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All Journal Journal of Classroom Action Research Interdiciplinary Journal of Education
Sulastri, Dinia
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Analisis Kesulitan Guru Sekolah Dasar Dalam Menanamkan Pendidikan Karakter Pasca Pandemi Covid-19 Sulastri, Dinia; Husniati; Jiwandono, Ilham Syahrul
Journal of Classroom Action Research Vol. 4 No. 4 (2022): November
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v4i4.2087

Abstract

The character of students in Indonesia is still relatively low. Character education is very important for students. Character education aims to form continuous individual self-improvement and train self-ability in order to lead to a better life. This study aims to describe the difficulties experienced by teachers in planning, implementing and evaluating student character values ​​after the Covid-19 pandemic at SDN 1 Peresak. The type of research used is descriptive qualitative with data collection techniques using observation, interviews and documentation. There are three data analysis techniques used, namely data condensation, data presentation and conclusion drawing, while to test the validity of the data using credibility, dependability, transferability and confirmability tests. The results of this study indicate that teachers have difficulty in preparing lesson plans such as analyzing KD to be translated into indicators, determining effective learning methods and linking learning materials with character values. Teachers also experience difficulties in implementing learning, namely instilling the values ​​of social care, tolerance, responsibility and discipline because while learning is taking place there are students who do not reflect these character values. So that the strengthening of four of the six character values ​​that became the focus of the study did not go as expected. Then the teacher also has difficulty when evaluating student attitudes that reflect the character values ​​that have been instilled by the teacher. This difficulty occurs because the teacher cannot observe student behavior when outside the classroom or during recess, making it difficult for teachers to evaluate student attitudes. Therefore, it can be concluded that SDN 1 Peresak teachers have difficulty in instilling character education, namely when planning learning that contains character values, instilling character values ​​in the implementation of learning and evaluating student attitudes that reflect character values.
The Effect of Problem Based Learning Models and Analysis Skills on Mathematics Learning Outcomes in Primary Schools Sulastri, Dinia; Halqi, Muhammad; Marhamah, Marhamah
IJE : Interdisciplinary Journal of Education Vol. 2 No. 3 (2024): November, Interdisciplinary Journal of Education (IJE)
Publisher : Sumber Belajar Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61277/ije.v2i3.159

Abstract

This research aims to determine the effect of the problem based learning model and analytical skills on elementary school students' mathematics learning outcomes. This type of research is quantitative research using experimental methods with a research design using a 2x2 factorial design. The research was carried out at SDN 3 Lenek Daya. Data collection techniques use tests to determine learning outcomes and students' level of analysis. The results of the research show that 1) there is a difference in the mathematics learning outcomes of students who are taught using the Problem Based Learning (PBL)  and the learning outcomes of students who use the Cooperative Think-Pair-Share (TPS) model, indicated by the difference in Fhitung values ​​greater than Ftable by (17,991 > 3.44). 2) there is an interaction effect between the PBL and analytical skills on students' mathematics learning outcomes, as evidenced by the Fhitung value being greater than Ftable (4.549 > 3.44) with a Sig value < α value (0.029 < 0.05). 3) there are differences in mathematics learning outcomes for students who have a high analysis of learning using PBL and TPS, this is because Fhitung is greater than Ftable (6.472 > 3.44), as well as the sig value < α value (0.030 < 0.05). 4) there are differences in mathematics learning outcomes for students who have low analytical skills who are taught using the PBL and TPS models, because the Fhitung value is greater than Ftable (19,950 > 3.44) while the sig value < α value (0.001 < 0.05)
Co-Authors Husniati Jiwandono, Ilham Syahrul Marhamah Marhamah Muhammad Halqi