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Mimbar PGSD Undiksha
Published by Universitas Pendidikan Ganesha
ISSN : 26144727     EISSN : 26144735     DOI : -
Core Subject : Education,
Education
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Articles 325 Documents
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Search results for , issue "Vol. 4 No. 1 (2016): April" : 325 Documents clear
PENERAPAN PENDEKATAN SAINTIFIK BERBASIS PORTOFOLIO UNTUK MENINGKATKAN KEAKTIFAN DAN PENGUASAAN KOMPETENSI IPA ., Ni Ketut Ayu Anggreni; ., Dr. M.G. Rini Kristiantari,M.Pd; ., DB.KT.NGR. Semara Putra,S.Pd., M.For.
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7266

Abstract

Penelitian ini bertujuan untuk (1) meningkatkan keaktifan dan (2) meningkatkan penguasaan kompetensi pengetahuan IPA melalui penerapan pendekatan saintifik berbasis portofolio. Penelitian ini termasuk penelitian tindakan kelas yang dilaksanakan 2 siklus. Subjek penelitian ini adalah siswa kelas IVB SD Negeri 1 Pemecutan tahun ajaran 2015/2016, sebanyak 37 siswa. Pengumpulan data dilakukan dengan metode (1) nontes dan (2) tes. Metode nontes digunalan untuk memperoleh data keaktifan dengan instrumen berupa lembar observasi. Metode tes digunakan untuk memperoleh data penguasaan kompetensi pengetahuan IPA, tes yang digunakan adalah tes objektif. Data didapatkan dari metode nontes dan metode tes dianalisis dengan metode analisis statistik deskriptif dan metode analisis deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa (1) nilai keaktifan siswa siklus I yaitu 13,51% atau 11 dari 37 siswa mendapat nilai minimal ≥3 (Baik). Pada siklus II nilai keaktifan siswa mencapai 54% atau 20 siswa dari 37 siswa pada siklus II mendapat nilai minimal ≥3 (Baik). Nilai keaktifan siswa meningkat dari siklus I ke siklus II sebesar 40,49%. (2) nilai penguasaan kompetensi pengetahuan IPA siswa pada siklus I yaitu 5,4% atau 2 dari 37 siswa mendapat nilai minimal ≥3,51 (A-). Pada siklus II nilai penguasaan kompetensi pengetahuan IPA siswa mencapai 64,8% atau 24 siswa dari 37 siswa pada siklus II mendapat nilai minimal ≥3,51 (A-). Nilai penguasaan kompetensi pengetahuan IPA siswa meningkat dari siklus I ke siklus II sebesar 59,4%. Dengan demikian disimpulkan bahwa penerapan pendekatan saintifik berbasis portofolio dapat meningkatkan keaktifan dan penguasaan kompetensi pengetahuan IPA pada siswa kelas IV SD Negeri 1 pemecutan tahun ajaran 2015/2016 Kata Kunci : Pendekatan saintifik, portofolio, Keaktifan, kompetensi pengetahuan IPA. This study aims to (1) enhance the activity and (2) improve the mastery of competencies science knowledge through the implementation of portfolio-based scientific approach.This study included a classroom action research conducted 2 cycles. The subjects were IVB grade students of SD Negeri 1 Pemecutan the academic year 2015/2016, a total of 37 students. The data collection is done by the method (1) nontes and (2) test. Digunalan nontes methods to obtain data with the instrument in the form liveliness observation sheet. The test method used to obtain data on the mastery of knowledge competencies IPA, the test used is an objective test. Data obtained from nontes method and the test method were analyzed with descriptive statistical analysis and quantitative descriptive analysis method. The results showed that (1) the value of students' activeness first cycle that 13.51% or 11 out of 37 students scored a minimum of ≥3 (Good). In the second cycle students' active value reaches 54% or 20 students out of 37 students in the second cycle gets a minimum value of ≥3 (Good). Values increased activity of students from the first cycle to the second cycle of 40.49%. (2) the value of students' mastery of competencies of knowledge IPA in the first cycle is 5.4% or 2 out of 37 students scored minimal ≥3,51 (A-).In the second cycle the value of knowledge mastery of competencies IPA students reached 64.8% or 24 students out of 37 students in the second cycle gets a minimum value ≥3,51 (A-). Value mastery of competencies IPA increase student knowledge from the first cycle to the second cycle of 59.4%. Thus concluded that the application portfolio-based scientific approach can enhance the activity of knowledge and mastery of competencies IPA in the fourth grade students of SD Negeri 1 blows the academic year 2015/2016keyword : scientific approach, portfolio, activeness, knowledge competence IPA.
PENGARUH PEMBELAJARAN PROBLEM BASED LAERNING (PBL) BERBANTUAN MEDIA GAMBAR TERHADAP HASIL BELAJAR PENGETAHUAN IPA SISWA KELAS IV GUGUS LETDA KAJENG TAHUN PELAJARAN 2015/2016. ., I Gusti Lanang Ngurah Mahendra; ., Drs. Ida Bagus Surya Manuaba,S.Pd., M.Fo; ., Drs. I Made Suara, M.Pd
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7268

