PENGARUH BUDAYA LITERASI TERHADAP KEMAMPUAN MENYELESAIKAN SOAL BAHASA INDONESIA TIPE HOTS SISWA KELAS 3 DI SDN PEJATEN BARAT 08 JAKARTA

Students' ability to solve HOTS-type Indonesian questions is still weak. This is due to a literacy culture that has not grown in students and teachers also have not familiarized students with solving HOTS-type questions. The purpose of research in this article to know determine the effect of literacy culture on the ability to solve HOTS-type Indonesian questions in 3rd-grade students at SDN Pejaten Barat 08 Jakarta in the 2022/2023 academic year. This study used quantitative correlational research with a saturated sample of 46 students. The study uses descriptive statistical data analysis techniques and inferential. The results of the research is tcount literacy culture of 3,993 ≥ 1,677 ttable with Sig value. 0.000 < 0.005, and the R-Squared is 0.266 or 26.6%. The concllusion is literacy culture has a significantly positively affects on the ability to solve HOTS-type Indonesian questions in 3rd-grade students at SDN Pejaten Barat 08 Jakarta for the 2022/2023 academic year.Kemampuan siswa dalam menyelesaikan soal Bahasa Indonesia tipe HOTS masih lemah. Hal ini disebabkan karena budaya literasi yang belum tumbuh dalam diri siswa dan guru juga belum membiasakan siswa dalam menyelesaikan soal-soal berjenis HOTS. Tujuan penelitian dalam artikel ini ialah untuk mengetahui pengaruh budaya literasi terhadap kemampuan menyelesaikan soal Bahasa Indonesia tipe HOTS pada siswa kelas 3 SDN Pejaten Barat 08 Jakarta Tahun Pelajaran 2022/2023. Penelitian ini menggunakan penelitian kuantitatif korelasional dengan sampel jenuh sebanyak 46 siswa. Penelitian menggunakan teknik analisis data statistic deskriptif dan inferensial. Perolehan hasil penelitian yakni nilai thitung budaya literasi = 3.993 ≥ 1.677 ttabel, dengan Sig. 0.000 < 0.005, serta nilai R-Squared sebesar 0.266 atau 26,6%. Kesimpulannya yaitu budaya literasi mempunyai pengaruh positif yang signifikan terhadap kemampuan menyelesaikan soal Bahasa Indonesia tipe HOTS pada siswa kelas 3 di SDN Pejaten Barat 08 Jakarta tahun pelajaran 2022/2023

PERBEDAAN HASIL BELAJAR IPS DENGAN MENGGUNAKAN METODE PANEL DAN METODE CURAH GAGASAN (BRAINSTROMING) DI KELAS V SDN JATIRANGGON II

This study aims to find differences between the Panel Method and the Brainstorming Method on social studies learning outcomes of students. This research was conducted at SDN Jatiranggon 2 in semester 2 of the 2022-2023 school year. The population of this study was 62 students consisting of 32 students in class VA and 30 students in class 5 B. The sample used was a saturated sample. This study uses a Quasi design method. Before the research instrument is given to the research object, the instrument is tested first, namely the validity and reliability test. The validity test using the point biserial formula obtained 26 valid questions and 14 invalid questions, while the reliability test using the Kuder-Richardson formula (KR20) obtained rcount> 1.0348 (0.361> 1.0348). This means that the test has reliability. Hypothesis testing is done by calculating the t-test and obtaining tcount > ttable (8.12 > 2.00), which means Ho is rejected. Therefore, the results of this study concluded that there is a difference between the Panel Method and the Brainstorming Method on social studies learning outcomes of students

PERBEDAAN HASIL BELAJAR IPS DENGAN MENGGUNAKAN METODE PANEL DAN METODE CURAH GAGASAN (BRAINSTROMING) DI KELAS V SDN JATIRANGGON II

