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Apriliani Kartini
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PENINGKATAN HASIL BELAJAR MATEMATIKA SISWA SD MELALUI PENERAPAN MODEL KOOPERATIF TIPE NHT DENGAN METODE DRILL TERINTEGRASI PENDEKATAN DEEP LEARNING Elsa L. Tampani; Alon O. Ledoh; Apriliani Kartini; Falentina Bone; Felviansi F. Ensa; Daniel W. Fointuna
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 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.v11i01.42451

Abstract

This research aims to determine the presence and extent of improvement in mathematics learning outcomes of elementary school students through the cooperative learning model of Numbered Heads Together (NHT) integrated with the drill method and deep learning approach. The deep learning approach is applied to encourage higher-order cognitive processes through groupdiscussions and repeated exercises. The research design used is a pre-experimental one-grouppretest-posttest design. The sample consisted of 35 students (30 regular students and 5 inclusive students). The data analysis techniques employed were tests of normality and homogeneity. For inclusive students, the normality and homogeneity tests for pretest and posttest were satisfied, and the paired sample test indicated improvement. For regular students, the normality tests for pretest and posttest showed non-normal variance but homogeneity. Due to non-normal data, the Wilcoxontest was used, which showed an increase in student learning outcomes. The cooperative learningmodel of NHT with drill method and deep learning approach is effective in significantly improving mathematics learning outcomes for both regular and inclusive students at SD Negeri Palsatu, Kota Kupang.
ANALISIS PENGEMBANGAN KEPROFESIAN BERKELANJUTAN GURU SEKOLAH DASAR Henryk P. Gonsales; Debora M.V. Krowin; Apriliani Kartini; Aprilis Y. Tefu; Bintang E.P. Sabah; Allan Killa; Jebri M. Lassa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48989

Abstract

Continuing Professional Development (CPD) is a strategic instrument for systematically and sustainably improving teacher professionalism. CPD emphasizes not only pedagogical competence but also professional, social, and personal competencies, enabling teachers to adapt to changes in 21st-century education. The integration of CPD with technology-based learning innovations has been shown to increase the effectiveness of the learning process, teacher creativity, and student motivation. However, the implementation of CPD in Indonesia still faces various obstacles, including high teacher workloads, low digital literacy, lack of institutional support, limited implementation time, and low teacher self-confidence. This study uses a qualitative approach through a literature review to analyze the concept, implementation, challenges, and solutions of CPD integrated with learning innovations. The results of the study indicate that the implementation of systematic strategies including structured CPD planning, optimizing teacher time, strengthening digital literacy, integrating CPD with learning innovations, increasing policy support, enhancing teacher self-confidence, and continuous monitoring and evaluation can overcome obstacles to CPD implementation. Thus, PKB can be implemented effectively, improving teacher professionalism, encouraging creativity, and producing more innovative learning according to student needs.
Co-Authors Allan Killa Alon O. Ledoh Aprilis Y. Tefu Bintang E.P. Sabah Daniel W. Fointuna Debora M.V. Krowin Elsa L. Tampani Falentina Bone Felviansi F. Ensa Henryk P. Gonsales Jebri M. Lassa