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All Journal Jurnal Simki Postgraduate Education Curiosity
Sari, Nindi Novita
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Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Other

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The ANALISIS KETERLAKSANAAN MODEL PROJECT BASED LEARNING DALAM PEMBELAJARAN BAHASA INDONESIA KELAS 4 SDN 5 CAKUL KECAMATAN DONGKO KABUPATEN TRENGGALEK Sari, Nindi Novita; Janattaka, Nugrananda
EduCurio: Education Curiosity Vol 1 No 3 (2023): Juli-Oktober 2023
Publisher : Yayasan Pendidikan Tanggui Baimbaian

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Model pembelajaran project based learning diharapkan dapat memudahkan peserta didik dalam mempelajari materi, mengembangkan potensi anak usia sekolah dasar, selain itu model pembelajaran project based learning diharapkan bisa menghasilkan sebuah produk yang dapat mengasah kemampuan belajar siswa dalam kegiatan pembelajaran. Begitupun di kelas 4 SDN 5 Cakul, Guru kelas mengatakan bahwa di kelas 4 memang telah menggunakan model pembelajaran project based learning dalam pembelajaran bahasa Indonesia, namun fakta dilapangan masih ada permasalahan yang ditemukan pada saat proses pembelajaran bahasa Indonesia. Tujuan penelitian ini untuk mendeskripsikan keterlaksanaan model project based learning dalam pembelajaran bahasa Indonesia kelas 4 SDN 5 cakul. Metode dalam penelitian ini adalah penelitian kualitatif dengan pendekatan fenomenologi. Subjek penelitian adalah guru kelas dan siswa kelas 4. Penelitian dilaksanakan di SDN 5 Cakul kecamatan Dongko kabupaten Trenggalek. Informan diambil sebanyak 16 siswa. Teknik pengumpulan data dengan menggunakan angket, observasi, wawancara dan dokumentasi. Hasil penelitian menunjukan bahwa untuk penerapan model project based learning, memberikan pertanyaan mendasar masuk dalam kategori sudah baik dengan presentase 73%, penerapan mendesain perencanaan produk masuk dalam kategori kurang baik dengan presentase 49%, penerapan menyusun jadwal masuk dalam kategori cukup baik dengan presentase 66%, penerapan pemonitoran peserta didik dan kemajuan proyek masuk dalam kategori kurang baik dengan presentase 52%, penerapan pengujian hasil masuk dalam kategori kurang baik dengan presentase 53%, serta penerapan mengevaluasi pengalaman masuk dalam kategori cukup baik dengan presentase 61%.
Peningkatan Hasil Belajar Peserta Didik pada Materi Keanekaragaman Hayati melalui Model Pembelajaran Team Game Tournament (TGT) dengan Bantuan Media Edubox Sari, Nindi Novita; Santoso, Agus Muji; Utami, Arsanti Dwi
EduCurio: Education Curiosity Vol 4 No 1 (2025): Agustus-November 2025
Publisher : Yayasan Pendidikan Tanggui Baimbaian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71456/ecu.v4i1.1461

