Model Pembelajaran Problem Based Instruction untuk Meningkatkan Hasil Belajar Tematik pada Siswa Kelas III SD

Sutini, Ni Made

doi:10.23887/jear.v6i2.45816

Cited by 4 publications

(8 citation statements)

References 37 publications

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“…This is different with previous research which found that at the discuss stage, students discuss to reach an agreement with all group members (Sukmawati et al, 2021). However, the findings of this research are similar with the research by Hartina et al (2022) that group discussions have not divided tasks well. The reasons are the students have yet to conclude the different opinions of answers even though the essence is the same, discussions activities are also dominated by one of the group members.…”

Section: Create Collaborationcontrasting

confidence: 99%

“…Apart from that, another study with the title "The Impact of Problem Based Learning on Improving Collaboration Skills in Thematic Learning" by Hartina et al (2022). This research found that student collaboration in cycle I and cycle II experienced an average increase of 5.45 points.…”

Section: Introductionmentioning

confidence: 93%

“…21 st -century education aims to guide students to develop skills holistically (Prachagool & Nuangchalerm, 2021). 21 stcentury learning encourages students to learn through experience (Hartina et al, 2022). Students need to get used to communicating with each other in class, learning with fellow, friends, or with teaching (Septikasari & Frasandy, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Collaboration and Communication Skills of Elementary School Students’ in Indonesian Language Learning Through Radec

Fauziyyah,

Prana Dwija Iswara,

Sopandi

et al. 2024

jcp

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Collaboration and communication skills were essential as basic skills in the 21st century. This research described the forms of students’ collaboration skills in terms of the teamwork aspect, and the forms of students’ communication skills in terms of the verbal communication aspect, that emerge in Indonesian Language learning through RADEC. A qualitative approach with a case study type was applied in this study. The subjects were 3rd-grade students in one of the elementary schools in Bandung city. Data collection was carried out through observation, field notes, and interviews. Data was analyzed through data collection, data reduction, and conclusion. The results of this study show that 1) the form of student collaboration skills are through contributing to completing group assignments, help each other when having difficulties, appreciating the work of their friend in the group, and exchanging ideas and opinions, and 2) the form of student communication skills are being able to present the results of group discussions, being active argue and asking a question, using an appropriate language, respect each other’s opinions, brave and confident when speaking in front of the class. Collaboration in the discussion stage has yet to be visible; the reasons are that the students have yet to conclude the different opinions or answers even though the essence is the same, one person still dominates the discussion, and some students need to work on pre-learning questions. This research implied that Indonesian Language learning need to be designed to actively involved students to develop collaboration and communication skills by integrating innovative learning model such as RADEC.

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Section: Create Collaborationcontrasting

confidence: 99%

Section: Introductionmentioning

confidence: 93%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Collaboration and Communication Skills of Elementary School Students’ in Indonesian Language Learning Through Radec

Fauziyyah,

Prana Dwija Iswara,

Sopandi

et al. 2024

jcp

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“…Post-intervention (posttest), applying the Socioscientific Issues-based RICOSRE model, the experimental group achieved a 'highly collaborative' rating with an average score of 80.21, while the control group was categorized as 'collaborative' with a score of 72.37. These results demonstrate the effectiveness of the Socioscientific Issues-informed RICOSRE model in significantly enhancing students' collaborative abilities during the research period (Hartina et al, 2022). Table 8 describes the process carried out by researchers during the research process.…”

Section: Analysis Of Student Collaboration Abilitymentioning

confidence: 66%

Enhancing problem-solving and collaborative skills through RICOSRE learning model: A socioscientific approach in physics education

