MENINGKATKAN HASIL BELAJAR IPA SISWA MELALUI PENERAPAN METODE PEMBELAJARAN DISCOVERY TERBIMBING DI KELAS VI SD NEGERI 2 TANJUNG KOTA TASIKMALAYA

ABSTRACTBased on the results of observations to grade VI students of SD Negeri 2 Tanjung Kota Tasikmalaya, most of the students had scores that had not yet reached the KKM. Factors that are considered to be the trigger for the low learning outcomes of students' science learning include students who pay less attention to learning. This happens because students consider science learning in the classroom less challenging and boring so that students are less interested in paying attention to science lessons. Therefore it is necessary to make efforts to improve student learning outcomes through the application of appropriate learning methods. This study aims to improve the science learning outcomes of grade VI SD Negeri 2 Tanjung Kota Tasikmalaya using guided discovery learning methods. This type of research is a classroom action research  using the Kemmis and Taggart model. The subjects of this study were 41 students of grade VI. This research was conducted in two cycles of action. In each cycle, there are planning, implementation, observation and reflection activities. The instruments used were observation sheets and test. The results of the first cycle research showed that the percentage of students whose grades were above the KKM had only reached 70.73%, so they still could not reach the criteria for research success. In the second cycle, the percentage of learning completeness increased to 85.37%. The results of these studies indicate that the application of the guided discovey method can improve science learning outcomes.Keywords: learning methods, guided discovery, learning outcomesABSTRAKBerdasarkan hasil observasi kepada siswa kelas VI SD Negeri 2 Tanjung Kota Tasikmalaya, sebagaian besar siswa memiliki nilai masih belum mencapai KKM. Faktor yang dianggap menjadi pemicu rendahnya hasil belajar IPA siswa, diantaranya siswa kurang memerhatikan pembelajaran. Terjadinya hal ini dikarenakan siswa menganggap pembelajaran IPA di kelas kurang menantang dan membosankan sehingga siswa kurang menaruh minat untuk memperhatikan pelajaran. Oleh karena itu perlu adanya upaya untuk meningkatkan hasil belajar siswa melalui penerapan metode pembelajaran yang tepat. Tujuan penelitian ini untuk meningkatkan hasil belajar IPA siswa kelas VI SD Negeri 2 Tanjung Kota Tasikmalaya menggunakan metode pembelajaran discovery terbimbing. Jenis penelitian ini berupa penelitian tindakan kelas (PTK) menggunakan model penelitian tindakan dari Kemmis dan Taggart. Subjek penelitian ini adalah siswa kelas VI yang berjumlah 41 orang siswa. Pelaksanaan penelitian ini dalam dua siklus tindakan. Pada masing-masing siklus ada kegiatan perencanaan, pelaksanaan, observasi, dan refleksi. Instrumen dengan menggunakan lembar observasi dan tes. Hasil penelitian siklus I memperlihatkan persentase siswa yang nilainya di atas KKM baru mencapai 70,73%, sehingga masih belum dapat mencapai kriteria keberhasilan penelitian. Pada siklus II persentase ketuntasan belajar meningkat menjadi 85,37%. Hasil penelitian tersebut menunjukkan bahwa penerapan metode discovery terbimbing mampu meningkatkan hasil belajar IPA.Kata Kunci: metode pembelajaran, discovery terbimbing, hasil belajar IP

KEEFEKTIFAN PEMBELAJARAN BERBANTUAN MEDIA CENTURY SQUARE TERHADAP KEMAMPUAN PEMAHAMAN KONSEP DAN BERPIKIR KREATIF MATEMATIKA DALAM PENJUMLAHAN PECAHAN BERBEDA PENYEBUT KELAS V SEKOLAH DASAR GUGUS CIKADU

