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Progressive of Cognitive and Ability
Published by Edupedia Publisher
ISSN : -     EISSN : 29621631     DOI : 10.56855
Core Subject : Education,
Education Other
This journal is a publication that contains research results, development of innovative and relevant research and related conceptual studies and/or developments in the field of Education. This journal has a focus and scope that includes: 1. Educational learning and services. 2. Evaluation of education in general, including educational processes and outcomes. 3. Utilization of information and communication technology in education. 4. Development and implementation of educational curricula. 5. Education policy and management.
Arjuna Subject : Umum - Umum
Articles 163 Documents
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Pengaruh Model Pembelajaran Role Playing terhadap Hasil Belajar Siswa Sekolah Dasar Kelaudia Pratama Manik; Melvin Melanton Simanjuntak; Eva Saryati Panggabean
Progressive of Cognitive and Ability Vol. 5 No. 3 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jpr.v5i3.2096

Abstract

Tujuan – Penelitian ini bertujuan menganalisis pengaruh model pembelajaran role playing terhadap hasil belajar siswa kelas V pada mata pelajaran Pendidikan Pancasila di SD Negeri 091281 Batu IV. Metode – Penelitian menggunakan pendekatan kuantitatif dengan desain pre-experimental tipe one-group pretest–posttest. Sampel berjumlah 23 siswa yang ditentukan melalui total sampling. Data dikumpulkan menggunakan tes pilihan ganda sebanyak 30 soal pada tahap pretest dan posttest, kemudian dianalisis dengan uji normalitas Shapiro–Wilk, uji N-Gain, dan uji t. Hasil – Rata-rata nilai siswa meningkat dari 54,30 pada pretest menjadi 88,52 pada posttest. Nilai N-Gain sebesar 0,7749 termasuk kategori tinggi. Hasil uji t menunjukkan nilai thitung = 21,515 lebih besar daripada ttabel = 1,717 (p < 0,05), sehingga model role playing berpengaruh signifikan terhadap hasil belajar siswa. Kebaruan – Penelitian ini menyajikan bukti empiris mengenai efektivitas model role playing dalam pembelajaran Pendidikan Pancasila di sekolah dasar melalui aktivitas bermain peran yang mendorong partisipasi aktif siswa. Signifikansi – Temuan penelitian memberikan alternatif model pembelajaran yang interaktif untuk meningkatkan hasil belajar, keaktifan, dan motivasi siswa serta menjadi referensi bagi guru dalam mengembangkan pembelajaran Pendidikan Pancasila.
Misi BOTAK (Bola, Tabung dan Kerucut): Menuntaskan Pembelajaran Matematika Materi Bangun Ruang Sisi Lengkung dengan Metode Kooperatif Abdul Gofur
Progressive of Cognitive and Ability Vol. 5 No. 3 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jpr.v5i3.2116

Abstract

Tujuan – Penelitian ini bertujuan untuk mendeskripsikan penerapan program “Misi BOTAK” (Bola, Tabung, dan Kerucut) melalui metode pembelajaran kooperatif dalam meningkatkan pemahaman konsep, partisipasi aktif, dan hasil belajar peserta didik pada materi bangun ruang sisi lengkung di kelas IX MTs Negeri 14 Jakarta Timur. Latar belakang penelitian didasarkan pada rendahnya kemampuan visualisasi geometri siswa serta minimnya keterlibatan aktif dalam pembelajaran matematika. Metodologi – Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan penerapan pembelajaran kooperatif berbasis misi. Subjek penelitian adalah peserta didik kelas IX MTs Negeri 14 Jakarta Timur yang dibagi ke dalam kelompok heterogen beranggotakan 4–5 siswa. Prosedur penelitian meliputi tahap persiapan, pembentukan kelompok, pemberian misi, eksplorasi dan diskusi, presentasi, refleksi, serta evaluasi. Instrumen yang digunakan berupa lembar observasi, tes hasil belajar, dan dokumentasi aktivitas siswa. Data dianalisis secara deskriptif untuk melihat perubahan keterlibatan dan pemahaman konsep siswa. Temuan – Hasil penelitian menunjukkan bahwa penerapan “Misi BOTAK” mampu meningkatkan partisipasi aktif peserta didik dalam pembelajaran matematika. Siswa menjadi lebih mudah memahami konsep bangun ruang sisi lengkung melalui aktivitas kolaboratif, proyek pembuatan model tiga dimensi, dan penyelesaian soal HOTS kontekstual. Selain itu, suasana belajar menjadi lebih interaktif, menyenangkan, dan bermakna sehingga berdampak positif terhadap hasil belajar siswa. Kebaruan – Kebaruan penelitian ini terletak pada integrasi metode pembelajaran kooperatif dengan pendekatan berbasis misi (“Misi BOTAK”) untuk materi bangun ruang sisi lengkung yang dikemas secara kontekstual dan berbasis pengalaman langsung siswa. Signifikansi – Penelitian ini bermanfaat bagi guru matematika, sekolah, dan praktisi pendidikan sebagai alternatif strategi pembelajaran inovatif untuk meningkatkan kualitas pembelajaran geometri di tingkat SMP/MTs
Comparative Analysis of Classroom Management Instruments and Student Learning Motivation Using the Likert Scale Helmiyatun Helmiyatun; Ahmad Ahmad
Progressive of Cognitive and Ability Vol. 5 No. 3 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jpr.v5i3.2132

Abstract

Purpose – Classroom management and learning motivation are essential components that influence students’ engagement and academic success. Although these constructs are closely interconnected, limited studies have comparatively examined students’ perceptions of both aspects within the same educational setting. This study aimed to analyze and compare students’ perceptions of classroom management and learning motivation in three senior secondary schools in Tempos Village, West Lombok. Methodology – This study employed a quantitative descriptive comparative design. A total of 227 students from MA Fathul Akbar NW Tempos, MA Nurul Huda Tempos, and SMK Hizbunnajah NW Tempos participated in the study. Data were collected using two Likert-scale questionnaires measuring classroom management and learning motivation. Descriptive statistics were used to summarize the data, while the Shapiro–Wilk test examined data normality and Levene’s test assessed the homogeneity of variances. All statistical analyses were conducted using R Studio. Findings – The findings showed that students perceived both classroom management and learning motivation positively. The mean classroom management score was 25.59, whereas the mean learning motivation score was 26.59. Learning motivation demonstrated greater variability than classroom management, indicating more diverse student perceptions. The Shapiro–Wilk test revealed that both variables were not normally distributed (p < 0.05), while Levene’s test indicated homogeneous variances (p > 0.05). These findings suggest that effective classroom management should be complemented by strategies that foster students’ learning motivation, particularly in educational settings characterized by diverse socio-cultural backgrounds. Novelty – This study provides a comparative analysis of classroom management and learning motivation using the same measurement framework and statistical assumptions, offering empirical evidence of the relationship between classroom climate and students’ motivational perceptions. Significance – The findings provide practical insights for teachers, school administrators, and educational policymakers in designing learning environments that effectively integrate classroom management practices with strategies to enhance students’ motivation and engagement.

Page 17 of 17 | Total Record : 163

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