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Jurnal Pendidikan Dasar
Published by Universitas Negeri Jakarta
ISSN : 20867433     EISSN : 25495801     DOI : https://doi.org/10.21009/10.21009/JPD.081
Core Subject : Education,
Education Other
1. online writing conceptual notions 2. studies and application of theories 3. practitioners writing and research results and teaching in the field of knowledge elementary education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 343 Documents
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NING MODEL BASED ON POP-UP BOOK ON CONCEPTUAL UNDERSTANDING OF FIFTH-GRADE ELEMENTARY SCHOOL STUDENTS Widia Nata Saputri; Deviyanti Pangestu; Yoga Fernando Rizqi; Fadhilah Khairani
Jurnal Pendidikan Dasar Vol. 17 No. 1 (2026): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v17i1.68388

Abstract

Pemahaman konsep merupakan kemampuan penting yang membantu peserta didik dalam memahami, menghubungkan, serta menerapkan pengetahuan secara bermakna dalam berbagai situasi pembelajaran. Namun, kemampuan pemahaman konsep peserta didik kelas V sekolah dasar, khususnya pada mata pelajaran IPAS, masih tergolong rendah. Penelitian ini bertujuan untuk menganalisis efektivitas penggunaan model Discovery Learning berbasis Pop-Up Book terhadap pemahaman konsep peserta didik. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi experimental design melalui desain non-equivalent control group. Populasi penelitian berjumlah 42 peserta didik, dengan teknik pengambilan sampel menggunakan sampling jenuh, sehingga seluruh peserta didik kelas V dijadikan sebagai sampel penelitian. Teknik pengumpulan data dilakukan melalui tes dan non-tes berupa lembar observasi. Analisis data dilakukan menggunakan uji regresi linear sederhana. Hasil penelitian menunjukkan bahwa penggunaan model Discovery Learning berbasis Pop-Up Book efektif dalam meningkatkan pemahaman konsep IPAS peserta didik kelas V sekolah dasar.
EFEKTIVITAS EFEKTIVITAS PENGGUNAAN LKPD BERBASIS PROBLEM BASED LEARNING TERHADAP SELF REGULATED LEARNING PESERTA DIDIK KELAS V SEKOLAH DASAR : EFEKTIVITAS PENGGUNAAN LKPD BERBASIS PROBLEM BASED LEARNING TERHADAP SELF REGULATED LEARNING PESERTA DIDIK KELAS V SEKOLAH DASAR Rohmah Shela Saputri; Amrina Izzatika; Nindy Profithasari; Fadhillah Khairani
Jurnal Pendidikan Dasar Vol. 17 No. 1 (2026): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v17i1.68391

Abstract

The problem in this study was that elementary school students’ self-regulated learning (SRL), particularly in the aspects of learning planning, motivation, behavior, metacognition, and learning evaluation, had not been optimal. This study aimed to determine the effectiveness of Problem Based Learning (PBL)-based Student Activity Sheets (LKPD) on the self-regulated learning of fifth-grade elementary school students. This study employed a quantitative approach with a quasi-experimental method and a nonequivalent control group design. The population consisted of 40 fifth-grade students, with 38 regular students selected as the sample through purposive sampling. Data were collected through observation, documentation, and SRL questionnaires. Data analysis included validity, reliability, N-Gain, normality, homogeneity, linearity, and simple linear regression tests.The results showed that the use of PBL-based LKPD was effective in improving students’ SRL. The simple linear regression test showed that the Fcount value of 42.782 was higher than the Ftable value of 4.45, with a significance value lower than 0.05. Therefore, the use of PBL-based LKPD had a significant effect on the self-regulated learning of fifth-grade elementary school students.
PENGARUH MODEL PEMBELAJARAN READING, MIND MAPPING, AND SHARING (RMS) TERHADAP KEMAMPUAN LITERASI SAINS PADA MATA PELAJARAN IPAS PESERTA DIDIK KELAS V SEKOLAH DASAR Siska Tri Utami; Nindy Profithasari; Amrina Izzatika; Erni
Jurnal Pendidikan Dasar Vol. 17 No. 1 (2026): Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jpd.v17i1.68393

Abstract

This study aimed to determine the effect of the Reading, Mind Mapping, and Sharing (RMS) learning model on students' scientific literacy skills in the IPAS (Natural and Social Sciences) subject of fifth-grade students at SD Negeri 2 Suka Bhakti. This study employed a quasi-experimental method with a nonequivalent control group design and a quantitative approach. The sample consisted of 43 students selected through saturated sampling, comprising 23 students in the control class (VA) and 20 students in the experimental class (VB). The experimental class received treatment using the RMS learning model, while the control class used the Problem-Based Learning (PBL) model. Data were collected through pre-test and post-test instruments, as well as student activity observation sheets. Data analysis used simple linear regression and independent samples t-test. The results showed: (1) there was a significant effect of the RMS learning model on students' scientific literacy skills, with an R Square value of 0.617, indicating that 62% of the variation in scientific literacy was explained by the RMS model; (2) there was a significant difference between the RMS and PBL models on students' scientific literacy, with the experimental class achieving a higher average post-test score (74.3) compared to the control class (66.7). These findings confirm that the RMS learning model is more effective in improving scientific literacy skills than the PBL model at the elementary school level.

Page 35 of 35 | Total Record : 343

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