Abstract

Tujuan Penelitian ini untuk mengetahui perbedaan yang signifikan hasil belajar pengetahuan IPA antara kelompok siswa yang dibelajarkan melalui pembelajaran PBL berbantuan media gambar dengan kelompok siswa yang dibelajarkan melalui pembelajaran konvensional pada siswa kelas IV Gugus Letda Kajeng. Jenis penelitian ini merupakan eksperimen semu dengan desain penelitian nonequivalent control group design.Populasi penelitian ini adalah siswa kelas IV Gugus Letda Kajeng tahun pelajaran 2015/2016 yang banyaknya 314 orang. Sampel ditentukan dengan teknik random sampling. Sampel penelitian ini adalah kelas IV SDN 14 pemecutan sebagai kelompok eksperimen dan kelas IV SDN 8 Pemecutan sebagai kelompok kontrol. Data Hasil Belajar Pengetahuan IPA dikumpulkan dengan instrumen berupa tes objektif. Data Hasil Belajar Pengetahuan IPA dianalisis dengan t-test. Hasil analisis menunjukkan terdapat perbedaan yang signifikan hasil belajar pengetahuan IPA antara kelompok yang dibelajarkan melalui pembelajaran PBL berbantuan media gambar dengan kelompok yang dibelajarkan melalui pembelajaran konvensional pada kelas IV Gugus Letda Kajeng. Hal tersebut dibuktikan dengan hasil thit= 3,712 > ttab (α = 0,05, 62) = 2,000. Demikian pula nilai Rerata Hasil Belajar Pengetahuan IPA siswa kelompok eskperimen = 73,78 > = 61,53 rerata Hasil Belajar Pengetahuan IPA siswa kelompok kontrol. Dengan demikian dapat disimpulkan pembelajaran PBL berbantuan Media Gambar berpengaruh terhadap hasil belajar pengetahuan IPA siswa kelas IV Gugus Letda Kajeng tahun pelajaran 2015/2016. Kata Kunci : Problem Based Learning, Media Gambar, Hasil Belajar The objective of this study to know the significan of diffrences resual physical science learning by the groups of students, that was learned trough PBL help to ficture media through conventional to sixth grade students Gugus IV Letda Kajeng. The kind of objective were false elesperiment and monequivalent control group design.The objective of population were students grade sixth Gugus IV Letda Kajeng 2015/2016 years learning that consist of 314 students. The sample was difinited by radom sampling. They were grade sixth SDN 14 Pemecutan as eksperiment group and SDN 8 Pemecutan as control group. The date of objective result physical science learning were colected by objective test intrumen and it was analized by t-test.The result of analyses showed different significan physical science learning by the group that were learned trought PBL help ficture media by the group through conventional learning. It was evidenced by the result are t_hit=3,712 > t_tab (α = 0,05) = 2,000. The everage of resutt physical science learning with the group of control. So, it was concluded PBL help ficture media got to influence to the result of physical science learning to the grade sixth Gugus IV Letda Kajeng 2015/2016 years learning. keyword : Problem Based Learning, ficture media, result learning
PENERAPAN TAKE AND GIVE BERBANTUAN MIND MAPPING UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR KELAS IV ., Putu Sugiantari; ., Drs. I Nyoman Murda,M.Pd.; ., Ni Wayan Rati, S.Pd., M.Pd.
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7269

Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan keaktifan belajar dan hasil belajar IPA dengan menerapkan model pembelajaran take and give berbantuan media mind mapping pada siswa kelas IV tahun pelajaran 2015/2016 di SDN 2 Banjar Tegal. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari tahap perencanaan, pelaksanaan tindakan, observasi dan evaluasi, serta refleksi. Subjek penelitian ini adalah siswa kelas IV di SDN 2 Banjar Tegal tahun pelajaran 2015/2016 yang berjumlah 20 orang. Objek penelitian ini adalah peningkatan keaktifan dan hasil belajar IPA. Pengumpulan data keaktifan belajar dilakukan dengan metode observasi. Pengumpulan data hasil belajar dilakukan dengan metode tes. Data dianalisis dengan metode analisis statistik deskriptif. Hasil penelitian menunjukkan bahwa terjadi peningkatan persentase keaktifan belajar dan hasil belajar IPA pada siswa kelas IV di SDN 2 Banjar Tegal. Pada siklus I, persentase rata-rata keaktifan belajar diperoleh sebesar 67,41% (cukup aktif) dan persentase rata-rata hasil belajar IPA diperoleh sebesar 67,75% (sedang). Pada siklus II persentase rata-rata keaktifan belajar diperoleh sebesar 81,25% (aktif), dan persentase rata-rata hasil belajar IPA diperoleh sebesar 80,75% (tinggi). Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model pembelajaran take and give berbantuan media mind mapping dapat meningkatkan keaktifan belajar dan hasil belajar IPA siswa kelas IV di SDN 2 Banjar Tegal tahun pelajaran 2015/2016.Kata Kunci : hasil belajar, keaktifan belajar, media mind mapping, take and give This study aims to find an increase in activity of learning and learning outcomes IPA by applying the learning model of media-assisted take and give mind mapping on fourth grade students in the academic year 2015/2016 in SDN 2 Banjar Tegal. This type of research is classroom action research conducted in two cycles. Each cycle consists of stages planning, action, observation and evaluation, and reflection. The subjects were fourth grade students at SDN 2 Banjar Tegal academic year 2015/2016 of 20 people. The object of this study was the increase in activity and learning outcomes IPA. Data collection the activity of learning carried out by the observation methods. Data collection the learning outcomes carried out by the test methods. Data were analyzed with descriptive statistical analysis methods. The results showed that there was an increase percentage activity of learning and learning outcomes IPA on fourth grade students at SDN 2 Banjar Tegal. In the first cycle, the average percentage of activity of learning gained by 67.41% (quite active) and the average percentage of learning outcomes obtained by 67.75% IPA (medium). In the second cycle the average percentage of activity of learning gained by 81.25% (active), and the average percentage IPA learning outcomes obtained by 80.75% (high). Based on the results it can be concluded that the application learning model of media-assisted take and give mind mapping can increase the activity of learning and learning outcomes IPA on fourth grade SDN 2 Banjar Tegal academic year 2015/2016.keyword : activity of learning, learning outcomes, media mind mapping, take and give
Penerapan Model Pembelajaran Teams Games Tournament Berbantuan Permainan Bahasa Melengkapi Cerita untuk Meningkatkan Keterampilan Membaca ., Ni Ketut Alit Aryani; ., Dra. Ni Wayan Arini,M.Pd; ., Drs. Ketut Pudjawan, M.Pd
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7270

Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan membaca pemahaman siswa kelas IV SD Negeri 3 Banjar Tegal Kecamatan Buleleng, Kabupaten Buleleng tahun pelajaran 2015/2016 melalui penerapan model pembelajaran Teams Games Tournament (TGT) berbantuan permainan bahasa melengkapi cerita. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari empat tahapan yaitu tahap perencanaan, tahap tindakan, tahap observasi/evaluasi, dan tahap refleksi. Subjek penelitian ini adalah siswa kelas IV SD Negeri 3 Banjar Tegal yang berjumlah 13 orang. Objek penelitian ini adalah keterampilan membaca pemahaman. Data keterampilan membaca pemahaman siswa dikumpulkan dengan metode tes. Data yang terkumpul kemudian dianalisis dengan analisis deskriptif kuantitatif. Hasil analisis data menunjukan bahwa nilai rata-rata keterampilan membaca pemahaman siswa pada siklus I sebesar 73,08, tergolong pada kategori “sedang” dengan persentase ketuntasan belajar sebesar 61,54%, tergolong pada kategori “tidak tuntas”. Pada tindakan siklus II nilai rata-rata keterampilan membaca pemahaman siswa mengalami peningkatan menjadi 81,15, tergolong pada kategori “tinggi” dengan persentase ketuntasan belajar sebesar 84,62%, tergolong pada kategori “tuntas”. Berdasarkan pada penelitian tersebut dapat disimpulkan bahwa dengan penerapan model pembelajaran Teams Games Tournament (TGT) berbantuan permainan bahasa melengkapi cerita dapat meningkatkan keterampilan membaca pemahaman siswa kelas IV SD Negeri 3 Banjar Tegal Kecamatan Buleleng, Kabupaten Buleleng Tahun Pelajaran 2015/2016. Kata Kunci : membaca pemahaman, Teams Games Tournament (TGT), permainan bahasa. This study aimed at improving reading comprehension skill of fourth grade students in SD Negeri 3 Banjar Tegal, Buleleng District , Buleleng regency in the academic year 2015/2016 through the implementation of Teams Games Tournament (TGT) learning model supported by completing story language games. This research was a classroom action research conducted in two cycles. Each cycle consisted of four stages, namely the planning, action, observation / evaluation and reflection. The subjects of the study were fourth grade students of SD Negeri 3 Banjar Tegal which consisted of 13 people. The object of this study was the reading comprehension skill. The data of students' reading comprehension skill were collected through test method. The collected data were analyzed by quantitative descriptive analysis. The results of data analysis showed that the average value of reading comprehension skill of students in the first cycle was 73.08 which belonged to “moderate” category. The learning completeness percentage was 61.54% which belonged to “not complete" category. In the second cycle of the average value of reading comprehension skills of students increased into 81.15 which belonged to “high" category. The learning completeness percentage was 84.62% which belonged to"complete" category. Based on these study, it can be concluded that the application of Teams Games Tournament (TGT) learning model with completing story language games can improve students' reading comprehension skill of fourth class in SD Negeri 3 Banjar Tegal, Buleleng District , Buleleng regency in the academic year 2015/2016. keyword : reading comprehension, Teams Games Tournament (TGT), language game.
PENERAPAN MODEL COURSE REVIEW HORAY BERBANTUAN MEDIA MONOPOLI UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR IPA ., Ni Wayan Suitriani; ., Dra. Ni Wayan Arini,M.Pd; ., Dra. Ni Nyoman Garminah, M.Hum
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7271

Abstract

Penelitian ini bertujuan untuk (1) meningkatkan keaktifan belajar dan (2) meningkatkan hasil belajar IPA melalui penerapan model pembelajaran course review horay bebantuan media monopoli. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari tahap perencanaan, pelaksanakan tindakan, observasi dan evaluasi, dan refleksi. Subjek penelitian ini adalah siswa kelas V SD Negeri 4 Banyuning tahun pelajaran 2015/2016 yang berjumlah 15 orang. Objek penelitian ini adalah peningkatan keaktifan dan hasil belajar IPA. Pengumpulan data keaktifan belajar menggunakan metode observasi dan pengumpulan data hasil belajar menggunakan tes. Data dianalisis dengan metode analisis statistik deskriptif. Hasil penelitian menunjukkan bahwa terjadi peningkatan persentase keaktifan belajar dan hasil belajar IPA pada siswa kelas V di SD Negeri 4 Banyuning. Pada siklus I, persentase rata-rata keaktifan belajar diperoleh sebesar 71,9% (cukup aktif) dan persentase rata-rata hasil belajar IPA diperoleh sebesar 72% (cukup). Pada siklus II persentase rata-rata keaktifan belajar diperoleh sebesar 84,75% (aktif) dan persentase rata-rata hasil belajar IPA diperoleh sebesar 82% (tinggi). Jadi, penerapan model pembelajaran course review horay berbantuan media monopoli dapat meningkatkan keaktifan belajar dan hasil belajar IPA siswa kelas V di SD Negeri 4 Banyuning tahun pelajaran 2015/2016.Kata Kunci : course review horay, hasil belajar, keaktifan, media monopoli This study aims (1) improve the activity of learning and (2) improve the learning outcomes of by application the learning model of media-assisted course review horay monopoly. This type of research is classroom action research conducted in two cycles. Each cycle consists of stages planning, action, observation and evaluation, and reflection. The subjects were grade V students at SD Negeri 4 Banyuning academic year 2015/2016 of 15 people. The object of this research was the increase in activity and learning outcomes IPA. Data collection in the study carried out by the method observation and tests. Data were analyzed with descriptive statistical analysis methods. The results showed that there was an increase percentage activity and learning outcomes IPA on grade V students at SD Negeri 4 Banyuning. In the first cycle the average percentage of activity of learning gained by 71,9% (quite active) and the average percentage of learning outcomes obtained by 72% (quite). In the second cycle the average percentage of activity of learning gained by 84,74% (active), and the average percentage IPA learning outcomes obtained by 82% (high). Become application of learning models course review horay assisted monopoly media can increase the activity of learning and learning outcomes IPA grade V SD Negeri 4 Banyuning academic year 2015/2016.keyword : activity of learning, course review horay, learning outcomes, monopoly media
Pengaruh Model Team Assisted Individualization Berbantuan Media Gambar terhadap Hasil Belajar IPA Ditinjau dari Motivasi ., Ni Kadek Suratdeni; ., Dra. Nyoman Kusmariyatni,S.Pd; ., Drs.I Gusti Ngurah Japa,M.Pd
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7272

