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All Journal Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama JURNAL TARBIYAH Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pedagogi dan Pembelajaran Jurnal Mandala Pengabdian Masyarakat JagoMIPA: Jurnal Pendidikan Matematika dan IPA Journal of Instructional Mathematics Basica Jurnal Cakrawala Pendas Buletin Edukasi Indonesia Global Education Journal Hexagon: Jurnal Ilmu dan Pendidikan Matematika Jurnal Pustaka Cendekia Pendidikan JUSTE (Journal of Science and Technology)
Ageng Triyono
Universitas Muhammadiyah Purworejo
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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PENERAPAN MODEL PEMBELAJARAN JIGSAW UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR SISWA PADA MATERI SATUAN BAKU DAN TIDAK BAKU DI KELAS IV SD Surya Putri Alfi Sari; Ageng Triyono; Nurhidayati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.16134

Abstract

This classroom action research aims to: (1) describe the application of the Jigsaw learning model; (2) improve student activeness; and (3) improve student learning outcomes on the topic of Standard and Non-Standard Units in grade IV. The re-search consisted of two cycles, each with planning, action, observation, and reflec-tion stages. The subjects were 27 fourth-grade students. Instruments included ob-servation sheets, questionnaires, and multiple-choice tests. The Jigsaw model was implemented through the formation of home groups and expert groups. Pre-cycle data showed student activeness at 36% (very poor category) and learning mastery at 37.05%. In cycle I, activeness increased to 72% (active category) and learning mastery to 59.26%. In cycle II, activeness increased significantly to 90% (very ac-tive category) and learning mastery to 85.19%, exceeding the target of ≥75%. The conclusion is that the application of the Jigsaw learning model can improve the ac-tiveness and learning outcomes of fourth-grade students.
Optimizing the STAD Model in Basic Geometry Learning in Grade V: A Case Study on the Area of Trapezoids and Kites Ageng Triyono; Rusmin R. M. Saleh; Rintis Rizkia Pangestika; Teguh Wibowo; Dyan Murdiasih
Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Vol 10 No 2 (2026)
Publisher : Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/bs7hqd38

Abstract

This study aims to examine the effectiveness of the Student Teams Achievement Division (STAD) cooperative learning model in improving basic geometry learning outcomes among fifth-grade elementary students, specifically on the topic of the area of trapezoids and kites. The research employed a Classroom Action Research (CAR) design based on the Kemmis and Taggart spiral model, conducted over two cycles involving 29 students with heterogeneous backgrounds. Each cycle consisted of planning, implementation, observation, and reflection phases. Data were collected through learning outcome tests, observations of student activities and teacher performance, questionnaires, and interviews. The results showed an increase in average scores from 58.34 (pre-action) to 61.96 (cycle I) and 76.03 (cycle II). The percentage of mastery learning improved from 48.28% to 100%. Student activity, motivation, and group engagement also increased significantly. These findings affirm that the STAD model is effective in enhancing conceptual understanding and learning outcomes in geometry, while also fostering a collaborative and enjoyable classroom atmosphere. It is recommended to implement the STAD model more broadly and to explore the use of innovative learning media in future research.
Co-Authors Abdul Hakim Ma’ruf Anatje De Queljoe Arie Purwa Kusuma Arum Ratnaningsih Asmira Sudiman Barep H Surya P Barep Hapit Surya Putra Bernard Imsula Damianus Fenanlampir Defry Prasetyo Dhita Salsabilla Winayu Dyan Murdiasih Eksan, Wachyudi Erika Safitri Fita Sabana Rahayu Rumayomi Istiani, Dede Jubaydah Jubaydah Karman La Nani Listiya Damayanti Permatasari Maulana Yusuf Muhammad Ikram Nur Akfina Nur Ngazizah Nur Ngazizah Nurhidayati Nurimani, Nurimani Ratmini Ratmini Rina Lisyana Rintis Rizkia Pangestika Rintis Rizkia Pangestika Rusdyi Habsyi Rusmin R. M. Saleh Rusmin R. M. Saleh Rusmin R.M. Saleh Suharlin Ode Bau Surya Putri Alfi Sari Suyoto Tasanif Nurlaila H. Teguh Wibowo Titi Anjarini Titi Anjarini Triana Zahroh Usman Amiruddin Wahidin Firmansyah Wali, Isnain Wasti Iyanleba