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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Titis Puspita Maharani
Universitas Muria Kudus
Education

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PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA PADA MATA PELAJARAN IPAS Titis Puspita Maharani; Tiffani Soffia Ningrum; Yuliana Anita sari; Fina Fakhriyah; Erik Aditia Ismaya
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 02 (2025): Volume 11 No. 02 Juni 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i02.6798

Abstract

This study aims to determine the effect of the Problem Based Learning model on the critical thinking skills of fourth grade students of SD Negeri 1 Payaman in the IPAS subject of cultural diversity. This study used a pre-experimental design with a one-group pretest-posttest approach and involved 13 students as subjects. The instrument used was 10 description questions based on critical thinking indicators according to Ennis. The data normality test was conducted with Shapiro-Wilk and showed that the data were normally distributed, with pretest and posttest significance values greater than 0.05. Furthermore, the paired sample t-test resulted in a Sig. value of 0.000 <0.05, so Ha was rejected and H0 was accepted, which means there is a significant difference between the pretest and posttest results. The average score of students increased from 60.85 to 83.23 with an N-Gain Score of 0.58 in the moderate category, the highest score was 89 and the lowest was 42. Thus, the Problem Based Learning model is proven to have a significant effect on improving students' critical thinking skills in IPAS learning.
ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL CERITA PENJUMLAHAN DAN PENGURANGAN BERDASARKAN TEORI NEWMAN Titis Puspita Maharani; Sherin Himatussabrina Azzahra; Lovika Ardana Riswari
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 03 (2025): Volume 11 No. 03 September 2025 In Order
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i03.7635

Abstract

Mathematics is the study of number concepts and counting operations, such asaddition and subtraction. In learning mathematics, student errors are often found,especially in story problems that involve understanding and applying theseoperations. The purpose of this study was to analyze student errors in solvingaddition and subtraction story problems based on Newmans theory. This studyused a qualitative descriptive approach with a population of 27 students of grade ISD N 1 Dersalam and the sample in this study were 3 students who showed thelowest scores in the diagnostic test. Data analysis techniques according to Milesand Huberman were carried out through observation, documentation, andinterviews. In this study, researchers used Newmans Theory to analyze students&#39;errors in solving mathematics story problems. The stages include five stages thatare the basis of student errors, namely reading, understanding, transformation,process skills, and writing the final answer. The results of the analysis showed thateach of the 3 students experienced different errors, including inaccuracy inunderstanding the story problem, difficulty in transforming the problem sentenceinto mathematical form, and lack of accuracy in compiling and writing the finalanswer. The errors were caused by limitations in reading skills, studentsdifficulties in transforming the problem into mathematical form, and students lackof understanding of the story problem.
Co-Authors Erik Aditia Ismaya Lovika Ardana Riswari Sherin Himatussabrina Azzahra Tiffani Soffia Ningrum Yuliana Anita sari