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Falentina Bone
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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.
MENGKAJI TANTANGAN PROFESIONALISME GURU PADA PEMBELAJARAN ABAD 21: Studi Kasus Elisabeth W. Lobo; Afryanti Karmoy; Roswita M. Bere Besin; Falentina Bone; Greyzella P. Humau; Filda E. Selan; Hiwa Wonda
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48772

Abstract

Twenty-first century learning demanded a transformation in the role of teachers in line with technological advancements, the Industrial Revolution 4.0, and Society 5.0. Teachers were no longer positioned as the primary source of knowledge; instead, they functioned as facilitators who fostered critical thinking, creativity, communication, and collaboration skills (4C). However, in practice, teacher professionalism faced numerous challenges, including limited digital literacy, frequent curriculum changes, insufficient professional training, and disparities in educational facilities, particularly in remote, outermost, and underdeveloped regions (3T areas). This study aimed to examine the challenges of teacher professionalism in twenty-first century learning and to explore efforts undertaken to address them. The method employed was a literature review, conducted by analyzing various scientific sources such as peer-reviewed journals, books, and relevant research reports.
Co-Authors Afryanti Karmoy Alon O. Ledoh Apriliani Kartini Daniel W. Fointuna Elisabeth W. Lobo Elsa L. Tampani Felviansi F. Ensa Filda E. Selan Greyzella P. Humau Hiwa Wonda Roswita M. Bere Besin