Jurnal Riset Teknologi dan Inovasi Pedidikan (JARTIKA)
Focus and Scope: (1) Theoretical studies, research, and development of teaching materials, activities, models, or learning media in the field of education including mathematics and natural sciences (physics, chemistry, biology, science, ICT, and its applications); (2) social science, history, geography, culture, and economy; (3) language and literature, and (4) basic education: Research actions to increase motivation, activities, interests, or learning outcomes in solving learning problems; Development or design of creativity, innovation, and technology based on software, online, or e-learning; Development of curriculum, management, programs, and other education policies.
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<![CDATA[Peningkatan kebermaknaan dan hasil belajar siswa melalui desain pembelajaran tematik terpadu alternatif berbasis projek pada siswa kelas 5 ]]>
<![CDATA[Muti’atus Sa’adah]]>;
<![CDATA[Mawardi Mawardi]]>
<![CDATA[ Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) Vol. 2 No. 1 (2019): Januari ]]>
Publisher : <![CDATA[Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) ]]>
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<![CDATA[This research is motivated by the problem of thematic learning in SD Negeri Gendongan 02 which is less meaningful. It has an impact on low learning outcomes. Researchers choose an alternative integrated thematic learning design based on project to improve student meaningfulness and learning outcomes. This is classroom action research using the Stringer model. Research subjects involved 38 students. Data collection using questionnaires, written tests, documentation and observation sheets. Data analysis techniques uses descriptive comparative. The results showed that the meaningful learning in 1st cycle and 2nd cycle are 92.11% and 97.73%. Indonesian language learning outcomes in 1st cycle is 84.21% increasing to 86.84%. Learning outcomes of science studies in 1st and 2nd cycle are 65.79% and 84.21%. Based on the results of these research, the researsh is succesfull.]]>
<![CDATA[Penerapan model cooperative learning dalam peningkatan partisipasi dan hasil belajar siswa SMP dalam pembelajaran IPS Geografi ]]>
<![CDATA[Lalu Abdul Masyaekh]]>
<![CDATA[ Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) Vol. 2 No. 1 (2019): Januari ]]>
Publisher : <![CDATA[Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) ]]>
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<![CDATA[Classroom Action Research (CAR) aims to increase student participation in teaching and learning activities and student learning outcomes with the use of cooperative learning models. The results showed that in the first cycle the average was 60.5; in the second cycle 64.38; and in the third cycle it reaches 70.38. It was concluded that the learning process with cooperative learning can increase student participation and learning outcomes.]]>
<![CDATA[Peningkatan Hasil Belajar Matematika melalui Model Problem Based Learning Berbantu Media Puzzle di Sekolah Dasar ]]>
<![CDATA[Albi Meinisa]]>;
<![CDATA[Wasitohadi Wasitohadi]]>
<![CDATA[ Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) Vol. 2 No. 1 (2019): Januari ]]>
Publisher : <![CDATA[Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) ]]>
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<![CDATA[This study aims to determine the improvement of mathematics learning outcomes of 5th grade students of SD Negeri Sidorejo Lor 01 Salatiga through a media puzzle assisted Problem Based Learning model. Problem Based Learning model which helped with puzzle to 5th grade students of SD Negeri Sidorejo Lor 01 Salatiga.The type of this research is Class Action Research (CAR) with a spiral model from C. Kemmis & Mc. Taggart. The research subjects were 5th grade students of SD Negeri Sidorejo Lor 1 Salatiga, totaling 36 students. Data collection techniques using test techniques in the form of evaluation and non-test questions in the form of observation and documentation. The results of the study were proven by the completeness of the 5th grade students learning at 47.2% pre-cycle, increased in the first cycle to 77.8%, and in the second cycle the students learning completeness reached 100% of 36 students. Thus it can be concluded that the learning mathematic using Problem Based Learning model which helped with puzzle can improve results of learning mathematic to 5th grade students of SD Negeri Sidorejo Lor 01 Salatiga.]]>
<![CDATA[Peningkatan Hasil Belajar Tematik Menggunakan Model Kooperatif STAD Peserta Didik Kelas 1 SD ]]>
<![CDATA[Annisa Cynthia Yanmi]]>;
<![CDATA[Wasitohadi Wasitohadi]]>
<![CDATA[ Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) Vol. 2 No. 1 (2019): Januari ]]>
