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Al Ibtida: Jurnal Pendidikan Guru MI
Published by Universitas Islam Negeri Siber Syekh Nurjati Cirebon
ISSN : 24425133     EISSN : 25277227     DOI : http://dx.doi.org/10.24235/al.ibtida.snj.v12i2
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Al Ibtida: Jurnal Pendidikan Guru MI is a high-quality peer-reviewed journal published by Department of Madrasah Ibtidaiyah Teacher Education, Faculty of Tarbiyah and Teacher Training, UIN Siber Syekh Nurjati Cirebon, Indonesia in collaboration with Indonesian Islamic Elementary Education Lecturers Association (Perkumpulan Dosen PGMI Indonesia). Publishing twice a year, in June and October and already have a registration number p-ISSN: 2442-5133 and e-ISSN: 2527-7227. Al Ibtida: Jurnal Pendidikan Guru MI is the leading journal in Islamic educational institutions concerning Islamic elementary education. The journal promotes research and scholarly discussion concerning Islamic Elementary education in Academic disciplines and Institutions, focusing on the advancement of scholarship both formal and non-formal education. Topics might be about curriculum development, teaching and learning, learning methodologies, instructional technologies, teacher competences, and assessments.
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Articles 281 Documents
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Assessing the Character of Pancasila Student Profiles: Challenges Encountered by Teachers Medita Ayu Wulandari; Siti Ruqoyyah; Cucun Sutinah; Arie Rakhmat Riyadi
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 10 No. 2 (2023): October 2023
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v10i2.14963

Abstract

AbstractAdministering assessment is essential in education, including, in the implementation of character building in the Pancasila Student Profiles. This study was conducted to examine the implementation of the P5 (the Project for Strengthening Pancasila Student Profiles) in primary schools and the challenges teachers encountered in assessing the P5 character. Descriptive analysis was used in this study. Data collection was carried out using questionnaires and interviews given to 160 teachers representing 160 schools in 16 sub-districts in West Bandung, Indonesia. The results of the data analysis show that several elements are dominantly used from each dimension. Particularly noteworthy is that the creativity dimension is rarely taught. In terms of assessments, summative assessment is the most frequently practiced assessment among teachers. The number of teachers who carried out diagnostic and formative assessments is relatively small (<5%). Furthermore, the challenges or difficulties faced by the teachers in preparing the assessment encompass aspects such as the P5 comprehension, how to cultivate the P5 character, the main obstacles in instilling the P5 character, and measuring the P5 character.Keywords: character education, assessment, primary teachers, Project to Strengthen the Pancasila Student Profiles (P5), Merdeka curriculum. AbstrakPelaksanaan kegiatan asesmen di sekolah merupakan suatu hal yang penting untuk dilakukan. Begitupun halnya pada pelaksanaan pembelajaran karakter Profil Pelajar Pancasila. Penelitian ini dilakukan untuk memberikan gambaran pelaksanaan asesmen dalam Projek Penguatan Profil Pelajar Pancasila di sekolah dasar dan kesulitan apa saja yang dihadapi guru dalam mempersiapkan dan melaksanakannya. Analisis deskriptif digunakan dalam penelitian ini. Pengumpulan data dilakukan dengan menggunakan angket dan wawancara yang diberikan kepada 160 guru terbaik yang mewakili 160 sekolah di 16 kecamatan di kabupaten Bandung Barat, Indonesia. Hasil analisis data menunjukkan bahwa dari setiap elemen terdapat beberapa elemen yang dominan digunakan; hal yang paling mencolok adalah adanya salah satu dimensi yang tingkat pengajarannya masih rendah yaitu kreativitas. Kemudian dalam pelaksanaan penilaian, kegiatan yang paling sering dilakukan guru adalah penilaian sumatif. Jumlah guru yang melaksanakan penilaian diagnostik dan formatif masih sedikit (<5%). Selanjutnya kesulitan yang dihadapi guru dalam mempersiapkan evaluasi itu sendiri terbagi dalam beberapa kategori, seperti pemahaman P5, cara menumbuhkan karakter P5, kendala utama dalam menanamkan karakter P5 dan mengukur karakter P5.Kata kunci: pendidikan karakter, asesmen, guru sekolah dasar, projek penguatan profil pelajar pancasila (P5), kurikulum merdeka.
Analyzing Trends in Blended Learning for Professional Growth: A Scopus Bibliometric Review siti miati; Eveline Siregar; Cecep Kustandi
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 10 No. 2 (2023): October 2023
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v10i2.14984

