Article Per Year (5 Year)
p-Index From 2021 - 2026
0.778
P-Index
This Author published in this journals
All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) Continuous Education : Journal of Science and Research
Fauzi, KMA
Unknown Affiliation
Education Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Implementation of the Problem Based Learning Method to Enhance Students Learning Activities and Outcomes at SD Negeri 077786 Tuhembaruzo Simatupang, Denar Yosafad; Fauzi, KMA
Continuous Education: Journal of Science and Research Vol. 6 No. 3 (2025)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v6i3.2987

Abstract

This study aims to improve students’ learning activities and outcomes through the implementation of the Problem-Based Learning (PBL) model in Grade IV students of SD Negeri 077786 Tuhembaruzo. The research subjects consisted of 18 students, including 8 boys and 10 girls. The study employed a Classroom Action Research (CAR) design using the Kemmis and McTaggart model, carried out in two cycles, each consisting of planning, action implementation, observation, and reflection. Data were collected through observations of learning activities, learning outcome tests, short interviews, and documentation, and were analyzed using both qualitative descriptive and quantitative approaches. The results show that the application of PBL significantly improved students’ learning activity. The average activity score increased from 53% in Cycle I to 83% in Cycle II, with notable improvement in problem reading, group discussion, questioning, expressing opinions, and presenting group work. Students’ learning outcomes also increased substantially. The average score rose from 58.3 in the pre-action stage to 71.1 in Cycle I, and further to 83.8 in Cycle II. Learning mastery improved from 22% to 50% in Cycle I, and reached 83% in Cycle II. These findings align with previous studies indicating that PBL is effective in enhancing student engagement, conceptual understanding, and critical thinking skills. Therefore, the PBL model can be recommended as a relevant and effective learning innovation for improving both the process and outcomes of learning in elementary school settings.
PENGARUH MODEL PEMBELAJARAN KOLABORATIF (COLLABORATIF LEARNING) TERHADAP HASIL BELAJAR IPAS SISWA KELAS V SD NEGERI 108/1 SEI RUMBAI TAHUN AJARAN 2025/2026 Astria, Mira; Fauzi, KMA; Andayani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 4 (2025): Volume 10. No4, Desember 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.v10i4.36236

Abstract

This research is motivated by the low learning outcomes of science and natural sciences at SD Negeri 108/1 Sei Rumbai due to the dominance of teacher-centered learning and minimal interaction between students. The purpose of this study is to describe the development and influence of the Collaborative Learning Model on the learning outcomes of science and natural sciences in fifth grade students in the 2025/2026 academic year. This study uses a Descriptive Qualitative method with a Classroom Action Research (CAR) design. The subjects of the study were 12 fifth grade students (6 boys, 6 girls). The study was conducted in three meetings, through the systematic stages of Engagement, Exploration, Transformation, Presentation, and Reflection. Data collection was carried out through Student Worksheets (LKPD), analysis of learning outcomes (formative/summative), and in-depth observation. The success criterion was set if 90% of students achieved the KKM 80. The results showed that the implementation of the Collaborative Learning Model successfully improved students' science and natural science learning outcomes. In addition, this model significantly increased student interaction, activeness, and participation in the learning process. Qualitatively, the Collaborative Learning Model has a positive influence on the learning process and outcomes of fifth-grade students. Teachers are advised to optimize their role as facilitators in managing group dynamics so that all students actively contribute.
ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS X SMA PADA SOAL BERBASIS ETNOMATEMATIKA Purba, Erlanda Samuel; Pane, Nurul Azmira; Siburian, Venesya Pitta Rezeki; Sagala, Marcelly Claudia; Fauzi, KMA
SECONDARY: Jurnal Inovasi Pendidikan Menengah Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/secondary.v6i3.10667

