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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang caXra: Jurnal Pendidikan Sekolah Dasar
Wina Mustikaati
STKIP Purwakarta
Education Environmental Science Mathematics Social Sciences Other

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Penerapan Model Pembelajaran Numbered Head Together (NHT) untuk Meningkatkan Kemampuan Pemahaman Konsep Perkalian Siswa Kelas III SDN 3 Munjuljaya Desviana Azzahra; Atep Lesmana; Wina Mustikaati
caXra: Jurnal Pendidikan Sekolah Dasar Vol. 6 No. 1 (2026): Maret 2026
Publisher : IPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/caxra.v6i1.2981

Abstract

Penelitian ini bertujuan meningkatkan pemahaman matematis siswa kelas III SDN 3 Munjuljaya pada materi perkalian melalui penerapan model pembelajaran kooperatif tipe Numbered Head Together (NHT). Penelitian menggunakan desain Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus dengan subjek 32 siswa. Data dikumpulkan melalui tes dan observasi selama proses pembelajaran. Hasil penelitian menunjukkan bahwa penerapan NHT meningkatkan pemahaman matematis siswa secara bertahap. Ketuntasan belajar klasikal meningkat dari 47% pada pra-siklus menjadi 60% pada siklus I dan 88% pada siklus II. Nilai rata-rata kelas pada akhir tindakan mencapai 89. Selain itu, siswa menjadi lebih aktif berdiskusi, lebih berani mengemukakan pendapat, dan lebih siap menjawab pertanyaan secara individual maupun kelompok. Dengan demikian, model NHT efektif digunakan untuk meningkatkan pemahaman konsep perkalian siswa sekolah dasar.
Penerapan Model Think-Pair-Share (TPS) untuk Peningkatan Keterampilan Membaca Pemahaman Siswa SDN 3 Pasirtanjung Dea Da Silva; Atep Lesmana; Wina Mustikaati
caXra: Jurnal Pendidikan Sekolah Dasar Vol. 6 No. 1 (2026): Maret 2026
Publisher : IPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/caxra.v6i1.2994

Abstract

Penelitian ini bertujuan meningkatkan keterampilan membaca pemahaman siswa kelas V SDN 3 Pasirtanjung melalui penerapan model Think-Pair-Share (TPS) dalam pembelajaran Bahasa Indonesia. Penelitian menggunakan metode Penelitian Tindakan Kelas model Kemmis dan Taggart yang dilaksanakan dalam dua siklus, masing-masing meliputi perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 12 siswa. Data dikumpulkan melalui observasi, tes awal, tes akhir, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan TPS meningkatkan keterampilan membaca pemahaman siswa secara bertahap. Pada siklus I, ketuntasan belajar mencapai 58,33% dengan rata-rata nilai 72,10, sedangkan pada siklus II meningkat menjadi 91,67% dengan rata-rata 84,38. Aktivitas belajar siswa juga mengalami peningkatan hingga kategori sangat baik. Dengan demikian, model TPS efektif digunakan untuk meningkatkan keterampilan membaca pemahaman siswa sekolah dasar.
Penerapan Model CIRC untuk Meningkatkan Pemahaman Membaca Siswa Kelas V MI Alif Al-Ittifaq Mitha Tri Amelia Inayah; Gemi Gustiani; Wina Mustikaati
caXra: Jurnal Pendidikan Sekolah Dasar Vol. 6 No. 2 (2026): Juni 2026
Publisher : IPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/caxra.v6i2.3031

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan pemahaman membaca siswa melalui penerapan model Cooperative Integrated Reading and Composition (CIRC). Latar belakang penelitian ini adalah rendahnya pemahaman membaca siswa kelas V MI Alif Al-Ittifaq. Penelitian tindakan kelas ini dilaksanakan dalam dua siklus dengan subjek 10 siswa. Teknik pengumpulan data meliputi tes (pretest dan posttest), observasi, serta angket. Data dianalisis secara kualitatif dan kuantitatif. Rata-rata nilai pretest sebesar 56 dengan ketuntasan hanya 20%. Setelah penerapan model CIRC, nilai posttest meningkat menjadi 66 pada siklus I dan 80 pada siklus II, dengan ketuntasan mencapai 100%. Aktivitas siswa dan respon terhadap model juga mengalami peningkatan yang signifikan. Model CIRC terbukti efektif dalam meningkatkan pemahaman membaca dan menciptakan suasana belajar yang aktif dan kolaboratif.
Penerapan Model Pembelajaran Numbered Head Together (NHT) untuk Meningkatkan Kemampuan Pemahaman Konsep Perkalian Siswa Kelas III SDN 3 Munjuljaya Desviana Azzahra; Atep Lesmana; Wina Mustikaati
caXra: Jurnal Pendidikan Sekolah Dasar Vol. 6 No. 1 (2026): Maret 2026
Publisher : IPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/caxra.v6i1.2981