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran team assisted individualization berbantuan media gambar terhadap hasil belajar IPA ditinjau dari motivasi belajar siswa kelas V SD di Gugus VI Kecamatan Kubutambahan Tahun Pelajaran 2015/2016. Sampel dalam penelitian ini berjumlah 42 orang. Penelitian ini merupakan penelitian eksperimen semu dengan desain post test only control group design. Data hasil belajar dikumpulkan dengan menggunakan metode tes dengan instrumen tes pilihan ganda. Sedangkan, data motivasi belajar siswa dikumpulkan dengan metode non tes yakni kuesioner. Data hasil belajar yang diperoleh dianalisis dengan menggunakan teknik analisis statistik deskriptif dan ANAVA dua jalur. Hasil penelitian ini menunjukkan bahwa: (1) terdapat perbedaan hasil belajar IPA antara siswa yang dibelajarkan dengan model pembelajaran team assisted individualization berbantuan media gambar dan siswa yang dibelajarkan dengan model pembelajaran konvensional (FA hitung = 8,22 > F tabel = 4,10).(2) terdapat perbedaan hasil belajar IPA antara siswa yang memiliki motivasi belajar tinggidan siswa yang memiliki motivasi belajar rendah (FB hitung = 4,36 > F tabel = 4,10).(3) terdapat pengaruh interaksi model pembelajaran yang diterapkan dengan motivasi belajar terhadap hasil belajar IPA, (FAB hitung = 38,17 > F tabel = 4,10). Dari hasil penelitian, dapat disimpulkan bahwa model pembelajaran team assisted individualization berbantuan media gambar berpengaruh terhadap hasil belajar IPA ditinjau dari motivasi belajar siswa kelas V SD di Gugus VI Kecamatan Kubutambahan Tahun Pelajaran 2015/2016. Kata Kunci : model team assisted individualization, hasil belajar, motivasi belajar This research aimed to determine the influence of team assisted individualization learning model helped by picture media toward IPA learning result that reviewed from learning motivation of fifth grade of elementary school in Gugus IV Sub District Kubutambahan in academic year of 2015/2016. The sample of this research is 42 people. This research is with post test only control group desaign. Learning result data is gathered by using test method with instrumental of multiple choice. Meanwhile, the data of students motivation is gathered by non test method, that is questioner. Learning result data will be analyized by statistic descriptif analyzing technique and ANAVA 2 lane. The result of this research will show that : (1) there is a different of IPA learning result between the students who are studied by team assisted individualization learning model by picture media and the students who are studied by conventional learning model (FAcount = 8,22 > Ftable = 4,10). (2) There is a different of IPA learning result between high motivation students and low motivation students (FBcount = 4,36 > Ftable = 4,10). (3) there is interaction influence of learning result that applied with learning motivation toward IPA learning result (FABcount = 38,17 > Ftable = 4,10). From the reseach result, can be concluded that team assisted individualization learning model helped by picture media has an affect toward IPA learning result reviewed from learning motivation of fifth grade students of elementary School in Gugus VI sub District Kubutambahan in academic year of 2015/2016. keyword : Team Assisted Individualization Model, Learning result, Learning Motivation
PENGARUH MASALAH REALISTIK TERHADAP PEMAHAMAN KONSEP MATEMATIKA BAGI SISWA KELAS V GUGUS VII KECAMATAN BULELENG ., Ida Ayu Pt Ary Puspita Dewi; ., Drs.I Gusti Ngurah Japa,M.Pd; ., Drs. Made Sumantri, M.Pd.
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7273

