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All Journal Al-Fatih: Jurnal Pendidikan dan Keislaman Dirasatul Ibtidaiyah Nunchi : Islamic Parenting Journal Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Jurnal Pengabdian Kesehatan Thiflun : Jurnal Pendidikan Dasar
Dalimunthe, Rahmah Yasrah
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Religion Humanities Decision Sciences, Operations Research & Management Dentistry Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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PENINGKATAN HASIL BELAJAR SISWA PADA MATA PELAJARAN IPA MELALUI METODE DOMONSTRASI DI SEKOLAH DASAR dalimunthe, rahmah yasrah; Munandar, Ito; Nopriani Lubis, Jumaita; Agustini, Rini
Thiflun : Jurnal Pendidikan Dasar Vol 1, No 1 (2023): Thiflun : Jurnal Pendidikan Dasar
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpd.v1i1.39-44

Abstract

Penelitian dilatarbelakangi rendahnya hasil belajar siswa pada pembelajaran IPA, rumusan masalah penelitian: Apakah penerepan metode demonstrasi pada pelajaran IPA di kelas IV SD dapat meningkatkan hasil belajar?. Tujuan penelitian meningkatkan hasil belajar siswa pada pembelajaran IPA, menggunakan penelitian tindakan kelas (PTK) yang berkolaborasi dengan teman sejawat dan guru kelas IV dengan populasi sebanyak 34 siswa. Tehnik pengumpulan data dengan cara mengecek data yang diperoleh dari wali kelas dan siswa kelas IV. Tekhnik ini diperoleh dengan cara tes berupa lembar unjuk kerja dengan analisis data kualitatif. Hasil penelitian menunjukkan penggunaan metode demonstrasi dapat meningkatkan hasil belajar siswa kelas IV SDN 100303. Siklus I terjadi peningkatan hasil belajar dari 34 siswa ada 27 siswa (79,41%) memenuhi Kriteria Ketuntasan Minimal, 7 orang siswa (20.59%) belum tuntas. Pada siklus II, siswa yang mencapai krtuntasan hasil belajar sebanyak 32 orang (94,11%), 2 orang siswa (5,89%) belum tuntas nilai rata-rata pada siklus II dengan skor 78. Kata kunci: Belajar, Metode Demonstrasi, Hasil Belajar
Learning Geometry of Flat Buildings Based on Batak Traditional Houses to Improve Numeracy Skills in Elementary Schools Lubis, Jumaita Nopriani; Agustini, Rini; Pelangi, Herman; Dalimunthe, Rahmah Yasrah; Sari, Yulita
Attadrib: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 8 No. 2 (2025): Islamic Primary Education based on Islamic values
Publisher : Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/attadrib.v8i2.992

Abstract

Numeracy is a fundamental skill in elementary mathematics education, yet conventional teaching methods often fail to connect abstract concepts with students’ lived experiences. This study was motivated by the need for more contextual and meaningful learning models, particularly through the integration of local cultural heritage. The research aimed to: (1) determine whether there is a significant difference in numeracy skills between fourth-grade students at SD Swasta Muhammadiyah 2 Padangsidimpuan who received geometry instruction based on Rumah Adat Batak (Rumah Bolon) and those who received conventional instruction, and (2) examine the improvement in students’ numeracy skills after participating in the culturally integrated learning. A quasi-experimental method was employed using a pretest-posttest control group design. The sample consisted of 64 students divided into an experimental class and a control class. A multiple-choice numeracy test was used as the research instrument. Data were analyzed using a t-test and N-Gain calculation. The results revealed a significant difference between the two groups (t = 2.138; p = 0.036 < 0.05), with the experimental group achieving higher scores. The average N-Gain score of 0.42 indicated a moderate improvement in numeracy skills. These findings suggest that geometry instruction incorporating Rumah Bolon effectively enhances students’ numeracy in a more meaningful way. The study implies that integrating local cultural contexts into mathematics curricula can strengthen conceptual understanding and support national numeracy goals. This approach offers a promising pathway for culturally responsive pedagogy in Indonesian elementary education.
Co-Authors Agustini, Rini amelia, ropikah Aruyani, Isma Dalimunthe, Husnul Hadi Darliana Sormin gustina, syaidah Harahap, Afriani harahap, annisa sari harahap, isma pebriyanti Hasibuan, Lily Zefrina Juliana, Rina Jumaita Nopriani Lubis Khairiyah, Hasanah mikenola, halijah Munandar, Ito Nur Ainun pardomuan, syahril Pasaribu, Muhammad Mizwar Pasaribu, Rahul Pelangi, Herman radianti, anisyah Rinaldi, Dedi ritonga, nur ganti Rosmaimuna Siregar siregar, Rosmaini situmorang, puriana Sormin, Mira Rahmayanti Sri Wahyuni Yuisman, Dedi Yulita Sari