EFEKTIVITAS PEMBELAJARAN LUAR KELAS PADA MATERI KENAMPAKAN ALAM TERHADAP HASIL BELAJAR DAN KETERAMPILAN KERJASAMA SISWA SD KELAS IV

Learning in the 21st Century contains learning designs that are able to explore students' abilities. Out-of-class learning that invites students to develop knowledge and skills becomes an alternative in the developed learning design. This research is a study that aims to see the effectiveness of out-of-class learning on natural appearance material on student learning outcomes and cooperation skills. This study used quantitative research methods with a quasi-experimental design. This study used One Group Pretest-Posttest design with data collection techniques in the form of tests and non-tests. Data analysis techniques use prerequisite tests and t tests (independent T-test). The results of this study showed that the calculation results obtained tcount = 32.99 while ttable = 1.68 at a 95% confidence level or error rate, ?. = 5%. Based on the results of these calculations, it can be seen that tcalculate > ttable. Therefore ,h-0. rejected and ,h-a. accepted so that it can be stated that there is a difference between the pretest and posttest learning outcomes of students. The results of descriptive statistical analysis showed that after the application of the out-of-class learning model, the score of the applied Cooperation skills received an average score of 87.3. Whereas before being given the Cooperation skills treatment, students had an average score of 59.7. This shows that there is an increase in student cooperation in learning using out-of-class learning models

Implikasi empat modalitas belajar Fleming terhadap penerapan Kurikulum Merdeka di sekolah dasar

Many primary school teachers have not mastered the fundamentals of differentiated learning in the Kurikulum Merdeka. This study aims to address this issue by presenting the implications of Fleming’s research findings on student learning styles on differentiated learning practice. This qualitative study was conducted using a content analysis design. Data were gathered by reviewing the contents of the Kurikulum Merdeka document and Fleming’s research report. The obtained data were then processed using the steps proposed by Miles and Huberman, which included data condensation, data display, and conclusion drawing/verification. The findings of this study indicate that the Audio-Visual-Read/Write-Kinesthetic learning style is highly relevant to the implementation of differentiated learning in the Kurikulum Merdeka. Fleming's findings confirm that everyone has at least one of the four learning styles listed above. The implementation guidelines for the Kurikulum Merdeka instruct the use of differentiated learning based on the characteristics of each pupil. That means, one of the fundamental considerations in designing and implementing differentiated learning should be Fleming’s findings about learning modalities. According to the findings of this study, differentiated learning in the Kurikulum Merdeka is assumed to be well-executed when the teacher is able to identify students’ learning styles prior to designing learningBanyak guru di sekolah dasar belum menguasai dasar-dasar pembelajaran berdiferensiasi dalam Kurikulum Merdeka. Kajian ini bertujuan mengatasi masalah tersebut dengan mengemukakan implikasi temuan penelitian Fleming tentang gaya belajar siswa terhadap praktik pembelajaran berdiferensiasi. Kajian kualitatif ini dilaksanakan dalam desain content analysis. Data dihimpun dengan mengkaji konten dokumen Kurikulum Merdeka dan konten laporan penelitian Fleming. Data yang diperoleh selanjutnya diolah mengikuti langkah-langkah yang diperkenalkan oleh Miles & Huberman, meliputi: data condensation, data display, dan conclusion drawing/verification. Hasil kajian ini menunjukkan adanya relevansi yang tinggi atas gaya belajar Audio-Visual-Read/Write-Kinestetik terhadap implementasi pembelajaran berdiferensiasi dalam Kurikulum Merdeka. Temuan Fleming menegaskan bahwa setiap individu memiliki sedikitnya satu atau lebih dari empat gaya belajar di atas. Adapun pedoman implementasi Kurikulum Merdeka menginstruksikan pelaksanaan pembelajaran berdiferensiasi dengan merujuk kepada karakteristik masing-masing individu. Artinya, temuan Fleming tentang modalitas belajar harus menjadi salah satu dasar pertimbangan dalam merancang dan melaksanakan pembelajaran berdiferensiasi. Kajian ini berkesimpulan bahwa pembelajaran berdiferensiasi dalam Kurikulum Merdeka diasumsikan dapat terlaksana dengan baik manakala guru mampu mengidentifikasi gaya belajar siswa  sebelum mendesain pembelajara

