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Panicgogy International Journal
Published by Nasir Al-Kutub Indonesia
ISSN : -     EISSN : 30314925     DOI : https://doi.org/10.59965/pij.v2i1.149
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics
Panicgogy International Journal (PIJ) is a research journal on all fields in education. This journal develops, surveys, and discusses current research and theory-based perspectives in education. In addition, this journal functions as a forum for discussion or critical analysis of issues in education. All articles published in this journal must comply with the strict requirements and procedures imposed by the editorial board and responsible external reviewers—this journal targets readers worldwide who are interested in developing the world of education. This journal is published two times a year, in Maret & September, and is published by Nasir Al-Kutub Indonesia.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2024): pij" : 5 Documents clear
Completing second-grade thematic learning: a classroom action research by implementing learning video at Kabulangka Susyati, Susyati; Kandaga, Thesa
Panicgogy International Journal Vol. 2 No. 1 (2024): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v2i1.76

Abstract

The action research was motivated by the low level of learning outcomes of second grade students' at SD Negeri Kubulangka, Cukuh Balak Subdistrict. The purpose of this research was to enhance students' learning outcomes by utilizing video media. This research was conducted from October to November 2021 at Second Grade of SD Negeri Kubulangka, Cukuh Balak Subdistrict, Tanggamus Regency. This type of research was Classroom Action Research consisting of 3 cycles, with each cycle comprising 4 stages: Planning, Implementation, Observation, and Reflection. The data collection techniques and tools employed in this research included research instruments such as students' activity data during learning, activities performed by students during learning to assess their motivation level, teachers' performance in teaching, and learning outcomes at the end of each cycle as supporting data. The research findings indicated that the utilization of video media fostered an enjoyable learning atmosphere, leading to increased student learning activities, thereby resulting in enhanced student learning outcomes. From the first cycle to the second cycle, there was an improvement, with 8 students or 38.1% achieving satisfactory grades in the first cycle, while in the second cycle, there was an increase to 15 students or 71.4%, representing a 33.3% improvement. Meanwhile, in the third cycle, the number of students achieving satisfactory grades was 19 or 90.5%, marking a further increase from the second cycle by 4 students or 19.1%. It can be concluded that video media can enhance both the activity and learning outcomes in thematic learning at Second Grade of SD Negeri Kubulangka, Cukuh Balak Subdistrict, Tanggamus Regency.
Increasing the ability to discuss science subjects through the application of the jigsaw method Tirahmah, Tirahmah; Yati, Yati
Panicgogy International Journal Vol. 2 No. 1 (2024): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v2i1.78

Abstract

The research titled "Increasing the Discussion Ability of Science Subjects through the Application of the Jigsaw Method for Class VI Students at SDN 8 Steps in 2022" conducted at SDN 8 Langkahan, Langkahan Regency, aimed to enhance the discussion skills of Class VI students using the Jigsaw Method. This method was chosen for its effectiveness in promoting collaborative learning and active participation among students. Classroom Action Research was employed as the research methodology, involving 30 teachers at SDN 8 Langkahan. The research design adhered to the principles outlined by Kemmis and McTaggart. Data was collected through various methods including observation, field notes, and documentation. The analysis of the data implemented descriptive statistics to gauge the effectiveness of the Jigsaw Method in improving discussion skills. The findings revealed a significant increase in the average discussion ability score from before cycle I to cycle II. Specifically, there was an impressive rise from an initial score of 45 to 68.94 after the second cycle, indicating a substantial improvement of 23.94 points. These results underscore the efficacy of the Jigsaw Method in fostering enhanced discussion abilities among Class VI students at SDN 8 Langkahan. By actively engaging students in collaborative learning experiences, the method not only enhances their understanding of science subjects but also cultivates vital communication and teamwork skills essential for their academic and personal development.
The efforts to improve mathematics learning in material three-dimensional shapes by use of concrete learning objects Junitawati, Junitawati; Abidin, Achmad Anwar
Panicgogy International Journal Vol. 2 No. 1 (2024): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v2i1.80

Abstract

This research was motivated by the low learning outcomes of mathematics and the low ability of teachers to use the right learning model in mathematics lessons three-dimensional shapes material in students. The purpose of learning improvement research is to improve student learning outcomes in mathematics lessons about the material three-dimensional shapes Space by using concrete learning object. This study used the Kemmis and McTaggart model classroom action research procedure for two cycles with stages, including: planning, action, observation, and reflection. The results showed that the use of concrete media in the material of recognizing building simple space was proven to improve the learning outcomes of students in mathematics lessons of the material three-dimensional shapes. This can be seen from the activeness of students in learning and increasing student learning outcomes. Thus, it can be concluded that the use of concrete learning object can improve the learning outcomes of mathematics material to recognize building simple spaces in students.
Efforts to Improve Students' Understanding of Addition and Subtraction Operations through Demonstration Method in Mathematics Subject Dewi, Pinta; Yani, Ahmad
Panicgogy International Journal Vol. 2 No. 1 (2024): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v2i1.81

Abstract

This action research aimed to improve students' understanding of addition and subtraction operations through the demonstration method in Mathematics for Grade 1 students at SDN Tamansari 07 Pagi, West Jakarta. The initial assessment revealed challenges faced by students in comprehending these fundamental mathematical concepts. The study utilized a Classroom Action Research approach with 32 students as participants. Data collection methods included documentation studies, observations, field notes, and tests. The research process involved two cycles, each comprising planning, action implementation, observation, and reflection stages. The implementation of the demonstration method in teaching addition and subtraction operations led to significant improvements in students' comprehension levels. The study showed a progressive increase in students' average scores from pre-test to post-test in each cycle, indicating enhanced learning outcomes. Students exhibited increased enthusiasm, better differentiation of addition and subtraction operations, and improved concentration during the lessons. Based on the research findings, it is recommended that educators consider incorporating the demonstration method into their teaching practices to enhance students' understanding of mathematical concepts. Continuous professional development on innovative teaching strategies, such as demonstrations, can benefit both teachers and students in achieving better academic outcomes in Mathematics. Further research could explore the long-term effects of the demonstration method on students' mathematical proficiency and investigate its applicability across different grade levels.
Teachers' perspectives on differentiated learning in the independent curriculum: context Indonesia Taek, Verdinando
Panicgogy International Journal Vol. 2 No. 1 (2024): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v2i1.149

Abstract

This research aims to explore teachers' perspectives on the implementation of differentiated learning within the Independent Curriculum (Kurikulum Merdeka) in Indonesia. Differentiated learning, as a pedagogical approach, adapts teaching strategies to individual student needs, aligning with the Merdeka Curriculum's goal of providing personalized and flexible education. This study employed a qualitative research design, utilizing in-depth interviews and participant observations to gather data from teachers across various educational levels. The findings reveal that the majority of teachers have a positive perception of differentiated learning, acknowledging its potential to enhance student engagement, motivation, and learning outcomes. Teachers noted that this approach enables them to better address the unique learning needs of each student, fostering more effective academic and social development. However, the implementation of differentiated learning is hindered by several challenges, including limited time, insufficient resources, and inadequate training and support from schools and the government. Additionally, teachers emphasized the importance of collaboration among educators to exchange strategies and best practices for differentiated learning. This study concludes that, despite the challenges, differentiated learning in the Merdeka Curriculum has significant potential to improve educational quality in Indonesia. By addressing the barriers through sustainable support, comprehensive training, and collaborative professional communities, this approach can contribute to a more inclusive and adaptive education system that meets the diverse needs of students and maximizes their potential.

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