Learning mathematics about adding fractions with different denominators using century square media is expected to also affect students' creative thinking abilities. This media is expected to be able to stimulate students to be creative in solving the addition of fractions with different denominators in various ways. The population in this study was students in Sukalarang District. The number of samples was 67 students at SDN Cipriangan as the experimental class and 67 students at SDN Ciganda as the control class. Data analysis used the N-Gain test and independent sample t-test. The results of the analysis in this study are (1) There are differences in understanding the mathematical concepts of students who use media-assisted learning century square with those who use conventional learning models; (2) There are differences in students' mathematical creative thinking in adding fractions with different denominators using media-assisted learning century square by using conventional learning models; (3) Students' understanding of mathematical concepts using media-assisted learning century square is more effective than those using conventional learning models; (4) Creative thinking of students' mathematics in adding fractions with different denominators using media-assisted learning century square is effective than those using conventional learning models. Based on data analysis, it can be seen that century square media-assisted learning is effective for increasing students' conceptual understanding and creative thinking in adding fractions with different denominators

REFLEKSI PEMBELAJARAN BERBASIS PESERTRA DIDIK SEBAGAI STRATEGI PENINGKATAN KUALITAS CAPAIAN PEMBELAJARAN DI SDN PAWENANG, KABUPATEN SUMEDANG, JAWA BARAT

Pawenang Elementary School (SDN) in Sumedang, Sumedang Regency, West Java is one of the schools participating in the 3rd Wave of the School Moving Program (PSP) in 2023 in Sumedang Regency. This school is implementing the Independent Curriculum (Kurikulum Merdeka or KM) for the first time in Grade 1 and Grade 4, which have been using the 2013 curriculum, commonly known as Curriculum 13 (Kurtilas). The learning outcomes in the Independent Curriculum refer to the Learning Outcomes (Capaian Pembelajaran or CP) prepared by the Ministry of Education and Culture (kemendikbud), which are translated into Learning Objectives (Tujuan Pembelajaran or TP) and Learning Objective Flow (Alur Tujuan Pembelajaran or ATP). In contrast, Kurtilas uses Core Competencies (Kompetensi Inti or KI) and Basic Competencies (Kompetensi Dasar or KD). The learning outcomes in these two curricula are distinct. In connection with this, the research titled "Reflection on Student-Centered Learning as a Strategy to Improve the Quality of Learning Outcomes at Pawenang Elementary School, Sumedang Regency, Sumedang" aims to (1) reflect on Kurtilas learning, (2) identify the root problems, (3) find solutions, and (4) develop an implementation plan for future follow-up actions as a learning improvement strategy. The method used in the research is a comparative descriptive method, which describes the learning that has been carried out using Kurtilas, then analyzes and compares it with the guidelines for learning outcomes in the Independent Curriculum. The desired outcome is a strategy to improve student-centered learning outcomes. If the reflection results lead to identifying root problems, solutions, and subsequent actions, the improvement of student learning will be achieve

KEPEMIMPINAN KEPALA SEKOLA MENENGAH UMUM : Studi Kasus Upaya-Upaya Kepala Sekolah Dalam Meningkatkan Kualitas Pendidikan Di SMU YWKA Bandung