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan pemahaman konsep Matematika yang signifikan antara kelompok siswa yang dibelajarkan menggunakan masalah realistik dan kelompok siswa yang dibelajarkan menggunakan model pembelajaran konvensional tanpa pemberian masalah realistik pada siswa kelas V tahun pelajaran 2015/2016 di SD Gugus VII Kecamatan Buleleng Kabupaten Buleleng. Jenis penelitian ini adalah kuasi eksperimen dengan rancangan non equivalent post-test only control group design. Populasi penelitian ini yaitu seluruh siswa kelas V SD Gugus VII kecamatan Buleleng pada tahun pelajaran 2015/2016 yang berjumlah 89 orang. Sampel penelitian ini adalah siswa kelas V SD Negeri 1 Banjar Bali yang berjumlah 33 orang dan siswa kelas V SD Negeri 2 Banjar Bali yang berjumlah 20 orang. Data hasil belajar Matematika dikumpulkan dengan metode tes dan instrumen berupa tes uraian. Teknik analisis yang digunakan yaitu analisis deskriptif dan uji-t. Hasil analisis menunjukkan bahwa terdapat perbedaan pemahaman konsep Matematika yang signifikan antara kelompok siswa yang dibelajarkan menggunakan masalah realistik dan kelompok siswa yang dibelajarkan menggunakan model pembelajaran konvensional tanpa pemberian masalah realistik. Hal ini berarti masalah realistik berpengaruh terhadap pemahaman konsep Matematika pada siswa kelas V tahun pelajaran 2015/2016 di SD Gugus VII Kecamatan Buleleng Kabupaten Buleleng.Kata Kunci : masalah realistik, pemahaman konsep. This study was aimed to know the differences of the significant of mathematical concepts understanding between groups of students were learned by using realistic problems and learned by using conventional learning model without the provision of realistic problems in grade fifth students in 2015/2016 Academic Year in the elementary school cluster VII of of Buleleng District. This study was a quasi-experimental design with non equivalent post-test only control group design. The study population were 89 students in grade fifth of elementary school cluster VII Buleleng districts in the 2015/2016 Academic Year. The samples were 33 fifth grade students of SD Negeri 1 Banjar Bali and 20 fifth grade students of SD Negeri 2 Banjar Bali. Mathematics learning outcomes data were collected by testing method and the instrument was essay test. The data obtained were analyzed by using descriptive analysis and t-test. The result indicated that: there were differences in understanding math concepts significantly between groups of students that learned using realistic problems and the group of students that learned using conventional learning models without the provision of realistic problems. This result was meant there was an effect of the realistic problems to concepts understanding in grade fifth students of 2015/2016 Academic Year in the elementary school cluster VII of Buleleng District.keyword : realistic problems, mathematical concepts understanding
PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TGT (TEAMS GAMES TOURNAMENT) TERHADAP HASIL BELAJAR MATEMATIKA KELAS V ., Gusti Ayu Kade Emi Saptayanti; ., I Made Citra Wibawa, S.Pd., M.Pd.; ., Drs. Ketut Pudjawan, M.Pd
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7274