This study aims to find differences between the Panel Method and the Brainstorming Method on social studies learning outcomes of students. This research was conducted at SDN Jatiranggon 2 in semester 2 of the 2022-2023 school year. The population of this study was 62 students consisting of 32 students in class VA and 30 students in class 5 B. The sample used was a saturated sample. This study uses a Quasi design method. Before the research instrument is given to the research object, the instrument is tested first, namely the validity and reliability test. The validity test using the point biserial formula obtained 26 valid questions and 14 invalid questions, while the reliability test using the Kuder-Richardson formula (KR20) obtained rcount> 1.0348 (0.361> 1.0348). This means that the test has reliability. Hypothesis testing is done by calculating the t-test and obtaining tcount > ttable (8.12 > 2.00), which means Ho is rejected. Therefore, the results of this study concluded that there is a difference between the Panel Method and the Brainstorming Method on social studies learning outcomes of students

Ethnomathematical Exploration of Belitung's Typical Tambourine Musical Instrument

Exploring ethnomathematics is not only about understanding mathematical concepts in various cultures but also about appreciating the cultural heritage and local wisdom embodied in the understanding of mathematics of each culture.  Ethnomathematical exploration can be used as a means of preserving a culture that is carried out through learning at school. One of these ways is to apply ethnomathematical concepts to learning. The relationship between mathematics education and ethnomathematics stems from recognizing that mathematics is not culturally neutral. The field of ethnomathematical studies aims to discover mathematical ideas inherent in different cultural groups. This study seeks to explain ethnomathematical concepts contained in typical Belitung tambourine musical instruments and how they are used to teach mathematics. In this study, researchers used qualitative methods and an ethnographic approach. Researchers collected data through interviews, observations, and documentation in this study. Where the results of this study state that there is a mathematical concept in the typical Belitung tambourine musical instrument. To introduce and understand mathematical concepts through local culture, they can be submitted through mathematical concepts in the standard Belitung tambourine musical instrument

Development of Interactive Learning Media Assisted by Lectora Inspire Application in Science Subjects Class IV SDN Baru 03 Pagi

Researchers and developers are hard at work on new learning media, one of which is the Lectora Inspire application media, to counteract student indifference in homework and a rising lack of incentive to learn. The study technique is based on the 4D development paradigm (Define, Design, Develop, and Disseminate). The study's goal is to determine whether the media developed can be used and to collect data on how students react to the media. The goal of this study was to assess the performance of lecturers and professors serving as media and material validators, as well as students serving as respondents. Material experts validate 92.78% of the time, while media experts validate 91.78% of the time; expert teachers on average 85.00%; and students with an average of 89.52%. With the help of the Lectora Inspire software, it is clear that the potential for interactive learning media is enormous as a teaching tool

PENGEMBANGAN VIDEO GERAK VARIATIF DALAM SENAM IRAMA SDN KEBON BAWANG 03 PADA SISWA KELAS III

This research aims to determine the feasibility of developing varied movement educational videos and to determine the response of teachers and students in Rhythmic Senam at SDN Kebon Bawang 03 for Class III Students. This research is included in research and development (R&D). This research uses the 4D method with 4 steps, namely: 1) Define Stage, 2) Design Stage, 3) Develop Stage, and 4) Disseminate Stage. The location of this research was at SDN Kebon Bawang 03. The test subjects were applied to 24 grade 3 students at that SDN. Data collection was carried out using a Media Expert validation questionnaire, a Material Expert validation questionnaire, and a Student response questionnaire. The research data were analyzed using a Likert scale. The result of product development is a video learning video of varied movements in Rhythmic Senam. Media Expert validation results received an average score of 85% in the "very feasible" category. The Material Expert validation results received an average score of 85% in the "very appropriate" category. The results of student responses based on field trials received an average score of 82% in the "very feasible" category. Based on the results obtained, it can be concluded that this video of varied movements in Rhythmic Senam is very suitable to be used as a medium for learning PJOK in class 3 of elementary school

PENGEMBANGAN VIDEO GERAK VARIATIF DALAM SENAM IRAMA SDN KEBON BAWANG 03 PADA SISWA KELAS III

This research aims to determine the feasibility of developing varied movement educational videos and to determine the response of teachers and students in Rhythmic Senam at SDN Kebon Bawang 03 for Class III Students. This research is included in research and development (R&D). This research uses the 4D method with 4 steps, namely: 1) Define Stage, 2) Design Stage, 3) Develop Stage, and 4) Disseminate Stage. The location of this research was at SDN Kebon Bawang 03. The test subjects were applied to 24 grade 3 students at that SDN. Data collection was carried out using a Media Expert validation questionnaire, a Material Expert validation questionnaire, and a Student response questionnaire. The research data were analyzed using a Likert scale. The result of product development is a video learning video of varied movements in Rhythmic Senam. Media Expert validation results received an average score of 85% in the "very feasible" category. The Material Expert validation results received an average score of 85% in the "very appropriate" category. The results of student responses based on field trials received an average score of 82% in the "very feasible" category. Based on the results obtained, it can be concluded that this video of varied movements in Rhythmic Senam is very suitable to be used as a medium for learning PJOK in class 3 of elementary school

