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All Journal JPsd ( Jurnal Pendidikan Sekolah Dasar ) Autentik : Jurnal Pengembangan Pendidikan Dasar Jurnal Elementaria Edukasia
Siti Dewi Maharani
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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UPAYA MENINGKATKAN HASIL BELAJAR MATEMATIKA MATERI PECAHAN MENGGUNAKAN MODEL PROBLEM BASED LEARNING DI SEKOLAH DASAR Sabrina Ramadhani; Siti Dewi Maharani; Vinencia Ika Indralin
Autentik : Jurnal Pengembangan Pendidikan Dasar Vol 7 No 2 (2023)
Publisher : Elementary School Teacher Education (PGSD), STKIP PGRI Sumenep

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36379/autentik.v7i2.339

Abstract

Abstract The background of this research is the finding of problems that arise in the content of mathematics lessons in class IV.A of SD Negeri 112 Palembang. The problem is the low mathematics learning outcomes in fractional material. The reason is that learning still uses the lecture method. The corrective action chosen is the application of the problem-based learning model. The subjects of this study were 42 class IV.A students at SD Negeri 112 Palembang. Data collection techniques using observation, tests and documentation. The data analysis technique used is a qualitative descriptive approach and descriptive statistics. This classroom action research was conducted in two cycles, with the results of the research showing that the application of the problem-based learning model to the mathematics lesson content had a positive impact on student learning outcomes. The increase in student learning outcomes can be seen from the percentage increase in cycle I by 57%, then it increased in cycle II by 83%. Thus this research can be said to be successful in improving student learning outcomes through the application of problem-based learning models. Keywords: Mathematics, Learning outcomes, Problem Based Learning Models
IMPROVING STUDENT LEARNING OUTCOMES THROUGH PROBLEM-BASED LEARNING MODEL IN MATHEMATICS SUBJECT Dea Yuliani; Vinencia Ika Indralin; Siti Dewi Maharani
JPSD (Jurnal Pendidikan Sekolah Dasar) Vol 9, No 2 (2023): JPSD (Jurnal Pendidikan Sekolah Dasar)
Publisher : Department of Primary education, Faculty of Teacher Training and Education, Universitas Su

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jpsd.v9i2.20516

Abstract

This research aims to enhance the learning outcomes of 3rd grade students at SD Negeri 112 Palembang by applying the problem-based learning model in mathematics on adding fractions with the same denominators. This research uses Classroom Action Research conducted over three cycles: planning, implementation, observation, and reflection. The subjects of this research are 25 students in the 3rd grade class at SD Negeri 112 Palembang. Data collection is carried out through tests and analysis using quantitative data analysis. By applying the problem-based learning model, the research results demonstrate a significant improvement in the students’ learning outcomes regarding the topic of fractions in mathematics. In cycle I, the level of student learning mastery reached 56%; in cycle II, the level of learning mastery increased to 68%; and in cycle III, it reached 84%. In conclusion, applying the problem-based learning model has effectively improved student learning outcomes in mathematics, particularly in fractions material. 
Implementation of differentiated learning with a Culturally Responsive Teaching approach to increase students' interest in learning Irfan Saninur Azis; Siti Dewi Maharani; Vinencia Ika Indralin
Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i2.9348

Abstract

Implementing learning aligned with the Culturally Responsive Teaching (CRT) approach is a method enabling a more accurate comprehension and representation of knowledge, tailored to students' individual learning tendencies and styles, while considering the diverse cultures surrounding them. Transitioning from the old paradigm to adopting learning in accordance with the demands of the 21st century and the current curriculum is imperative, despite the uneven distribution of the Independent Curriculum across schools. This study is prompted by students' lack of interest in learning, evident in their limited engagement in the learning process. The objective of this research is to illustrate the impact of employing differentiated learning with a Culturally Responsive Teaching (CRT) approach on enhancing students' learning interest. The research methodology employed was classroom action research conducted over two cycles. The research process was executed collaboratively, employing a lesson study approach and utilizing qualitative descriptive methods, with data collection techniques comprising observation and questionnaires. Research findings demonstrate an increase in students' learning interest through the implementation of differentiated learning with a Culturally Responsive Teaching (CRT) approach. This is evidenced by the average N-Gain value for learning interest in Cycle I, which was 0.4029, classified as medium, and in Cycle II, it reached 0.7014, classified as high. Thus, differentiated learning integrating the Culturally Responsive Teaching (CRT) approach has been proven highly effective in establishing a more inclusive and meaningful learning atmosphere within the classroom
Co-Authors Dea Yuliani Irfan Saninur Azis Sabrina Ramadhani Vinencia Ika Indralin