Tesis ini berjudul "Kepemimpinan Kepala Sekoiah Menengah Umum (Studi Kasus Upaya-Upaya Kepala Sekolah Dalam Meningkatkan Kualitas Pendidikan Di SMU YWKA)." Pendidikan merupakan sarana yang srategis dalam pengembangan sumber daya manusia, oleh karena itu SMU sebagai salah satu jenjag pendidikan yang berfungsi sebagai unit pelaksana tehnik pendidikan formal yang hendaknya dapat memberikan sumbangan yang berarti bagi pencapaian kualitas pendidika. Adapun yang dibahas berkaitan dengan fokus penelitian ini meiiputi : (1) Upaya kepala sekolah dalam membina, membimbing dan memotivasi bawahannya ; (2) Upaya kepala sekolah terhadap peranannya sebagai pemimpin pendidikan ; (3) Faktor-faktor yang mempengaruhi kepemimpinan kepala sekolah dalam mengelola sekolah ; (4) Pendekatan yang digunakan kepala sekolah dalam meningkatkankualitas pendidikan ; (5) Hubungan kerjasama yang dilakukan kepala sekolah denga pengurus YWKA dan Dinas ; (6) Penerapan misi dan visi yang dilakukan kepala sekolah dalam membina para bawahannya ; (7) Kendala yang dihadapi oleh kepala sekolahh daam membia para bawahannya. Yang menjadi objek penelitian ini adalah kepala sekolah dalam upaya-upayanya untuk meningkatkan kualitas pendidikan yang ditinjau dari salah satu segi pembinaan, peranan, faktor-faktor yang mempengaruhinya. Penelitian ini menggunakan metode kualitatif dengan menggunakan data yang ada untuk memperoleh makna yang mendalam.Pengumpulan data dilakukan melalui studi dokumentasi, wawancara dan observasi yang diiakukan di lapangan. Data tersebut diolah dan dianalisis selama dan setelah kurung waktu pengumpulan data. Dari analisis tersebut diketahui bahwa upaya kepala sekolah terhadap tugasnya sebagai pemimpin pendidikan dalam pengelolaan sekolah dirasakan cukup berat. Persepsi tersebut tergambar dalam pernyataan kepala sekolah tentang pentingnya meningkatka disiplin, memberikan teladan, mendorong kreatifitas, mengatasi atau memecahkan masalah dan mengadakan pendekatan pribadi. Berdasarkan hal-hai di atas untuk perilaku kepemimpinan kepala sekolah melakukan berbagai kegiatan yang dapat menyelesaikan tugas dengan baik mengembangkan upaya inisiatif dan kreatif, mengembangkan hubungan kerja sama yang multi ataumenerapkan nilai-nilai kebersamaan dan saling menghormati, mengembangkan egiatan dengan otang tua siswa

PENGARUH PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) TERHADAP MOTIVASI BELAJAR DAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS III SEKOLAH DASAR NEGERI 5 CIBADAK

This study aims to analyze the effect of the Think Pair Share (TPS) cooperative learning model on students' learning motivation and mathematical communication skills in class III SD Negeri 5 Cibadak, Sukabumi Regency. This research is a quasi-experimental research with the subjects in this study being students of class III A as an experimental class of 26 students and students of class III B as a control class of 24 students while the object of this research is the influence of the application of the Think Pair Share (TPS) cooperative learning model on motivation to learn and mathematical communication skills. The instrument used in this study was a questionnaire to measure the level of students' learning motivation, while to measure mathematical communication skills, a description test was used in the form of a description test on integer material. The data analysis technique used is the t-test. Based on the results of the study it was concluded that (1) there was no difference in the average value of learning motivation and the average value of student learning communication between the experimental class and the control class. (2) there is a difference in the average score of students' learning motivation in the experimental class before and after being given Think Fair Share (TPS) learning, this is evidenced from the results of the paired t test, the t-count value is 27.738 greater than the t-table value of 2.059 or the value -sig of 0.000 is less than the significance level of 0.05, meaning that statistically there is a significant difference in average student learning motivation after being given the Think Fair Share (TPS) learning model compared to before being given the TPS learning model. (3) there are differences in mathematical communication skills after students are given learning with the think pair share (TPS) cooperative learning model compared to before being given learning with TPS. It can also be proven that there is a significant increase in the average value of 51.05 in mathematical communication. The same thing can be proven from the sign-value of paired t-test results of 27.38 which is less than the significance level of 0.05, which means that statistically there is a difference or influence of the TPS learning model on students' mathematical communication abilities. Thus, even though there is no difference in the average value of learning motivation and the average value of learning communication abilities between students in the experimental class and the control class, in general the think pair share (TPS) cooperative learning model influences learning motivation and students' mathematical communication abilities after given a learning model using TPS compared to before being given learning using the TPS model. Therefore it is suggested for educators to use the Think Pair Share (TPS) cooperative learning model