Publisher : <![CDATA[Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) ]]>
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<![CDATA[This study aims to describe the steps of cooperative learning model application type STAD that is able to increase thematic learning outcomes the student in one of elementary schools in Salatiga. This instruments use in this study are observations sheet of teacher activities, student activities, students test outcomes and the document of learning activities. The students thematic learning outcomes in cycle 1 has only 9 students (43%) are completed from 21 students. Meanwhile in cycle 2, the writer gets the percentage ret 85% from the observer tho has observed the meeting twice. The thematic student learning outcomes in cycle 2 has 19 students who can complete the lesson (90%). It means that the thematic learning process with cooperative learning type STAD can run well. By studying the result, the writer can conclude that the implementation the steps of cooparative learning type STAD can increase the thematic outcomes one of elementary schools in Salatiga.]]>
<![CDATA[Implementasi Problem Based Learning Berbasis Pendekatan Scientific untuk Meningkatkan Hasil Belajar Matematika ]]>
<![CDATA[Putri Ayuningtyas]]>;
<![CDATA[Stefanus Christian Relmasira]]>
<![CDATA[ Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) Vol. 2 No. 1 (2019): Januari ]]>
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<![CDATA[The aims of this reseacrh was to increased the mathematics learning outcomes through the implementation of scientific approach learning based on problem based learning(PBL) models for the fourth grade students. This research is an action research which consists of two cycles. The data collection used some instruments such as test, observation sheets, and field notes. The subjects of the research were students in 4th grade of SDN Salatiga 03. Data analysis was carried out using comparative descriptive analysis by comparing the results of cycle 1 analysis with the results of cycle 2 analysis. The results showed that the PBL learning model has been shown to increase mathematics learning outcomes for 11,8%, by 67,6% in cycle 1and increased 79,4% in cycle 2. Based on the results of the study, the implementation of scientific approach based on problem based learning (PBL) can increase mathematics learning outcome. Therefore, problem based learning is recommended to be applied in mathematics learning.]]>
<![CDATA[Peningkatan Kemandirian dan Hasil Belajar Tematik melalui Project Based Learning ]]>
<![CDATA[Swastantika Kumala Devi]]>;
<![CDATA[Bambang Ismanto]]>;
<![CDATA[Firosalia Kristin]]>
<![CDATA[ Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) Vol. 2 No. 1 (2019): Januari ]]>
Publisher : <![CDATA[Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) ]]>
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<![CDATA[The purpose of this study was to describe the implementation of the steps of the project based learning model in increasing the independence and learning outcomes of grade IV students of SD 2 Blotongan. This study uses two cycles, each cycle has procedures including planning, action, observation and reflection. Qualitative data analysis techniques in the form of independent data analysis and quantitative data in the form of data analysis of completeness of learning. The results of this study indicate the application of project based learning learning models can improve the independence and thematic learning outcomes. This is indicated by an increase in student learning independence in the pre-cycle by 50%, cycle 1 by 85% and cycle II by 100%. This resulted in learning completeness which increased to 85%]]>
<![CDATA[Penerapan Model STAD Berbasis Scientific untuk Meningkatkan Aktivitas dan Hasil Belajar Tematik ]]>
<![CDATA[Wahyu Dinar Febriyani]]>;
<![CDATA[Nyoto Hardjono]]>
<![CDATA[ Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) Vol. 2 No. 1 (2019): Januari ]]>
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<![CDATA[This study aims to improve thematic learning outcomes through the application of a scientific-based STAD learning model. The subjects of the study were students of grade 3A SDN Salatiga 06. The type of research used was using the Stringer model. Data collection techniques carried out are observation, documentation, and tests. This research was carried out in two cycles. The results showed: (1) pre-cycle activity score in grade 4 was 73% with an average value of 74.50 and pre-cycle learning completeness scores of 76% with an average value of 77.50; (2) The score of student activity in the first cycle was 74% with an average value of 75.20 and in the second cycle was 81.50% with an average value of 81.40; (3) The learning completeness of students in the first cycle is 71.88% with an average value of 75.15 and in the second cycle is 81.25% with an average value of 83.25. From these data shows that the research is appropriate which means that the indicator of success has been achieved.]]>
