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All Journal Jurnal Impresi Indonesia Eduvest - Journal of Universal Studies
Fery Muhamad Firdaus
Universitas Negeri Yogyakarta, Indonesia
Religion Aerospace Engineering Computer Science & IT Economics, Econometrics & Finance Education Health Professions Law, Crime, Criminology & Criminal Justice Neuroscience Social Sciences

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The Effect of the “Course Review Horay” Cooperative Learning Model on the Mathematical Understanding of Fourth-Grade Students at Demakijo 1 Public Elementary School Mahmuda Nur Dzaky; Fery Muhamad Firdaus
Eduvest - Journal of Universal Studies Vol. 6 No. 4 (2026): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v6i4.53030

Abstract

Mathematics learning in elementary schools often emphasizes procedural memorization rather than conceptual understanding, leading to students’ difficulties in grasping fundamental mathematical concepts such as multiplication and division. This condition highlights the need for innovative learning models that actively engage students and foster deeper understanding. This research aims to analyze the effect of the Course Review Horay cooperative learning model on the mathematical understanding of fourth-grade students at SD Negeri Demakijo 1 in multiplication and division material. This study uses a quantitative approach with a quasi-experimental design of a nonequivalent control group design. The research sample consisted of one experimental class treated with the Course Review Horay model and one control class using the Student Team Achievement Division (STAD) model, selected using a total sampling technique. Data were collected through a mathematical understanding test in the form of a pretest and posttest, then analyzed using a t-test after fulfilling the prerequisite tests for analysis. The results showed that the Course Review Horay model had a significant effect on students' mathematical understanding, with a significance value of 0.006 (< 0.05). This model is effective in improving students' abilities to explain concepts, connect mathematical ideas, and solve mathematical problems. The Course Review Horay cooperative learning model is effective in enhancing elementary school students' mathematical understanding. This model can serve as an alternative learning strategy to improve the quality of mathematics instruction, particularly in multiplication and division topics.
Optimalisasi Hasil Belajar IPA dan Kemampuan Berpikir Kritis Siswa Kelas VI SD Melalui Pendekatan Contextual Teaching and Learning. Eneng Fenti Nurnianingsih; Gusti Yarni; Fery Muhamad Firdaus
Jurnal Impresi Indonesia Vol. 4 No. 11 (2025): Jurnal Impresi Indonesia
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jii.v4i11.7165

Abstract

Rendahnya hasil belajar IPA dan kemampuan berpikir kritis (KBK) siswa Sekolah Dasar masih menjadi tantangan. Pendekatan pembelajaran konvensional seringkali kurang membantu siswa menghubungkan materi dengan kehidupan nyata, sehingga diperlukan pendekatan alternatif seperti Contextual Teaching and Learning (CTL). Penelitian ini bertujuan untuk menganalisis: (1) Perbedaan hasil belajar IPA antara siswa yang diajar dengan CTL dan Pendekatan Saintifik; (2) Perbedaan hasil belajar IPA di antara kelompok siswa dengan KBK tinggi, sedang, dan rendah; dan (3) Eksistensi interaksi antara pendekatan pembelajaran dan tingkat KBK terhadap hasil belajar IPA. Penelitian ini menggunakan desain kuantitatif eksperimen faktorial 2×3 dengan subjek 46 siswa di Kecamatan Kalideres, Jakarta Barat. Instrumen yang digunakan meliputi tes hasil belajar IPA (materi Hantaran Panas Benda) dan tes Kemampuan Berpikir Kritis. Data dianalisis menggunakan Analisis Varian Dua Jalur (Two-Way ANOVA) setelah memenuhi uji asumsi normalitas dan homogenitas. Hasil ANOVA menunjukkan bahwa: (1) Pendekatan CTL berpengaruh signifikan terhadap hasil belajar IPA (F=74,399; Sig.=0,000); (2) Tingkat KBK berpengaruh signifikan terhadap hasil belajar IPA (F=19,441; Sig.=0,000); dan (3) Terdapat interaksi yang signifikan antara Pendekatan Pembelajaran dan KBK terhadap hasil belajar IPA (F=4,217; Sig.=0,022). Hasil uji lanjut menunjukkan bahwa pendekatan CTL memberikan manfaat terbesar (efek kompensasi) pada kelompok siswa dengan KBK rendah dan sedang. Disimpulkan bahwa CTL berperan sebagai penjembatan (bridge) yang efektif dalam mengkompensasi keterbatasan kemampuan berpikir kritis siswa terhadap perolehan hasil belajar IPA.
Co-Authors Eneng Fenti Nurnianingsih Gusti Yarni Mahmuda Nur Dzaky