PENGARUH PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) TERHADAP MOTIVASI BELAJAR DAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS III SEKOLAH DASAR NEGERI 5 CIBADAK

This study aims to analyze the effect of the Think Pair Share (TPS) cooperative learning model on students' learning motivation and mathematical communication skills in class III SD Negeri 5 Cibadak, Sukabumi Regency. This research is a quasi-experimental research with the subjects in this study being students of class III A as an experimental class of 26 students and students of class III B as a control class of 24 students while the object of this research is the influence of the application of the Think Pair Share (TPS) cooperative learning model on motivation to learn and mathematical communication skills. The instrument used in this study was a questionnaire to measure the level of students' learning motivation, while to measure mathematical communication skills, a description test was used in the form of a description test on integer material. The data analysis technique used is the t-test. Based on the results of the study it was concluded that (1) there was no difference in the average value of learning motivation and the average value of student learning communication between the experimental class and the control class. (2) there is a difference in the average score of students' learning motivation in the experimental class before and after being given Think Fair Share (TPS) learning, this is evidenced from the results of the paired t test, the t-count value is 27.738 greater than the t-table value of 2.059 or the value -sig of 0.000 is less than the significance level of 0.05, meaning that statistically there is a significant difference in average student learning motivation after being given the Think Fair Share (TPS) learning model compared to before being given the TPS learning model. (3) there are differences in mathematical communication skills after students are given learning with the think pair share (TPS) cooperative learning model compared to before being given learning with TPS. It can also be proven that there is a significant increase in the average value of 51.05 in mathematical communication. The same thing can be proven from the sign-value of paired t-test results of 27.38 which is less than the significance level of 0.05, which means that statistically there is a difference or influence of the TPS learning model on students' mathematical communication abilities. Thus, even though there is no difference in the average value of learning motivation and the average value of learning communication abilities between students in the experimental class and the control class, in general the think pair share (TPS) cooperative learning model influences learning motivation and students' mathematical communication abilities after given a learning model using TPS compared to before being given learning using the TPS model. Therefore it is suggested for educators to use the Think Pair Share (TPS) cooperative learning model

REFLEKSI PEMBELAJARAN BERBASIS PESERTRA DIDIK SEBAGAI STRATEGI PENINGKATAN KUALITAS CAPAIAN PEMBELAJARAN DI SDN PAWENANG, KABUPATEN SUMEDANG, JAWA BARAT

Pawenang Elementary School (SDN) in Sumedang, Sumedang Regency, West Java is one of the schools participating in the 3rd Wave of the School Moving Program (PSP) in 2023 in Sumedang Regency. This school is implementing the Independent Curriculum (Kurikulum Merdeka or KM) for the first time in Grade 1 and Grade 4, which have been using the 2013 curriculum, commonly known as Curriculum 13 (Kurtilas). The learning outcomes in the Independent Curriculum refer to the Learning Outcomes (Capaian Pembelajaran or CP) prepared by the Ministry of Education and Culture (kemendikbud), which are translated into Learning Objectives (Tujuan Pembelajaran or TP) and Learning Objective Flow (Alur Tujuan Pembelajaran or ATP). In contrast, Kurtilas uses Core Competencies (Kompetensi Inti or KI) and Basic Competencies (Kompetensi Dasar or KD). The learning outcomes in these two curricula are distinct. In connection with this, the research titled "Reflection on Student-Centered Learning as a Strategy to Improve the Quality of Learning Outcomes at Pawenang Elementary School, Sumedang Regency, Sumedang" aims to (1) reflect on Kurtilas learning, (2) identify the root problems, (3) find solutions, and (4) develop an implementation plan for future follow-up actions as a learning improvement strategy. The method used in the research is a comparative descriptive method, which describes the learning that has been carried out using Kurtilas, then analyzes and compares it with the guidelines for learning outcomes in the Independent Curriculum. The desired outcome is a strategy to improve student-centered learning outcomes. If the reflection results lead to identifying root problems, solutions, and subsequent actions, the improvement of student learning will be achieve