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar Matematika antara siswa yang dibelajarkan dengan model pembelajaran kooperatif tipe teams games tournament dan model pembelajaran konvensional siswa kelas V di SD Gugus Singasari Kecamatan Pekutatan Tahun Pelajaran 2015/2016. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan non equivalent post test only control group design. Sampel sebanyak 2 kelas, yang terdiri atas 55 orang. Kelas eksperimen dan kelas control ditentukan dengan tekhnik random sampling. Pengumpulan data dilakukan dengan menggunakan metodeo bservasi dan tes. Data yang diperoleh dianalisis menggunakan statistik deskriptif dan statistik inferensial, dengan uji-t. Berdasarkan analisis data dengan uji-t, diperoleh nilai thitung sebesar 45,70 lebih besar dari nilai ttabel sebesar 2,006 dengan taraf signifikansi 5%. Hasil penelitian menunjukkan thitung > ttabel, sehingga dapat diinterpretasikan bahwa terdapat perbedaan hasil belajar Matematika yang signifikan antara siswa yang mengikuti pembelajaran dengan model pembelajaran teams games tournment dan siswa yang mengikuti pembelajaran dengan model pembelajaran konvensional. Dari rata-rata ( ) hitung, diketahui kelompok eksperimen adalah 39,11 dan kelompok kontrol adalah 26, 09. Hal ini berarti eksperimen > kontrol, menunjukkan bahwa penerapan model pembelajaran teams games tournament berpengaruh secara signifikan terhadap hasil belajar Matematika siswa kelas V SD Gugus Singasari Kecamatan Pekutatan tahun pelajaran 2015/2016.Kata Kunci : Hasil belajar matematika, teams games tournament The aims of this study are to know the significant differences of the student’s learning outcomes on match between the students who were taught by using cooperative learning model teams games tournament and the students who were taught using conventional learning model of the five grade students in Cluster Singasari District of Pekutatan School Year 2015/2016. This research was a quasi-experimental design with non-equivalent post-test only control group design. The Samples were two classes which consisted of 55 students. The Experimental class and control class were determined by random sampling technique. The data were collected using the methods of observation and tests. The data were analyzed using descriptive statistics and inferential statistics through t-test. Based on the analysis of data with t-test, obtained tarithmetic 45,70 and ttabel =2,006 at significant level is 5%. The results show that tarithmetic > ttabel, so it can be interpreted that there are differences in mathematics learning outcomes significantly between students who take to the lesson with teams games tournament learning model and students following the study with conventional learning model. Of the average ( ) is calculated, known ( ) experimental class was 39,11 and the control class was 26,09. This means that eksperimental > control, result showed that application cooperative learning model teams games tournament type learning outcomes on mathematics significantly of the five grade students in Cluster Singasari District of Pekutatan School Year 2015/2016.keyword : learning outcomes on mathematics, teams games tournament
PENERAPAN PROJECT BASED LEARNING BERBANTUAN VIDEO UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR IPA DI SD ., Ni Wayan Ari Septiasih; ., Drs.I Gusti Ngurah Japa,M.Pd; ., Dra. Ni Wayan Arini,M.Pd
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7306

Abstract

Penelitian ini bertujuan untuk meningkatkan aktivitas belajar dan hasil belajar IPA dengan menerapkan model pembelajaran project based learning berbantuan media video pembelajaran pada siswa kelas V tahun pelajaran 2015/2016 di SDN 1 Tukadmungga. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus terdiri atas tahap perencanan, pelaksanan, observasi/evaluasi, dan refleksi. Pengumpulan data dalam penelitian ini dilakukan dengan metode observasi dan tes. Data dianalisis dengan metode analisis statistik deskriptif. Hasil penelitian menunjukkan bahwa terjadi peningkatan persentase aktivitas belajar dan hasil belajar IPA pada siswa kelas V di SDN 1 Tukadmungga. Berdasarkan observasi aktivitas belajar, persentase rata-rata aktivitas belajar siswa pada siklus I sebesar 66,36% (cukup aktif), dan persentase rata-rata aktivitas belajar siswa pada siklus II sebesar 83,08% (aktif), Berdasarkan tes hasil belajar IPA, persentase rata-rata hasil belajar IPA siswa pada siklus I sebesar 72,58% (sedang), dan persentase rata-rata hasil belajar IPA siswa pada siklus II sebesar 84,20% (tinggi). Berdasarkan perhitungan gains skor, kualitas peningkatan aktivitas belajar pada siklus I dan siklus II sebesar 0,50 (sedang). Kualitas peningkatan hasil belajar IPA pada siklus I dan siklus II sebesar 0,42 (sedang). Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model pembelajaran project based learning berbantuan media video pembelajaran dapat meningkatkan aktivitas belajar dan hasil belajar IPA siswa kelas V di SDN 1 Tukadmungga tahun pelajaran 2015/2016.Kata Kunci : Project Based Learning, Media Video Pembelajaran, Aktivitas Belajar, Hasil Belajar IPA This study aims to increase learning activity and science learning result after implementing project based learning model assisted video media to fifth grade students in academic year 2015/2016 at SDN 1 Tukadmungga. This research is a action research conducted in two cycles. Each cycle consists of four stage of planning, implementation, observation/evaluation, and reflection. The Data collection in this reseacrh is by doing observation and test method. The Data was analyzed with statistic descriptive analysis method. The results of this research showed that the percentage of learning activity and science learning result to fifth grade students at SDN 1 Tukadmungga was increased. Based on learning activity observation, mean percentage of learning activity at cycle I obtained 66.36% (quite active), and mean percentage of learning activity at cycle II obtained 83.08% (active). Based on science learning test relust, mean percentage of science learning result at cycle I obtained 72.58% (medium), and mean percentage of science learning result at cycle II obtained 84.20% (high). Based on gains score calculation, the quality of increasing learning activity at cycle I and cycle II is 0.50 (medium). The quality of increasing science learning result at cycle I and cycle II is 0.42 (medium). Based on the research result can concluded that the implementation project based learning model assisted video media can increase learning activity and science learning result of fifth grade students at SDN 1 Tukadmungga the academic year 2015/2016.keyword : Project Based Learning Model, Video Media, Learning Activity, Science Learning Result
PENGARUH PBI TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA KELAS V ., I Ketut Andita Opasana; ., Drs. Dewa Nyoman Sudana,M.Pd.; ., Ni Wayan Rati, S.Pd., M.Pd.
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7307

