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All Journal Educenter: Jurnal Ilmiah Pendidikan Al-Tarbiyah: Jurnal Ilmu Pendidikan Islam
Roselana Ardani
Universitas Muhammadiyah Tangerang
Education

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Miskonsepsi penyelesaian soal cerita matematika pada materi FPB dan KPK Aam Amaliyah; Juliasih; Roselana Ardani; Amartia Putri; Pipin Rismawati
Educenter : Jurnal Ilmiah Pendidikan Vol. 1 No. 6 (2022): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v1i6.219

Abstract

Penelitian ini bertujuan untuk mengetahui faktor yang menjadi penyebab miskonsepsi pada siswa dalam penyelesaian soal cerita tentang materi KPK dan FPB. Subjek penelitian yang dituju yaitu siswa kelas IV SDN Sukasari 1 dengan menggunakan metode angket, tes, wawancara serta dokumentasi secara langsung di lapangan. Pelaksanaan tes diagnostik tertulis diberikan kepada sebanyak 14 siswa. Setelah dilakukan tes diagnostik tersebut dan dapat diketahui miskonsepsi yang dialami siswa, maka langkah selanjutnya dilakukan wawancara kepada siswa dan guru wali kelas IV tersebut. Dari hasil penelitian, hampir seluruh siswa mengalami miskonsepsi konsep, sistematika, dan miskonsepsi hitung. Menurut wawancara dari guru wali kelas, sebelumnya siswa kelas IV tersebut sudah pernah diajarkan KPK dan FPB baik soal cerita maupun soal biasa. Akan tetapi, karena dampak pandemi yang belakangan ini merebak di Indonesia, membuat sekolah-sekolah dialihkan ke pembelajaran jarak jauh/online. Sehingga siswa kurang minat dalam belajar, kurang pengawasan secara langsung dari guru, serta perhatian orang tua di rumah.
Evaluasi Pendidikan Karakter: Mengukur Pengembangan Moral dan Etika dalam Pendidikan Ina Magdalena; Pipin Rismawati; Roselana Ardani; Vhaliesca Daffah
Al-Tarbiyah : Jurnal Ilmu Pendidikan Islam Vol. 1 No. 3 (2023): Juli : Al-Tarbiyah: Jurnal Ilmu Pendidikan Islam
Publisher : STAI YPIQ BAUBAU, SULAWESI TENGGARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59059/al-tarbiyah.v1i3.249

Abstract

Over the past 10 years, character education planning has been implemented in schools. However, the actual outcomes of its implementation remain uncertain, necessitating an identification of the issues surrounding educational evaluation in schools. This article takes a descriptive approach, encompassing methods for identifying and evaluating students' learning achievements within the school context. The objective of this research is to discover the strengths and weaknesses of various assessment methods, including essay tests, objective tests, and subjective tests. The curriculum, implementation of teaching, learning resources, and educational partners in character education have also been extensively examined. Field experiences indicate that teachers face difficulties in integrating character education across all subjects, particularly when it comes to formative evaluation. Formative evaluation is employed by teachers during the learning process to determine students' attained competencies and identify gaps between their competencies and the required standards. This information is utilized by teachers to plan subsequent lessons and enhance students' learning outcomes.
Co-Authors Aam Amaliyah Amartia Putri Ina Magdalena Juliasih Pipin Rismawati Vhaliesca Daffah