scholarly journals MENINGKATKAN PEMAHAMAN DAN TEKNIK KOMUNIKASI PENJUMLAHANPENGURANGAN PECAHAN DENGAN “MESHIMAG ” DI KELAS VI SEKOLAH DASAR

Gunahumas ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 360-367
Author(s):  
Tetty Rusmawati ◽  
Dody Hermana ◽  
Ajeng Tejaningsih
Keyword(s):  
Learning Process ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Class V ◽  
Rate Of Development ◽  
School Year ◽  
Teaching Aids ◽  
School Learning ◽  
The Subject ◽  
Addition And Subtraction

ABSTRAK Kegiatan pembelajaran di sekolah tidak bisa lepas dengan penggunaan multimedia pembelajaran, hal ini dikarenakan laju perkembangan Iptek yang sangat pesat, sehingga ada anggapan bahwa sekolah yang tidak menggunakan multimedia dalam kegiatan pembelajarannya disebut sekolah yang gaptek. Namun tidak dapat dipungkiri bahwa untuk menggunakan multimedia dalam pembelajaran diperlukan sarana dan prasarana yang tidak murah, sumber daya yang handal dan sumber dana yang tidak sedikit. Karenanya tidak semua sekolah dapat menggunakannya. Karena penggunaan multimedia sangat berguna bagi proses pembelajaran maka Penulis mencoba mengembangkan alat peraga matematika “MESHIMAG” (Mesin Hitung Magnetik) sedemikian rupa sehingga dapat digunakan dalam pembelajaran matematika Kelas VI pada pokok bahasan penjumlahan dan pengurangan pecahan. Inovasi pembelajaran ini bertujuan untuk memudahkan siswa dalam memahami materi Penjumlahan dan pengurangan pecahan dengan cara meng’konkret’kan materi matematika yang abstrak, serta meningkatkan prestasi belajar. Dari hasil penelitian selama 6 bulan pada tahun pelajaran 2018/2019 di kelas 6a siswa dengan kriteria ketuntasan minimal (70) jumlah siswa yang tuntas adalah 20 orang atau 62,50%, dan 12 orang siswa yang tidak tuntas atau 37,50%. Setelah menggunakan alat peraga “MESHIMAG” nilai siswa di atas KKM 93,75% atau 30 siswa dan yang dibawah nilai KKM 6,25% atau hanya 2 orang. Sedangkan kelas 6b tahun pelajaran 2018/2019 nilai siswa yang dibawah KKM sebelum menggunakan alat peraga “MESHIMAG” 25 orang atau 53,2% dan yang di atas KKM 22 orang atau 46,8% Sedangkan nilai siswa dalam penelitian ke dua dan tidak menggunakan alat peraga “MESHIMAG” di bawah KKM 24 orang atau 51,1 %. Sedangkan nilai siswa di atas KKM 48,9 % atau 23 orang. Metode yang digunakan dalam penelitian ini adalah demonstrasi dengan sampel kelas VIa dan VIb selama 6 bulan.Kata kunci: Demontrasi, “MESHIMAG”, kelas VIABSTRACT School learning activities cannot be separated from the use of multimedia learning, this is because the rate of development of science and technology is very rapid, so there is an assumption that schools that do not use multimedia in their learning activities are called cluttered schools. However, it is undeniable that the use of multimedia in learning requires facilities and infrastructure that are not cheap, reliable resources and not a few sources of funds. Therefore not all schools can use it. Because the use of multimedia is very useful for the learning process, the author tries to develop a mathematical teaching aid "MESHIMAG" (Magnetic Calculating Machine) in such a way that it can be used in Class VI mathematics learning on the subject of addition and subtraction of fractions. This learning innovation aims to facilitate students in understanding the material Addition and subtraction of fractions by means of concretizing abstract mathematical material, as well as improving learning achievement. From the results of the study for 2 years, it can be seen that from the 2017/2018 school year students with minimum completeness criteria (70) the number of students who completed was 20 people or 62.50%, and 12 students who did not complete or 37.50%. After using the "MESHIMAG" teaching aids the students' scores above were 93.75% KKM or 30 students and those below the KKM value were 6.25% or only 2 people. Whereas from the 2018/2019 school year students score below the KKM before using the "MESHIMAG" teaching aids of 22 people or 46.8% and those above the KKM 25 people or 53.2% while the student scores after using the "MESHIMAG" props below KKM is only 3 people or 6.4%. While the value of students above KKM is 93.6% or 44 people. The method used in this study is a demonstration with samples of class VI for 2 years of study.Keywords: demonstration, "MESHIMAG", class V

scholarly journals Penggunaan Media Torso Mata Pelajaran IPA Kelas V Mima NU Pliken Kembaran Banyumas

