Peningkatan Hasil Belajar Siswa dalam Pembelajaran Tematik Terpadu Menggunakan Model Pembelajaran Kooperatif Tipe Make A Match Kelas IV SD Negeri 20 Indarung

Anifa, Reza Tri; Zainil, Melva; Pusra, Delismita

doi:10.31004/jptam.v5i2.1384

Cited by 5 publications

(5 citation statements)

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“…Apart from that, research conducted by Pratama, Sopandi, and Hidayah [23] can be concluded that the RADEC learning model can improve students' high-level thinking abilities in elementary schools as seen based on the average post-test score for the RADEC class of 70.08 compared to The average pretest score was 40.44, which means there was an increase of 29.54. This is also supported by research by Fuziani et al [24] based on research entitled "The influence of the RADEC learning model on elementary school students' higher order thinking skills". The results obtained were that during the implementation of the research there were significant changes in the test results carried out before and after implementing the RADEC learning model, so that this RADEC learning model was considered capable of being another solution for improving HOTS.…”

Section: Implementation Stagesupporting

confidence: 53%

Improving Students' Collaboration Skills Using the RADEC Learning Model in Elementary School Science Learning

Kiska,

Haryanto,

Indryani

2024

J. Pijar.MIPA

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The learning model has an influence on the success of achieving learning objectives. One of the learning models that can improve the skills of students is the RADEC learning model. The syntax contained in the RADEC learning model can help learner-centered learning, namely Read, Answer, Discuss, Explain and Create (RADEC). Currently, collaboration is one of the learning activities that is very popular with students, where currently collaboration skills are found in the 4C skills of the 21st century, however, there are still many students who are still passive in collaborative learning activities. Science and Technology is one of the lessons in the current independent curriculum. This research aims to improve collaboration skills in students using the RADEC learning model. This research uses a classroom action research (PTK) model which is carried out in two cycles consisting of four stages starting from planning, action, observation and reflection. The implementation of learning in this research was carried out using the syntax contained in the RADEC learning model. The selection of research subjects was carried out through purposive sampling techniques and the research subjects in this study were class IV B students with a total of 32 students. Data collection techniques in research are observation and interviews. The results of this research showed an increase from the implementation of cycle I, namely at meeting one and meeting 2 there was an increase of 6.6% and in cycle 2 at meeting 1 and meeting 2 there was an increase of 13.34%. Based on the results of this research, it can be seen that implementing learning using the RADEC learning model can improve students' collaboration skills in science learning. Based on the research that has been done, it can be said that the RADEC learning model can improve student collaboration skills in the learning process which is marked by the fulfillment of collaboration skill indicators by students.

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Section: Implementation Stagesupporting

confidence: 53%

Improving Students' Collaboration Skills Using the RADEC Learning Model in Elementary School Science Learning

Kiska,

Haryanto,

Indryani

2024

J. Pijar.MIPA

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“…Then about 38 articles were reviewed and analyzed, consisting of national and international journals. The references that the researchers got are listed in the following table: Talking Stick Learning Model (Sultan & Kadir, 2022), (Ramadhani, 2021), (Azizah & Nugraha, 2018), (Afifah et al, 2020), (Vidayanti et al, 2017), (Alfiani, 2021), (Faradita, 2018), (Atma et al, 2022), (Hasrudin & Asrul, 2020), (Setiawan et al, 2019), (Nelpi & Farida, 2020), (Salwa et al, 2018), (Rahmi et al, 2018), (Purnamayanti & Tegeh, 2020), (Kamarudin et al, 2021), (Saihu, 2020), (Gunardi & Ramadewi, 2022), (Utami et al, 2020), (Aslami et al, 2019), (Ayuni et al, 2017), (Fajrin, 2018), (Lestari et al, 2017), (Huda, 2017) Learning Outcomes Elementary Students with Talking Stick (Noviyanti, 2020), (Suwarni, 2020), (Sihotang, 2017), (Partami & Rendra, 2019), (Adiko & Djafar, 2022b), (Ritonga et al, 2021), (Pantas & Surbakti, 2020), (Ratmawati & Ihtiari, 2021), (Suhartin, 2017), (Hayun & Ataphary, 2019), (Wulandari, 2021), (Noviana & Triwulan Desta, 2018), (Yopo et al, 2021), (Septianingrum & Hamimah, 2021),…”

Section: Methodsmentioning

confidence: 99%

Improving Learning Outcomes of Islamic Religious Education for Elementary School Students with the Application of the Talking Stick Learning Model

Wantini,

Waharjani,

Wijayanti

et al. 2023

Al-Ta'lim J.