Abstract

AbstractThis bibliometric review study investigates the current state of research on blended learning models for professional development based on articles indexed in the Scopus database. The study utilized various bibliometric methods to analyze publication trends, influential authors, institutions, journals, and keywords related to the topic. The search resulted in a total of 1,349 articles published from 2001 to March 2023, indicating a noticeable increase in publications in recent years. The analysis revealed that the United Kingdom is the leading country in research output, with Griffith University being the most productive institutions. The BMC Medical Education was identified as the top publishing outlet in the field. The study identified four keywords that represent the most commonly used terms in the literature: blended learning, online learning, assessment, and professional development. This study provides insights into the current research trends and gaps in the field of blended learning for professional development, which can inform future research directions and support the design of effective professional development programs.Keywords: bibliometric review, blended learning, professional development, Scopus database, research trends. AbstrakStudi tinjauan bibliometrik ini menyelidiki keadaan penelitian saat ini tentang model pembelajaran campuran untuk pengembangan profesional, berdasarkan artikel yang diindeks di database Scopus. Studi ini menggunakan berbagai metode bibliometrik untuk menganalisis tren publikasi, penulis berpengaruh, institusi, jurnal, dan kata kunci yang terkait dengan topik tersebut. Pencarian menghasilkan total 1.349 artikel yang diterbitkan dari tahun 2001 hingga Maret 2023, dengan peningkatan publikasi yang nyata dalam beberapa tahun terakhir. Analisis mengungkapkan bahwa Inggris adalah negara terdepan dalam hasil penelitian, dengan Universitas Griffith menjadi institusi paling produktif. BMC Medical Education diidentifikasi sebagai outlet penerbitan teratas di lapangan. Studi ini mengidentifikasi empat kata kunci yang mewakili istilah yang paling umum digunakan dalam literatur, termasuk pembelajaran campuran, pembelajaran online, penilaian, dan pengembangan profesional. Studi ini memberikan wawasan tentang tren dan kesenjangan penelitian saat ini di bidang pembelajaran campuran untuk pengembangan profesional, yang dapat menginformasikan arah penelitian di masa depan dan mendukung desain program pengembangan profesional yang efektif.Kata kunci: tinjauan bibliometrik, blended learning, pengembangan profesional, database Scopus, tren penelitian.
The Effect of Team Games Tournament (TGT) in Social Science Learning to Improve Student Learning Outcomes Jenny Koce Matitaputty; Nugroho Susanto; Muhammad Rijal Fadli; Iwan Ramadhan; Christofer Judy Manuputty
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 10 No. 2 (2023): October 2023
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v10i2.15037

