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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Journal of Classroom Action Research
Muh. Fauzy Emqi
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Implementasi Model Pembelajaran Questioning Answering Untuk Meningkatkan Hasil Belajar Siswa Pada Pembelajaran IPAS Kelas V Materi Peta Di SDN Tunggulwulung 2 Angela Maria Melania Bere; Moh. Farid Nurul Anwar; Muh. Fauzy Emqi; Muh. Rifa'i
Journal of Classroom Action Research Vol. 8 No. Special Issue (2026): Special Issue (March)
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v8iSpecial Issue.14724

Abstract

Pembelajaran IPAS pada materi peta di sekolah dasar masih menunjukkan rendahnya hasil belajar siswa yang disebabkan oleh kurangnya keaktifan dan pemahaman terhadap komponen peta seperti simbol, legenda, arah mata angin, dan skala. Permasalahan tersebut juga terjadi pada siswa kelas V SDN Tunggulwulung II, di mana sebagian besar siswa belum mencapai Kriteria Ketuntasan Minimal (KKM). Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa melalui penerapan model pembelajaran Questioning Answering pada materi peta. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, yang masing-masing meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah 29 siswa kelas V. Teknik pengumpulan data dilakukan melalui tes hasil belajar, observasi aktivitas pembelajaran, dan dokumentasi, sedangkan analisis data menggunakan pendekatan deskriptif kuantitatif dan kualitatif dengan menghitung rata-rata nilai dan persentase ketuntasan belajar siswa. Hasil penelitian menunjukkan bahwa penerapan model Questioning Answering mampu meningkatkan hasil belajar siswa secara signifikan. Pada Siklus I, ketuntasan belajar mencapai 51,72% dengan rata-rata nilai 62.41. Setelah dilakukan perbaikan pembelajaran pada Siklus II, ketuntasan belajar meningkat menjadi 82,76% dengan rata-rata nilai 79,93, sehingga terjadi peningkatan ketuntasan sebesar 31,04%. Selain itu, siswa juga terlihat lebih aktif bertanya, menjawab pertanyaan, serta lebih percaya diri dalam menyampaikan pendapat. Dengan demikian, model pembelajaran Questioning Answering efektif digunakan untuk meningkatkan hasil belajar siswa pada materi peta dalam pembelajaran IPAS di sekolah dasar.
IMPLEMENTASI MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS V SEKOLAH DASAR Mesa, Ivoni; Siti Ni’matul Fitriyah; Muh. Fauzy Emqi; Moh. Farid Nurul Anwar
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.46687

Abstract

Critical thinking is an important skill that students must possess to face the challenges of 21st-century learning. The Problem Based Learning (PBL) model is one approach that can be used to develop critical thinking skills because it emphasizes active and contextual problem solving. This study aims to improve critical thinking skills after the implementation of the Problem Based Learning (PBL) model in each CAR cycle. This study uses the Classroom Action Research (CAR) method which is implemented in two cycles, where each cycle consists of planning, implementation, observation, and reflection stages. The research subjects were 29 students. Data collection techniques were carried out through observation, testing, and documentation. Data analysis was carried out qualitatively and quantitatively. The results of this study indicate that there was an increase in students' critical thinking skills in each cycle. In the pre-cycle stage, the percentage of student learning completion was 34.48%, then increased to 68% in cycle I, and increased again to 86% in cycle II. This increase indicates that the implementation of the Problem Based Learning model has a positive impact on student learning outcomes. Students' critical thinking skills improved because they were actively involved in the learning process through problem-solving activities, group discussions, and analysis of the given problems. Based on the research results and discussion, it can be concluded that the implementation of the Problem-Based Learning model was effective in improving the critical thinking skills of fifth-grade students at SDN Madyopuro 1.
Pengembangan Modul Pembelajaran Berbasis Kearifan Lokal pada mata Pelajaran Pendidikan Pancasila Materi Keberagaman Sosial Dan Buadaya Di Kelas IV Sekolah Dasar Maria Angela Abuk; Moh. Farid Nurul Anwar; Muh. Fauzy Emqi; M. Rifa'i
Journal of Classroom Action Research Vol. 8 No. 2 (2026): May 2026
Publisher : Program Studi Magister Pendidikan IPA, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jcar.v8i2.14726

