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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Tsaqofah: Jurnal Penelitian Guru Indonesia
Oktavia Andriani
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PENERAPAN MODEL PROBING-PROMTING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN IPAS KELAS IV SDN 139/1 SUNGAI BULUH Oktavia Andriani; Eka Sastrawati; Hendra Budiono
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10, Nomor 01 Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.22771

Abstract

This study aims to analyze the application of the Probing-Prompting learning model in improving the critical thinking skills of fourth grade students in learning Natural and Social Sciences (IPAS). The Probing-Prompting model is a method that is oriented towards exploring concepts through questions directed to students, which aims to stimulate their thinking power to be more analytical and reflective. The research method used in this study is classroom action research (PTK), which was carried out in two cycles with the research subjects of grade IV students of SDN 139/1 Sungai Buluh. The research data was collected through observation, interviews, and learning outcome tests to assess the development of students' critical thinking before and after the application of this learning model. The results showed that the application of the Probing-Prompting model can significantly improve students' critical thinking skills as shown through several indicators, including simple explanation, basic skill building, ability to conclude, and providing further explanation.
Dampak Pergantian Kurikulum Pendidikan terhadap Peserta Didik Sekolah Dasar Hanifa Yuniastuti; Nessa Syahrirra; Siti Mutia Rusma; Oktavia Andriani
TSAQOFAH Vol 3 No 6 (2023): TSAQOFAH: Jurnal Penelitian Guru Indonesia
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v3i6.1788

Abstract

The foundation of this exploration was that toward the start of changing the educator educational program as teachers they had not had the option to execute the new educational program in general, in a few regions the offices claimed by schools were an impediment to the fruitless execution of the new educational program, and educational program changes surely expected effort to educators who were implementers in the field. The purpose of this study is to find out how changing the educational curriculum affects students in elementary schools. The technique utilized in this study utilizes an expressive strategy. The study found that the educational process was well-conceived in the 2013 curriculum. However, the field implementation did not go as planned. In the meantime, the Independent Curriculum was successfully implemented in a number of Mobilization Schools the first year, and this year, it was expanded to a number of schools. A few schools are as yet planning the right equation for carrying out the Free Educational program. After being analyzed, this description indicates that the implementation of the Independent Curriculum is superior and in line with educational culture. However, policymakers and educators need to keep a few things in mind if they want the Independent Curriculum to work as well as the 2013 Curriculum in elementary education.
Co-Authors Eka - Sastrawati Hanifa Yuniastuti Hendra Budiono Nessa Syahrirra Siti Mutia Rusma