Abstract

Abstract The Team Games Tournament (TGT) method is effective for improving student learning outcomes in social science learning, but there are still very few teachers who apply this method. The TGT method creates a competitive and collaborative learning environment where students engage in group games to deepen their understanding of social science concepts and develop social skills. This study aimed to investigate the TGT in social science learning to improve student learning outcomes. This study used a quasi-experimental with two experimental and control classes. The population used was fifth-grade elementary school students in Lampung, and the number of samples was 133. The sampling technique used cluster random sampling in determining the sampling, while the data collection was in the form of a questionnaire instrument. Questionnaires were analyzed using the n-gain score and Kruskal-Wallis tests to determine whether there was an increase in historical research skills with the help of SPSS 25. The results showed that the influence of the TGT in social science learning significantly improved student learning outcomes. The TGT method uses a competitive and collaborative group play approach to create an interesting and motivating learning environment for students. By applying the TGT, students become more involved and enthusiastic in social science learning. They actively participate in group play that involves discussion, teamwork, and joint problem-solving.Keywords: learning methods, teams games tournament (TGT), social science,      learning outcomes.AbstrakMetode Team Games Tournament (TGT) merupakan metode efektif untuk meningkatkan hasil belajar siswa dalam pembelajaran IPS, namun masih minim guru yang menerapkan metode ini. Metode TGT digunakan untuk menciptakan lingkungan pembelajaran yang kompetitif dan kolaboratif, di mana siswa terlibat dalam permainan kelompok untuk memperdalam pemahaman konsep IPS dan mengembangkan keterampilan sosial. Tujuan penelitian ini adalah untuk menginvestigasi TGT dalam pembelajaran IPS untuk meningkatkan hasil belajar siswa. Penelitian ini menggunakan quasi eksperimen dengan dua kelas eksperimen dan control. Populasi yang digunakan siswa kelas V sekolah dasar di Lampung dan jumlah sampel 133. Teknik sampling menggunakan cluster random sampling dalam menentukan sampling, sedangkan pengumpulan data berupa instrument angket. Angket dianalisis menggunakan uji n-gain score dan Kruskal-Wallis untuk mengetahui adanya peningkatan pada keterampilan meneliti sejarah dengan bantuan SPSS 25. Hasil penelitian menunjukkan bahwa pengaruh TGT dalam pembelajaran IPS memiliki dampak yang signifikan dalam meningkatkan hasil belajar siswa. Metode TGT menggunakan pendekatan permainan kelompok yang kompetitif dan kolaboratif untuk menciptakan lingkungan pembelajaran yang menarik dan memotivasi siswa. Dengan menerapkan TGT, siswa menjadi lebih terlibat dan antusias dalam pembelajaran IPS. Mereka berpartisipasi aktif dalam permainan kelompok yang melibatkan diskusi, kerja tim, dan pemecahan masalah bersama.Keywords: metode pembelajaran, teams games tournament (TGT), IPS,       hasil belajar.
Is the Problem Based Learning Using Media Puzzle Effective on Students' Mathematical Connection Ability? Linda Indiyarti Putri; Gilar Pandu Ananta; Imam Syafa&#039;at
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 2 (2024): October 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i2.15048

Abstract

AbstractEffective mathematics learning not only teaches concepts, but also encourages students to connect the various concepts in real life. This study aims to determine the effectiveness of Problem-Based Learning (PBL) using puzzle media in improving students' mathematical connection skills in elementary school. To contribute to this problem we used two classes to test how the effect of PBL using puzzle media helps students to connect their ability to understand comparison material in grade V elementary school through quasi-experimental quantitative research with posttest-only with nonequivalent groups design. The sample in the study amounted to 54 students who were divided into a control class and an experimental class. The statistical analysis of the independent t-test results indicates a significant difference in the mathematical connection skills between students in the control and experimental classes. . The implication of this study is that the use of puzzle-assisted PBL is effective in improving students' mathematical connection skills by helping them connect mathematical concepts more practically and contextually.Keywords: Effectiveness, PBL, puzzle media, mathematical connection.  AbstrakPembelajaran matematika yang efektif tidak hanya mengajarkan konsep, tetapi juga mendorong siswa untuk menghubungkan berbagai konsep tersebut dalam kehidupan nyata. Penelitian ini bertujuan untuk mengetahui efektivitas Problem-Based Learning (PBL) dengan menggunakan media puzzle dalam meningkatkan kemampuan koneksi matematis siswa di sekolah dasar. Untuk berkontribusi terhadap masalah ini kami menggunakan dua kelas untuk menguji bagaimana pengaruh PBL menggunakan media puzzle membantu siswa untuk menghubungkan kemampuan mereka dalam memahami materi perbandingan di kelas V sekolah dasar melalui penelitian kuantitatif kuasi-eksperimental dengan posttest-only with nonequivalent groups desain. Sampel pada penelitian berjumlah 54 siswa yang terbagi menjadi kelas kontrol dan kelas eksperimen. Dari hasil analisis statistik uji beda independen t-test menyatakan bahwa terdapat perbedaan yang signifikan kemampuan koneksi matematis siswa di kelas kotrol dan eksperimen. Implikasi dari penelitian ini adalah bahwa penggunaan PBL berbantuan puzzle efektif dalam meningkatkan kemampuan koneksi matematis siswa dengan membantu mereka menghubungkan konsep matematika secara lebih praktis dan kontekstual.Kata kunci: Efektivitas, PBL, media puzzle, koneksi matematis.
Integrating PhET Interactive Simulation to Enhance Students' Mathematical Understanding and Engagement in Learning Mixed Fraction Slamet Arifin; Fazilah Binti Razali; Winanjar Rahayu
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 10 No. 2 (2023): October 2023
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v10i2.15056