Home learning profile of children in rural areas: A phenomenological study in Jember, East Java

This study strives to compile a home learning (LFH) profile of rural children. This study was conducted using a phenomenological design. Data were collected through in-depth interviews and participatory observations in 13 villages. The validity of the data is checked using source triangulation and technique triangulation. Based on the qualitative analysis, the following significant findings are highlighted: (a) children and parents view LFH as government reimbursement for a crisis circumstance, rather than as a school-mandated requirement. (b) LFH in rural areas is implemented in a blended learning design (model: flipped classroom). The design was adopted since the prior full-online and hybrid learning designs were ineffective. (c) LFH participation rates tend to be low. Besides being caused by technical constraints, this is due to the socio-cultural environment that promotes pragmatism in the educational process. (d) Through the Madurese philosophy of Bhuppa'-Bhabbhu', Ghuru, Rato, the socio-cultural context gives prospects for the success of LFH and the growth of education in general. This concept serves as a guideline for the Madurese ethnic community to establish priorities and respect for three (or four) key figures in life according to Islamic tradition. underpins the child's decision to participate in LFH or not. The findings of this study have the potential to correct a number of prior studies that identified poverty and underdevelopment as the most influential determinants in the success of rural children's home learning

Pengaruh Model Pembelajaran Active Knowledge Sharing dengan Pendekatan Saintifik terhadap Kemampuan Berpikir Kritis dan Rasa Percaya Diri dalam Pembelajaran Matematika Siswa Kelas IV SD

Penelitian ini bertujuan untuk mendeskripsikan: (1) pengaruh model Active Knowledge Sharing dengan Pendekatan Saintifik terhadap kemampuan berpikir kritis dan rasa percaya diri siswa kelas IV SD; (2) pengaruh penerapan model Active Knowledge Sharing dengan pendekatan saintifik terhadap kemampuan berpikir kritis siswa kelas IV SD; dan (3) pengaruh penerapan model Active Knowledge Sharing dengan pendekatan saintifik terhadap rasa percaya diri siswa kelas IV SD. Penelitian ini merupakan penelitian eksperimen semu dengan desain pretest- posttest non-equivalent control group design. Penelitian ini menggunakan dua kelompok eksperimen (model Active Knowledge Sharing) dan dua kelompok kontrol (pembelajaran direct instruction). Populasi pada penelitian ini adalah seluruh siswa kelas IV SDN di Kecamatan Minggir, Kab. Sleman. Sampel penelitian ini adalah SDN Balangan 1 dan SDN Sendangharjo (kelas eksperimen), lalu SDN Balangan 2 dan SDN Kebonagung (kelas kontrol). Instrumen yang digunakan dalam mengumpulkan data berupa tes uraian obyektif untuk mengukur kemampuan berpikir kritis siswa dan angket untuk mengukur tingkat rasa percaya diri siswa. Uji normalitas data menggunakan Kolmogrov_Smirnov dan uji homogenitas menggunakan uji Box’s M. Data dianalisis menggunakan uji Multivariate Analysis of Variance (MANOVA) dengan T2 Hotelling dan independent sample t-test. Hasil penelitian ini menunjukkan bahwa: (1) terdapat pengaruh positif model Active Knowledge Sharing dengan Pendekatan Saintifik terhadap kemampuan berpikir kritis dan rasa percaya diri siswa kelas IV SD dengan nilai signifikansi < 0,05; (2) terdapat pengaruh positif model Active Knowledge Sharing dengan Pendekatan Saintifik terhadap kemampuan berpikir kritis siswa kelas IV SD dengan nilai signifikansi < 0,05; dan (3) terdapat pengaruh positif model Active Knowledge Sharing dengan Pendekatan Saintifik terhadap rasa percaya diri siswa kelas IV SD dengan nilai signifikansi < 0,05. Kata Kunci: model active knowledge sharing, berpikir kritis, percaya dir

Pengaruh latihan aksi reaksi terhadap kelincahan dalam pembelajaran pendidikan jasmani, olahraga, dan kesehatan melalui pembelajaran online