Abstract

Low mathematical problem-solving ability among students on contextual questions serves as the primary background of this study. Ethnomathematics is regarded as an approach with the potential to create more meaningful learning experiences. This study aims to analyze the mathematical problem-solving ability of grade X high school students on ethnomathematics-based problems using a descriptive quantitative design. A total of 31 students were involved as subjects, each completing 5 essay questions embedded with local cultural contexts, analyzed based on Polya's problem-solving indicators. The findings indicate that students' abilities generally fall within the moderate category, with the largest proportion reaching 38.71%. The problem comprehension stage was relatively well-mastered; however, significant difficulties emerged in mathematical modeling, strategy formulation, procedural execution, and particularly in interpreting the final results. High-complexity problems proved more challenging to solve as they required the simultaneous integration of multiple concepts. The ethnomathematics approach helped students understand the problem context due to its relevance to daily life, yet it has not optimally fostered higher-order thinking skills. A more structured learning design is therefore needed to train mathematical modeling and reflective thinking in problem-solving. ABSTRAK Rendahnya kemampuan pemecahan masalah matematis siswa pada soal kontekstual menjadi latar belakang utama penelitian ini. Etnomatematika dipandang sebagai pendekatan yang berpotensi menciptakan pembelajaran lebih bermakna. Penelitian ini bertujuan menganalisis kemampuan pemecahan masalah matematis siswa kelas X SMA pada soal berbasis etnomatematika menggunakan desain deskriptif kuantitatif. Sebanyak 31 siswa dilibatkan sebagai subjek, masing-masing mengerjakan 5 butir soal uraian bermuatan konteks budaya lokal yang dianalisis berdasarkan indikator pemecahan masalah Polya. Hasil penelitian menunjukkan kemampuan siswa secara umum berada pada kategori sedang dengan proporsi terbesar 38,71%. Tahap pemahaman masalah relatif dikuasai dengan baik, namun hambatan signifikan muncul pada pemodelan matematis, penyusunan strategi, pelaksanaan prosedur, dan terutama penafsiran hasil akhir. Soal berkompleksitas tinggi terbukti lebih sulit diselesaikan karena menuntut integrasi beberapa konsep sekaligus. Pendekatan etnomatematika membantu siswa memahami konteks permasalahan karena dekat dengan kehidupan sehari-hari, namun belum secara optimal mendorong kemampuan berpikir tingkat tinggi. Diperlukan rancangan pembelajaran yang lebih terstruktur untuk melatih pemodelan matematis dan refleksi dalam penyelesaian masalah.
ANALISIS KESALAHAN SISWA SMP DALAM MENYELESAIKAN SOAL PERSEGI PANJANG BERDASARKAN TEORI NEWMAN Zulaida, Putri; Agustin, Miranti; Panjaitan, Chesia Aprina; Simanullang, Asria Ronauli; Fauzi, KMA
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47302

Abstract

This study aims to analyze junior high school students' errors in solving rectangle problems based on Newman’s Theory. This research used a qualitative descriptive approach with 18 seventh-grade students of SMP Negeri 14 Medan as the subjects. Data were collected through a written test consisting of five essay questions, which were then analyzed based on Newman’s stages of errors, including reading errors, comprehension errors, transformation errors, process skill errors, and encoding errors. The results showed that students made errors at all stages of problem solving. The most dominant error was comprehension error at 61.11%, indicating that students still had difficulties in understanding the meaning of the problem and identifying the known and asked information. Furthermore, process skill errors at 50.00% and transformation errors at 38.89% showed that students were still less careful in calculations and were not yet accurate in determining the appropriate problem-solving strategy. Meanwhile, encoding errors at 27.78% and reading errors at 5.56% were found in lower percentages. These findings indicate that students’ conceptual understanding and thinking processes are still not optimal, so learning strategies that emphasize conceptual understanding, systematic problem-solving processes, and continuous practice are needed.
Co-Authors Agustin, Miranti Andayani Astria, Mira Pane, Nurul Azmira Panjaitan, Chesia Aprina Purba, Erlanda Samuel Sagala, Marcelly Claudia Siburian, Venesya Pitta Rezeki Simanullang, Asria Ronauli Simatupang, Denar Yosafad Zulaida, Putri