Article Per Year (5 Year)
p-Index From 2020 - 2025
0.408
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Bada'a: Jurnal Ilmiah Pendidikan Dasar
Felisitas Victoria Melati
Unknown Affiliation
Education Other

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

Found 2 Documents
Search

 1 
Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw Terhadap Hasil Belajar PKn Siswa Kelas V SD Negeri 13 Trans Rangkang Ali; Felisitas Victoria Melati
BADA'A: Jurnal Ilmiah Pendidikan Dasar Vol. 7 No. 2 (2025): Badaa: Jurnal Ilmiah Pendidikan Dasar
Publisher : Fakultas Tarbiah Institut Agama Islam (IAI) Hamzanwadi Pancor Lombok Timur

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

Abstract

Kajian ini dimaksudkan untuk menganalisis dampak implementasi model Jigsaw mengenai prestasi akademik PKn murid kelas V SD 13 Trans Rangkang. Permasalahan utama yang diidentifikasi adalah rendahnya pencapaian nilai PKn sebagian besar siswa, yang disinyalir disebabkan oleh pendekatan pengajaran yang monoton dan kurang variatif. Penelitian ini memakai pendekatan eksperimen dengan rancangan satu kelompok uji awal dan akhir, melibatkan 27 peserta didik. Instrumen pengumpulan data dengan instrumen soal objektif yang dikerjakan sebelum dan setelah perlakuan pembelajaran. Pengolahan data dilakukan dengan metode T-test satu sampel. Temuan dari uji distribusi dan keseragaman data menyatakan bahwa data memenuhi asumsi normalitas dan homogenitas. Uji hipotesis mengindikasikan bahwa terjadi peningkatan nyata dalam performa belajar siswa pasca implementasi model Jigsaw, ditunjukkan oleh nilai signifikansi (Sig. 2-tailed) karena nilai 0,000 lebih kecil dari 0,05, maka disimpulkan bahwa pendekatan Jigsaw berkontribusi positif terhadap peningkatan nilai PKn siswa V di SDN 13 Trans Rangkang.
EFEKTIVITAS PENERAPAN MODEL RECIPROCAL TEACHING UNTUK MENINGKATKAN KETERAMPILAN BERBICARA PADA PELAJARAN BAHASA INDONESIA KELAS V SDN 09 RANGKANG madelen; Felisitas Victoria Melati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10 No. 02 Juni 2025 In Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.27901

Abstract

This model. It used Classroom Action Research (CAR) as a way to solve problems related to learning issues in the classroom. The research was done in two parts, and each part had four steps: planning, doing, watching, and thinking. If a part didn't give the results they wanted, they would do it again with the same steps, using the Reciprocal Teaching method. They looked at the data by describing it using simple math methods. Before the parts started, students didn't speak very well. Only 30% (7 out of 25 students) met the Minimum Mastery Criteria (MMC) of 70. In Cycle I, there was a noticeable improvement. The average speaking score increased to 75.2, a 12.7-point gain from the pre-cycle, and 60% of students (15 students) met the MMC. The most evident progress was seen in students’ confidence and sentence variation, though fluency and vocabulary accuracy still needed development.Improvements continued in Cycle II, with the average score rising to 85.1—an additional increase of 9.9 points from Cycle I and 22.6 points from the pre- cycle. The percentage of students who met the MMC jumped to 90%, exceeding the minimum success indicator of 75% class mastery. Students also showed better fluency, vocabulary use, and the ability to express ideas systematically. The teacher’s involvement was a contributing factor to these outcomes. In general, the study found that Reciprocal Teaching really helps students improve their speaking skills when learning Indonesian, especially when talking about single and mixed objects.
Co-Authors Ali madelen