Articles
<![CDATA[Relationship between critical thinking and creative thinking through zoom meeting on science learning in elementary school ]]>
<![CDATA[Meirza Nanda Faradita]]>;
<![CDATA[Deni Adi Putra]]>;
<![CDATA[Muhammad Nuruddin]]>
<![CDATA[ JURNAL PENDIDIKAN DASAR NUSANTARA Vol 7 No 2 (2022): Jurnal pendidkan dasar nusantara ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jpdn.v7i2.16819
<![CDATA[Humans are social creatures who need to develop themselves in facing life in society. To understand something, a person's way of thinking is influenced by knowledge, the ability to see, and the ability to create a strategy in thinking. One of them is in the education. Based on observations, it is shown that the learning carried out by the teacher when teaching is less varied so that it seems monotonous and the questions asked by the teacher are not in-depth only in the cognitive domains of C1 and C2. Lack of direct application (practice) when learning and the work made by students is less innovative. Through the zoom application, students can also do online learning. This study aims to determine the relationship between students' critical and creative thinking through the Zoom application and science learning outcomes. The type of research used in this research is quantitative correlational type. The subjects of this study were fifth grade students of SD Muhammadiyah 8 Surabaya. From the research that has been carried out, the results obtained are: (1) There is a relationship between critical thinking through the Zoom application and science learning outcomes, because the value of Sig. < 0.05 (0.008 < 0.05); (2) There is a relationship between creative thinking through the Zoom application and science learning outcomes, because the value of Sig. < 0.05 (0.006 < 0.05); (3) There is a relationship between critical and creative thinking through the Zoom application with science learning outcomes because of the value of Sig. < 0.05 (0.009 < 0.05)]]>
<![CDATA[Penerapan Model (Visual, Auditory Dan Kinestetik) VAK Untuk Meningkatkan Pemahaman Konsep Matematika Siswa Sekolah Dasar ]]>
<![CDATA[Damar Putri Rahayu]]>;
<![CDATA[Deni Adi Putra]]>;
<![CDATA[Lilik Binti Mirnawati]]>
<![CDATA[ Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah Al-Madrasah Vol. 6, No. 1, Januari 2022 ]]>
Publisher : <![CDATA[Sekolah Tinggi Ilmu Al-Qur'an (SIQ) Amuntai Kalimantan Selatan ]]>
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DOI: 10.35931/am.v6i2.841
<![CDATA[Penelitian ini bertujuan untuk 1) mendeskripsikan penggunaan model pembelajaran model kooperatif learning visual auditory kinestetik yang dapat meningkatkan pemahaman konsep matematika materi bangun ruang di sekolah dasar, dan 2) mendeskripsikan peningkatan pemahaman konsep matematika materi bangun ruang setelah diterapkan model Visual auditory kinestetik. Penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang memiliki karakteristik dan seting tempat, waktu, dan subjek penelitian. Penelitian Tindakan kelas (PTK) ini akan dilaksanakan di kelas 5 SD I Roudlatul Jannah . SD I Roudlatul Jannah beralamat di Dusun gading RT04/RW06. Dengan jumlah siswa kelas 5 sebanyak 16 orang. Penelitian Tindakan Kelas (PTK) ini menggunakan desain model spiral dari Kemmis dan Taggart. Yang terdiri dari 2 siklus. Dalam setiap siklus terdiri dari 3 tahap yaitu tahap perencanaan, tahap implementasi dan observasi, dan tahap refleksi. Pada tahap prasiklus diketahui nilai ulangan harian siswa 60% siswa nilainya masih dibawah KKM <75. Setelah menerapkan model pembelajaran VAK di siklus 1 diketahui bahwa prosentase keberhasilan belajar sebesar 62,5% berkategori cukup dapat disimpulkan bahwa tindakan selama siklus I belum berhasil dan akan dilakukan perbaikan di siklus 2. Berdasarkan hasil penelitian pada siklus II Nilai prosentase ketuntasan belajar siswa siklus II yaitu 93,75% menunjukkan kategori “sangat baik”. Berdasarkan hasil penelitian tersebut dapat ditarik kesimpulan Pembelajaran dengan model VAK dapat meningkatkan hasil belajar siswa. Peningkatan tersebut dikatakan sangat signifikan. Pada tahap siklus I 62,5% dan pada siklus II juga mengalami peningkatan yaitu 93,75%.]]>
<![CDATA[Analisis Pengaruh Model Pembelajaran Course Review Horay (CRH) Terhadap Hasil Belajar Siswa Sekolah Dasar ]]>
<![CDATA[Mirtha Absari]]>;
<![CDATA[Deni Adi Putra]]>;
<![CDATA[Fitroh Setyo Putro Probowo]]>
<![CDATA[ INVENTA: Jurnal Pendidikan Guru Sekolah Dasar Vol 5 No 1 (2021): Inventa: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/inventa.5.1.a2615
