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Agus Kistian
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JIPDAS (Jurnal Ilmiah Pendidikan Dasar)
Published by Lembaga Pengembangan Inovasi Pendidikan Baiturrahman
ISSN : 29856418     EISSN : 29643015     DOI : 10.65946
Core Subject : Education,
Education
JIPDAS : Jurnal Ilmiah Pendidikan Dasar focuses on our future by definition and provides a platform for research on the challenges and developments that education will face in the future. JIPDAS: Jurnal Ilmiah Pendidikan Dasar is a peer-reviewed open access journal that publishes original work in all areas of basic education, serving the community as a journal with wide coverage for academic trends and future developments in the field. JIPDAS: Jurnal Ilmiah Pendidikan Dasar particularly welcomes research with potential global impact. Topics JIPDAS: Jurnal Ilmiah Pendidikan Dasar covers various fields related to education in elementary schools. It will deal with formal and informal education in a variety of contexts with a particular focus on students, teachers and parents, their social interactions and the political contexts in which they are embedded. Methodologically, JIPDAS: Jurnal Ilmiah Pendidikan Dasar will be eclectic in nature, supporting various research methods that address important and significant issues. Specific topics include (but are not limited to): 1) Instruction 2) Learning and teaching 3) Curriculum development 4) Learning environment 5) Teacher education 6) Educational technology 7) Educational development
Arjuna Subject : Umum - Umum
Articles 72 Documents
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EFEKTIVITAS MODEL PEMBELAJARAN BERBASIS PROYEK (PJBL)TERHADAP HASIL BELAJAR IPAS SISWA KELAS IV UPTD SDN MORKEPEK Ramanda Alex Pradana; Mulgias Salam; Ika Dia Rahmawati
JIPDAS (Jurnal Ilmiah Pendidikan Dasar) Vol. 4 No. 2 (2026): JIPDAS : Jurnal Ilmiah Pendidikan Dasar
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/2g0pp451

Abstract

The low learning outcomes of fourth-grade students at SDN Morkepek in Natural and Social Science, all of whom scored below the Learning Objective Attainment Criteria, highlight the need for more active and meaningful learning model innovations. This study aims to analyze the effectiveness of implementing the Project-Based Learning model on students' cognitive learning outcomes in Natural and Social Science within the context of the Merdeka Curriculum. This study employed a quantitative approach with a pre-experimental One Group Pretest-Posttest Design. The research subjects were 30 fourth-grade students at SDN Morkepek selected through purposive sampling. The research instrument consisted of 25 multiple-choice questions covering cognitive domains that had been tested for validity and reliability. Data analysis was conducted using the Paired Sample t-test and N-Gain score calculation. The results showed an increase in the average score from a pretest of 55.73 to a posttest of 80.83, with a difference of 25.10 points, and all students successfully exceeded the Learning Objective Attainment Criteria after the implementation of the Project-Based Learning model. The average N-Gain score of 0.57 falls into the moderate category, with 93.3 percent of students in the moderate category and 6.7 percent in the high category. Hypothesis testing showed a significant difference between learning outcomes before and after treatment, with a very large effect size. These findings imply that the Project-Based Learning model is effective as an active learning model and worthy of consistent integration in Natural and Social Science learning at the elementary school level within the Merdeka Curriculum implementation.
ANALSIS KEMAMPUAN SISWA DALAM MEMAHAMI KONSEP BILANGAN DITINJAU DARI NUMBER SENSE DI SEKOLAH DASAR Intan Nabila Intan Nabila; syakira nailal murtafi'ah syakira nailal murtafi'ah; Fatkhul Arifin Fatkhul Arifin
JIPDAS (Jurnal Ilmiah Pendidikan Dasar) Vol. 4 No. 2 (2026): JIPDAS : Jurnal Ilmiah Pendidikan Dasar
Publisher : Lembaga Pengembangan Inovasi Pendidikan Baiturrahman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65946/1s4rtz86

Abstract

Penelitian ini bertujuan untuk menganalisis kemampuan pemahaman konsep bilangan siswa kelas II MI Subulussalam Bantargebang Kota Bekasi melalui indikator number sense. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain cross-sectional. Subjek penelitian merupakan siswa kelas II yang dipilih menggunakan teknik simple random sampling, kemudian empat siswa dipilih sebagai subjek fokus untuk dianalisis lebih mendalam. Pengumpulan data dilakukan menggunakan instrumen tes diagnostik integratif berbasis platform Wayground yang memadukan indikator pemahaman konsep dan number sense, meliputi counting, hubungan angka dan kuantitas, subitizing, representasi bilangan, perbandingan bilangan, serta klasifikasi konsep. Analisis data menggunakan model Miles dan Huberman melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kemampuan siswa secara umum berada pada kategori tinggi dengan rata-rata skor 26,00 dari skor maksimal 30. Siswa menunjukkan kemampuan baik pada aspek membilang, representasi konkret, hubungan angka dengan kuantitas, dan subitizing. Namun, masih ditemukan kesulitan pada aspek pemahaman konsep bilangan cacah dan bilangan asli, perbandingan simbolik, serta kemampuan memberikan argumentasi logis terhadap konsep matematika. Temuan penelitian menunjukkan bahwa siswa lebih mudah memahami konsep matematika melalui representasi visual dan konkret dibandingkan melalui pendekatan abstrak

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