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All Journal Jurnal Tematik Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Shofyani Salasa
Universitas Negeri Medan
Education Other

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Analisis Penerapan Model Pembelajaran Problem Based Learning Pada Pembelajaran Tematik Terpadu di Sekolah Dasar Putri Mas Intan Silalahi; Demmina Ginting; Shofyani Salasa; Indah Mutia; Yusnadi Yusnadi; Anita Yus
Jurnal Tematik Vol 14 No 2 (2025): Jurnal Tematik
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jt.v14i2.69520

Abstract

The aim of this study is to analyze the implementation of the Problem Based Learning (PBL) Model in Integrated Thematic Learning in Elementary Schools. The main focus of this study is to analyze the suitability of the syntax in the application of the problem-based learning model in integrated thematic learning in elementary schools. Thematic learning in elementary schools is designed to improve and enrich the quality of education in a more enjoyable and meaningful way for students. The problem-based learning model is a learning model that can encourage students to actively participate in solving problems through a series of scientific method activities, so that the knowledge gained can be meaningful. The method used is a qualitative approach with descriptive research type. Data sources were obtained through primary and secondary data, with data collection techniques including observation, interviews, and documentation. The research results indicate that the implementation of the PBL model has not been carried out well and effectively in Grade VI at Langkat State Elementary School. There were inconsistencies in the PBL model's syntax or steps at certain stages, such as the teacher not clearly communicating the learning objectives, insufficiently encouraging student engagement in problem-solving, and not providing reflection at the end of the lesson. Furthermore, the students were less enthusiastic and focused, resulting in the learning objectives not being optimally achieved.
Meta Analisis Kesulitan Belajar Materi Pecahan Matematika Siswa Kelas 3 SD Putri Mas Intan Silalahi; Shofyani salasa; Demmina Ginting; Indah Mutia; Wildansyah Lubis
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 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.v10i04.7637

Abstract

This study aims to determine students' difficulties in learning mathematics and the factors that contribute to their difficulties. This study used a qualitative approach with a descriptive qualitative research method intended to describe students' difficulties in learning mathematics. The subjects were ten third-grade students at an elementary school in Medan City. The results indicate that the difficulties experienced by students tend to be conceptual difficulties, where students do not fully understand the concept of fractions, have difficulty determining the numerator and denominator, write fractions in reverse, and have difficulty distinguishing between the symbols greater than (>) and less than (<). Factors contributing to students' difficulties in learning mathematics include low student attitudes and interest, a dislike of mathematics, which leads to students not paying attention to the teacher during mathematics lessons, resulting in a lack of enthusiasm for mathematics.  
ANALISIS DIAGNOSTIK KESULITAN SISWA KELAS V DALAM MENENTUKAN IDE POKOK DAN MEMBERIKAN SOLUSI LOGIS BERDASARKAN TEKS LITERASI BAHASA INDONESIA Shofyani Salasa; Dian Armanto; Anita Yus
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.12359

Abstract

High-level literacy skills, particularly in determining main ideas and providing logical solutions, serve as a crucial foundation for elementary school students. This study aims to describe the difficulty profile of fifth-grade students in determining main ideas and to evaluate the quality of the test instruments used as a basis for instructional improvement. The research method employed is a descriptive quantitative approach involving fifth-grade elementary students as subjects. The research instrument consists of written tests featuring explanatory and narrative texts on environmental and cultural themes, classified based on Bloom's Taxonomy cognitive levels (C1-C6). The results indicate a significant imbalance in ability distribution, with 50% of students falling into the "Needs Guidance" category. Students demonstrated high proficiency (80%-90%) in basic literacy questions at the C1-C2 levels but experienced a drastic decline in scores (below 40%) for C4-C5 level questions requiring the determination of main ideas and logical solutions. The primary cognitive obstacle identified is the students' tendency to copy the first or last sentences of a paragraph without an abstracting process. This study concludes that the developed test instrument possesses a strong introductory power in identifying students' learning obstacles. It is recommended to utilize graphic organizer strategies and scaffolding techniques to assist students in visually mapping text structures.
Co-Authors Anita Yus Demmina Ginting Dian Armanto Indah Mutia Putri Mas Intan Silalahi Wildansyah Lubis Yusnadi Yusnadi