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All Journal Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial Journal Innovation In Education
Siti Nailatus Syifa
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Strategi Implementasi PJBL untuk Meningkatkan Motivasi dan Hasil Belajar Siswa Yeni Nuraeni; Wanda Adwi Kurnia; Vriska Nadilla Handayani; Kezia Citra Kirana; Siti Nailatus Syifa; Zelena Putri Dinata
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 3 No. 6 (2025): Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v3i6.2330

Abstract

This journal studies Project Based Learning (PjBL) as one of the innovative learning strategies that use projects or activities as a means of learning to improve students' learning motivation, learning outcomes, knowledge, and skills. The method used in this study is a qualitative approach with literature studies, namely by collecting and analyzing data from various scientific journals, articles, and relevant literature that discuss PjBL, active learning strategies, student learning motivation, and achievement of learning outcomes at various levels of education, especially at the elementary school level. The results of the study show that the implementation of PjBL has proven to be effective in increasing students' learning motivation because this approach emphasizes active involvement, collaboration, a sense of responsibility, and the development of students' creativity during the learning process. More than that, this strategy allows students to learn through hands-on experience and real-world problem-solving, thus making the learning process more contextual, fun, and meaningful. In addition to increasing motivation, PjBL also contributes significantly to improving learning outcomes, because students understand the material more easily when it is associated with daily life. These findings affirm the importance of implementing project-based learning strategies as an alternative learning model relevant to the needs of the 21st century, emphasizing critical thinking, communication, collaboration, and creativity (4C) skills. Therefore, this study recommends that teachers and educators integrate the PjBL approach systematically and structurally in learning planning and in the curriculum to improve the quality of education, student involvement, and learning outcomes in a comprehensive, effective, and sustainable manner.
Analisis Penggunaan Media Konkret pada Hasil Pembelajaran Matematika Materi Pecahan Nur Latifa Az-Zahara; Mulya Mulawarni; Siti Nailatus Syifa; Een Unaenah
Journal Innovation In Education Vol. 3 No. 3 (2025): Journal Innovation in Education (INOVED)
Publisher : STIKes Ibnu Sina Ajibarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59841/inoved.v3i3.3263

Abstract

The use of concrete media in mathematics learning plays an important role in helping students understand abstract concepts, particularly fractions. Students often experience difficulties in understanding the concept of equivalent fractions due to abstract learning and a lack of connection to real-world experiences. This study aims to analyze the process of using concrete media in mathematics learning on equivalent fractions in fifth-grade elementary schools. This study uses a qualitative descriptive approach with data collection methods through observation and interviews with teachers and documentation of learning activities. The concrete media used in this study included origami paper, wafers, and pizza replicas, which were chosen because their shapes and properties allow students to carry out activities of dividing, cutting, and arranging parts according to the concept of fractions. The results of the study indicate that the use of concrete media not only functions as a visual aid but also provides a multisensory experience that can actively engage students in learning. Through direct activities with real objects, students can more easily understand the relationship between parts and the whole, and construct a more meaningful understanding of equivalent fractions. In addition, the use of concrete media can create a contextual, fun, and interactive learning atmosphere, thereby encouraging learning motivation and increasing student engagement in the learning process. The findings of this study confirm that concrete media functions beyond mere aids, but rather as a learning strategy appropriate to the cognitive developmental characteristics of elementary school students. By using concrete media, teachers can facilitate more effective learning, build mathematical concepts gradually, and reduce students' misconceptions regarding fractions.
Co-Authors Een Unaenah Kezia Citra Kirana Mulya Mulawarni Nur Latifa Az-Zahara Vriska Nadilla Handayani Wanda Adwi Kurnia Yeni Nuraeni Zelena Putri Dinata