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Analysis of Student Errors in Solving Numeracy Literacy Problems of Graph Representation Model in Elementary School Rufiana, Intan Sari; Arifin, Slamet; Randy, Mohammad Yusuf; Amaliya, Fierda Nursitasari
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.v11i2.18720

AbstractThis study aims to describe the types of student errors in solving numeracy literacy problems of graph representation models. This study used a mixed methods research design with a sequential exploratory type. The data collection techniques used were tests and interviews. The participants in this study were 30 elementary school students tested and six students selected by purposive sampling to be interviewed. The results showed that students experienced conceptual errors and procedural errors. In conceptual errors, 40% of students make errors in reading data, 43% between data, and 60% of students make errors beyond data. Conceptual errors occur when students cannot understand the context of the problem, cannot read the data, do not master the basic concepts of statistics, and do not understand number patterns. In procedural errors, 63% of students make errors in reading data, 73% of students make errors in reading between data, and 80% of students make errors in reading beyond data. Procedural errors occur when students are wrong in choosing the solution procedure, calculating, and predicting. Therefore, educators need to design appropriate learning strategies to minimize errors made by students in numeracy literacy questions on graph representation models, such as applying contextual learning-based numeracy problems.Keywords: student errors, graphic literacy, numeracy literacy, elementary school. AbstrakPenelitian ini bertujuan untuk mendeskripsikan jenis-jenis kesalahan siswa dalam menyelesaikan soal literasi numerasi model representasi grafik. Penelitian ini menggunakan desain penelitian mixed methods dengan tipe eksploratori sekuensial. Teknik pengumpulan data yang digunakan adalah tes dan wawancara. Partisipan dalam penelitian ini adalah 30 siswa sekolah dasar yang dites dan enam siswa yang dipilih secara purposive sampling untuk diwawancarai. Hasil penelitian menunjukkan bahwa siswa mengalami kesalahan konseptual dan kesalahan prosedural. Pada kesalahan konseptual, 40% siswa melakukan kesalahan dalam membaca data, 43% di antara data, dan 60% siswa melakukan kesalahan di luar data. Kesalahan konseptual terjadi ketika siswa tidak dapat memahami konteks soal, tidak dapat membaca data, tidak menguasai konsep dasar statistika, dan tidak memahami pola bilangan. Pada kesalahan prosedural, 63% siswa melakukan kesalahan dalam membaca data, 73% siswa melakukan kesalahan dalam membaca antar data, dan 80% siswa melakukan kesalahan dalam membaca di luar data. Kesalahan prosedural terjadi ketika siswa salah dalam memilih prosedur penyelesaian, menghitung, dan memprediksi. Oleh karena itu, pendidik perlu merancang strategi pembelajaran yang tepat untuk meminimalisir kesalahan yang dilakukan siswa dalam soal literasi numerasi pada model representasi grafik, seperti menerapkan soal literasi numerasi berbasis pembelajaran kontekstual.Kata kunci: kesalahan siswa, literasi grafik, literasi numerasi, sekolah dasar.

Is the Problem Based Learning Using Media Puzzle Effective on Students' Mathematical Connection Ability? Putri, Linda Indiyarti; Ananta, Gilar Pandu; Syafa'at, Imam
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

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.Â Â 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.

Development of Smart Apps Creator (SAC)-Based Android Application Learning Media to Improve Students' Understanding of Islamic Education Materials in Elementary Schools Aeni, Ani Nur; Hanifah, Nurdinah; Rahimah, Rahimah; Arifuddin, Ahmad
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.v11i2.18531

