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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar SECONDARY : Jurnal Inovasi Pendidikan Menengah (JIPM) Griya Journal of Mathematics Education and Application Jurnal Pendidikan Dasar
KMA Fauzi
Universitas Negeri Medan
Education Mathematics Other

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PENERAPAN PROBLEM BASED LEARNING DALAM PEMBELAJARAN IPAS UNTUK MENINGKATKAN KEMAMPUAN ANALISIS GEOGRAFIS PESERTA DIDIK Juli Putra Sinambela; KMA Fauzi
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.v10i04.36254

Abstract

The primary objective of this research was to describe the implementation of the Problem-Based Learning (PBL) model to enhance the geographical analysis ability of sixth-grade students in science and social studies at SD Negeri 2 Harian. The study, conducted over three meetings, utilized authentic problems concerning the characteristics of the six continents, contextualized with the local environment of Lake Toba. PBL was executed through five core stages: problem orientation, group organization, independent and group investigation, product development/presentation, and evaluation. Digital technologies, including Google Classroom, YouTube Edu, and Google Slides, were integrated to foster interaction and digital literacy. The results indicate a significant improvement in students' ability to recognize continents, analyze geographical features, and correlate natural conditions with key countries. Furthermore, students demonstrated development in critical thinking, communication, and collaborative skills. Although challenges such as unstable internet and low digital literacy were encountered, they were successfully mitigated using offline media, technical scaffolding, and template provision. In conclusion, the PBL model proved effective and relevant in enhancing geographical analysis and digital literacy in the elementary school context. Keywords: Problem-Based Learning, Science and Social Studies, Geographical Analysis
PENERAPAN MODEL PEMBELAJARAN MULTIMEDIA DRILL AND PRACTICE UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PADA MATA PELAJARAN MATEMATIKA SISWA KELAS III SD N 3 BRAJA HARJOSARI Eris Septiana; KMA Fauzi; Andayani
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.v10i04.36410

Abstract

This study aims to implement a multimedia-based Drill and Practice learning model to improve the critical thinking abilities of third-grade students in mathematics at SD Negeri 3 Braja Harjosari. The problem identified in the classroom was the low development of students’ critical thinking skills, which was addressed by integrating an interactive and technology-supported learning approach. The implementation was conducted over three sessions using a mathematics learning application designed for structured practice, accompanied by teacher explanation, independent exercises, and feedback discussions. The study employed pretest–posttest design, including N-Gain and paired sample t-test analyses. The results show significant improvements in students’ performance, with average posttest scores increasing from 65–70 to 85–95. The N-Gain score of 0.681 indicates a medium-to-high level of improvement, while the paired sample t-test revealed a significant difference between pretest and posttest scores (p < 0.05). The multimedia Drill and Practice model effectively strengthened students’ conceptual understanding, analytical skills, and motivation through repetitive exercises, immediate feedback, and engaging visualizations. Challenges such as technical difficulties and test anxiety were resolved through additional guidance and more flexible assessment approaches. The findings suggest that the multimedia Drill and Practice model is a beneficial instructional strategy for enhancing critical thinking in elementary mathematics learning and is recommended for broader application with further integration of active learning and project-based activities.
ANALISIS KEAKTIFAN DAN PEMAHAMAN SISWA MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE PADA MATERI PERUBAHAN WUJUD BENDA DI KELAS IV SD RAHMA AYUNI; KMA FAUZI
Jurnal Pendidikan Dasar Vol. 17 No. 1 (2026): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v17i1.68317

Abstract

This study aimed to examine the implementation of the Think Pair Share (TPS) learning model in improving student participation and conceptual understanding of changes in the states of matter among fourth-grade elementary school students. The TPS model was selected because it encourages independent thinking, peer collaboration, and active communication during learning activities. This research employed a descriptive qualitative approach involving 18 fourth-grade students at UPTD SDN 010106 Sei Silau Barat. Data were collected through observation, interviews, documentation, and learning assessments. The novelty of this study lies in analyzing the contribution of each TPS stage (Think, Pair, Share) to student engagement and conceptual understanding in science learning. The findings showed an increase in student participation, with 14 students actively engaged in pair discussions and 12 students confidently presenting their results during class sharing sessions. In addition, 83.3% of students achieved scores above the minimum mastery criterion with an average score of 78.6. These results indicate that the TPS model effectively supports active, collaborative, and meaningful science learning at the elementary level.
Eksplorasi Konsep Segitiga pada Geometri Euclid dan Non-Euclid untuk Meningkatkan Pemahaman Siswa SMA Indri Flora Br Ginting; Kristiani Siagian; Yolanda Angelina Sitorus; Magrifah Rizki Berutu; Putri Yade Bismeninta Br Barus; KMA Fauzi
Griya Journal of Mathematics Education and Application Vol. 6 No. 2 (2026): Juni 2026
Publisher : Pendidikan Matematika FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/griya.v6i2.1139

Abstract

This study aims to analyze students' conceptual understanding of triangle concepts in Euclidean and Non-Euclidean geometry through the implementation of exploratory learning. The study was conducted using a quantitative descriptive approach involving 30 twelfth-grade students at SMA Methodist Antiokhia Pancur Batu. Data were collected through observation and a Likert-scale questionnaire consisting of 20 statement items based on four indicators, namely understanding of Euclidean geometry, understanding of Non-Euclidean geometry, conceptual understanding of triangles, and cognitive impact of learning. The data were analyzed using descriptive statistical techniques by calculating the mean score of each indicator, which generally fell into the high category (range 2.98–3.41), with understanding of Non-Euclidean geometry still slightly lagging behind the other three indicators. The key finding of this study is that exploratory learning effectively encourages students to build a deeper conceptual understanding of triangles through observation, analysis, and discussion, rather than relying on rote procedural memorization. More importantly, integrating Euclidean and Non-Euclidean geometry within a single learning sequence was shown to broaden students' way of thinking: students came to understand not only the properties of triangles on flat planes but also that these properties can change on curved surfaces, resulting in a more flexible and contextual understanding of geometry. These findings imply that an integrative approach combining Euclidean and Non-Euclidean geometry has potential as an alternative strategy for teaching geometry at the senior high school level to foster students' critical and analytical thinking skills, while also addressing the gap in Non-Euclidean geometry instruction that remains rarely introduced at the secondary education level.
ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS X SMA PADA SOAL BERBASIS ETNOMATEMATIKA Erlanda Samuel Purba; Nurul Azmira Pane; Venesya Pitta Rezeki Siburian; Marcelly Claudia Sagala; KMA Fauzi
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.
Co-Authors Andayani Eris Septiana Erlanda Samuel Purba Indri Flora Br Ginting Juli Putra Sinambela Kristiani Siagian Magrifah Rizki Berutu Marcelly Claudia Sagala Nurul Azmira Pane Putri Yade Bismeninta Br Barus RAHMA AYUNI Venesya Pitta Rezeki Siburian Yolanda Angelina Sitorus