Abstract

Pembelajaran Pendidikan Pancasila pada materi Keberagaman Sosial dan Budaya di sekolah dasar masih menghadapi permasalahan berupa keterbatasan bahan ajar yang kontekstual serta kurangnya integrasi nilai kearifan lokal dalam proses pembelajaran. Kondisi tersebut menyebabkan siswa cenderung memahami materi secara konseptual tanpa mampu mengaitkannya dengan realitas sosial di lingkungan sekitar. Oleh karena itu, diperlukan pengembangan bahan ajar yang dapat mengaitkan materi pembelajaran dengan konteks budaya lokal agar pembelajaran lebih bermakna. Penelitian ini bertujuan untuk mengembangkan modul pembelajaran berbasis kearifan lokal Kota Malang pada mata pelajaran Pendidikan Pancasila materi Keberagaman Sosial dan Budaya kelas IV sekolah dasar yang memenuhi kriteria valid, praktis, dan efektif. Penelitian ini menggunakan metode Research and Development (R&D) dengan model pengembangan Borg and Gall yang dimodifikasi. Subjek penelitian terdiri dari 30 siswa kelas IV SDN Tunggulwulung II Kota Malang. Teknik pengumpulan data meliputi angket validasi ahli materi, ahli media, dan ahli bahasa, angket respons peserta didik, serta tes hasil belajar untuk mengukur keefektifan modul. Hasil penelitian menunjukkan bahwa modul yang dikembangkan memperoleh tingkat kevalidan yang tinggi dengan persentase validasi ahli materi sebesar 90%, ahli media 87%, dan ahli bahasa 88%, yang termasuk dalam kategori sangat valid. Hasil uji coba kelompok kecil menunjukkan respons peserta didik sebesar 90% dengan kategori sangat praktis. Sementara itu, hasil uji coba kelompok besar menunjukkan rata-rata hasil belajar siswa sebesar 92% yang termasuk dalam kategori sangat efektif. Dengan demikian, modul pembelajaran berbasis kearifan lokal Kota Malang dinyatakan layak dan efektif digunakan sebagai bahan ajar dalam pembelajaran Pendidikan Pancasila di sekolah dasar.
IMPLEMENTASI MODEL FAN AND PICK DALAM MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN PENDIDIKAN PANCASILA MATERI KERJA SAMA DI LINGKUNGANKU KELAS IV DI SEKOLAH DASAR Maria Anita Bhibha; Moh. Farid Nurul Anwar; Muh. Fauzy Emqi
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.v11i02.48519

Abstract

According to the actual conditions obtained by the data, some of the fourth grade students of SDN Merjosari 3 have not shown complete mastery of the material for each of their basic competencies, especially the field of Pancasila education study on cooperation on my environment. This is evidenced by the fact that there are still many student who have not reached the KKM. In this case, the Fan and Pick learning model is used as one of the learning models that can overcome this problem. This study uses the Classroom Action Research (CAR) type of research which has 2 cycles that have 4 stages, namely (1) initial planning, (2) implementation of actions, (3) observation, and (4) reflection. The results of observations of teacher teaching activities in cycle I and cycle II, in cycle I the observation results were 66,67% so that it was in the less category. In cycle II there was an increase, namely the observations results were 94,44% so that it was in the very good category. The results of observations of students learning avctivities in cycle I and cycle II, in cycle I the observation results were 66,67% with the less category. In cycle II there was an increase, namely the observation results were 88,89% so that it was in the good category. Student learning results in cycle I and cycle II, in cycle I only obtained 61,53% with the less category and in cycle II there was an in increase in learning results, namely obtaining 84,61%  with the good category.
Co-Authors Angela Maria Melania Bere M. Rifa'i Maria Angela Abuk Maria Anita Bhibha Mesa, Ivoni Moh. Farid Nurul Anwar Muhamad Rifa’i Siti Ni’matul Fitriyah