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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan dan Pembelajaran
Puji Purnomo
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengembangan LKPD dengan Model PjBL untuk Menumbuhkan Karakter Senang Belajar Materi Perubahan Wujud Benda Siswa Kelas IV SD Valentina Devi Centia Safety; Puji Purnomo
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2025): April 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i2.4225

Abstract

This study aims to develop and assess the quality of Student Worksheets (LKPD) based on Project Based Learning (PjBL) on the material of changes in the form of objects for grade IV elementary school students, in order to foster a character of enjoying learning in accordance with the Merdeka Curriculum. This study uses the Research and Development (R&D) method of the ADDIE model which includes five stages: Analyze, Design, Development, Implement, and Evaluate. The product was developed by involving four validators (two principals and two grade IV teachers) and was tested on 38 students. Data were collected through tests (pretest and posttest) and non-tests (observation, interviews, and questionnaires), then analyzed qualitatively and quantitatively. The results of the study showed that the Student Worksheets (LKPD) developed had "Very Good" quality with an average validation score of 3.79. This Student Worksheet (LKPD) is effective in fostering students' learning-loving character with an increase of 49% and an N-gain value of 0.8893 ("High" category), as well as improving student learning outcomes with an N-gain of 0.8882 ("High" category).
PENINGKATAN KARAKTER EMPATI DAN HASIL BELAJAR MATERI PECAHAN SENILAI DENGAN MODEL PEMBELAJARAN PBL SISWA KELAS IV SDK SENGKAN Carolin Kekeh; Puji Purnomo
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42026

Abstract

This study was motivated by the results of interviews, observations, and questionnaires administered to fourth-grade students of SDK Sengkan. The findings indicated that students’ empathy character was generally categorized as low, and learning outcomes on equivalent fractions had not met the school’s Minimum Mastery Criteria (KKTP) of 66.00. Therefore, this research aimed to improve students’ empathy character and learning outcomes through the implementation of the Problem Based Learning (PBL) model in equivalent fraction material. This study employed Classroom Action Research (CAR) involving fourth-grade students of SDK Sengkan in the 2025/2026 academic year. Data were collected through observation, questionnaires, interviews, and tests. Both quantitative and qualitative data analysis techniques were applied. Based on the analysis of the research findings, it can be concluded that: (1) the Problem Based Learning model effectively enhanced students’ empathy character and learning outcomes through five learning phases, namely orientation, organizing students for learning, guiding investigation, presenting data, and analyzing and evaluating the problem-solving process; (2) students’ average empathy character scores improved from 48.46 (low) in the initial condition to 56.84 (fair) in Cycle I and 79.20 (high) in Cycle II. Meanwhile, the average learning outcomes increased from 63.80 in the initial condition to 65.33 in Cycle I and 72.52 in Cycle II; (3) the application of the PBL model was moderately effective, as indicated by an N-gain score of 0.5934 (59.34%) for empathy character and 0.7111 (71.10%) for learning outcomes. Keywords: Empathy character, learning outcomes, Problem Based Learning
PENINGKATAN KARAKTER RASA INGIN TAHU DAN HASIL BELAJAR MENGGUNAKAN MODEL PBL PADA MATERI KPK DAN FPB KELAS V SDN PLEBENGAN Widyawati, Lydia; Puji Purnomo
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.43962

Abstract

This study was motivated by the low level of curiosity and learning outcomes of fifth-grade students at Plebengan Public Elementary School based on classroom observations and interviews with fifth-grade homeroom teachers. The data shows that the average curiosity of students is still in the low category, and learning outcomes in GCF and LCM material have not met the Learning Objective Achievement Criteria (KKTP) set by the school, which is 75.00. This study aims to increase the curiosity and learning outcomes of fifth-grade students at Plebengan State Elementary School through the application of the Problem-Based Learning (PBL) model in the material on KPK and FPB. This research is a Classroom Action Research (CAR). The research subjects are fifth-grade students at Plebengan State Elementary School in the 2025/2026 academic year. The data collection techniques used in this research are interviews, observations, questionnaires, and tests. The data analysis techniques used in this research are qualitative and quantitative data analysis. The results of the study indicate that the Problem-Based Learning (PBL) model can increase curiosity and learning outcomes through the following steps: 1) problem-oriented, 2) organizing students to learn, 3) investigating problems together in groups, 4) developing results and solving problems, 5) evaluating the problem-solving process. The average curiosity score of students increased from 53.47 (Low) at the beginning to 64.44 (Moderate) at the end of cycle I, and increased further to 85.35 (Very High) in cycle II. The average learning outcome score also increased from 59.82 at the beginning to 71.67 at the end of cycle I, and reached 82.22 at the end of cycle II. The application of the Problem-Based Learning (PBL) model proved to be effective, as seen from the N-gain score in the “High” category for curiosity with a result of 0.8527 or 85.27% in the “Effective” category. Then, the N-gain score for learning outcomes was in the “Moderate” category with a score of 0.5639 or 56.38% in the “Quite Effective” category.
Co-Authors Carolin Kekeh Valentina Devi Centia Safety Widyawati, Lydia