2020 ◽  
Vol 5 (2) ◽  
pp. 223-232
Author(s):  
Nuning Ermy Ustantinah
Keyword(s):  
Student Achievement ◽  
Learning Process ◽  
Active Participation ◽  
Natural Sciences ◽  
Classroom Research ◽  
Learning Activities ◽  
Learning Methods ◽  
Class V ◽  
The Third ◽  
The Subject

The low participation and achievement of students in learning activities in science subjects at MIMA Nu Pliken Kembaran Banyumas research in classroom research during and after learning using media / Torso props takes place. With the type of CAR research with a stage that is the existence of a plan and then carried out, the activities were observed and finally the subject was class V MIMA NU Pliken. The results showed that in the first lesson some weaknesses were found, including the lack of participation and student achievement in the learning process. This is due to the lack of maximum learning methods used. The second learning has been increased, only still not optimal. The third learning participation and student achievement have reached the set success target to reach 100%. So that with the presence of Torso media can increase active participation and student achievement in learning Natural Sciences basic competence of human respiratory organs.

scholarly journals PENGGUNAAN MEDIA TORSO MATA PELAJARAN IPA KELAS V MIMA NU PLIKEN KEMBARAN BANYUMAS

2020 ◽  
Vol 5 (2) ◽  
pp. 223-232
Author(s):  
Nuning Ermy Ustantinah
Keyword(s):  
Student Achievement ◽  
Learning Process ◽  
Active Participation ◽  
Natural Sciences ◽  
Classroom Research ◽  
Learning Activities ◽  
Learning Methods ◽  
Class V ◽  
The Third ◽  
The Subject

The low participation and achievement of students in learning activities in science subjects at MIMA Nu Pliken Kembaran Banyumas research in classroom research during and after learning using media / torso props takes place. With the type of CAR research with a stage that is the existence of a plan and then carried out, the activities were observed and finally the subject was class V MIMA NU Pliken. The results showed that in the first lesson some weaknesses were found, including the lack of participation and student achievement in the learning process. This is due to the lack of maximum learning methods used. The second learning has been increased, only still not optimal. The third learning participation and student achievement have reached the set success target to reach 100%. So that with the presence of torso media can increase active participation and student achievement in learning Natural Sciences basic competence of human respiratory organs

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE ROUND TABLE DAPAT MENINGKATKAN HASIL BELAJAR PADA POKOK BAHASAN ARITMATIKA SOSIAL DI KELAS VII 8 SMP NEGERI 10 PEKANBARU

Perspektif ◽  
2018 ◽  
Vol 9 (02) ◽  
pp. 42-47
Author(s):  
Yulmaliza Yulmaliza
Keyword(s):  
Learning Process ◽  
Daily Life ◽  
Mathematics Learning ◽  
Round Table ◽  
Learning Activities ◽  
Natural Phenomena ◽  
Theoretical Understanding ◽  
Whole Process ◽  
Learning Conditions ◽  
The Subject

Learning is essentially a process of interaction with all situations around individuals. Learning activities are the most basic activities in the whole process of education in schools. The success of educational attainment in schools depends on the learning process that students experience as students. Teachers as educators who are directly involved in the implementation of learning in charge of creating learning conditions that can make learners learn optimally to get a satisfactory learning outcomes.The learning process can be done in school, at home, or in the place of study guidance. For learning in school, learners are faced with a number of subjects, one of which is the subject of mathematics. Learning can be viewed as a process directed to the goals and processes of doing through various experiences. Learning is also a process of seeing, observing, and understanding things. Mathematics is one of the subjects received by students in junior high.Mathematics is a science that studies about the material, natural phenomena and mechanisms that occur therein. More simply can be said that math is closely related to daily life. What we experience, what we do, why it happens and why. Subjects in the subject of mathematics is not only a calculation, but also the ability of learners to understand the concept to link learning with daily life.One of the subjects of mathematics in the form of conceptual and calculation or theoretical understanding is social arithmetic. Based on the research results obtained the value of the first cycle, the second cycle daan third cycle in a row 81.85%, 84.50% and 87.43%.

scholarly journals Penerapan Pendekatan Open Ended Problems Dalam Meningkatkan Hasil Belajar Matematika Siswa Kelas V SD

2020 ◽  
Vol 1 (3) ◽  
pp. 46-53
Author(s):  
Ervi Rahmadani
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Class V ◽  
School Year ◽  
Mathematic Teaching ◽  
Qualitative Descriptive ◽  
Descriptive Approach