Abstract

AbstractThis study aims to document how integrating PhET interactive simulations into mathematics learning enhances students' conceptual understanding of mixed fraction material. This collaborative action research project adhered to the action research cycle proposed by Kemmis and McTaggart. In total 17 4th-grade students from one of the public elementary schools in Malang City, Indonesia participated in this investigation. The data was collected through tests, interviews, and classroom observation. The test of students' mathematical understanding (TSMU) was administered to the students at the pre-cycle, post-cycle I, and post-cycle II stages. The number of questions given in each test was 10 mathematical problems, and they were designed to assess students' mathematical understanding of mixed fractions. The quantitative data was analyzed by using descriptive statistics using SPSS 25, and the qualitative data was analyzed simultaneously using a qualitative data analysis cycle.  The research findings unveiled the following key insights. First, we found a notable enhancement in students' mathematical understanding of mixed fractions emerged throughout the study. Specifically, the pre-cycle average score for students' mathematical understanding stood at M=51.59, which saw substantial improvement in the post-cycle I phase (M=61.53) and further growth in the post-cycle II phase (M=76.94). Moreover, the utilization of PhET simulations was found to significantly enhance students' engagement in the realm of mathematics learning. Therefore, the integration of PhET interactive simulation in mathematics learning has been shown to have a significant effect on improving students' mathematical understanding and engagement in learning fractions.Keywords: PhET interactive simulation, conceptual understanding, mixed fractions, students’ engagement. AbstrakPenelitian ini bertujuan untuk mendokumentasikan bagaimana integrasi PhET interactive simulation ke dalam pembelajaran matematika meningkatkan pemahaman konseptual siswa pada materi pecahan campuran. Desain penelitian tindakan kelas kolaboratif (PTK) dilaksanakan mengikuti siklus penelitian tindakan Kemmis dan McTaggart. Sebanyak 17 siswa kelas 4 di salah satu sekolah dasar negeri di Kota Malang, Indonesia dilibatkan dalam penelitian ini. Pengumpulan data dilakukan melalui tes, wawancara, dan observasi kelas. Tes pemahaman matematis siswa (TPMS) diberikan kepada siswa pada tahap pra siklus, pasca siklus I, dan pasca siklus II. Jumlah soal yang diberikan dalam setiap tes adalah 10 soal matematika, dan dirancang untuk menilai pemahaman matematis siswa tentang pecahan campuran. Data kuantitatif dianalisis dengan menggunakan statistik deskriptif menggunakan SPSS 25, dan data kualitatif dianalisis secara simultan mengacu pada siklus analisis data kualitatif. Hasil penelitian mengungkapkan bahwa: (1) terdapat peningkatan kemampuan pemahaman matematis siswa pada materi pecahan campuran. Hasl ini ditunjukan dengan rata-rata hasil TPMS pada pra-siklus M=51,59, pasca siklus I M=61,53, dan pasca siklus II M=76,94; (2) penggunaan PhET interactive simulation terbukti berkontribusi dalam meningkatkan keterlibatan siswa dalam pembelajaran matematika. Oleh karena itu, integrasi simulasi interaktif PhET dalam pembelajaran matematika terbukti memberikan pengaruh yang signifikan terhadap peningkatan pemahaman konsep matematis pecahan campuran siswa.Keywords: PhET interactive simulation, pemahaman matematis, pecahan campuran, keterlibatan siswa.
Merdeka Curriculum Based EBA Learning Model in Elementary Schools Miftahul Husni; Al Ihwanah Al Ihwanah; Djoko Rohadi Wibowo; Maulana Arafat Lubis
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 10 No. 2 (2023): October 2023
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v10i2.15069