AbstractThis research is motivated by the importance of creating digital learning media, considering that the learning that is currently carried out is in the digital era. SAC is software to create applications without having to go through programming code. This research aims to create a SAC-based Android application learning media product to improve students' understanding of Islamic education materials in elementary schools. The research method used is R&D, with 4D design (define, design, development, and disseminate). The findings are: The learning media for the andorid application with SCA is called the SAHIH application, an abbreviation for “Sahabat Fikih” (Friends of Fiqh). The SAHIH application is a SAC-based android learning media made for materials to welcome puberty in grade IV of elementary school. The SAHIH application is made based on the analysis of needs and analysis of independent curriculum documents. This app has been validated by media experts and material experts with very decent grades. The SAHIH application has gone through a limited, extensive trial stage and has received a very good and very feasible assessment, it has also been tested for its effectiveness. Thus, it can be concluded that the SAHIH application can be applied to Islamic education.Keywords: smart apps creator, android application, learning media, islamic education, elementary school.AbstrakPenelitian ini dilatarbelakangi oleh pentingnya membuat media pembelajaran digital, mengingat pembelajaran yang dilakukan saat ini berada di era digital. SAC adalah perangkat lunak untuk membuat aplikasi tanpa harus melalui kode pemrograman. Penelitian ini bertujuan untuk menghasilkan produk media pembelajaran aplikasi android berbasis SAC untuk meningkatkan pemahaman siswa tentang materi PAI di sekolah dasar. Metode penelitian yang digunakan adalah R&D, dengan desain 4D (define, design, develop, dan diseminasikan). Temuannya adalah: Media pembelajaran untuk aplikasi andorid berbasis SCA ini diberi nama aplikasi SAHIH, singkatan dari "Sahabat Fikih". Aplikasi SAHIH merupakan media pembelajaran android berbasis SAC yang dibuat untuk materi menyambut pubertas di kelas IV SD. Aplikasi SAHIH dibuat berdasarkan analisis kebutuhan dan analisis dokumen kurikulum merdeka. Aplikasi ini telah divalidasi oleh pakar media dan ahli materi dengan nilai yang sangat layak. Aplikasi SAHIH telah melalui tahap uji coba terbatas dan luas, dan telah mendapatkan penilaian yang sangat baik dan sangat layak, aplikasi ini juga telah diuji efektivitasnya. Dengan demikian, dapat disimpulkan bahwa aplikasi SAHIH dapat diterapkan pada pembelajaran PAI.Kata kunci: smart apps creator, aplikasi andorid, media pembelajaran, PAI, sekolah dasar.

Collaborative Efforts in Transitioning from Pre-School to Elementary School for Positive Educational Foundation Amanda, Rahma Yulista; Sumanto, Reni Pawestuti Ambari
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.v11i2.18451

AbstractThe teaching of calistung (reading, writing, and counting) using the drill method in early childhood schools and its use in the admission process for elementary schools present serious problems, affecting children's development and creating unhealthy competition. This study aims to describe the implementation of a fun early childhood schools to elementary schools transition movement as a solution, focusing on the roles of parents, schools, and the government, and addressing the misconception that children's success is only measured by calistung mastery. The research used qualitative methods, collecting data through interviews, observations, and documentation. Data analysis followed the Miles and Huberman model, including data reduction, presentation, and conclusion drawing. The findings reveal that the transition movement has been implemented at Semesta Bilingual School, Semarang City, Central Java despite some challenges, such as the continued use of written tests for evaluating students. Changes to the calistung test in new student admissions, a two-week period of introduction to the school environment program, and fun learning that builds six foundational skills have positively impacted students' gradual adaptation to the learning environment. Furthermore, collaboration between the government, schools, and parents through socialization, parent meetings, and active support in preparing students has been effective in enhancing student development during the transition period from early childhood schools to elementary schools, ensuring a smoother adjustment process.Keywords: transition from pre-school to elementary school, independent curriculum, positive educational foundation. Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â AbstrakPengajaran calistung dengan metode drill di PAUD serta tes calistung dalam penerimaan siswa baru di SD merupakan masalah serius yang berdampak pada perkembangan anak dan persaingan tidak sehat. Penelitian ini bertujuan untuk menggambarkan penerapan gerakan transisi PAUD ke SD yang menyenangkan sebagai solusinya, dengan menekankan pada peran orang tua, sekolah dan pemerintah serta menghilangkan miskonsepsi bahwa keberhasilan anak hanya diukur melalui penguasaan calistung. Penelitian menggunakan metode kualitatif dengan teknik wawancara, observasi dan dokumentasi. Analisis data menggunakan model Miles dan Huberman, meliputi reduksi data, penyajian data dan penarikan kesimpulan. Temuan menunjukkan bahwa gerakan transisi telah diimplementasikan di Sekolah Semesta Bilingual, Kota Semarang, Jawa Tengah meski masih terdapat hambatan seperti dilakukannya tes tertulis sebagai evaluasi hasil belajar siswa. Perubahan tes calistung pada penerimaan siswa baru, penerapan MPLS selama dua minggu serta penerapan pembelajaran menyenangkan yang membangun enam kemampuan fondasi, memberikan dampak positif dalam penyesuaian lingkungan dan proses belajar secara bertahap selama masa transisi. Selain itu, kolaborasi antara pemerintah, lembaga pendidikan, dan orang tua melalui sosialisasi, parent meetings, dan mendukung dengan mempersiapkan siswa juga berjalan semestinya dan dapat meningkatkan perkembangan siswa selama masa transisi.Kata kunci: transisi paud ke sd, kurikulum merdeka, pondasi pendidikan positif.