<![CDATA[This study aims to analyze the effect of the Course Review Horay (CRH) learning model on learning outcomes of elementary school students. This is because there are still many teachers who use conventional learning methods, causing students to feel bored and bored. In order for the learning process to take place well, teachers need to prepare learning scenarios carefully and clearly so that students don't get bored and bored and get optimal learning outcomes, one of which is by using a learning model. The method used in writing this article is a qualitative literature study method. The subjects in this writing refer to 10 relevant journals. The results of the analysis noted that the Course Review Horay (CRH) learning model has an influence on student learning outcomes at the elementary school level. The average obtained for learning outcomes reached 33.4% with the lowest category 11%, the highest 65% and the average total completeness of learning outcomes after implementing the Course Review Horay (CRH) learning model was 62.65%. Based on this research, the Course Review Horay (CRH) learning model can be used as a new variation in the teaching and learning process, namely active and effective learning in elementary school students.]]>
<![CDATA[Meta Analisis Menggunakan Metode Mind Mapping dalam Meningkatkan Kemampuan Berpikir Kritis Siswa ]]>
<![CDATA[M. Safri Sholahudin]]>;
<![CDATA[Deni Adi Putra]]>;
<![CDATA[Fajar Setiawan]]>
<![CDATA[ INVENTA: Jurnal Pendidikan Guru Sekolah Dasar Vol 5 No 1 (2021): Inventa: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/inventa.5.1.a2616
<![CDATA[This study aims to determine the results of the analysis using the Mind mapping method to improve critical thinking skills in elementary schools, because in elementary schools students need to increase their potential for provision in everyday life by using the mind mapping method to improve thinking skills. critical. This research method uses descriptive analysis, this data collection technique uses meta-analysis research, namely research conducted by repetition and analyzing research from several previous research results. Data collection in this study was carried out by browsing journals on several electronic media. Data analysis of ten articles obtained an average of 60,098% results and 74,379% after results. Based on research data carried out by meta-analysis, it can be concluded that the application of the mind mapping method has been done by many researchers before, this method can improve students' critical thinking skills. After analyzing the ten articles above, it can be concluded that the students 'critical thinking skills increased by an average of 74.4 and the previous score with an average of 67.8. This was declared successful because of the increase in students' critical thinking. This is expected to be a reference for teachers so that they can use the mind mapping method in teaching and learning activities in education. The Mind mapping method is very effective for learning because the mind mapping method is proven to improve critical thinking and student learning outcomes for the better.]]>
<![CDATA[Analisis Model Pembelajaran NHT Dalam Meningkatakan Kemampuan Berpikir Kritis ]]>
<![CDATA[Diratna Briliandika]]>;
<![CDATA[Deni Adi Putra]]>;
<![CDATA[Kunti Dian Ayu Afiani]]>
<![CDATA[ INVENTA: Jurnal Pendidikan Guru Sekolah Dasar Vol 5 No 1 (2021): Inventa: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/inventa.5.1.a2617
<![CDATA[This study aimed to analyze the NHT learning model for improving students' critical thinking skills. Numbered Head Together (NHT) is a numbered head learning model whose members and groups are heterogeneous; then, the teacher randomly calls the number from the student so that each student has his obligation and checks the student's understanding of the learning material. This research was qualitative research with literary study research. The research was carried out by collecting data using books and various journals related to the required research variables. The search results obtained nine articles from journals and one from the repository. Based on the analysis results, it turns out that the Numbered Heads Together (NHT) learning model can improve students' thinking skills, starting from an average of 51.6% with the lowest percentage value being 6% and the highest reaching 133%. In addition to improving students' critical thinking, the Numbered Head together model might also make students more active in discussing each other to solve problems and understand the material. Keywords: Numbered Heads Together (NHT), Critical Thinking Skill]]>
<![CDATA[Analisis Penggunaan Media Pembelajaran dalam Meningkatkan Kemampuan Berpikir Kreatif Siswa ]]>
<![CDATA[Rohayu]]>;
<![CDATA[Deni Adi Putra]]>;
<![CDATA[Kunti Dian Ayu Afiani]]>
