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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Pinisi Journal Pendidikan Guru Sekolah Dasar
Aivi, Nur
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Peningkatkan Hasil Belajar Siswa Kelas 2 Tema 2 Melalui Model Pembelajaran Problem Based Learning Carsinah, Carsinah; Ali, Lukman; Aivi, Nur
Pinisi Journal Pendidikan Guru Sekolah Dasar Vol 1, No 3 (2021): November
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/pjp.v1i3.26853

Abstract

Penelitian ini dilakukan berdasarkan hasil observasi pada siswa kelas 2 SD Negeri 1 Ciledug Wetan Kecamatan Ciledug Kabupaten Cirebon dalam pembelajaran tematik tema 2 Bermain di Lingkunganku Sub Tema 1 Bermain di Lingkungan Rumah Pembelajaran 1. Dari 19 siswa baru 6 siswa atau sekitar 31% yang mencapai kriteria ketuntasan minimal (KKM). Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa kelas 2 SD Negeri 1 Ciledug Wetan Kecamatan Ciledug Kabupaten Cirebon. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Model pembelajaran yang digunakan dalam penelitian ini adalah Problem Based Learning (PBL). Penelitian dilaksanakan dalam dua siklus. Berdasarkan penelitian dapat ditarik kesimpulan bahwa model pembelajaran problem based learning (PBL) dapat meningkatkan hasil belajar siswa kelas 2 SD Negeri1 Ciledug Wetan. Pada pra siklus siswa yang mencapai KKM 37 % yaitu 7 siswa. Pada siklus pertama 12 siswa dari 19 anak atau 63,15 % siswa mencapai KKM. Pada siklus kedua 16 dari 19 anak atau 84,21% siswa mencapai KKM.Kata Kunci: Hasil Belajar; Kelas 2; Problem Based Learning. 
PEMBATASAN WAKTU BERTAHAP UNTUK MENINGKATKAN TIME-ON-TASK DAN EFISIENSI PENYELESAIAN TUGAS MENULIS SISWA SEKOLAH DASAR A. Anisyah Imaniah Arifuddin; Aivi, Nur; Nurhaedah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.61799

Abstract

This study examines the implementation of gradually tightened time constraints on improving time-on-task and writing task completion efficiency among elementary school students. The study was motivated by findings during Guided Field Teaching Practice indicating that students required an average of 15 minutes to copy three sentences per slide, a delay linked to students' tendency to converse with peers before writing. This Classroom Action Research followed the Kemmis, McTaggart, and Nixon model across two cycles (two meetings each), with 34 fourth-grade (IV B) students as subjects. The intervention applied gradually tightened per-slide time targets (10, 7, 5, and 2 minutes) alongside an increase in the number of slides and sentences per slide at each meeting. Data were collected through records of task completion time and observation of students' writing quality. Results show total completion time decreased from 60 to 14 minutes while the writing workload increased from 12 to 28 sentences, without a meaningful decline in writing quality. These findings indicate that gradually tightened time constraints effectively improve time-on-task and writing efficiency among elementary school students.
Co-Authors A. Anisyah Imaniah Arifuddin Carsinah, Carsinah Lukman Ali, Lukman Nurhaedah