The Influence of Problem-Based Learning Model Assisted by Interactive Multimedia Google Sites on Critical and Creative Thinking Skills in Elementary School Pradana, Galih Yoga; Anam, Rif'at Shafwatul; Mariana, Neni; Yunianika, Ika Tri
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.v11i2.18281

AbstractThis study aims to (1) assess the significant impact of the Problem-Based Learning (PBL) model, enhanced by Google Sites interactive multimedia, on the critical thinking abilities of fifth-grade elementary students, (2) evaluate the significant effect of the PBL model, supported by Google Sites interactive multimedia, on the creative thinking skills of these students, and (3) examine the combined influence of the PBL model, aided by Google Sites interactive multimedia, on both critical and creative thinking skills of fifth-grade students. This quasi-experimental research utilized a nonequivalent control group design, involving fifth-grade students divided into a control group and an experimental group, each consisting of 30 students. Data analysis was conducted using independent sample t-tests and MANOVA tests. The hypothesis testing results indicate that (1) the PBL model with Google Sites interactive multimedia significantly enhances critical thinking skills, (2) it significantly boosts creative thinking skills, and (3) it has a simultaneous positive effect on both critical and creative thinking skills of fifth-grade students. Future learning is encouraged to develop more diverse educational games to further motivate student learning.Keywords: problem-based learning, interactive multimedia, google sites, critical and creative thinking.AbstrakPenelitian ini bertujuan untuk (1) mengkaji dampak signifikan model Problem-Based Learning (PBL) yang disempurnakan dengan multimedia interaktif Google Sites terhadap kemampuan berpikir kritis siswa sekolah dasar kelas lima, (2) mengevaluasi dampak signifikan model PBL yang didukung oleh multimedia interaktif Google Sites terhadap keterampilan berpikir kreatif siswa tersebut, dan (3) menguji pengaruh gabungan model PBL yang dibantu oleh multimedia interaktif Google Sites terhadap keterampilan berpikir kritis dan kreatif siswa kelas lima. Penelitian kuasi eksperimen ini menggunakan desain kelompok kontrol non-ekuivalen, yang melibatkan siswa kelas lima yang dibagi menjadi kelompok kontrol dan kelompok eksperimen, yang masing-masing terdiri dari 30 siswa. Analisis data dilakukan dengan menggunakan uji-t sampel independen dan uji MANOVA. Hasil pengujian hipotesis menunjukkan bahwa (1) model PBL dengan multimedia interaktif Google Sites secara signifikan meningkatkan keterampilan berpikir kritis, (2) secara signifikan meningkatkan keterampilan berpikir kreatif, dan (3) secara simultan memiliki efek positif terhadap keterampilan berpikir kritis dan kreatif siswa kelas lima. Pembelajaran di masa depan didorong untuk mengembangkan permainan edukatif yang lebih beragam untuk lebih memotivasi pembelajaran siswa.Kata kunci: pembelajaran berbasis masalah, multimedia interaktif, situs google, berpikir kritis dan kreatif.

