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MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran
Published by Universitas Mathla'ul Anwar Banten
ISSN : 24431435     EISSN : 25284290     DOI : https://doi.org/10.30653/003.202391
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran, a peer-reviewed journal, is an interdisciplinary publication of original research and writing on education. The journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills. Scientific manuscript dealing with contemporary educational topics are particularly welcome to be submitted. The journal encompasses research articles, original research report, reviews, short communications and scientific commentaries in education in any fields including: 1. Teaching 2. Education development 3. Education management 4. Curriculum 5. Philosophies of education 6. Educational approaches, etc.
Arjuna Subject : Umum - Umum
Articles 47 Documents
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Implementasi Model Pembelajaran Means Ends Analysis (MEA) pada Pembelajaran Matematika Budi Utomo; Sukarno; Tri Dyah Prastiti
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol. 9 No. 2 (2023):
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.202392.12

Abstract

The purpose of this study was to describe plans, implementation, constraints and solutions, as well as the results of implementing the MEA learning model on mixed arithmetic problem solving materials with integers. The research was conducted with a qualitative approach. Research data were collected through interviews, observation, and documentation studies. The data analysis technique uses descriptive analysis with the steps: data collection, data reduction, data display, verification and confirmation of conclusions (Conclusion Drawing and Verification). The results of the study concluded that teacher preparation carried out by teachers in implementing MEA learning was: (1) preparing lesson plans, (2) preparing learning materials according to core competencies, basic competencies and learning objectives, (3) preparing learning media according to the MEA learning model in the form of interactive powerpoints and learning materials to be studied, (4) developing learning strategies and steps, (5) compiling assessment instruments accompanied by answer sheets and assessment criteria. The stages of implementing the MEA model learning are: (1) preliminary activities, (2) core activities, (3) closing, and (4) assessment of learning outcomes. The internal obstacles to MEA learning are: (1) students' difficulties in completing and solving math problems, (2) students' lack of enjoyment in learning material, (3) students with low math mastery tend to be passive, (4) the process of compiling math problem solving questions requires thinking mature and long process, (5) difficulty expressing math problems to students. External constraints: (1) Limited time and space for interaction between teachers and students due to the COVID-19 pandemic so that learning is less effective, (2) patterns of learning mathematics that are abstract in nature that have not been supported by concrete learning media cause the completion of problem solving questions to be less understandable by learners.
Pembelajaran Berdiferensiasi dalam Meningkatkan Hasil Belajar Fisika Murid kelas X-A SMAN 3 Pandeglang pada Materi Energi Terbarukan Heni Suhartini
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol. 9 No. 1 (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.202391.13

Abstract

This research is motivated by the importance of learning methods to improve physics learning outcomes in renewable energy materials. The research was carried out using the classroom action research method. This class action research was planned in three cycles. Each cycle is carried out through two face-to-face sessions in class learning, including tests to find out student learning outcomes. The subjects of this study were students in class X-A Semester 1 of SMA Negeri 3 Pandeglang for the 2022-2023 academic year, which consisted of 36 students. The instrument used in this research is test questions. Based on the results of the preliminary study, the results of studying Physics on renewable energy material averaged 78.75 (Beginning to Develop), with the lowest score being 68.00 and the highest being 88.50. The learning outcomes of the first cycle are known that the highest value = 90.00 and the lowest value is 74.50, while the average value is 81.08 (already developed). The learning outcomes of the second cycle are known that the highest value = 93.00 and the lowest value is 77.5 while the average value is 84.89 (already developed). The results showed that the application of the differentiated learning method could improve the physics learning outcomes of class X-A students at SMA Negeri 3 Pandeglang. The application of different learning methods can increase interest and response in the physics learning process in class X-A SMA Negeri 3 Pandeglang.
Studi Komparasi Model Pembelajaran Berbasis Masalah (PBL) dengan Model Pembelajaran Projek Based Learning (PjBL) terhadap Perilaku Prososial Siswa Sekolah Dasar di Surabaya Danang Prastyo; Ida Sulistyawati; Dinda Prameswari; Muhammad Viqqi
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol. 9 No. 1 (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.202391.14

Abstract

The purpose of this study was to find out the comparison of the application of Model the PBL with the Model PjBL on the Prosocial Behavior of Elementary School Students in Surabaya. This experimental research design uses Posttest Only Nonequivalent Posttest Design. The sample of this study was students of class V A and B at SD Margerejo Surabaya, while the population was for class V students at SDN Margerejo Surabaya. The data collection technique was carried out by giving a questionnaire with 25 questions. The results showed that there were differences in the prosocial behavior of SD Surabaya students between Model PBL and the Model PjBL.
Pengaruh Model Pembelajaran Project Based Learning terhadap Kemampuan Menulis Naskah Drama Kelas XI Madrasah Aliyah Mathla’ul Anwar Pusat Menes Nanang Maulana; Aminah
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol. 9 No. 1 (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.202391.15

