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All Journal Review of Multidisciplinary Education, Culture and Pedagogy (ROMEO) Tsaqofah: Jurnal Penelitian Guru Indonesia
Cut Dihe Zayhaqqi Ali
Universitas Muhammadiyah Tangerang
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Penggunaan Model ARCS untuk Meningkatkan Motivasi Belajar Siswa Sekolah Dasar Ina Magdalena; Cut Dihe Zayhaqqi Ali; Sela Safitri
TSAQOFAH Vol 3 No 3 (2023): MEI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/tsaqofah.v3i3.972

Abstract

Indonesia has difficult issues. The Indonesian curriculum is the one that gets the most attention. The issue with learning models isn't just the beautiful learning methods themselves; it's also the learning models taught by teachers who frequently employ more cutting-edge learning models. The quality of what students learn in contemporary classrooms is also influenced by the teaching and learning process. Therefore, in order to maximize student learning quality, we require the appropriate learning model. The work of developing students' enthusiasm for learning is developing their educational potential. This material focuses primarily on the ARCS method's learning outcomes and student motivation, which are in line with the primary school's mission to educate, instill knowledge, and instill values. as citizens who are accountable for their nation's sustainability and integrity, morals, and fundamental skills The ARCS method is intended to help students comprehend elementary school generalization concepts, which are necessary from a young age in a classroom setting that truly reflects society's true potential. Through a variety of strategies and examples, the teacher actively encourages student learning motivation in this instance.
ANALYSIS OF STUDENTS' DIFFICULTIES IN LEARNING MATHEMATICS OF CIRCLE GEOMETRY IN FOURTH GRADE ELEMENTARY SCHOOL Een Aeunah; Abdul Aziz; Caecilia Jilia Joe; Cut Dihe Zayhaqqi Ali
REVIEW OF MULTIDISCIPLINARY EDUCATION, CULTURE AND PEDAGOGY Vol. 2 No. 3 (2023): MAY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/romeo.v2i3.751

Abstract

The present study endeavors to comprehensively examine the obstacles faced by elementary school students when attempting to grasp fundamental mathematical concepts pertaining to circles. Specifically focusing on Grade 4 students at SDN Cipondoh 2, Tangerang City. The primary objective is to shed light on the difficulties encountered by students in three core areas: calculating circle area and circumference, understanding the complex concept of π (pi), and accurately sketching circles utilizing a compass. Various tools are employed to scrutinize the obstacles students encounter, including tasks such as calculating circle area and circumference, comprehending the intricate π (pi) concept, and accurately sketching circles using a compass. The findings indicate that students encounter hurdles in computing circle area and circumference due to the need to understand underlying formulas and calculation procedures. Additionally, comprehending the π (pi) concept presents a notable challenge in circle calculations. Moreover, students struggle with precise and symmetrical circle drawing using a compass. The research outcomes provide valuable insights for formulating effective pedagogical strategies to help students overcome challenges in comprehending and applying circle geometry principles.
Co-Authors Abdul Aziz Caecilia Jilia Joe Een Aeunah Ina Magdalena Sela Safitri