Microlearning Instructional Design with Process Approach for Improving Early Reading Skills of Prospective Elementary School Teachers Cahyanto, Bagus; Rini, Titis Angga; Salamah, Evi Rizqi; Rohmad, Muhammad Ali
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.v11i2.17073

AbstractTeaching early reading is a crucial skill for prospective elementary school teachers. However, in practice, there is a persistent observation of a low mastery of teaching methods in this area which is a mandatory pedagogical competency for teachers. This study aimed to describe the improvement of college students' proficiency in teaching early reading through microlearning-based instructional design with a process approach. The process approach refers to the implementation of the stages of reading instruction, namely in the pre-reading, during reading and post-reading stages. This study uses quantitative and qualitative data through tests, field notes, and documentation. The N-Gain test was utilized to analyze the quantitative data, employing one-group pretest and posttest design. Concurrently, the qualitative data from field notes and documentation underwent analysis through display, reduction, and verification data. The results of this study indicate that the implementation of microlearning-based instructional design with a process approach significantly enhances the early reading teaching skills of prospective elementary school teachers. Notably, improvements are observed across in the pre-reading, during-reading, and post-reading stages. The impact is particularly pronounced in the during-reading stage, where collage students exhibit enhanced mastery of teaching methods and adept use of appropriate media. The conclusion of this study shows the efficacy of an instructional design tailored to and focused on the specific needs of learning segments, which provides a better learning experience in teaching early reading.Keywords: early reading, instructional design, microlearning, process approach. AbstrakPengajaran membaca permulaan menjadi salah satu kompetensi yang harus dikuasi mahasiswa calon guru sekolah dasar meskipun dalam praktiknya, ada pengamatan terus-menerus tentang penguasaan metode pengajaran yang rendah di area ini yang merupakan kompetensi pedagogik wajib bagi guru. Penelitian ditujukan untuk mendeskripsikan peningkatan keterampilan mahasiswa dalam pengajaran membaca permulaan melalui desain instruksional berbasis microlearning dengan pendekatan proses. Pendekatan proses ini mengacu pada penerapan tahapan pengajaran membaca yakni dalam tahap pra, saat, dan pasca membaca. Penelitian ini menggunakan data kualitatif dan kuantitatif dengan pengumpulan datanya melalui tes, catatan lapangan, dan dokumentasi. Hasil datanya dianalisis dengan statistik deskriptif melalui uji N-Gain berdasarkan hasil tes dari one group pretest and postest design. Analisis juga dilakukan melalui data display, reduksi, dan verifikasi untuk hasil catatan lapangan dan dokumentasi. Hasil penelitian ini menunjukkan bahwa desain instruksional berbasis microlearning dengan pendekatan proses dapat meningkatkan keterampilan pengajaran membaca permulaan mahasiswa calon guru sekolah dasar dalam kategori cukup signifikan. Peningkatan ini meliputi pengajaran pada tahap pra, saat, dan pasca membaca permulaan khususnya pada tahap saat membaca dalam penguasaan metode dan penggunaan media yang tepat. Kesimpulannya menunjukkan bahwa desain intruksional yang didesain secara khusus dan terfokus dalam segmen-segmen pembelajaran memberikan pengalaman belajar yang lebih baik pada mahasiswa dalam pengajaran membaca permulaan.Kata kunci: desain intruksional, membaca permulaan, microlearning, pendekatan proses.

Development of Ethnomathematics-based Hybrid Learning Model Using a Cybergogy Approach to Improve Mathematical Proficiency of Prospective Elementary School Teachers Fendrik, Muhammad; Antosa, Zariul; Witri, Gustimal; Andhi, Rahmat Rizal
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.v11i2.14959

