Peningkatan Hasil Belajar Siswa Sekolah Dasar Melalui Model Pembelajaran  Problem Based Learning

Amalia, Syarifa Rahma; Purnamasari, Veryliana; Darsimah, Darsimah

doi:10.31004/edukatif.v3i5.747

Cited by 6 publications

(7 citation statements)

References 4 publications

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“…Berdasarkan Berbagai penelitian tindakan membuktikan metode Problem Based Learningdapat meningkatkan terhadap Prestasi belajar PPKn, seperti yang dilakukan Tabakwan & Talakua (2021) yang meneliti tentang "Peningkatan Hasil Belajar Peserta didik Melalui Model Pembelajaran Problem Based Learning dapat meningkatkan Hasil belajar Peserta didik kelas V SD Negeri 9 Ambon". Oleh sebab itu, peneliti tertarik menggunakan Problem Based Learning sebagai metode pembelajaran berbatuan media Kahoot dalam melakukan perbaikan PPKn, khususnya materi PPKn.…”

Section: Pendahuluanunclassified

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Peningkatan Prestasi Belajar PPKN Melalui Metode Problem Based Learning Berbantuan Media Kahoot Di Kelas v Sekolah Dasar

Zuhri¹

2023

Inopendas J. Ilm. Kependidikan

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This study aims to improve Civics learning achievement through the Problem-Based Learning method assisted by the Kahoot media class V Elementary School for the 2021/2022 academic year. The research was carried out in March 2022. The subjects in the study were fifth-grade students. The study used classroom action research procedures including planning, implementation, observation and reflection. Data analysis is qualitative data. The results of the student’s learning achievement in the initial test showed that of the 18 students, 10 were completed with a percentage of 55.5% and 8 were not completed with a percentage of 44.3%. The first cycle data showed that 13 students completed the percentage of 72.22% and 5 did not complete the percentage of 27.77%. In the second cycle there was an increase in 17 students who completed the percentage of 94.4% 1 did not complete the percentage of 5.55. Thus learning achievement increases.

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Section: Pendahuluanunclassified

“…Maka dibutuhkan metode di mana guru memberikan peran kepada peserta didik sebagai topik belajar. Hal ini sejalan dengan penelitian sebelumnya Tabakwan (2021)…”

Section: Pendahuluanunclassified

Peningkatan Prestasi Belajar PPKN Melalui Metode Problem Based Learning Berbantuan Media Kahoot Di Kelas v Sekolah Dasar

Zuhri¹

2023

Inopendas J. Ilm. Kependidikan

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“…Lebih lanjut, model pembelajaran yang disarankan oleh Kurikulum 2013 maupun Kurikulum Nasional terbaru untuk diaplikasikan dalam implementasi kurikulum di sekolah beberapa diantaranya yaitu Problem Based Learning dan Inquiry Learning. Kedua model pembelajaran ini merupakan contoh aplikasi perspektif konstruktivis dalam pembelajaran (Woodfolk, 2020) yang tidak jarang berimplikasi positif terhadap hasil belajar peserta didik (Amalia et al, 2021).…”

Section: Pendahuluanunclassified

Sintesis Indikator Lingkungan Belajar Konstruktivis sebagai Instrumen Evaluasi Implementasi Kurikulum Ilmu Pengetahuan Alam

Amelia

Rusman

2022

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Sains sebagai pengetahuan ilmiah memiliki hakikat dan karakteristik khusus, sehingga memerlukan pendekatan tersendiri dalam membelajarkannya. Pendekatan pembelajaran berbasis konstruktivis telah lama disarankan untuk membelajarkan sains, karena merupakan pendekatan pembelajaran yang mampu mengakomodasi hakikat dan karakteristik sains sebagai ilmu pengetahuan. Pembelajaran yang berlandaskan pada sudut pandang konstruktivis sudah pasti memerlukan lingkungan belajar yang berbasis konstruktivis juga. Artikel ini bertujuan untuk mendeskripsikan proses, rasional, dan hasil sintesis indikator esensial Lingkungan Belajar Konstruktivis (LBK). Melalui systematic literature review dihasilkan 5 indikator inti dengan masing-masing indikator inti mengandung 3 hingga 4 subindikator. Validitas isi terhadap masing-masing indikator inti, subindikator, dan deskripsi perilaku dilakukan menggunakan metode pertimbangan ahli (expert judgement). Pertimbangan ahli (expert judgement) dilakukan oleh satu orang ahli bidang pedagogi Ilmu Pengetahuan Alam (IPA) untuk validitas logis (logical validity) dan oleh dua orang ahli bidang kurikulum dan pembelajaran untuk validitas rupa (face validity). Kelima indikator dan masing-masing subindikator serta deskripsi perilaku yang telah disintesis dinyatakan valid secara konten

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“…( 2) Lack of Learning Resources: Textbooks that are inappropriate or too complex, as well as a lack of interesting learning resources such as multimedia, additional material, or field trips, can make it difficult for students to understand the material (Nuraini et al, 2022). (3) Teacher Quality: Teachers who do not understand social studies material or are poorly trained in using effective teaching strategies can have a negative impact on student learning outcomes (Amalia et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Improving Social Science Learning Outcomes of Class V Elementary School Students through the TPACK Approach

Dharmawati,

Busyra,

Azhar

2023

al.ibtida.snj

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The main problem in this study is the low learning outcomes of fifth grade students in social studies at a private elementary school in East Jakarta, Indonesia. This is because the learning approach used in these schools is still conventional. The purpose of this study was to improve social studies learning outcomes for fifth grade students using the technology pedagogical content knowledge (TPACK) approach. By using classroom action research, this research was conducted in three cycles involving 10 students. Each cycle consists of planning, implementing, acting, observing, and reflecting. Data collection was carried out using a test consisting of a pre-test and post-test. The test results data were then analyzed using descriptive statistics. The results showed that based on the post-test results in cycle I, only 6 students or 60% fulfilled the KKM. In cycle II the percentage of student learning completeness increased to 70% or 7 students fulfilled the KKM. In cycle III, student learning completeness again increased to 82%. Therefore, it can be concluded that the use of the technology pedagogical content knowledge (TPACK) approach in social studies learning is effective in improving student learning outcomes.

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Peningkatan Hasil Belajar Siswa Sekolah Dasar Melalui Model Pembelajaran Problem Based Learning

Cited by 6 publications

References 4 publications

Peningkatan Prestasi Belajar PPKN Melalui Metode Problem Based Learning Berbantuan Media Kahoot Di Kelas v Sekolah Dasar

Peningkatan Prestasi Belajar PPKN Melalui Metode Problem Based Learning Berbantuan Media Kahoot Di Kelas v Sekolah Dasar

Sintesis Indikator Lingkungan Belajar Konstruktivis sebagai Instrumen Evaluasi Implementasi Kurikulum Ilmu Pengetahuan Alam

Improving Social Science Learning Outcomes of Class V Elementary School Students through the TPACK Approach

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