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This study aims to analyse the improvement of Islamic religious education learning outcomes for elementary school students by applying the Talking Stick learning model. A Achieving the target of learning is the main goal of an educator to his students. In fact, there are not a few educators who have not fully implemented how to learn effective and fun and still stick only with classical methods. There are quite a few choices of learning models, one of which is the Talking Stick. This research was conducted using the Systematic Literature Review method which was carried out by reviewing, analysing, and drawing conclusions based on relevant articles that were screened and selected systematically. In this study, we will discuss efforts to improve elementary school student learning outcomes by applying the Talking Stick learning model. Learning outcomes by applying the Talking Stick learning model, namely, the experimental class with the Talking Stick model immediately showed significant differences in learning outcomes in the first cycle compared to before the implementation of Talking Stick. Several other studies on the implementation of the Talking Stick model were carried out for 2 to 3 cycles and then there was a significant difference in results from before the implementation of the Talking Stick learning model.

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“…Dari penjelasan di atas terdapat beberapa penelitian yang sejenis dengan judul peneliti di antaranya adalah penelitian dari (Hasibuan & Sukma, 2021) berpendapat bahwa Model Kooperatif Tipe (Numbered Head Together) NHT di kelas IV SD dapat meningkatkan hasil belajar peserta didik pada pembelajaran tematik terpadu. Begitu juga dengan penelitian dari (Astrawan, 2013).…”

Section: Pendahuluanunclassified

Analısıs Penerapan Model Number Head Together (NHT) Dilihat Dari Hasil Belajar Ilmu Pengetahuan Alam Dan Sosial (IPAS) Pada Kurikulum Merdeka

Salsabila,

Faradita,

Afiani

2023

JIME

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Siswa kesulitan untuk memahami sistem tata surya pada pelajaran (Ilmu Pengetahuan Alam Dan Sosial) IPAS, dikarenakan guru belum menggunakan model media yang tepat saat pembelajaran. Tujuan dari penelitian ini mendeskripsikan penerapan model (Number Head Together) NHT dilihat dari belajar (Ilmu Pengetahuan Alam Dan Sosial) IPAS pada peserta didik kelas IV SD Muhammadiyah 26 Surabaya. Penelitian ini merupakan jenis penelitian kualitatif dengan metode analisis deskriptif. Sumber data didapatkan melalui telaah dokumen nilai UTS IPAS, wawancara serta observasi kegiatan belajar IPAS. Subjek keseluruhan siswa kelas IV SD Muhammadiyah 26 Surabaya berjumlah 24 siswa. Hasil penelitian ini menunjukan bahwasannya motivasi meningkat, mampu memperdalam pemahaman siswa, terlatih bersikap percaya diri, bertanggung jawab, disiplin, serta menumbuhkan sikap kreatif dalam proses pembelajaran IPAS.

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Peningkatan Hasil Belajar Siswa dalam Pembelajaran Tematik Terpadu Menggunakan Model Pembelajaran Kooperatif Tipe Make A Match Kelas IV SD Negeri 20 Indarung

Cited by 5 publications

References 0 publications

Improving Students' Collaboration Skills Using the RADEC Learning Model in Elementary School Science Learning

Improving Students' Collaboration Skills Using the RADEC Learning Model in Elementary School Science Learning

Improving Learning Outcomes of Islamic Religious Education for Elementary School Students with the Application of the Talking Stick Learning Model

Analısıs Penerapan Model Number Head Together (NHT) Dilihat Dari Hasil Belajar Ilmu Pengetahuan Alam Dan Sosial (IPAS) Pada Kurikulum Merdeka

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