Jurnal Muassis Pendidikan Dasar

EFEKTIVITAS PENGGUNAAN APLIKASI BERBASIS GLIDEAPPS SEBAGAI MEDIA PEMBELAJARAN TERHADAP HASIL BELAJAR SISWA SEKOLAH DASAR

Aisyah Sukma Nur Rahma Mutmainna — 2024-06-07

This study aims to determine the effectiveness of using glideapps-based applications made by MI Ma'arif Sambiroto Taman Sidoarjo educators as learning media in elementary schools. This study uses a type of quantitative research with pseudo-experiments. The population used is MI Ma'arif Sambiroto Taman Sidoarjo students. Furthermore, researchers determined grade 6 as a research sample. There are two instruments in this study, namely tests and non-tests using a questionnaire to determine student responses to the results of glideapps-based applications as learning media. Hypothesis testing using t test with independent samples t test. Then the results of the student response questionnaire were at an average score of 83.8%. This shows that students' responses to the use of glideapps-based applications as learning media are very good. The results of the t test show a test value of 0.000 <0.05, so it can be seen that there is a significant difference between the two samples. It is known that the tcount value is 23.063 and the df (degree of freedom) value is 50, then the ttable is 1.676 so that it can be known that the equation is tcount (23.063) > ttable (1.676). So it is concluded that the effectiveness of glideapps-based application results between experimental and control classes is significantly different

PENGEMBANGAN MEDIA LITERASI SAINS (MELISA) BERBASIS INTERAKTIF CONSTRUCT 2 PADA MATA PELAJARAN IPAS KELAS V DI SDN SINGOPADU TULANGAN

Arif Nur Hidayat — 2024-07-30

This research discusses the development of interactive science literacy media (Melisa) based on Construct 2 in class V science subjects at SDN Singopadu. This type of research uses the ADDIE development model which consists of 5 stages, namely Analysis, Design, Development, Implementation, Evaluation. This research aims to develop and measure the effectiveness of interactive scientific literacy media (Melisa) based on Construct 2. The media developed was validated by 2 validators. The results of the Melisa feasibility test research were based on the assessment: 1) The material expert validator obtained a percentage of 87.5% in the "Very Feasible" category. 2) Media expert validators got a percentage of 91.6% in the "Very Eligible" category. Thus, Melisa is declared suitable to be applied to students. The sample for this research was class V at SDN Singopadu, totaling 20 students. Data from student observations obtained a percentage of 80% and teacher observation results of 97% were in the "Very good" category. Data on learning outcomes before implementing the media was 60% and after implementing the media was 86.5%. The results show that student learning outcomes have increased and are in the "Very high" category. In addition, the competency aspect of scientific literacy in the indicator of identifying scientific issues was 93%, reaching the "Very High" classification, the indicator for explaining phenomena was 85%, reaching the "Very High" classification, and the indicator using scientific evidence was 80%, reaching the "Very High" classification. . This shows that scientific literacy media (Melisa) can train students' scientific literacy skills.

PENERAPAN MODEL DISCOVERY LEARNING MELALUI PENGGUNAAN MEDIA JARING-JARING BANGUN RUANG UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK KELAS IV-B SDN PAKIS V SURABAYA

Choirummintin Wulandari — 2024-07-31

This research aims to apply the discovery learning model through the use of spatial net media to improve the learning outcomes of students in class IV B SDN Pakis V Surabaya. The instruments used in this study were initial observation, teacher and learner activity observation sheets, and learner learning outcomes test (assessment) sheets. The results showed that the application of the discovery learning model through the use of media can improve the learning outcomes of students. The results of the study obtained a comparison of student learning outcomes according to the criteria for achieving learning objectives (KKTP). The achievement of learning outcomes in cycle I shows that the category has not been achieved still shows 6.89%; category achieved 17.24%; category achieved well 51.72%; category achieved very well 24.13%. The average class score was 75.82. While in cycle II showed better results where the achievement of learning outcomes was 100% with details in the achieved category 6.89%, the category achieved well 37.93% and the category achieved very well 55.17%. There are no learners who fall into the unachieved category. The average class score also increased to 85.00. Thus the application of discovery learning through the use of media nets can improve student learning outcomes.

KEMAMPUAN BERPIKIR KRITIS DALAM PEMAHAMAN TEKS EKSPLANASI PADA SISWA KELAS V SEKOLAH DASAR

Wahyu Nurmalasari — 2024-08-03

Learning activities cannot be separated from the thinking process. Critical thinking is an activity in assessing and finding errors, while creative thinking is an activity related to creating related to intelligence and imagination. Through interviews with teachers, it shows that students' ability to think critically is relatively low with students not being able to write appropriate ideas or statements according to events or topics assigned by the teacher. When writing explanatory texts, students still experience confusion in distinguishing between other texts. Teachers also have not used supporting media to develop students' critical thinking skills, such as pictures or videos of events that will be written into explanatory texts. This research aims to describe students' critical thinking abilities in understanding explanatory text with image stimuli. The type of research is qualitative descriptive research. The limitations of this research lie in the material, namely explanatory text. The research subjects were 19 class V students at SDN Madyopuro 6 Malang. Data collection using essay test questions. Data analysis by reducing, explaining the data, and drawing conclusions and checking the validity of the data. The results of this research analysis show that critical thinking skills in understanding explanatory text found several answer patterns. Student answer patterns are related to the ability to interpret, analyze and assess in the form of explicit patterns and statements. This is because most students only write written answers in the picture and only write statements without reason. Based on these patterns, the majority of students' abilities are still classified as low criteria.