AbstractThis study aims to develop a hybrid learning model based on ethnomathematics with a cybergogy approach to improve mathematical proficiency of prospective elementary school teachers. This study is an R & D (Research and Development) study using the Plomp model (preliminary research stage, development or prototyping stage, and assessment stage). In data collection, researchers used questionnaires, observations, and tests. Based on the validation results by learning design experts, material experts, and practitioners, the learning model developed meets the criteria of being very feasible. Based on the results of observations of the implementation of lectures, both lecturer and student activities and lecturer and student responses, the learning model developed meets the criteria of being practical. And based on the results of limited trials and expanded trials, it shows that there is a significant difference in the average score of mathematical proficiency of prospective elementary school teachers between those who receive learning with a hybrid learning model based on ethnomathematics (Â = 84) with the average score of mathematical proficiency of prospective elementary school teachers who receive expository learning (Â = 75). So, it can be concluded that the hybrid learning model based on ethnomathematics with a cybergogy approach meets the criteria of being feasible, practical, and effective. The implications of the research results indicate that the application of a hybrid learning model based on ethnomathematics with a cybergogy approach can have a positive impact on improving the mathematical proficiency of prospective elementary school teachers in mathematics learning.Keywords: hybrid learning model, ethnomathematics, cybergogy approach.Â AbstrakPenelitian ini bertujuan untuk mengembangkan model pembelajaran hybrid berbasis etnomatematika dengan pendekatan cybergogy untuk meningkatkan kecakapan matematika calon guru sekolah dasar. Penelitian ini merupakan penelitian R & D (Research and Development) dengan menggunakan model Plomp (tahap penelitian pendahuluan, tahap pengembangan atau prototyping, dan tahap asesmen). Dalam pengumpulan data, peneliti menggunakan angket, observasi, dan tes. Berdasarkan hasil validasi oleh ahli desain pembelajaran, ahli materi, dan praktisi, model pembelajaran yang dikembangkan memenuhi kriteria sangat layak. Berdasarkan hasil observasi pelaksanaan perkuliahan, baik aktivitas dosen maupun mahasiswa serta respon dosen dan mahasiswa, model pembelajaran yang dikembangkan memenuhi kriteria praktis. Dan berdasarkan hasil uji coba terbatas dan uji coba diperluas menunjukkan bahwa terdapat perbedaan yang signifikan skor rata-rata kecakapan matematika calon guru sekolah dasar antara yang mendapatkan pembelajaran dengan model pembelajaran hybrid berbasis etnomatematika (Â = 84) dengan skor rata-rata kecakapan matematika calon guru sekolah dasar yang mendapatkan pembelajaran ekspositori (Â = 75). Sehingga dapat disimpulkan bahwa model pembelajaran hybrid berbasis etnomatematika dengan pendekatan cybergogy memenuhi kriteria layak, praktis, dan efektif. Implikasi hasil penelitian menunjukkan bahwa penerapan model pembelajaran hybrid berbasis etnomatematika dengan pendekatan cybergogy dapat memberikan dampak positif terhadap peningkatan kecakapan matematika calon guru sekolah dasar dalam pembelajaran matematika.Kata kunci: model pembelajaran hybrid, etnomatematika, pendekatan cybergogy.

Is TPACK-Based Academic Writing Guidebook Effective to Improve Linguistic Competence of Preservice Elementary School Teachers? Saidah, Karimatus; Damariswara, Rian; Mujiwati, Endang Sri; Fauzi Maluana, Gafarudin
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

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.

Enhancing Students Lower Mathematics Cognitive Ability Using Multi-Representation Discursive Model Assisted by Realistic Mathematics Education Approach in Elementary School Yuliani, Tri; Cathrin, Shely
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.v11i2.18367