<![CDATA[ INVENTA: Jurnal Pendidikan Guru Sekolah Dasar Vol 5 No 1 (2021): Inventa: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/inventa.5.1.a2623
<![CDATA[This research aims to analyze the use of instructional media in improving students' creative thinking skills. The methodology used in this research is the meta-analysis research method. The object of this research is 10 relevant journals whose variables are in accordance with the research topic. Based on the analysis and discussion that has been carried out through a review of 10 journals. It can be concluded that the use of media can improve students' creative thinking skills with a total percentage reaching 80.74%. There are differences in the results of increasing students' creative thinking skills in each research data. This is due to the different objects of research, approaches, principles, and concepts used to analyze problems in each different research. The use of media in the learning process can improve students' creative thinking skills. Therefore, it is hoped that the teacher can understand the importance of using media in the learning process so the teacher can find out students' creative thinking skills in learning and teachers will be more creative and varied in using media during the learning process.]]>
<![CDATA[Pengembangan Video Powtoon Berbasis Saintifik untuk Siswa Kelas V SD Muhammadiyah 8 Surabaya ]]>
<![CDATA[Deni Adi Putra]]>
<![CDATA[ Jurnal Bidang Pendidikan Dasar Vol 5 No 2 (2021): June ]]>
Publisher : <![CDATA[Universitas Kanjuruhan Malang ]]>
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DOI: 10.21067/jbpd.v5i2.5827
<![CDATA[This study aims to produce valid, practical, and effective scientific-based powtoon videos. The development model used in this study is a 4-D model. The results of media validation by material experts are 88%, media experts are 93% with the "Very Eligible" criteria. The practicality of the media is 79% with the “Practical” criteria. And the teacher response questionnaire was 81% with the criteria of "Very Practical". The results of the effectiveness test are 76% of students get scores that meet the KKM. The conclusion of this study is that the product developed has the criteria of being very feasible, very practical, and effective.]]>
<![CDATA[Kesetaraan Gender dalam Pembelajaran di Sekolah Dasar ]]>
<![CDATA[Deni Adi Putra]]>
<![CDATA[ ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 2, No 1 (2018): FEBRUARI ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH SURABAYA ]]>
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DOI: 10.30651/else.v2i1.1400
<![CDATA[Abstrak: Penulisan artikel ini yaitu bertujuan untuk mendeskripsikan serta memberikan rekomendasi tentang masalah kesetaraan gender dalam pembelajaran di sekolah dasar khususnya pada buku ajar tematik kelas IV. Secara umum, istilah gender oleh masyarakat sering diartikan sebagai jenis kelamin. Masalah kesetaraan gender sering dijumpai di lingkungan sekolah dan masyarakat. Pada lingkungan sekolah masalah kesetaran gender salah satunya dapat ditemukan pada bahan ajar yang berupa buku ajar tematik atau buku paket untuk siswa. Dalam buku tema tematik untuk siswa sekolah dasar terdapat poin-poin materi yang tidak mendukung adanya ketidaksetaraan gender, hal ini sangat kontradiksi dengan isi poin-poin dari progam Sustainable Development Goals yang dicanangkan oleh pemerintah Indonesia demi menciptakan masyarakat yang demokratis. Keseteraan gender perlu diberikan kepada siswa sekolah dasar melalui buku ajar atau kurikulum buku yang telah disusun, terutama dalam materi mengenai cita-cita yang seharusnya profesi apapun ditampilkan dalam bentuk dua gender, misalkan profesi polisi juga menampilkan gender perempuan.Kata Kunci: Kesetaraan Gender dan Pembelajaran di SDAbstract: The writing of this article is aimed to describe and provide recommendations on the issue of gender equality in learning in elementary schools, especially in fourth grade thematic textbooks. In general, the term gender by society is often defined as gender. The issue of gender equality is often found in schools and communities. In the school environment the problem of gender equality one of them can be found in teaching materials in the form of thematic textbooks or book packages for students. In the thematic theme book for elementary school students there are material points that do not support the existence of gender inequality, this is very contradiction with the contents of the points of the Sustainable Development Goals proclaimed by the Indonesian government to create a democratic society. Gender equality needs to be given to elementary school students through textbooks or book curricula that have been developed, especially in material about ideals that should be any profession presented in the form of two genders, eg the police profession also displays women's gender.Keywords: Gender Equality and Learning in Elementary School]]>