Abstract

Abstract Merdeka Curriculum is the main gate to developing the potential of elementary school-level students to learn independently through teacher guidance. Currently, the government of the Republic of Indonesia hopes that the Program for International Student Assessment (PISA) results from data in 2018 can be improved. The research objective was to improve the learning outcomes of Pancasila and Civic Education in the aspects of spiritual attitudes, social attitudes, knowledge, and skills of students by applying the EBA learning model to the subject matter of ethnic, social, and cultural diversity in Indonesia. The research subjects were 24 students of class IV of a public elementary school in Padangsidimpuan City, Indonesia. This research used the Kemmis & McTaggart class action research method, which involved planning, acting, observing, and reflecting. Data were collected by using tests, observations, and interviews. The data were analyzed descriptively with qualitative and quantitative approaches. The study's results prove that after applying the EBA learning model, students’ learning outcomes have increased from pre-test, post-test I, and II to post-test III with an average score of 86.71 and a completeness percentage of 87.5%.Keywords: curriculum merdeka, EBA learning model, elementary school.  AbstrakKurikulum Merdeka merupakan gerbang utama untuk mengembangkan potensi siswa jenjang sekolah dasar agar mampu belajar mandiri melalui bimbingan guru. Saat ini, pemerintah Republik Indonesia berharap agar hasil Program for International Student Assessment (PISA) dari data tahun 2018 dapat ditingkatkan. Tujuan penelitian adalah untuk meningkatkan hasil belajar PKn pada aspek sikap spiritual, sikap sosial, pengetahuan dan keterampilan siswa dengan menerapkan model pembelajaran EBA pada mata pelajaran keberagaman suku, sosial dan budaya di Indonesia. Subyek penelitian adalah 24 siswa kelas IV di sebuah sekolah dasar negeri di Kota Padangsidimpuan, Indonesia. Penelitian ini menggunakan metode penelitian tindakan kelas Kemmis & McTaggart yang meliputi perencanaan, tindakan, observasi, dan refleksi. Pengumpulan data menggunakan tes, observasi, dan wawancara. Data dianalisis secara deskriptif dengan pendekatan kualitatif dan kuantitatif. Hasil penelitian membuktikan bahwa setelah diterapkan model pembelajaran EBA, hasil belajar siswa mengalami peningkatan dari pretes, postes I, dan II menjadi postes III dengan skor rata-rata 86,71 dan persentase ketuntasan 87,5. %.Kata kunci: kurikulum merdeka, model pembelajaran EBA, sekolah dasar
Student’s Perceptions of Numeracy Assessment in The Context of Children's Games for STEAM Education in Elementary Schools Wiryanto Wiryanto; Ika Rahmawati; Suprayitno Suprayitno; Ganes Gunansyah; M. Gita Primaniarta
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.15316

Abstract

AbstractStudents' achievement of numeracy competency requires strengthening and modifying game themes that are relevant to daily activity situations. The purpose of this study is to explain the perception of students' numeracy context needs as a process in STEAM education in elementary schools. The research method used is descriptive qualitative through observation, interviews and questionnaires. The subjects of the study were 60 students of SDN Sidotopo Wetan V and SD Kyai Ibrahim Surabaya in 2023. Research data analysis using Miles and Huberman techniques in the form of data collection, data reduction, data explanation and conclusions. The results of this research are answers consisting of 10 questionnaire questions distributed regarding the need for numeracy questions in the context of games. The highest aspect of numeracy needs related to student needs is that numeracy assessment with a game context can attract students' interest and help the learning process with a score of 93.3% each. STEAM education can identify the elements that make up a numeracy problem to help students enjoy the learning content. Numeracy problems related to the fifth aspect of STEAM will fulfil and make it easier to understand the context of the questions by playing games for children. Keywords: numeracy assessments, games, STEAM.                                                              AbstrakCapaian kompetensi numerasi peserta didik memerlukan penguatan serta modifikasi dari tema permainan gim yang relevan situasi aktivitas sehari-hari. Tujuan penelitian ini adalah untuk menjelaskan persepsi kebutuhan konteks numerasi dari peserta didik sebagai proses dalam Pendidikan STEAM di sekolah dasar. Metode penelitian yang digunakan adalah deskriptif kualitatif melalui observasi, wawancara, dan kuesioner. Subjek penelitian dilakukan oleh 60 peserta didik dari SDN Sidotopo Wetan V dan SD Kyai Ibrahim Surabaya tahun 2023. Analisa data penelitian yang digunakan menggunakan teknik miles and huberman berupa pengumpulan data, reduksi data, penjelasan data dan kesimpulan. Hasil penelitian ini merupakan jawaban dari sebaran 10 pertanyaan kuisioner mengenai kebutuhan persoalan numerasi konteks permainan gim. Aspek kebutuhan numerasi tertinggi mengenai kebutuhan peserta didik adalah asesmen numerasi dengan konteks permainan gim dapat membuat tertarik peserta didik dan membantu dalam proses pembelajaran dengan skor masing-masing 93,3%. Pendidikan STEAM dapat mengidentifikasi unsur pembentuk persoalan numerasi membantu peserta didik menyukai konten pembelajaran. Persoalan numerasi yang berkaitan dengan kelima aspek STEAM akan memenuhi dan mempermudah pemahaman konteks soal dengan permainan gim untuk anak-anakKata kunci: asesmen numerasi, gim, STEAM.
Bruner's Theory Constructivist Learning on the Ability to Understand Mathematical Concepts of Elementary School Students Yunita Wildaniati; Ummi Nur Rokhmah; Susana Eka Dewi; Fattah Hanurawan; Ade Eka Anggraini
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.15511

