Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Research Student Joyful Learning Journal
Titik Maryati
Unknown Affiliation
Religion Computer Science & IT Economics, Econometrics & Finance Education Mathematics Medicine & Pharmacology

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
PENINGKATAN HASIL BELAJAR MATEMATIKA MATERI BANGUN DATAR MENGGUNAKAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING MELALUI MEDIA REALIA SISWA KELAS IV B SDN MLATIHARJO 01 SEMARANG Innayatu; Novi Setyasto; Titik Maryati; Purwanti Utari
Joyful Learning Journal Vol. 13 No. 1 (2024): Joyful Learning Journal: Maret 2024
Publisher : Universitas Negeri Semarang

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

Abstract

Penelitian ini dilatar belakangi hasil pengamatan peneliti, bahwa pada materi Bangun Datar pada kelas IV SDN Mlatiharjo 01 siswa kurang memahami rumus menghitung Luas dan Keliling. Tujuan penelitian ini yaitu mendeskripsikan proses pembelajaran dan meningkatkan hasil belajar Matematika materi bangun datar  menggunakan  model Problem Based Learning melalui media Realia. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) dengan model Kemmis & Mc. Taggart dalam Arikunto menggunakan 4 langkah yaitu: (1) Perencanaan (Planning), (2) Pelaksanaan Tindakan (Action), (3) Observasi (Observation), dan (4) Refleksi (Reflecting). Subjek penelitian ini adalah seluruh siswa kelas IV SDN Mlatiharjo 01 kota Semarang yang berjumlah 28 siswa. Teknik pengumpulan data yang digunakan yaitu observasi, tes, angket, dan dokumentasi. Teknik analisis data menggunakan Teknik analisis data kuantitatif dengan menghitung rata-rata nilai dan presentasi ketuntasan. Hasil Penelitian ini adalah rata-rat nilai dan presentase yang di dapat dari siklus 1 dan siklus II. Peningkatan tersebut di dapat dari hasil perbaikan dari siklus I untuk di siklus II. Peningkatan ketuntasan hasil belajar peserta didik dapat dilihat dari rata-rata siklus I adalah 56 dengan presentasi ketuntasan 57% dan rata-rata nilai pada siklus II yaitu 73 dengan presentase ketuntasan sebesar 75%. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model Problem Based Learning melalui media Realia dapat meningkatkan hasil belajar matematika materi bangun datar pada pesetrta didik kelas IV SDN Mlatiharjo 01 Semarang.
Penerapan Model Realistic Mathematic Education (RME) untuk Meningkatkan Hasil Belajar pada Pembelajaran Matematika Wasiul Muarif; Mustaqimah; Ary Prasetyawati; Suryani Suryani; Titik Maryati; Siti Rokhimah
JURNAL ILMIAH RESEARCH STUDENT Vol. 2 No. 2 (2025): September
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jirs.v2i2.5574

Abstract

Learning outcomes are a crucial indicator in the educational process, as they not only establish a strong academic foundation but also contribute to the development of essential life skills relevant to future demands. One instructional model considered effective in supporting these achievements is Realistic Mathematics Education (RME), which emphasizes conceptual understanding through meaningful and real-life contexts for students. This research uses a qualitative approach. The research subjects are mathematics teachers at the aforementioned schools. The informants in this study are mathematics teachers. Data were collected through interviews, observation, and documentation. The findings of the study are as follows: 1) The steps of the RME model include understanding contextual problems in learning materials, explaining the contextual problems, solving the contextual problems, comparing and discussing answers, and drawing conclusions; 2) The advantages of the RME model are enhancing students’ conceptual understanding, encouraging mathematical thinking, developing mathematical modeling skills, and fostering reflective and collaborative attitudes; 3) The disadvantages of the RME model include difficulties in finding suitable contextual problems, the incompatibility of certain mathematical topics with contextualization, the requirement for high teacher competence, longer instructional time, and more complex assessment processes. The conclusion of this study is that the Realistic Mathematics Education (RME) model can be implemented in the teaching process as an effort to improve learning outcomes at the Madrasah Tsanawiyah or lower secondary school level.
Co-Authors Ary Prasetyawati Innayatu Mustaqimah Novi Setyasto Purwanti Utari Siti Rokhimah Suryani Suryani Wasiul Muarif