Abstract

The research entitled "The Influence of the Project Based Learning Learning Model on the Ability to Write Dramatic Manuscripts for Class XI Madrasah Aliyah Mathla'ul Anwar Pusat Menes" aims to find or determine the effect of the Project Based Learning model on the ability to write drama scripts. In this study, the authors used a quantitative approach with a type of experiment with research techniques used including literature review, trials, analytical techniques, test techniques or assessments. From the results of the research conducted, there was an effect of using the Project Based Learning learning model on the ability to write drama scripts for class XI Madrasah Aliyah Mathla'ul Anwar Pusat Menes. Based on the calculations, it is obtained that t count is 6.754 and t table is 1.661 with a significance level of α = 0.05 and degrees of freedom 66. The value of t count > from t table, then based on the criteria for testing the hypothesis H0 is rejected and H1 is accepted. This means that there is a significant effect of using the Project Based Learning learning model on the ability to write drama scripts, the results are higher when compared to using the direct learning model.
Level Kemampuan Penalaran Spasial Siswa SMA dengan Gaya Belajar Visual dalam Menyelesaikan Masalah Geometri Moh. Syukron Maftuh; Tiara Nur Alisya
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol. 9 No. 2 (2023):
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.202392.16

Abstract

The purpose of this study is to describe the level of spatial reasoning ability of high school students with a visual learning style in solving geometric problems. This research is a qualitative descriptive study. The subjects in this study were two students with a visual learning style category which was determined based on a learning style questionnaire. Data collection techniques in this study used a learning style questionnaire, TKPS, and interviews. Researchers also used data analysis techniques according to Milles & Huberman, namely data reduction, data presentation, and conclusion. Meanwhile, to check the validity of the data researcher uses source triangulation. Based on the research data obtained, it was shown that the subject imagined the design of the drawing model into real objects such as a swimming pool with stairs and a warehouse with piles of cardboard so that the subject was able to convert two-dimensional icons into three-dimensional objects. The subject showed that in the model design, there were images of blocks that had length, width, and height and there were small cubes arranged so that the subject was able to make the correct relationship between two-dimensional icons to become three-dimensional objects. The subject also determines how many unit cubes are needed to fill the block by first calculating the volume of the block and then subtracting the total number of unit cubes in the block. Thus the visual subject's spatial reasoning in solving geometric problems is included in the category of high-level (spatial) spatial reasoning.
Peningkatan Aktifitas Belajar Peserta Didik Sekolah Dasar pada Pembelajaran IPS melalui Metode Pembelajaran Inkuiri Stefanus Lio; Matilda Pia Bone
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol. 9 No. 1 (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.202391.18

Abstract

This study aimed to determine whether the use of inquiry learning methods can increase students' learning activities in social studies learning in elementary schools. This research approach was qualitative, using the classroom action research method. The research procedure referred to the Lewis method as a cycle. Each cycle consists of four main activities, namely planning, implementing, evaluating, and improving plans. The results of the study showed that the application of the inquiry learning method in social studies learning could increase students' learning activities. So, it can be concluded that the inquiry learning method is a learning method that can develop student learning activities, which has an impact on increasing student learning outcomes. Therefore, the application of the inquiry learning method is highly recommended for use in social studies learning in elementary schools.
Efektivitas Model Problem Based Learning untuk Meningkatkan keterampilan Menulis Karangan Eksposisi pada Siswa Kelas X IPA 4 SMAN 4 Pandeglang Tahun pelajaran 2021-2022 Dahlia Dahlia
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol. 9 No. 1 (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.202391.20

Abstract

This research aims to: 1) describe students' skills in the aspect of formulating titles in writing expository essays using the Problem Based Learning model; 2) describing the students' skills in the aspect of paragraph development including presenting information, unity, coherence, and assertiveness in writing expository essays using the Problem Based Learning model; and 3) describe students' skills in spelling and punctuation in writing expository essays using the Problem Based Learning model. This research is a classroom action research (PTK) with a location at SMAN 4 Pandeglang. Research instruments include observation sheets and expository essay writing skills tests. This research consists of 2 cycles. The results of the research show an increase in the results of writing expository essays. The improvement of the ability to write an exposition essay can be seen from the average ability and the ability of each aspect. The average ability of students in writing exposition essays increased from 65 to 75 in cycle 1 and increased by 15.38%, while the average in cycle 2 was 80 and increased by 6.66% from cycle 1.
Analisis Kemampuan Berpikir Kreatif Siswa SMP Bergaya Belajar Theoris dalam Mengajukan dan Memecahkan Masalah Bangun Ruang Sisi Tegak Yuniar Ika Putri Pranyata; Rosita Dwi Ferdiani; Nur Farida
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol. 9 No. 1 (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.202391.39

