Verbal-Linguistic Intelligence and Kinesthetic-Body Intelligence are important for students to have at an early age. The purpose of this study is to see improvement in Verbal-Linguistic and Kinesthetic-Body Intelligence through Instagram-assisted Scientific Approaches. The study used a pre-experimental method with one group pretest-posttest design on the thematic learning of my hobby topic. Determination of the sample by purposive sampling technique. Participants consisted of 15 male students and 12 female students in first-grade elementary school in Purwakarta Regency. Measurement through observation and documentation to observe and record the activities of students' verbal-linguistic and kinesthetic intelligence. Research shows an increase in Verbal-Linguistic and Kinesthetic-Body Intelligence is in the medium category with n-gain values of 0.59 and 0.56, and an increase in Verbal-Linguistic and Kinesthetic-Body Intelligence after learning with a more scientific-assisted Instagram approach significantly better than before being treated with sig. 0,000<0.05. The use of Instagram shows students enthusiastic about expressing their hobbies. Learning development should be able to accommodate a variety of student intelligence and utilize social media that serves to facilitate learning and assessment more interesting
The spatial sense ability of elementary school students is still low. Concrete-Pictorial-Abstract (CPA) approach is considered able to improve students' spatial sense abilities. This research aims to find out the increase of spatial sense of elementary school students who learned with CPA approach and conventional learning in terms of overall students as well as categories of high, medium, and low Mathematical Prior Ability (MPA). This research uses a quasi-experimental method with pretest and posttest control design in Mathematics subject with the topic of 3D geometry for 131 fifth grade elementary school students in Kotabaru District, Karawang Regency and Cipeundeuy District, Subang Regency. This research was conducted by dividing the students into two groups, namely students who received learning using CPA approach as the experimental group and students who received conventional learning as the control group. Descriptive analysis and inferential analysis results showed that there was an increase of spatial sense in students who learned with CPA approach, which was better than students who received conventional learning. Thus, learning using the CPA approach can improve and develop spatial sense abilities of elementary school students.
Penelitian ini dilatarbelakangi oleh kemampuan berpikir kritis siswa pada pembelajaran IPA kelas V di salah satu Sekolah Dasar Negeri di Jalan Kamojing Kecamatan Cikampek Kabupaten Karawang yang masih rendah. Proses pembelajaran masih menggunakan metode satu arah sehingga tidak banyak melibatkan aktivitas siswa selama pembelajaran berlangsung, kurangnya sumber belajar di sekolah, dan tidak ada media pembelajaran. Hal tersebut menyebabkan rendahnya kemampuan berpikir kritis siswa kelas V dalam pembelajaran IPA. Tujuan penelitian untuk mengetahui aktivitas belajar siswa dan peningkatan kemampuan berpikir kritis siswa dengan menerapkan model problem based learning. Jenis penelitian yang dipilih adalah penelitian tindakan kelas (PTK) yang terdiri dari tiga siklus. Setiap siklus meliputi empat tahap, yaitu: planning (menyusun rancangan tindakan), acting (pelaksanaan tindakan), observing (pengamatan), dan reflecting (refleksi). Instrumen yang digunakan yaitu observasi dan tes evalusi berpikir kritis Hasil penelitian pada siklus pertama dan memperoleh hasil 31% (8 orang yang berada di atas KKM), dan tindakan pada siklus kedua memperoleh hasil 65% (17 orang yang berada di atas KKM). Selanjutnya pada tindakan di siklus ketiga mencapai hasil yang maksimal karena memperoleh hasil 92% (24 orang yang telah tuntas dan berada di atas KKM). Nilai kemampuan berpikir kritis meningkat karena dipengaruhi oleh aktivitas siswa yang meningkat selama pembelajaran. Siklus pertama memperoleh nilai persentase 65% “cukup”, pada siklus kedua meningkat memperoleh nilai persentase 75% “baik”, selanjutnya pada siklus ketiga meningkat mencapai nilai persentase 92% “sangat baik”. Hal tersebut membuktikan bahwa ada peningkatan pada setiap siklus yang sudah disesuaikan dengan indikator berpikir kritis. Dengan demikian penerapan model problem based learning pada umumnya dapat meningkatkan kemampuan berpikir kritis siswa pada pembelajaran IPA di Sekolah Dasar dalam penelitian tindakan kelas (PTK).
Driven by the elementary students' low self-efficacy (SE) in learning mathematics, this study aims to delve deeper into the interaction between learning based on Mathematical Prior Ability (MPA) and the improvement of students' SE after the implementation of Concrete-Pictorial-Abstract (CPA) approach. In total, 119 elementary school students from Purwakarta, Subang, Karawang dan Bekasi participated. Both tests and non-tests were used as the instruments of this study. Using a quasi-experimental design with a nonequivalent pretest-posttest control group, a two-way ANOVA was used as the technical analysis of the data. The research results revealed that the learning factors are higher than 0.05 i.e. (0.235), the significance of the MPA factor is smaller than 0.05 i.e. (0.030), and the significance of the interaction factor (Learning MPA) is higher than 0.05 i.e. (0.301). It can be concluded that there is an interaction between learning (CPA and conventional) based on MPA and the students' SE. Thus, the CPA approach can be used to enhance the students' SE so that they can learn with higher confidence.
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