observing, and reflecting. Based on the research results, it can be concluded that the use of the Numbered Heads Together model in Grade III at SD Negeri 155/II Tagan Senamat Ulu improved both the learning process and outcomes. The improvement in the learning process, based on teacher observation sheet calculations, was recorded at 69.23% (Fairly Good) in Cycle I, Session I, and increased to 84.61% (Good) in Cycle I, Session II. The percentage reached 92.30% (Very Good) by Cycle II, Session I. Student learning outcomes also showed significant progress; in the post-test of Cycle I, only 17 students (65.38%) achieved the passing grade. However, in Cycle II, this increased to 23 students, thereby proving that the NHT model effectively enhances student learning outcomes.
Co-Authors Arisman Sabir Desi Fitria Dicka septia putri.b Larisman Nurhidayah Nur Puput Wahyu Hidayat