Aksi reaksi merupakan unsur yang sangat penting bagi peserta didik karena akan mempengaruhi respon dalam berpikir, adaptasi, dan pengambilan keputusan. Sedangkan kelincahan merupakan suatu komponen kondisi fisik yang dibutuhkan oleh setiap orang untuk berpindah tempat dari satu titik ke titik yang lain dengan didukung oleh beberapa item kondisi fisik yang lain.  Tujuan penelitian ini adalah untuk mengidentifikasi pengaruh dari latihan aksi reaksi terhadap kelincahan. Selain itu, prediksi besaran nilai kelincahan dari latihan aksi reaksi yang dilakukan siswa juga diperhitungkan. Subjek di penelitian ini sebanyak 22 peserta didik kelas V (lima) di sekolah yang ada di Kab. Tangerang. Data latihan aksi reaksi dikumpulkan melalui lembar observasi guru, sedangkan data kelincahan diperoleh dari instrumen tes Dogging run. Data dalam penelitian dianalisis dengan cara kuantitatif dengan metode regresi linier sederhana. Data yang dikumpulkan dalam penelitian ini telah melalui uji asumsi klasik yaitu : (1) Uji normalitas menggunakan One-Sample Kolmogorov-Smirnov test, (2) Uji Heteroskedastisitas menggunakan uji Gletser, dan (3) Uji linieritas. Selanjutnya peneliti melakukan uji regresi linier sederhana dengan melihat nilai taraf signifikansi. Setelah itu, diperoleh persamaan regresi linier sederhana yaitu  Y=3,886+0,234. Hasil penelitian menunjukkan adanya pengaruh signifikan dari latihan aksi  reaksi terhadap kelincahan dalam gerakan lokomotor

Pengembangan Media Belajar Mobile Learning pada Pembelajaran IPA di Masa Pandemi Covid 19

Pendidikan dan teknologi harus berjalan berdampingan pada millennium ini. Penelitian ini bertujuan untuk mengembangkan media belajar berbasis mobile learning untuk pembelajaran ipa di sekolah dasar di masa pandemic covid 19. Penelitian ini menggunakan metode research and development dengan model Dick and Carey. Instrumen yang digunakan dalam penelitian ini adalah wawancara, angket dan tes. Hasil dari penelitian ini adalah bahan ajar berbasis mobile learning. Berdasarkan hasil analisis pre-test dan post-test menunjukan bahwa terdapat perbedaan hasil belajar antara tahapan pre-test dan post-test. Hasil uji-t menunjukan bahwa t hitung adalah = 12.10 dan t table = 1.99 pada taraf signifikansi = 0.05/95%. Dengan demikian dapat disimpulkan bahwa terdapat peningkatan hasil belajar yang dialami siswa, setelah mengikuti pembelajaran dengan bahan ajar berbasis mobile learning

ETHNOMATHEMATICS VALUES IN SUMEDANG TOFU AND BONGSANG (TOFU BASKET) FOR TEACHING GEOMETRY IN PRIMARY SCHOOL

Ethnomathematics can be an option for teaching a more contextual mathematics which contributes to a successful mathematics learning. The present study highlighted ethnomathematics concepts that could be found in Sumedang’s local food, namely Sumedang Tofu, and the bamboo basket used as its container (bongsang).  Mathematical concepts in Sumedang Tofu and its bongsang are related to geometry. Geometry allows students to develop their abilities in presenting or describing the order in the world or their immediate environment. Geometry learning affects students’ ability to connect mathematical ideas, both in the discipline and to other disciplines as well as the real world. The results of this study show that Primary School students still had difficulties in learning and understanding geometry. Therefore, it was necessary to develop a method that would improve students’ understanding of geometrical concepts, which were important because they were highly relevant to students’ daily life. The present study aimed to explore geometrical concepts found in Sumedang tofu and bongsang. Descriptive qualitative approach was implemented, in which the data was gathered through observation, literature study, and interviews. The findings indicated that geometrical concepts could be found in Sumedang tofu and bongsang. Those concepts could be used in mathematics lessons in primary school to provide meaningful learning for students. The results of this study could be used as a foundation to develop an ethnomathematics learning in primary school level.