Abstract

Penelitian tindakan kelas ini dilatar belakangi oleh kurang aktifnya peserta didik dalam proses pembelajaran, sehingga menimbulkan sikap kurang antusias terhadap pembelajaran, serta rasa kompetisi antar peserta didik karena dianggap kurang menarik serta kurangnya minat peserta didik dalam berliterasi sehingga membuat hasil belajar mereka kurang maksimal. Penelitian ini bertujuan untuk untuk mengetahui “Peningkatan Hasil Belajar Peserta didik Pada Materi Keanekaragaman Hayati Melalui Model Pembelajaran Team Game Tournament (TGT) dengan Bantuan Media Edubox Di Kelas 5 SDN Bandar Lor 1”. Tingkat kefokusan peserta didik dalam pembelajaran masih rendah, yang mengakibatkan hasil belajar peserta didik juga masih rendah , hal ini berdasarkan hasil observasi yang telah peneliti laksanakan. Masih banyak peserta didik yang pasif. Oleh karena itu, Peneliti menggunakan model pembelajaran cooperative tipe TGT guna berbantuan media EduBox meningkatkan hasil belajar peserta didik. Subjek penelitian ini adalah peserta didik kelas V SD Negeri Bandar Lor 1 yang berjumlah 13 peserta didik, dengan metode pengamatan, dokumentasi, dan tes. Dalam melakukan analisis data, penelitian ini menggunakan analisis ketuntasan individu dan ketuntasan klasikal serta penarikan kesimpulan. Berdasarkan hasil penelitian terjadi peningkatan hasil belajar peserta didik yang dapat dilihat dari ketercapaian nilai tes yaitu: pada siklus II, nilai peserta didik yang berada dibawah skor belum tuntas tersisa 2 peserta didik sedangkan yang tuntas sebanyak 11 dengan persentase 84,61%. Nilai ini telah melewati skor ketuntasan lebih dari 70%. Sehingga pada saat pelaksanaan tes akhir siklus II peserta didik dapat mencapai standar kriteria ketuntasan minimal (KKM) tes hasil belajar yang telah ditentukan
Meningkatkan Hasil Belajar Pendidikan Pancasila Menggunakan Model Pembelajaran Cooperative Learning Tipe Teams Games Tournament Sari, Nindi Novita
Jurnal Simki Postgraduate Vol 4 No 2 (2025): Volume 4 Nomor 2 Tahun 2025
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jspg.v4i2.955

Abstract

This classroom action research is motivated by the inaccuracy of the model teacher in choosing a learning model, which causes boredom and lack of focus for students in following the learning process. This study aims to determine the effect of the Cooperative learning model Teams Games Tournaments (TGT) type in improving the learning outcomes of fifth grade students in Pancasila education learning. The level of student focus in learning is still low, which results in low student learning outcomes, this is based on the results of observations that researchers have carried out. There are still many passive students. Therefore, researchers use the TGT type cooperative learning model to improve student learning outcomes. This study uses classroom action research. The subjects of this study were 20 fifth grade students of Bandar Lor 3 Public Elementary School. As the object of research are observation, documentation, and test methods. In conducting data analysis, this study uses three components of activities, namely data reduction, data presentation and conclusion drawing. Based on the research results, there was an improvement in student learning outcomes, as evidenced by the achievement of test scores. In Cycle II, the results of Pancasila education learning using the TGT cooperative learning model were considered complete. This improvement in student learning was further evident in the test results in Cycle II. Four students scored below the "not yet complete" level, while 16 completed the test, representing a percentage of 80%. This score exceeded the completion score by more than 70%. Therefore, during the final test of Cycle II, students achieved the minimum completion criteria (KKM) for the learning outcome test.
Meningkatkan Hasil Belajar Pendidikan Pancasila Menggunakan Model Pembelajaran Cooperative Learning Tipe Teams Games Tournament Sari, Nindi Novita
Jurnal Simki Postgraduate Vol 4 No 2 (2025): Volume 4 Nomor 2 Tahun 2025
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jspg.v4i2.955

Abstract

This classroom action research is motivated by the inaccuracy of the model teacher in choosing a learning model, which causes boredom and lack of focus for students in following the learning process. This study aims to determine the effect of the Cooperative learning model Teams Games Tournaments (TGT) type in improving the learning outcomes of fifth grade students in Pancasila education learning. The level of student focus in learning is still low, which results in low student learning outcomes, this is based on the results of observations that researchers have carried out. There are still many passive students. Therefore, researchers use the TGT type cooperative learning model to improve student learning outcomes. This study uses classroom action research. The subjects of this study were 20 fifth grade students of Bandar Lor 3 Public Elementary School. As the object of research are observation, documentation, and test methods. In conducting data analysis, this study uses three components of activities, namely data reduction, data presentation and conclusion drawing. Based on the research results, there was an improvement in student learning outcomes, as evidenced by the achievement of test scores. In Cycle II, the results of Pancasila education learning using the TGT cooperative learning model were considered complete. This improvement in student learning was further evident in the test results in Cycle II. Four students scored below the "not yet complete" level, while 16 completed the test, representing a percentage of 80%. This score exceeded the completion score by more than 70%. Therefore, during the final test of Cycle II, students achieved the minimum completion criteria (KKM) for the learning outcome test.
Co-Authors Agus Muji Santoso ARSANTI DWI UTAMI, ARSANTI DWI Nugrananda Janattaka