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All Journal Eduproxima : Jurnal Ilmiah Pendidikan IPA Paidagogia
Munjiah, Ayu Uswah
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Biochemistry, Genetics & Molecular Biology Chemistry Earth & Planetary Sciences Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Studi Literatur: Model Pembelajaran Problem-Based Learning Terhadap Perkembangan Kognitif Anak Usia Sekolah Dasar Munjiah, Ayu Uswah; Komalasari, Rena; Fithriyani, Millah
PAIDAGOGIA: Jurnal Pengajaran dan Pendidikan Vol. 1 No. 1 (2024): November 2024: PAIDAGOGIA: Jurnal Pengajaran dan Pendidikan
Publisher : Sumule Indonesia Publishing

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

Abstract

The Problem-Based Learning (PBL) model is an approach aimed at enhancing critical thinking and problem-solving skills in elementary school-aged children. At this developmental stage, students are capable of more logical and concrete thinking, and they begin to understand cause-and-effect concepts and connect ideas more effectively. In addition to their growing memory capabilities, students at this stage also start to learn how to plan and make decisions based on rational thinking. Therefore, the implementation of Problem-Based Learning (PBL) emphasizes active involvement of students in the learning process through the resolution of real-life problems that are relevant to their everyday lives.This research aims to analyze the influence of PBL on the cognitive development of elementary school students through a literature review method. Based on the literature study, PBL has been shown to be effective in stimulating cognitive development in students, particularly in critical, logical, and analytical thinking aspects. Through this approach, students are not only required to understand concepts but also to apply their knowledge in real-world situations. This research provides in-depth insights into the importance of PBL in enhancing the cognitive development of elementary school students.   Keywords: Problem-Based Learning, Cognitive Development, Elementary School-Aged Children
STRATEGI PEMANFAATAN MODUL AJAR BERBASIS FLIPBOOK DALAM MENINGKATKAN PEMAHAMAN KONSEP MATA PELAJARAN IPA DI SD Munjiah, Ayu Uswah; Holisoh, Iis; Yuliawati, Eva; Nulhakim, Lukman; Denny, Yus Rama
EDUPROXIMA : Jurnal Ilmiah Pendidikan IPA Vol 7, No 4 (2025)
Publisher : Universitas Bhinneka PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/.v7i4.7807

Abstract

Tujuan dari penelitian ini adalah untuk mengkaji berbagai literatur terkait yang berhubungan dengan strategi pemanfaatan modul ajar berbasis flipbook dalam meningkatkan pemahaman konsep pada mata pelajaran Ilmu Pengetahuan Alam (IPA) di tingkat Sekolah Dasar (SD). Dalam penelitian ini peneliti menggunakan pendekatan melalui studi literatur (library research) dengan mengkaji berbagai jurnal nasional dan artikel ilmiah. Sebagaimana hasil kajian menunjukkan bahwa flipbook sebagai bentuk bahan ajar interaktif digital memiliki kelebihan dalam menyajikan materi visual dan animasi sederhana yang mampu menarik perhatian siswa serta memperkuat pemahaman konsep. Strategi penerapan yang efektif melibatkan penggunaan flipbook sebagai penunjang pembelajaran berbasis proyek, diskusi kelompok, dan evaluasi mandiri. Sehingga pemanfaatan modul ajar berbasis flipbook tentunya dapat menjadi solusi inovatif dalam meningkatkan pemahaman konsep IPA pada siswa  SD
Perbedaan Penerapan Model STAD Dan PBL Dalam Meningkatkan Kemampuan Berpikir Kritis Pada Siswa Sekolah Dasar Munjiah, Ayu Uswah; Komalasari, Rena; Fithriyani, Millah; Yuhana, Yuyu
Paidagogia: Jurnal Pengajaran dan Pendidikan Vol. 2 No. 2 (2026): March 2026 : PAIDAGOGIA: Jurnal Pengajaran dan Pendidikan
Publisher : Sumule Indonesia Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66964/SIP.202622%

Abstract

Critical thinking skills are the ability of students to analyse, evaluate, and make informed decisions based on available information. These skills are essential for students to gain a deeper understanding of learning materials and to solve problems independently. One effort to develop critical thinking skills is by implementing innovative learning models. This study aims to analyse the differences in the effectiveness of the STAD (Student Teams-Achievement Divisions) and PBL (Problem-Based Learning) models, using a differentiated approach to improve the critical thinking skills of fifth-grade students in Indonesian language subjects. Using a descriptive qualitative approach, data were collected through observation of the learning process, documentation, and literature review. The results show that both learning models have the potential to enhance students' critical thinking skills. However, there are significant differences in how each model accommodates students' diverse learning needs. The differentiated approach within the PBL model proved more effective, as it allows students to actively explore problems, collaborate, and find solutions through critical analysis. This study concludes that the PBL model with a differentiated approach has a greater impact on students' critical thinking development.
Co-Authors Holisoh, Iis Komalasari, Rena Millah Fithriyani Nulhakim, Lukman Yuliawati, Eva Yus Rama Denny, Yus Rama Yuyu Yuhana, Yuyu