<![CDATA[Model Pembelajaran Discovery Learning Meningkatkan Keterampilan Eksperimen pada Pembelajaran IPA ]]>
<![CDATA[Hesti Jamiliyah]]>;
<![CDATA[Gamaliel Septian Airlanda]]>
<![CDATA[ Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) Vol. 2 No. 1 (2019): Januari ]]>
Publisher : <![CDATA[Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) ]]>
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<![CDATA[Alfiandi. (2015). Peningkatan Keterampilan Menyusun Hipotesis melalui Model Pembelajaran Discovery Learning Siswa Kelas V SD Negeri 04 Kesambi Mejobo Kudus Tahun Ajaran 2014/2015. Universitas Sebelas Maret, Surakarta. Devia. (2015). Penerapan Model Pembelajaran Discovery Learning Untuk Meningkatkan Keterampilan Eksperimen. Eko. (2015). Peningkatan Keterampilan Proses dan Hasil Belajar IPA Menggunakan Model Discovery Learning pada Siswa Kelas III SD Lanteng Baru Tahun Ajaran 2015/2016. Universitas Negeri Yoyakarta. Hosnan. (2014). Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad 21. Jakarta: Ghalia Indonesia. Kemendikbud. (2013). Materi Pelatihan Guru, Implementasi Kurikulum 2013. Jakarta: Kementerian Pendidikan dan Kebudayaan. Koballa. (2010). Science Instruction in the Middle and Secondary Schools. Pearson : USA Kunandar. (2014). Penilaian Autentik (Penilaian Hasil Belajar Siswa berdasarkan Kurikulum2013). Jakarta: PT RajaGrafindo persada. Sani. (2014). Pembelajaran Saintifik untuk Implementasi Kurikulum 2013. Jakarta: Bumi Aksara. Slameto. (2015). Metodologi Penelitian dan Inovasi Pendidikan. Salatiga: Satya Wacana University Press. Susilowati. (2014). Pembelajaran IPA pada Kurikulum 2013, “Workshop Penguatan Content Knowledge Keintegrasian Materi IPA SMP Kelas VII untuk mengatasi Hambatan Guru IPA dalam Implementasi kurikulum 2013” Yogyakarta. Trianto. (2010). Mendesain Model Pembelajaran Inovatif-Progresif. Jakarta: Prenada Media Group.]]>
<![CDATA[Peningkatan Hasil Belajar Tematik Melalui Penerapan Model Problem Based Learning dengan Media Mind Mapping ]]>
<![CDATA[Rizki Harlinda Putri]]>;
<![CDATA[Nyoto Hardjono]]>
<![CDATA[ Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) Vol. 2 No. 1 (2019): Januari ]]>
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<![CDATA[This type of research is Classroom Action Research using the design of the Kemmis and Mc Taggart models. This study aims to describe the steps of problem based learning model that is able to increase thematic learning outcomes the student in one of elementary schools in Salatiga. The action is carried out in 2 cycles consisting of 3 meetings each cycle. Data collection was carried out with test and non-test techniques. The subjects of this reseach were the third grade students of SD Negeri Sidorejo Lor 01 Salatiga 2nd semester academuc year of 2017/2018 with the 39 students.based on the results of data analysis and observations, learning outcomes in pre cycle without using problem based learning model 59%, while in cycles 1 and 2 using the problem based learning model were 74.4 % and 92.3 % respectively. Based on these data it can be concluded that there is an increase in learning models.]]>
<![CDATA[Penerapan Project Based Learning untuk Meningkatkan Motivasi Belajar Matematika ]]>
<![CDATA[Dyana Indri Hapsari]]>;
<![CDATA[Gamaliel Septian Airlanda]]>;
<![CDATA[Susiani Susiani]]>
<![CDATA[ Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) Vol. 2 No. 1 (2019): Januari ]]>
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<![CDATA[This study aims to improve the motivation to learn mathematics through the application of project based learning (PjBL) models for the fiffth grade students. The PjBL learning model is a contextual learning model using projects as media so that it is expected to change the way students learn independently by increasing the learning motivation and creativity of students. This research is an action research which consists of two cycles. The results showed that the PjBL learning model was carried out by steps; a) find basic questions, b) compile project plans, c) compile and carry out project activities, d) monitor project progress, e) assess project outcomes, f) evaluate experience. In this study it was found that the PjBL model has been shown to increase mathematics learning motivation by 8%, ie 75% in cycle 1 and increased 83% in cycle 2. Based on the results of the study, the implementation of project based learning can increase motivation to learn mathematics. Therefore, project based learning is recommended to be applied in mathematics learning.]]>