Abstract

AbstractHaving the ability to understand concepts is fundamental to learning math, and it is important for students. This study is directed to examine the impact of Bruner's constructivist learning approach on elementary school students' ability to understand mathematical concepts. The type of research used is pre-experimental with a one group pre-test-post-test design. This study focuses on grade IV students from SDN 04 Ardirejo, Kepanjen Regency Malang. Data was collected using a written test in the form of a description of 5 points of pre-test questions and 5 points of post-test questions. Research data was analyzed using descriptive and inferential statistics with a paired sample t-test. The test results of the t test obtained that tcount is 20.065 while ttable is 2.059. Because 20,065 > 2,059, the tcount > ttable, it can be concluded that there is a significant influence from the application of Bruner's theoretical constructivism learning on the ability to understand mathematical concepts of grade IV students of SDN 04 Ardirejo, Kepanjen Regency Malang.Keywords: bruner's theory of constructivism, understanding mathematical concepts.AbstrakMemiliki kemampuan untuk memahami konsep adalah hal fundamental dalam belajar matematika, dan hal ini penting bagi siswa. Studi ini diarahkan untuk mengkaji dampak dari pendekatan pembelajaran konstruktivisme yang dikembangkan oleh Bruner, terhadap kemampuan siswa sekolah dasar dalam memahami konsep-konsep matematika. Jenis penelitian yang digunakan adalah pre eksperimental dengan desain one group pre-test-postest. Subjek dalam penelitian ini adalah siswa kelas IV SDN 04 Ardirejo Kepanjen Regency Malang. Pengumpulan data dilakukan dengan menggunakan tes tertulis bentuk uraian sebanyak 5 butir soal pretes dan 5 butir soal post-test. Analisi data penelitian dilakukan dengan menggunakan statistik deskriptif dan inferensial dengan uji paired sample t-test. Hasil pengujian uji t diperoleh bahwa thitung bernilai 20,065 sedangkan ttabel sebesar 2,059. Karena 20,065 > 2,059 maka thitung > ttabel sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan dari penerapan pembelajaran konstruktivisme teori Bruner terhadap kemampuan pemahman konsep matematis siswa kelas IV SDN 04 Ardirejo Kepanjen Regency Malang.Kata kunci: konstruktivisme teori bruner, pemahaman konsep matematis.
How Science-Mathematics based Fairytale Book Enhance Critical Thinking Skills and Curiosity in Elementary School Students? Nur Luthfi Rizqa Herianingtyas; Tri Suryaningsih; Mohamad Syarif Sumantri; Erry Utomo; Nina Nurhasanah
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 1 (2024): June 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i1.15809

