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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan Dasar
Muhamad Dawam Raihan
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PENGARUH MODEL PEMBELAJARAN INDUKTIF DAN SELF-CONFIDENCE TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIK SISWA KELAS V SEKOLAH DASAR Muhamad Dawam Raihan; Cecep Anwar Hadi Firdos Santosa; Yumiati
Jurnal Pendidikan Dasar Vol. 12 No. 02 (2021): JPD - Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (647.106 KB) | DOI: 10.21009/jpd.v12i02.25806

Abstract

The purpose of this study is to determine the differences in the ability to understand mathematical concepts of students who are taught by using inductive approaches and conventional learning and the differences in the ability to understand mathematical concepts of students who have high and low self-confidence. In addition, this study aims to determine the effect of the interaction between learning approaches and self-confidence on the ability to understand mathematical concepts. This research was carried out at SDN Pasauran 1, Cinangka District. The method used in this research is a quasi-experimental design with 2x2 level treatment. The data collection technique was a concept understanding test and a student self-confidence questionnaire. Testing the research hypothesis using two-way analysis of variance. Before testing the hypothesis, the data must meet the assumptions of normality and homogeneity, the test results show that the data is normally distributed and homogeneous. The results of the two-way analysis of variance test show that: there is a significant difference between students who are taught through inductive approach learning and conventional learning, there is a significant difference between students who have high and low self-confidence, there is an interaction effect between the learning approach and self-confidence on the ability to understand mathematical concepts and there are differences in the ability to understand mathematical concepts between students who are taught through inductive and conventional learning approaches, both for students who have high and low self-confidence.
THE EFFECT OF BRAIN-BASED LEARNING APPROACH ON CRITICAL THINKING ABILITY AND LEARNING MOTIVATION OF ELEMENTARY SCHOOL STUDENTS IN SCIENCE SUBJECTS Muhamad Dawam Raihan; Asep Supena; M. Syarif Sumantri; Gumgum Gumelar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 2 (2024): Volume 09 No. 2 Juni 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v9i2.15521

Abstract

ABSTRACT This study aims to determine the impact of the Brain-Based Learning (BBL) approach on critical thinking skills and learning motivation of primary school students in science subjects. This study used a quasi-experimental design with pretest-posttest. The sample of this study consisted of two fifth-grade classes selected by a simple random sampling technique. The population of this study was all fifth-grade students in an elementary school in the Cinangka sub-district, Serang Regency. Data were obtained through test and non-test techniques. The results showed that the BBL approach affected students' critical thinking skills (sig. 2-tailed = 0.002 < α = 0.05). In addition, it also improved students' critical thinking skills as represented by the N-Gain value (experimental class N-Gain = 0.45 > control class N-Gain = 0.22). On the other hand, the BBL approach not only has a significant effect on students' critical thinking skills but also on students' science learning motivation (sig. 2-tailed = 0.000 < α = 0.05) and can increase it (experimental class N-Gain = 0.58 > control class N-Gain = 0.05). This means that the BBL approach can improve students' critical thinking skills and learning motivation more effectively than the traditional approach. Keywords: Brain-based Learning; Critical Thinking Ability; Science Learning Motivation. ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan Brain-Based Learning (BBL) terhadap kemampuan berpikir kritis dan motivasi belajar siswa sekolah dasar pada mata pelajaran IPA. Penelitian ini menggunakan desain kuasi eksperimen dengan pretest-posttest. Sampel penelitian ini terdiri dari dua kelas kelas lima yang dipilih dengan teknik simple random sampling. Populasi penelitian ini adalah seluruh siswa kelas lima di sebuah sekolah dasar di Kecamatan Cinangka Kabupaten Serang. Data diperoleh melalui teknik tes dan nontes. Hasil penelitian menunjukkan bahwa pendekatan BBL berpengaruh terhadap kemampuan berpikir kritis siswa (sig. 2-tailed = 0,002 < α = 0,05). Selain itu, pendekatan BBL juga meningkatkan kemampuan berpikir kritis siswa yang ditunjukkan dengan nilai N-Gain (N-Gain kelas eksperimen = 0,45 > N-Gain kelas kontrol = 0,22). Di sisi lain, pendekatan BBL tidak hanya berpengaruh signifikan terhadap kemampuan berpikir kritis siswa tetapi juga terhadap motivasi belajar IPA siswa (sig. 2-tailed = 0,000 < α = 0,05) dan dapat meningkatkannya (N-Gain kelas eksperimen = 0,58 > N-Gain kelas kontrol = 0,05). Hal ini berarti bahwa pendekatan BBL dapat meningkatkan kemampuan berpikir kritis dan motivasi belajar siswa lebih efektif dibandingkan dengan pendekatan tradisional. Kata Kunci: Pembelajaran Berbasis Otak; Kemampuan Berpikir Kritis; Motivasi Belajar IPA.
Co-Authors Asep Supena. Cecep Anwar Hadi Firdos Santosa Gumgum Gumelar Fajar Rakhman Mohamad Syarif Sumantri Yumiati