PENERAPAN MODEL PEMBELAJARAN RADEC BERBASIS LITERASI SAINS UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATA PELAJARAN IPA KELAS V SEKOLAH DASAR

Teacher performance is something important because the good or bad of the educational process is determined by the teacher's performance. This study aims to analyze the influence of organizational culture and principal managerial ability on teacher performance. The method of analysis using SEM PLS, using a questionnaire instrument with a Likert scale of 1-5, obtained 133 respondents spread over 26 public elementary schools in Kedungwaringin District. The result is that organizational culture has a significant positive effect on teacher performance, the principal's managerial ability has a significant positive effect on teacher performance and the principal's managerial ability has a significant positive effect on organizational culture

KEEFEKTIFAN PEMBELAJARAN BERBANTUAN MEDIA CENTURY SQUARE TERHADAP KEMAMPUAN PEMAHAMAN KONSEP DAN BERPIKIR KREATIF MATEMATIKA DALAM PENJUMLAHAN PECAHAN BERBEDA PENYEBUT KELAS V SEKOLAH DASAR GUGUS CIKADU

Learning mathematics about adding fractions with different denominators using century square media is expected to also affect students' creative thinking abilities. This media is expected to be able to stimulate students to be creative in solving the addition of fractions with different denominators in various ways. The population in this study was students in Sukalarang District. The number of samples was 67 students at SDN Cipriangan as the experimental class and 67 students at SDN Ciganda as the control class. Data analysis used the N-Gain test and independent sample t-test. The results of the analysis in this study are (1) There are differences in understanding the mathematical concepts of students who use media-assisted learning century square with those who use conventional learning models; (2) There are differences in students' mathematical creative thinking in adding fractions with different denominators using media-assisted learning century square by using conventional learning models; (3) Students' understanding of mathematical concepts using media-assisted learning century square is more effective than those using conventional learning models; (4) Creative thinking of students' mathematics in adding fractions with different denominators using media-assisted learning century square is effective than those using conventional learning models. Based on data analysis, it can be seen that century square media-assisted learning is effective for increasing students' conceptual understanding and creative thinking in adding fractions with different denominators

Nicolau d’Olwer, historiography, intellectual, Second Spanish Republic, Catalanism

Fruit d’un treball molt més ampli, el present article s’insereix en el corrent historiogràfic que els darrers anys s’ha interessat per la figura de Lluís Nicolau d’Olwer com a polític i com a intel·lectual. Aquest article es planteja entendre per què la seva trajectòria ha estat menystinguda fins gairebé l’actualitat i, per fer-ho, presenta una panoràmica de les crítiques que els contemporanis van formular envers l’acció política de qui va ser ministre d’Economia durant el Govern provisional de la República el 1931 i director del Banc d’Espanya els primers temps de la Guerra Civil. Amb tot, l’article planteja analitzar el pes que aquesta avaluació negativa va tenir en relegar Lluís Nicolau a un segon pla i, al contrari, pretén subratllar-ne el paper rellevant com a intel·lectual i com a home públic al servei del seu paísThe result of a much larger work, this article forms part of the historiographic current which in recent years has been interested in the figure of Lluís Nicolau d’Olwer as a politician and as an intellectual. This article attempts to understand why his career has been underestimated almost until the present and to do this presents an overview of the contemporary criticism of the political action of a man who was finance minister in the interim government of the Republic in 1931 and director of the Bank of Spain in the early days of the Civil War. The article attempts to analyse to what extent this negative evaluation contributed to relegating Lluís Nicolau into the back ground and, aims to highlight his important role both as an intellectual as a public man at the service of his countr