AbstractThis research addresses the problem of low cognitive mathematics ability of grade 5 students, especially on the topic of geometry. The solution is done by implementing the Multi Representation Discourse model (MRD) assisted by the Realistic Mathematics Education approach (RME). This study used a quasi-experimental design using a pretest-posttest control group framework. The study population consisted of 107 students in the Klaten coordination area, with a random sample of 44 participants. A 7-item essay-based test was used as the research instrument to measure cognitive ability. Hypothesis testing showed a significance value of 0.047 and a gain score of 62.01%, indicating the effectiveness of MRD with the RME approach in improving mathematics cognitive ability. In addition, the mean difference of 32.28 between the pretest and posttest scores indicated a substantial improvement in students' cognitive abilities after the MRD model with the RME approach was applied.Keywords: mathematic’s cognitive ability, multi-representant discursive model, rme approach. AbstrakPenelitian ini membahas masalah rendahnya kemampuan kognitif matematika pada siswa kelas 5 sekolah dasar, khususnya pada topik bangun ruang. Solusi yang dilakukan dengan mengimplementasikan model Multi Representasi Diskursi (MRD) berbantuan pendekatan matematika secara realistik (RME). Penelitian ini menggunakan desain kuasi-eksperimental dengan menggunakan kerangka kerja kelompok kontrol pretest-posttest. Populasi penelitian terdiri atas 107 siswa di wilayah Kabupaten Klaten, Jawa Tengah dengan sampel acak sebanyak 44 peserta. Tes berbasis esai sebanyak 7 soal digunakan sebagai instrumen penelitian untuk mengukur kemampuan kognitif. Pengujian hipotesis menunjukkan nilai signifikansi sebesar 0,047 dan gain score sebesar 62,01%, yang mengindikasikan keefektifan MRD dengan pendekatan RME dalam meningkatkan kemampuan kognitif matematika. Selain itu, perbedaan rata-rata sebesar 32,28 antara nilai pretest dan posttest menunjukkan peningkatan yang substansial dalam kemampuan kognitif siswa setelah diberlakukan model MRD dengan pendekatan RME.Kata kunci: kemampuan kognitif matematika, model diskursif multi-representatif, RME.

Developing a Comprehensive Assessment Tool for Elementary Studentsâ€™ Scientific Literacy Putri, Hafiziani Eka; Nuraeni, Fitri; Hikmatunisa, Nenden Permas; Hun, Ravy; Elmadani, Salis
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.v11i2.16579

AbstractÂ Scientific literacy embodies the essential scientific knowledge and skills that students require for comprehending and applying scientific concepts in their daily lives. This study aimed to design an assessment tool for gauging elementary school students' scientific literacy. Adopting the Research and Development (R&D) approach, this study incorporates a 3D (Define, Design, and Develop) framework. The scientific literacy indicators devised encompass the ability to explain phenomena scientifically, evaluate and design scientific inquiry, and interpret data and evidence scientifically. The outcome of this research manifests as a Scientific Literacy Instrument comprising six open-ended questions accompanied by alternative answer schemes. The appropriateness of all items demonstrates a moderate level of validity. The reliability of the test items indicates a commendable degree of consistency. The complexity of the questions ranges from moderate to challenging. The discriminating power of each item indicates a noteworthy level of differentiation. Thus, the scientific literacy assessment tool formulated in this study serves as an effective means of evaluating students' scientific literacy in the context of elementary school science education.Keywords: instrument, scientific literacy, science learning.AbstrakLiterasi sains merupakan pengetahuan dan keterampilan ilmiah yang perlu dipahami dan diterapkan siswa dalam kehidupan sehari-hari. Tujuan penelitian ini adalah untuk mengembangkan instrumen kemampuan literasi sains yang dapat digunakan pendidik untuk mengukur kemampuan literasi sains siswa dalam pembelajaran sains di sekolah dasar. Metode penelitian yang digunakan adalah Research and Development (R&D) dengan desain 3D (Define, Design, dan Develop). Indikator literasi sains yang dikembangkan antara lain menjelaskan fenomena, mengevaluasi dan merancang pertanyaan, serta menafsirkan data dan bukti secara ilmiah. Penelitian ini menghasilkan Instrumen Kemampuan Literasi Sains yang terdiri dari 6 soal essay dengan alternatif kunci jawaban. Hasil perhitungan validitas seluruh item mempunyai interpretasi sedang. Reliabilitas soal tes mempunyai interpretasi yang baik. Tingkat kesukaran butir soal interpretasi sedang hingga sulit. Daya pembeda tiap item diartikan dari baik sampai sangat baik. Dengan demikian instrumen tes kemampuan literasi sains yang dikembangkan dalam penelitian ini dapat digunakan sebagai instrumen untuk mengukur kemampuan literasi sains siswa di sekolah dasar.Kata kunci: instrumen, literasi sains, pembelajaran sains.

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Home Page

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Location Kota cirebon, Jawa barat INDONESIA

Abstract

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Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota cirebon,

Jawa barat

INDONESIA