<![CDATA[Pembelajaran Berbasis CTL dan Inkuiri untuk Meningkatkan Kemampuan Berpikir Kritis Siswa ]]>
<![CDATA[Deni Adi Putra]]>
<![CDATA[ ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 2, No 2 (2018): AGUSTUS ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH SURABAYA ]]>
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DOI: 10.30651/else.v2i2.1835
<![CDATA[Abstrak: Penelitian ini bertujuan untuk meningkatkan kemampuan berpikir kritis melalui pembelajaran menggunakan modul berbasis CTL dan inkuiri. Jenis penelitian ini yaitu penelitian tindakan kelas. Subjek penelitian yaitu siswa kelas V SDN Sukorambi 01 Jember Tahun Pelajaran 2017/2018 sebanyak 38 orang dengan rincian 15 siswa laki-laki dan 23 siswa perempuan. Penelitian ini dilakukan sebanyak dua siklus. Nilai rata-rata berpikir kritis siswa pada tahap prasiklus yaitu 49. Setelah dilaksanakan tindakan pada siklus I nilai berpikir kritis siswa mengalami peningkatan dengan rata-rata 69,34. Peningkatan ini masih belum mencapai ketuntasan secara klasikal sehingga dilakukan siklus II. Pada siklus II nilai rata-rata berpikir kritis siswa mencapai 79,16. Peningkatan pada siklus II ini sudah mencapai ketuntasan secara klasikal sehingga tidak perlu dikakukan siklus selanjutnya, sehingga dapat disimpulkan bahwa pembelajaran menggunakan modul berbasis CTL dan inkuiri dapat meningkatkan kemampuan berpikir kritis siswa.Kata kunci: CTL, Inkuiri, Kemampuan Berpikir KritisAbstract: This study aims to improve critical thinking skills through learning using modules based on CTL and inquiry. This type of research is classroom action research. The subjects of the research were 38 students in grade V SDN Sukorambi 01 Jember 2017/2018 Academic Year with details of 15 male students and 23 female students. This research was conducted in two cycles. The average value of students' critical thinking in the pre-cycle stage is 49. After the action in the first cycle the value of critical thinking of students has increased by an average of 69.34. This increase has not yet achieved classical completeness so that cycle II is carried out. In the second cycle the average value of critical thinking of students reached 79.16. The increase in cycle II has achieved classical completeness so that it does not need to be tested in the next cycle, so it can be concluded that learning using modules based on CTL and inquiry can improve students' critical thinking skills.Keywords: CTL, Inquiry, Critical Thinking Skills]]>
<![CDATA[Peningkatan Kemampuan Berpikir Kreatif Pada Siswa Kelas III SD Melalui Pembelajaran Berbasis Pengajuan Masalah ]]>
<![CDATA[Kunti Dian Ayu Afiani]]>;
<![CDATA[Deni Adi Putra]]>
<![CDATA[ ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 1, No 1 (2017): AGUSTUS ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH SURABAYA ]]>
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DOI: 10.30651/else.v1i1.868
<![CDATA[Pada dasarnya permasalahan dalam pembelajaran matematika pada sekolah dasar dikarenakan anggapan guru bahwa siswa belum mempunyai pengetahuan dasar. Oleh karena itulah guru sangat mendominasi pembelajaran. Guru yang sering mendominasi pembelajaran inilah yang menyebabkan rendahnya kemampuan berpikir kreatif siswa di sekolah dasar. Kemampuan berpikir kreatif siswa yang rendah membuat siswa menjadi pasif dan tidak terbiasa menyampaikan pendapatnya. Pembelajaran yang sesuai adalah salah satu cara dalam mengatasi permasalahan ini, yaitu melalui pembelajaran matematika yang berbasis pengajuan masalah. Pengajuan masalah dengan membuat pertanyaan yang mempunyai jawaban ganda dan memodifikasi masalah dari buku teks adalah salah satu cara untuk mendorong siswa berpikir kreatif (Moses, dalam Siswono, 2008: 42). Dengan demikian, penelitian tindakan kelas ini dilakukan dalam rangka meningkatkan kemampuan berpikir kreatif pada siswa kelas III SD di SDN Wonokromo I Surabaya melalui pembelajaran matematika berbasis pengajuan masalah. Adapun tingkat kemampuan berpikir kreatif siswa menurut Siswono (2008: 31) ada 5, yaitu sangat kreatif, kreatif, cukup kreatif, kurang kreatif, dan tidak kreatif. Hasil dari penelitian ini adanya perubahan kemajuan tingkat berpikir kreatif siswa pada siklus-1 sebesar 48,72% dan pada siklus-2 sebesar 87,18%. Hasil tersebut telah menunjukkan bahwa melalui pembelajaran berbasis pengajuan masalah dapat meningkatkan kemampuan berpikir kreatif pada siswa kelas III SD. Kata Kunci: Kemampuan Berpikir Kreatif Siswa, Pengajuan Masalah]]>