Abstract

Penelitian ini bertujuan meningkatkan pemahaman matematis siswa kelas III SDN 3 Munjuljaya pada materi perkalian melalui penerapan model pembelajaran kooperatif tipe Numbered Head Together (NHT). Penelitian menggunakan desain Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus dengan subjek 32 siswa. Data dikumpulkan melalui tes dan observasi selama proses pembelajaran. Hasil penelitian menunjukkan bahwa penerapan NHT meningkatkan pemahaman matematis siswa secara bertahap. Ketuntasan belajar klasikal meningkat dari 47% pada pra-siklus menjadi 60% pada siklus I dan 88% pada siklus II. Nilai rata-rata kelas pada akhir tindakan mencapai 89. Selain itu, siswa menjadi lebih aktif berdiskusi, lebih berani mengemukakan pendapat, dan lebih siap menjawab pertanyaan secara individual maupun kelompok. Dengan demikian, model NHT efektif digunakan untuk meningkatkan pemahaman konsep perkalian siswa sekolah dasar.
Penerapan Model Think-Pair-Share (TPS) untuk Peningkatan Keterampilan Membaca Pemahaman Siswa SDN 3 Pasirtanjung Dea Da Silva; Atep Lesmana; Wina Mustikaati
caXra: Jurnal Pendidikan Sekolah Dasar Vol. 6 No. 1 (2026): Maret 2026
Publisher : IPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/caxra.v6i1.2994

Abstract

Penelitian ini bertujuan meningkatkan keterampilan membaca pemahaman siswa kelas V SDN 3 Pasirtanjung melalui penerapan model Think-Pair-Share (TPS) dalam pembelajaran Bahasa Indonesia. Penelitian menggunakan metode Penelitian Tindakan Kelas model Kemmis dan Taggart yang dilaksanakan dalam dua siklus, masing-masing meliputi perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian berjumlah 12 siswa. Data dikumpulkan melalui observasi, tes awal, tes akhir, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan TPS meningkatkan keterampilan membaca pemahaman siswa secara bertahap. Pada siklus I, ketuntasan belajar mencapai 58,33% dengan rata-rata nilai 72,10, sedangkan pada siklus II meningkat menjadi 91,67% dengan rata-rata 84,38. Aktivitas belajar siswa juga mengalami peningkatan hingga kategori sangat baik. Dengan demikian, model TPS efektif digunakan untuk meningkatkan keterampilan membaca pemahaman siswa sekolah dasar.
PENGARUH MODEL PEMBELAJARAN KONTEKSTUAL UNTUK MENINGKATKAN HASIL BELAJAR MATERI PECAHAN KELAS III SEKOLAH DASAR Fifi Dwi Jayanti; Rayi Siti Fitriani; Wina Mustikaati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 3, September 2026 Released
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.17740