Abstract

This study will reveal the analysis of creative thinking skills of junior high school students with theoretical learning styles in solving vertical side-space problems. The process of creative thinking includes students with a type of theoretical learning style. This student's creative thinking process can be seen from the behavior of students in posing and solving problems that can describe their mental actions. This research was conducted at SMP Al Inayah Purwosari Pasuruan. The research subjects were the 8th grade students of SMP Al Inayah Purwosari Pasuruan. Based on the research results it is known that the subject has fulfilled the aspects of novelty, fluency, and flexibility as indicators of creative thinking ability. The subject is able to fulfill the novelty aspect because it can cause problems that are different from the problems raised previously. The subject is able to fulfill aspects of fluency because it can cause problems that are diverse and different from other students. The subject is able to fulfill the aspect of flexibility because it uses a different solution than usual.
Pengembangan Penilaian Berbasis Pendekatan Authentic Inquiry Learning untuk Meningkatkan Motivasi Siswa pada Pelajaran Fisika di SMA Negeri 1 Baturetno Tahun Ajaran 2021/2022 Untoro Adi Aristina; Sumardi; Achmad Fathoni
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol. 9 No. 1 (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.202391.40

Abstract

Research purposes: (1) to describe the characteristics, feasibility, and effectiveness of assessment based on authentic inquiry learning to increase students' motivation in physics lessons at SMA Negeri 1 Baturetno. The research was conducted at SMA Negeri 1 Wonogiri. This research is research and development (Research and development/R&D). Data analysis using quantitative data analysis. The results showed that the characteristics of an assessment based on an authentic inquiry learning approach used an assessment instrument based on an authentic inquiry approach covering 3 (three) aspects, namely attitudes, skills and knowledge. Aspects of attitudes and skills are carried out through performance appraisal using an instrument in the form of a valid observation sheet. Assessment of the knowledge aspect is carried out through tests using multiple choice questions that have been tested for validity, discriminating power, and level of difficulty. The assessment instrument based on authentic inquiry learning that was developed is feasible to be used as an authentic assessment instrument in physics learning. The assessment instrument based on authentic inquiry learning is effective in increasing student learning motivation, as evidenced by the after-before experimental design which shows that the average value of student learning motivation after using an assessment based on authentic inquiry learning is greater than the average value before using an assessment based on authentic inquiry learning.
Implementasi Pembelajaran Berbasis HOTS (Higher Order Thinking Skills) pada Pembelajaran Tematik Agustina Wahyuningsih; Bambang Sumardjoko; Anatry Desstya
MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran Vol. 9 No. 1 (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/003.202391.41

Abstract

The purpose of this study was to explore the HOTS-based learning planning process in thematic learning. Exploring the process of implementing HOTS-based learning in thematic learning. Exploring the HOTS-based learning evaluation process in thematic learning at Bakalan Nguntoronadi Elementary School, Wonogiri Regency. The research was conducted at Bakalan Ngnutoronadi Public Elementary School, Wonogiri Regency in the Odd Semester of the 2022-2023 academic year. The research subjects were people who were involved in implementing HOTS-based learning in thematic learning. Data collection techniques with interviews and documentation. Data analysis using descriptive analysis. The results showed that planning learning methods by considering suitability with learning objectives, suitability with learning materials, suitability with the media, tools, materials, and learning resources used, students' abilities, students' learning styles, duration of time available, and the possibility of freedom teacher in varying the methods that will be used by the teacher, and the interaction of teachers with students, students with teachers, and students with students. The implementation of HOTS-based thematic learning is carried out through the application of learning models based on student activity including the discovery/inquiry learning model, the Problem-based Learning (PBL) model, and the Project-based Learning model. The implementation of HOTS-based thematic learning is constrained by the teacher's lack of understanding of the HOTS concept, so that learning carried out using inquiry, PBL, and project based learning models has not been able to improve higher-order thinking skills. HOTS-based learning evaluations are: (1) Measuring higher-order thinking skills, (2) based on Contextual Problems, (3) aspects of assessment in the form of attitude assessment, (4) are divergent, and (5) use multiple representations.

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