Abstract

AbstractThis study aims to develop a fairytale book based on Science-Mathematics suitable to enhance critical thinking skills and curiosity and reveal the effectiveness of the fairytale book based on Science-Mathematics to improve critical thinking skills and curiosity. Moreover, this study was conducted at two State Elementary Schools in Yogyakarta, Indonesia. This study employed the R & D method adapted by Borg and Gall consisting of 10 steps, including (1) collecting information, (2) planning, (3) developing a preliminary xform of product, (4) conducting preliminary field testing, (5) revising main product, (6) conducting main field testing, (7) revising operational product, (8) conducting operational field testing, (9) revising final product, and (10) conducting dissemination and implementation. Moreover, the data were collected through interviews (need analysis), tests, observations, and questionnaires. Before data collection, the products’ validation was conducted by involving learning media experts, material experts, linguist experts, and teachers and students. After that, data were analysed using a MANOVA test with a significance level of 5%. The result showed that the Science-Mathematics-based fairytale book was feasible based on learning media, material, and linguist experts with a predicate of “very good”. Additionally, the Science-Mathematics-based fairytale book effectively improved critical thinking skills and curiosity with medium effectiveness.Keywords: fairytale, critical thinking, curiosity AbstrakPenelitian ini bertujuan untuk mengembangkan buku dongeng berbasis Sains-Matematika yang sesuai untuk meningkatkan kemampuan berpikir kritis dan rasa ingin tahu serta mengetahui keefektifan buku dongeng berbasis Sains-Matematika untuk meningkatkan kemampuan berpikir kritis dan rasa ingin tahu. Selain itu, penelitian ini dilakukan di dua Sekolah Dasar Negeri di Yogyakarta, Indonesia. Penelitian ini menggunakan metode R & D yang diadaptasi dari Borg dan Gall, yang terdiri dari 10 langkah, yaitu (1) mengumpulkan informasi, (2) melakukan perencanaan, (3) mengembangkan produk awal, (4) melakukan uji coba lapangan awal, (5) merevisi produk utama, (6) melakukan uji coba lapangan utama, (7) merevisi produk operasional, (8) melakukan uji coba lapangan operasional, (9) merevisi produk akhir, dan (10) melakukan diseminasi dan implementasi. Selain itu, data dikumpulkan melalui wawancara (analisis kebutuhan), tes, observasi, dan kuesioner. Sebelum pengumpulan data, dilakukan validasi produk dengan melibatkan ahli media pembelajaran, ahli materi, ahli bahasa, serta guru dan siswa. Setelah itu, data dianalisis menggunakan uji MANOVA dengan taraf signifikansi 5%. Hasil penelitian menunjukkan bahwa buku dongeng berbasis Sains-Matematika layak berdasarkan ahli media pembelajaran, ahli materi, dan ahli bahasa dengan predikat “sangat baik”. Selain itu, buku dongeng berbasis Sains-Matematika efektif meningkatkan kemampuan berpikir kritis dan rasa ingin tahu dengan tingkat keefektifan sedang.Kata kunci: dongeng, berpikir kritis, rasa ingin tahu
Is TPACK-Based Academic Writing Guidebook Effective to Improve Linguistic Competence of Preservice Elementary School Teachers? Karimatus Saidah; Rian Damariswara; Endang Sri Mujiwati; Gafarudin Fauzi Maluana
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 11 No. 2 (2024): October 2024
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v11i2.15888

Abstract

AbstractStudents often experience problems in linguistic aspects which affect the quality of their writing. The use of academic writing guidebooks is needed to overcome these problems. To meet the needs of students as technology users, the academic writing guidebook is presented based on the Technological Pedagogical and Content Knowledge (TPACK) approach. The aim of this research is to determine the differences in learning outcomes before and after using the guidebook presented and to determine the effectiveness of this guidebook. This research uses a quasi-experimental method with the data analysis process using the  Wilcoxon and Mann-Whitney U tests. The results of this research show that there is a significant difference between the pre-test and post-test of the experimental group. However, there was no significant difference between the experimental group and the control group. Which mean academic writing guidebook is ineffective to improve languages aspect in student academic writing skill.Keywords: TPACK, academic writing, guidebook, linguistic competence.AbstrakMahasiswa seringkali mengalami permasalahan pada aspek kebahasaan yang mempengaruhi kualitas tulisannya. Penggunaan buku panduan penulisan akademik diperlukan untuk mengatasi permasalahan tersebut. Untuk memenuhi kebutuhan mahasiswa sebagai pengguna teknologi, maka buku panduan penulisan akademik disajikan berdasarkan pendekatan TPACK. Tujuan penelitian ini adalah untuk mengetahui perbedaan hasil belajar sebelum dan sesudah menggunakan buku panduan yang disajikan dan mengetahui keefektifan buku panduan tersebut. Penelitian ini merupakan penelitian kuasi eksperimen dengan proses analisis data menggunakan uji Wilcoxon dan Mann-Whitney U. Hasil penelitian menunjukkan terdapat perbedaan yang signifikan antara pre-test dan post-test kelompok eksperimen. Namun tidak terdapat perbedaan yang signifikan antara kelompok eksperimen dan kelompok kontrol. Artinya, buku panduan penulisan akademik tidak efektif untuk meningkatkan kemampuan kebahasaan pada keterampilan menulis akademik mahasiswa.Kata kunci: TPACK, penulisan akademik, buku panduan, kompetensi linguistik.

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