Penelitian ini dilatarbelakangi dengan penguasaan konsep siswa masih rendah, terlihat dari hasil evaluasi penguasaan konsep yang menunjukkan siswa belum mencapai nilai KKM sebesar 70 dan pada proses pembelajaran aktivitas siswa hanya berpusat pada guru. Rumusan masalah yang diangkat pada penelitian ini yakni apakah terdapat perbedaan yang signifikan perihal aktivitas dan penguasaan konsep kelas IV pada pembelajaran IPA materi gaya sebelum dan sesudah menerapkan model pembelajaran Mind Mapping. Penelitian secara umum bertujuan untuk mengetahui aktivitas dan penguasaan konsep dalam pembelajaran IPA materi gaya dengan menerapkan model pembelajaran Mind Mapping. jenis penelitian yang digunakan adalah Penelitian Tindak Kelas (PTK) dengan sistam spiral refleksi design. Penelitian dilaksanakan III siklus, pada setiap siklus terdiri dari 4 tahapan yaitu perencanaan, tindakan, observasi dan refleksi. Subjek dari penelitian ini adalah siswa kelas IV SDN Ganda Manah Kab. Subang sebanyak 20 siswa. Instrument yang digunakan berupa tes kemampuan penguasaan konsep (pretes dan postes) serta lembar observasi (siswa dan guru). Analisis statistik pada penelitian ini meliputi analisis data hasil tes kemampuan penguasaan konsep, dengan rata-rata aktivitas pada siklus I sebesar 3,15 (A), nilai rata-rata mencapai 74,45 (80%), rata-rata aktivitas pada siklus ke II sebesar 3,81 (A) nilai rata-rata 87,5 (85%), pada siklus III rata-rata aktivitas 3,96 (A) nilai rata-rata mencapai 92,5 (92,5%). Penelitian ini berkesimpulan bahwa dengan menerapkan model Mind Mapping dapat meningkatkan penguasaan konsep siswa pada pembelajaran IPA materi gaya. Penelitian ini diharapkan dapat bermanfaat bagi perkembangan dunia pendidikan, khususnya pada pembelajaran IPA di Sekolah Dasar.
Penelitian ini dilatarbelakangi oleh rendahnya pemahaman konsep siswa mengenai materi gaya dalam pelajaran IPA. Hal ini dikarenakan metode pembelajaran yang digunakan kurang bervariasi dan tidak menggunakan media dalam pembelajaran. Siswa hanya mendengarkan penjelasan dari guru, akibatnya siswa kesulitan dalam memahami materi pelajaran yang disampaikan sehingga pencapaian hasil belajar masih rendah. Tujuan penelitian ini untuk meningkatkan pemahaman konsep siswa pada materi gaya dan mengetahui aktivitas yang terjadi selama pembelajaran dengan menerapkan metode eksperimen. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas dengan mengadaptasi desain penelitian Kemmis dan Mc. Taggart. Penelitian dilaksanakan dalam dua siklus. Setiap siklus terdiri dari empat tahap kegiatan yaitu, perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas V SDN Legokhuni dengan jumlah 30 orang. Pengumpulan data dalam penelitian ini menggunakan tes dan observasi. Berdasarkan data hasil penelitian dengan menerapkan metode eksperimen diperoleh hasil yang cukup memuaskan. Hal ini dapat dilihat dari persentase ketuntasan klasikal yang mengalami peningkatan. Pada siklus I sebesar 66,7% meningkat menjadi 86,7% pada siklus II. Selain itu aktivitas siswa dalam proses pembelajaran juga mengalami peningkatan pada setiap siklusnya. Dari data di atas, disimpulkan bahwa pembelajaran IPA di SD dengan menerapkan metode eksperimen dapat meningkatkan pemahaman konsep dan aktivitas belajar siswa.
The student should be a master for science comprehension concepts, especially in material styles found in everyday life. The research aims to know influence approaching Contextual Teaching and Learning on the improve ability to comprehend the science concept. The experiment was carried out for 3 weeks involving 50 grade V elementary school students based on equal ability levels. pre-test and post-test refers to the falling motion material of an object due to gravitational force, how to enlarge and minimize friction force, as well as factors that influence the magnetic breakthrough force. As for each meeting an observation was carried out on 50 elementary school students conducted by the observer. The results of this test are processed and analyzed further using a t-test. The result showed that there is a significant difference between the ability of understanding concept students of experimental class using Contextual Teaching and Learning with control class students using direct learning method with pre-test post-test ≤ 0,05. Other than that the T test and N-gain of both classes showed the result of 0.000. That is approach Contextual Teaching and Learning influencing to improve understanding ability students’ concept science learning method in elementary school.
The basis of this research is to observe the importance of improving the mathematical communication skill of elementary school students. In this case, this research attempted to discover learning alternative that could improve mathematical communication skill of students by employing Two-Stay Two-Stray (TSTS) cooperative learning model. This research aimed to examine students’ mathematical communication skill and mathematics learning improvement by employing TSTS model. The employed method was a quasi-experiment of the non-equivalent pretest-posttest control group design. The participants for this study were the 5th-grade students of one of the public elementary schools in one of the districts in Purwakarta Regency. In this study, 26 students were employed as participants for each experimental and controlled group. This research discovered that: 1) students’ mathematical communication skill improvement that was taught using TSTS learning model was higher compared conventional model; 2) TSTS model was found influencing the improvement of students’ mathematical communication skill; 3) students’ mathematics learning activity and process was more active and improved with TSTS model.
Although project-based learning (PBL) has been well documented in the past few decades in diversified higher education: medical education, engineering, and law, there were a few studies touching upon PBL and its effectiveness towards student teachers’ problem-solving skills. The purpose of the present study was to examine the influence of PBL in teacher education on student teachers’ problem-solving skills related to environmental concern. Informed by experimental design, pretest posttest design, the participants of this study were second-year student teachers (treatment = 30, control=30) in one of universities in Indonesia, faculty of teacher education at a primary level, based in West Java. Data were collected through the objective tests, 50 multiple choice items, which aimed to examine student teachers’ comprehension towards the impact of pollution on people’s health. The statistical procedure, ANOVA, was used for repeated measures which played as data analysis. The result of this study was that PBL within the high divergent thinking has effectively influenced their problem-solving skills, compared to the conventional teaching method, lecturing. The Implication of this study was furthered discussed in this article.
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