PENGEMBANGAN MEDIA PEMBELAJARAN MATEMATIKA PADA MATERI BANGUN RUANG MELALUI ANIMASI POWER POINT TERHADAP SISWA KELAS V SDN PARUNG PANJANG 06

The rapid development of technology during the Covid 19 pandemic required educators to learn to use and utilize computer technology. This study aims to develop learning media for mathematics in building materials (cubes & blocks) through power point animations for fifth grade elementary school students, and to test the validity and practicality of learning media for geometric shapes through animation power points. The research method used, namely research and development (R&D) is research  the ADDIE development model which consists of the analysis stage, the design stage, the development stage, the implementation stage, and the evaluation stage. The test subjects were fifth grade students at SDN Parung Panjang 06. The instruments used were expert validation sheets, student and teacher response questionnaires. The result of this research is a video of learning mathematics on the material of building space (cube & block) class V. Development of learning video by using and utilizing animation on power point. The developed mathematics learning media has the criteria of "very valid" and "practical". The level of validity of the learning media can be seen from the results of the media validation assessment as much as 92.5% with the "very valid" criteria, while the results of the material validation assessment as much as 98.3% with the "very valid" criteria. The level of practicality of the learning media from the assessment of student responses scored as much as 79% with the "practical" criteria, while the results of the teacher response assessment obtained a score of 76.6% with the "practical" criteria

PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF MENGGUNAKAN SMART APPS CREATOR UNTUK MATA PELAJARAN MATEMATIKA PADA MATERI PECAHAN KELAS 4 SD

Keterbatasan media pembelajaran yang dapat memudahkan peserta didik dalam memahami materi pecahan di kelas menjadi alasan peneliti mengembangkan media pembelajaran interaktif menggunakan aplikasi berbasis Smart Apss Creator yang mudah dipelajari digunakan seperti membuat presentasi serta banyak fitur menarik di dalamnya. Tujuan penelitian ini yaitu ingin mengembangkan media pembelajaran interaktif menggunakan Smart Apps Creator untuk mata pelajaran matematika pada materi pecahan kelas 4 sd. Model pengembangan yang digunakan yaitu 4D. Data yang didapatkan menggunakan hasil dari angket dan observasi. Dengan sampel penelitian adalah peserta didik kelas 4 SDN Pesanggrahan 10 Pagi. Mendapatkan hasil validasi media sebesar 90% dengan kategori sangat layak sedangkan validasi materi mendapatkan presentase sebesar 82% dengan kategori sangat layak sedangkan validasi Bahasa mendapatkan presentase sebesar 100% dengan kategori sangat layak. Dengan begitu media pembelajaran pecehan berkontribusi dengan baik dalam pembelajaran matematika pada materi pecahan

Conceptual Understanding and Mathematical Representation Analysis of Realistic Mathematics Education Based on Personality Types

Conceptual understanding and representation in mathematics are both important mathematical abilities to develop. Conceptual understanding and representation abilities are needed by students to solve mathematical problems. The aim of this research was to describe the representation of mathematics of RME based on student's personality type, the conceptual understanding in RME based on student's personality type. In this research, 8 PGSD students from artisan, idealist, guardian, and rational personality types were selected as subjects. The methods used in this research were tests, interviews, and documentation of personality type questionnaires of the students according to (Keirsey, 1984)). The tests and interviews were analyzed to describe the conceptual understanding and representation abilities of the students. The results of this research were that the students with the rational personality type were very good at identifying and making examples, traits and conditions. Students with the idealist personality type were very good at identifying verbally and in written form. All four personality types’ conceptual understanding when identifying and distinguishing concepts was still poor. Meanwhile, for the mathematical representation aspect, all four personality types were very good at visual mathematical representation in the form of figures and tables.