Abstract: The purpose of this research is to describe the implementation of open ended problems approach to improve mathematics learning outcomes in V grade 206 Ujung Baru Elementary School Districs Lilirilau, Soppeng. This research use a qualitative descriptive approach with cyclic classroom action research that includes planning, implementation, observation, and reflection. The focus of this research is the implementation and success of the open ended problems approach in mathematic teaching and learning process and also mathematics learning outcomes of the students class V. Subject in this research is V grade students in 206 Ujung Baru Elementary School totaling 10 students were active in the second semester of the school year 20015/2016. Data collection techniques in this research were the test, observation, and documentation. Data analysis techniques in this research were 1) data reduction, 2) data description, and 3) and deduction. The data in this research is the activities of teacher and students, and also students learning outcomes in mathematics subject. The result of this research shows the increase of the process and outcomes of mathematics learning in each cycle. The increasing of learning process and results can be seen from the 1” cycle to 2” cycle. Learning process and result 1” cycle is including sufficient qualification and then become better qualified on the 2” cycle. The conclusions of this research is the implementation of open ended problems approach can improve mathematic learning outcomes of the students class V 206.   Abstrak: Tujuan penelitian ini adalah untuk mendeskripsikan penerapan pendekatan open ended problems dalam meningkatkan hasil belajar matematika siswa kelas V di SD Negeri 206 Ujung Baru Kecamatan Lilirilau Kabupaten Soppeng. Pendekatan penelitian ini adalah pendekatan deskriptif kualitatif dengan jenis penelitian tindakan kelas berdaur ulang/siklus yaitu meliputi perencanaan, pelaksanaan, observasi, dan refleksi. Fokus penelitian dalam penelitian ini adalah penerapan dan keberhasilan pendekatan open ended problems dalam proses belajar mengajar matematika serta hasil belajar matematika siswa kelas V. Subjek dalam penelitian ini adalah siswa kelas V SD Negeri 206 Ujung Baru Kecamatan Lilirilau Kabupaten Soppeng yang berjumlah 10 orang yang aktif pada semester genap tahun pelajaran 2015/2016. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah tes, observasi dan dokumentasi. Teknik analisis data dalam penelitian ini yaitu 1) mereduksi data, 2) mendeskripsikan data, dan 3) penarikan kesimpulan. Data penelitian ini adalah data aktivitas guru dan siswa serta hasil belajar siswa dalam pembelajaran matematika. Hasil penelitian menunjukkan adanya peningkatan proses dan hasil belajar matematika siswa pada setiap siklus. Peningkatan proses dan hasil belajar dapat dilihat dari siklus I ke siklus II. Proses dan hasil belajar siklus II termasuk kualifikasi cukup kemudian meningkat menjadi kualifikasi baik pada siklus II. Kesimpulan dalam penelitian ini adalah penerapan pendekatan open ended problems dapat meningkatkan hasil belajar matematika siswa kelas V SD Negeri 206.

scholarly journals Penerapan Model Pembelajaran Scramble dalam Meningkatkan Aktivitas dan Hasil Belajar Matematika Pada Peserta Didik Kelas V SD

2021 ◽  
Vol 2 (2) ◽  
pp. 76
Author(s):  
Reski Setia Amalia ◽  
Muhammad Ilham ◽  
Muh Syarwa Sangila
Keyword(s):  
Data Collection ◽  
Mathematics Learning ◽  
Learning Outcome ◽  
Learning Model ◽  
Learning Activities ◽  
Class V ◽  
School Year ◽  
Reflection Data ◽  
Kurt Lewin ◽  
Learning Score

This study aims to improve students' mathematics learning activities and outcomes by applying the Scramble-type cooperative learning model in grade V SDN SATAP 02 Konsel in the 2019/2020 school year. This type of research is a classroom action research conducted in two cycles. The PTK Kurt Lewin Scheme was used in this research which includes planning, implementation, observation and reflection. Data collection techniques were observation sheets, tests, and documentation which were analyzed descriptively. The results showed that the application of the Scramble learning model can improve the learning activities of class V SDN SATAP 02 Konsel. The results of the observation sheet activity of students in cycle I was 67%, then increased to 86% with the Very Good category in the cycle two. Besides, the use of such method can improve the results of students’ mathematics learning. Before the treatment, the average students’ learning score was 64.46 with 60% completeness. After the first cycle, the average learning score reached to 77.25 with completeness of 75%. Then the learning outcome rose to 82.25 with 81.25% completeness in cycle II.Keywords: Scramble, Aktivitas belajar, Hasil belajar Matematika

scholarly journals PENINGKATAN KETERAMPILAN MATERI MENULIS PENGGUNAAN SUATU ALAT MELALUI METODE DEMONSTRASI PADA PELAJARAN BAHASA INDONESIA SISWA KELAS V SDN RANCAKALONG

2019 ◽  
Vol 10 (2) ◽  
pp. 360-371
Author(s):  
Siti Hayati
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Problem Formulation ◽  
Class V ◽  
Learning Improvement ◽  
Teaching Aids ◽  
The Subject ◽  
Bahasa Indonesia