Abstract

This study aims to determine the effect of the Contextual Teaching and Learning (CTL) model on the learning outcomes of third-grade elementary school students in fraction material, covering differences in learning outcomes before and after the implementation of the model, as well as differences in the improvement of learning outcomes between the experimental and control classes. The study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The research sample consisted of 47 third-grade students of SDN 1 Cianting Utara in the 2025/2026 academic year, comprising 25 students in the experimental class who received learning using the CTL model and 22 students in the control class who received conventional learning. The research instrument was a fraction learning outcome test consisting of 9 valid and reliable items (reliability coefficient of 0.77) selected from 20 trial items. Data were analyzed using the Shapiro-Wilk normality test and the nonparametric Mann-Whitney U hypothesis test with the assistance of SPSS 27. The results showed that prior to treatment, there was no significant difference in learning outcomes between the two classes (Sig. = 0.459 > 0.05), with pretest averages of 19.80 (experimental) and 18.00 (control). After treatment, the posttest average of the experimental class increased to 98.24 and the control class to 69.55, showing a significant difference (Sig. = 0.001 < 0.05). The gain in learning outcomes of the experimental class (78.44) was also significantly higher than that of the control class (51.50) (Sig. = 0.000 < 0.05). Thus, the contextual teaching and learning model was proven to have a significant effect and to be more effective in improving students' learning outcomes on fraction material compared to conventional learning. Keywords: contextual teaching and learning model, learning outcomes, fractions, elementary school
PROFIL KOMUNIKASI MATEMATIS SISWA LAKI-LAKI DAN PEREMPUAN PADA MATERI GEOMETRI BIDANG DATAR DI GUGUS II KECAMATAN MAJALAYA Yekti Bella Pertiwi; Rayi Siti Fitriani; Wina Mustikaati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.18038

Abstract

Mathematical communication ability is a crucial skill for elementary school students, enabling them to express mathematical ideas through writing, drawings, and symbols. However, in practice, this ability remains low; for instance, midterm exam results at a school in Karawang Regency fell far short of the ideal score. This study aimed to examine the mathematical communication ability profile of fifth-grade elementary school students in Gugus II Kecamatan Majalaya and to compare the performance of male and female students in solving mathematical communication tasks related to plane geometry. A quantitative descriptive research design was employed, involving 78 fifth-grade students (41 boys and 37 girls). Data were collected using a descriptive test designed to measure mathematical communication skills across three aspects—written text, drawings, and mathematical expressions—after the instrument had undergone testing for validity, reliability, discriminating power, and difficulty level. Data analysis involved descriptive statistics, specifically calculating the mean achievement scores based on a holistic scoring rubric. The results showed that male students achieved a higher average score (11.93) on the third measured indicator compared to female students (10.05). Nevertheless, both groups performed well below the study's ideal average score of 40 Keywords: gender, geometry, mathematical communication, primary school
DAMPAK PENGGUNAAN DIVIGO TERHADAP HASIL BELAJAR MATEMATIKA PADA MATERI PEMBAGIAN BILANGAN CACAH SISWA KELAS III SEKOLAH DASAR Silvia Fitriani; Rayi Siti Fitriani; Wina Mustikaati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18326

Abstract

Elementary schools continue to struggle with poor whole number division learning outcomes, primarily as a result of teacher-centered education and pupils' inability to grasp the abstract idea of division. In order to solve this problem, the researcher created DIVIGO, an instructional board game that uses a game-based learning methodology to help third-grade pupils grasp whole number division. The objectives of this study were to: (1) compare pretest scores between the experimental and control groups prior to DIVIGO implementation, (2) compare posttest scores following DIVIGO implementation, (3) compare learning improvement between the two groups, and (4) determine the impact of DIVIGO on learning outcomes in mathematics. The sample consisted of 64 third-grade students from SDN Pasawahan Kidul, Purwakarta, divided into an experimental class and a control class (32 students receiving conventional instruction). Pretests and posttests were used to gather data, and descriptive statistics, the Shapiro-Wilk normality test, Levene's homogeneity test, the Mann-Whitney U test, the Independent Samples t-test, and Cohen's d effect size were used for analysis. The findings showed: (1) a significant difference in pretest scores (Mann–Whitney U, p = 0.003), with the control class showing higher initial ability; (2) a significant difference in posttest scores (p = 0.010), with the experimental class attaining a higher mean score (72.06) than the control class (56.19); (3) a significant difference in learning improvement (p = 0.025); and (4) a moderate effect, as indicated by a Cohen's d value of 0.666. These results show that DIVIGO enhances third-grade pupils' whole number division learning outcomes.
Co-Authors Atep Lesmana Dea Da Silva Desviana Azzahra Fifi Dwi Jayanti Gemi Gustiani Mitha Tri Amelia Inayah Rayi Siti Fitriani Silvia Fitriani Yekti Bella Pertiwi