Diani,

Anggoro,

Suryani

2023

JASME

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Background: Problem-based learning fosters critical thinking by requiring students to analyze information, evaluate solutions, and make well-judged decisions, thereby enhancing their problem-solving skills.Aim: The study aims to assess the impact of the RICOSRE learning model, which is based on socioscientific issues, on students' problem-solving and collaboration skills.Method: Quasi-experimental research was used in this research involving students in classes XI MIPA 2 and XI MIPA 3. Purposive random sampling was used to select participants. Data were collected using test and non-test instruments: essay questions assessed problem solving skills, while questionnaires measured collaboration skills. Hypothesis testing was carried out using Multivariate of Variance (MANOVA).Results: The RICOSRE learning model based on socioscientific issues can influence the problem-solving ability and collaboration skills of students, as evidenced by the MANOVA test's significant value (0.000). It was also observed that students with higher levels of collaboration tend to have stronger problem-solving capabilities, suggesting a proportional relationship between these two skills. Notably, students in the experimental class who exhibited outstanding collaborative abilities also showed a high problem-solving rate of 80.67%.Conclusion: The study concludes that the RICOSRE learning model, when combined with the Discovery Learning model and a scientific approach, positively influences students' problem-solving and collaboration skills. This model provides an effective learning strategy, enhancing students' ability to apply theoretical concepts to real-world scenarios, thereby making learning more engaging and relevant. Additionally, it prepares students for teamwork, improving their communication and interpersonal skills.

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“…Menurut (Hartina et al, 2022) terjadi peningkatan dari skilus 1 dan siklus 2 kemampuan berkolaborasi peserta didik sebesar 5,45 % menggunakan model Problem based learning. Beberapa penelitian juga menyebutkan bahwa pembelajaran berdiferensiasi mampu meningkatkan kemampuan abad 21 yaitu kemampuan berkolaborasi pada peserta didik.…”

Section: Pendahuluanunclassified

Implementasi Model Problem Based learning (PBL) Berbasis Pembelajaran Berdiferensiasi untuk Meningkatkan Keterampilan Kolaborasi pada Mata Pelajaran Biologi di Kelas X SMA

Afelia,

Utomo,

Sulistyaningsih

2023

biology

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Keterampilan abad 21 menjadi hal penting saat ini, terutama bagi peserta didik. Keterampilan abad 21 membantu peserta didik dalam menghadapi tuntutan perkembangan zaman. Keterampilan berkolaborasi merupakan salah satu keterampilan abad 21 yang perlu dimiliki oleh peserta didik. Namun, pada saat proses pembelajaran Biologi di kelas X, peserta didik memiliki tingkat keterampilan berkolaborasi yang relatif rendah. Hal tersebut dapat dilihat dari kegiatan diskusi kelompok dari lima kelompok hanya terdapat 1 kelompok yang dapat membagi tugas dan diskusi dengan baik. 2 kelompok dikerjakan oleh satu orang saja, 1 kelompok mengerjakan secara individu, dan 1 kelompok mengerjakan melibihi batas waktu yang ditentukan. Tujuan penelitian ini adalah untuk mening-katkan keterampilan berkolaborasi peserta didik dengan menerapkan model problembased learning (PBL) berbasis pembelajaran berdiferensiasi pada pembelajaran Biologi di kelas X. Metode penelitian yang digunakan adalah penelitian tindakan kelas (PTK) yang dilaksanakan dalam tiga siklus. Teknik pengumpulan data melalui kegiatan observasi. Tahapan penelitian terdiri atas empat tahapan yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Hasil penelitian ini diperoleh persentase hasil keterampilan ko-laborasi pada siklus 1 58%, siklus 2 77%, dan siklus 3 92%. Sehingga model problembased learning (PBL) berbasis pembelajaran berdiferensiasi dapat meningkatkan keterampilan kolaborasi peserta didik pada peembelajaran Biologi kelas X.

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Model Pembelajaran Problem Based Instruction untuk Meningkatkan Hasil Belajar Tematik pada Siswa Kelas III SD

Cited by 4 publications

References 37 publications

Collaboration and Communication Skills of Elementary School Students’ in Indonesian Language Learning Through Radec

Collaboration and Communication Skills of Elementary School Students’ in Indonesian Language Learning Through Radec

Enhancing problem-solving and collaborative skills through RICOSRE learning model: A socioscientific approach in physics education

Implementasi Model Problem Based learning (PBL) Berbasis Pembelajaran Berdiferensiasi untuk Meningkatkan Keterampilan Kolaborasi pada Mata Pelajaran Biologi di Kelas X SMA

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