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jurnal dikdas bantara
Published by Universitas Veteran Bangun Nusantara
ISSN : 26154285     EISSN : 26155508     DOI : -
Core Subject : Education,
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Terbit dua kali setahun pada bulan Februari dan Agustus. Berisi artikel-artikel yang diangkat dari hasil penelitian dan kajian di bidang kependidikan baik yang ditulis dalam bahasa Indonesia.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 202 Documents
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Inggris Yusari , Rita; Novita, Rita; Syarfuni; Mayang Sari, Siti
Jurnal Dikdas Bantara Vol.8 No.2 (2025)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/dikdasbantara.v8i2.7169

Abstract

Mathematics learning in elementary schools often faces challenges in improving students' conceptual understanding, especially in fractions. A fifth-grade teacher at Sd Negeri 61 Banda Aceh City, Mrs. N, said in an interview session that during the teaching and learning process in the classroom, teachers still tend to use lecture methods as is generally used so that the teaching and learning process in the classroom is conventional and lacks creativity during learning, students are unable to implement it into real life. The Realistic Mathematics Education (RME) approach provides a solution by connecting mathematical concepts with real-life contexts, making it easier for students to understand and apply fraction concepts more meaningfully. This study aims to analyze the implementation of the RME model in fraction learning and its effect on elementary school students' conceptual understanding. The research method used is a quasi-experimental study with a pretest-posttest control group design. The research subjects consisted of fifth-grade elementary school students who were divided into an experimental group (with RME) and a control group (with conventional methods). The research instruments included conceptual understanding tests, observations, and interviews to obtain quantitative and qualitative data. The results showed that students who learned with the RME approach experienced a more significant increase in conceptual understanding compared to students who learned using conventional methods. RME-based learning can help students construct fraction concepts through exploration of contextual situations, group discussions, and reflection on problem-solving strategies. Therefore, using this approach can be an effective strategy in improving the quality of fraction learning in elementary schools.
THE EFFECT OF THE INQUIRY LEARNING MODEL ON SOCIAL SCIENCE LEARNING OUTCOME AND SAINS LITERACY IN GRADE IV STUDENTS OF ELEMENTARY SCHOOL CLUSTER IV AT BEBANDEM DISTRICT Aditya Pratama, I Wayan Agus Giri; Suwindia , I Gede; Handriani , Luh Gede
Jurnal Dikdas Bantara Vol.8 No.2 (2025)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/dikdasbantara.v8i2.7267

Abstract

The focus of this study is to discover how the inquiry learning approach affects science literacy and learning outcomes. The sample consisted of 55 persons chosen by random sampling techniques, while the research population included of 246 people. This study uses a posttest control group design and is quasi-experimental. An essay-style questionnaire measuring learning, motivation, data, and scientific critical thinking abilities was used to gather the study's data. The MANOVA statistical test was used to assess the data. With a F value of 39.457 and a significance level below 0.05, the results of this study show that: 1) the inquiry learning approach has an impact on the scientific learning outcomes of grade IV students at Elementary School Cluster IV, Bebandem District. 2) With a F value of 31.107 and a significance level below 0.05, the inquiry learning model has an impact on the science literacy of grade IV students at Elementary School Cluster IV, Bebandem District. 3) There is an influence of the inquiry learning model on the science learning outcomes and science literacy of grade IV students of Elementary School Cluster IV, Bebandem District. These results are evidenced by the F value of 32.903 with a significance of less than 0.05. This study provides empirical evidence regarding the effectiveness of the inquiry learning model on science learning outcomes and science literacy at the elementary school level.

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