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan kemampuan pemecahan masalah matematika antara siswa yang dibelajarkan melalui model pembelajaran Problem-Based Instruction (PBI) dengan siswa yang dibelajarkan secara konvensional pada siswa kelas V di gugus VI Kecamatan Buleleng tahun pelajaran 2015/2016. Jenis penelitian ini adalah penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas V di gugus VI Kecamatan Buleleng tahun pelajaran 2015/2016 yang berjumblah 119 orang. Sampel penelitian ini yaitu siswa kelas V SD Negeri 2 Kampung Baru yang berjumblah 21 orang dan siswa SD Negeri 7 Kampung Baru yang berjumblah 20 arang. Data kemampuan pemecahan masalah pada mata pelajaran matematika siswa dikumpulkan dengan tes berbentuk uraian. Data yang dikumpulkan dianalisis menggunakan analisis statistik deskriptif dan statistik inferensial. Rata-rata kemampuan pemecahan masalah matematika siswa yang dibelajarkan dengan model pemebelajaran Problem-Based Instruction (PBI) dengan rata-rata 15,65 sedangkan siswa yang dibelajarkan secara konvensional rata-ratanya 8,25, dengan demikian kemampuan pemecahan masalah matematika siswa yang dibelajarkan dengan model pemebelajaran Problem-Based Instruction (PBI) lebih baik daripada kelompok siswa yang dibelajarkan dengan model konvensional. Hasil perhitungan Uji-t, menunjukan thitung sebesar 11,49 dan ttabel sebesar 2,021. Sehingga dapat disimpulkan bahwa terdapat perbedaan yang signifikan kemampuan pemecahan masalah matematika antara siswa yang dibelajarkan melalui model pembelajaran Problem-Based Instruction (PBI) dengan siswa yang dibelajarkan secara konvensional pada siswa kelas V di gugus VI Kecamatan Buleleng tahun pelajaran 2015/2016.Kata Kunci : PBI, kemampuan pemecahan masalah matematika. The study aims to find a significant difference of the mathematical problem solving ability of students who taught by Problem-Based Instruction (PBI) method and the students who taught conventionally in fifth grade cluster VI District of Buleleng in the academic year 2015/2016. This research is a quasi-experimental research. The population of the study was all students in fifth grade cluster VI District of Buleleng in the academic year 2015/2016 which amounted to 119 people. The Samples of this research were fifth grade students of Elementary School No.2 Kampung Baru which amounted 21 people and students of Elementary School No. 7 Kampung Baru which amounted 20 people. The data’s students of problem-solving skills in mathematics was gathered by the test in the form of a description. Data collected were analyzed by using descriptive statistical analysis and inferential statistics. The average of the students’ ability in problem-solving of mathematics who taught by the Problem-Based Instruction (PBI) learning models were15.65 while students who taught conventionally were 8.25, therefore the students who taught by the Problem-Based instruction (PBI) learning models is better than a group of students who taught by conventional models. The results of t-test calculation, shows ttest 11.49 and ttable 2,021. So, it can be concluded that there are the significant differences of student’s ability in mathematical problem-solving who taught by Problem-Based Instruction (PBI) method and students who taught conventionally in fifth grade cluster VI District of Buleleng in the academic year 2015/2016.keyword : PBI, problem-solving in mathematics.

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