The final goal of the series of learning processes undertaken by the teacher is the success of the teaching and learning process. In fact, there are still many weaknesses in the process that can result in the failure of the learning process. In essence learning outcomes refer to everything that belongs to students as a result of teaching and learning activities undertaken. Therefore, each subject requires learning outcomes that are different from other subjects. As was the case with learning at the beginning of Semester I of the 2016/2017 Academic Year in class V Rancakalong. In the implementation of learning Indonesian subjects with the subject matter "Writing the Use of a Tool", out of 31 fifth grade students only 4 children who scored above 70 or equivalent to 1% of students were able to master the material. Based on the calculations above, several problems can be formulated: the teacher does not use the correct and appropriate teaching aids and the teaching methods developed by the teacher are less effective. Based on the background description the problem formulation can be formed as follows: "How do you increase students' understanding and motivation about writing the use of a class V tool by applying the demonstration method as a learning method?" Through the findings of reflection and discussion with peers, the learning carried out has shown progress. This is indicated by the increase in students' mastery and understanding of the subject matter. The results of the improvement of BI subjects are evidenced by an increase in the results of the students' evaluation scores. Of the 31 students in the first cycle there were only 14 students who scored above 70 or equivalent to 64.66%. In the second cycle of learning improvement there were 17 students who scored above 70 or equivalent to 73.88%, and in cycle III students who scored above 70 were 31 students or equivalent to 82.2%.    Abstrak Tujuan akhir dari rangkaian proses pembelajaran yang dilakukan guru adalah keberhasilan proses belajar mengajar. Pada kenyataannya, masih banyak ditemui beberapa kelemahan proses sehingga berakibat pada tidak berhasilnya proses pembelajaran tersebut. Pada hakikatnya hasil belajar mengacu pada segala sesuatu yang menjadi milik peserta didik akibat dari kegiatan belajar mengajar yang dilakukan. Oleh karena itu setiap mata pelajaran menuntut hasil belajar yang berbeda  dari mata pelajaran yang lain. Seperti halnya yang terjadi pada pembelajaran di awal Semester I Tahun Ajaran 2016/2017 di kelas V Rancakalong. Pada pelaksanaan pembelajaran mata pelajaran Bahasa Indonesia dengan materi pokok “Menulis Penggunaan Suatu Alat”, dari 31 peserta didik kelas V hanya 4 anak yang mendapatkan nilai di atas 70 atau setara dengan 1% peserta didik yang mampu menguasai materi. Berdasarkan perhitungan di atas dapat dirumuskan beberapa masalah : guru tidak menggunakan alat peraga yang benar dan tepat serta metode mengajar yang dikembangkan guru kurang efektif. Berdasarkan uraian latar belakang dapat dibentuk rumusan masalah sebagai  berikut : “Bagaimana cara meningkatkan pemahaman dan motivasi peserta didik tentang menulis penggunaan suatu alat kelas V dengan menerapkan metode demonstrasi sebagai metode pembelajaran?” Melalui hasil temuan refleksi dan diskusi dengan teman sejawat, pembelajaran yang dilaksanakan sudah menunjukkan kemajuan. Hal ini ditunjukan dengan meningkatnya penguasaan dan pemahaman peserta didik terhadap mata pelajaran. Hasil dari perbaikan mata pelajaran BI dibuktikan dengan peningkatan hasil nilai evaluasi peserta didik. Dari 31 peserta didik pada siklus I hanya ada 14 peserta didik yang mendapatkan nilai di atas 70 atau setara dengan 64,66%. Pada siklus II perbaikan pembelajaran terdapat 17 peserta didik yang mendapat nilai di atas 70 atau setara dengan 73,88%, dan pada siklus III peserta didik yang mendapat nilai di atas 70 sebanyak 31 peserta didik atau setara 82,2%. Kata kunci: Metode Demonstrasi, Pelajaran Bahasa Indonesia

scholarly journals Implementasi Standar Proses dan Dampak Kognitifnya dalam Pembelajaran Matematika oleh Guru yang Tersertifikasi dan Belum Tersertifikasi

2019 ◽  
Vol 7 (1) ◽  
pp. 47-52
Author(s):  
Ari Wibowo Hikmal
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Learning Achievement ◽  
Average Value ◽  
High Category ◽  
Good Assessment ◽  
Process Implementation ◽  
The Subject

Abstract:The problems due to the finding of the tendency of teachers to carry out the teaching and learning process are not in accordance with the learning plan that has been made and the discrepancies between learning devices in this case the learning implementation plan (RPP) made by the teacher with the ongoing teaching and learning process. This type of research is descriptive qualitative which aims to describe the implementation of process standards (planning, implementation, assessment) and their cognitive impact on Mathematics learning by teachers of Makassar 21 Middle School that are certified and not yet certified. The results show that (1) standard process implementation in Mathematics learning by teachers certified in (a) Mathematics learning planning by HASMTK and ROSMTK subjects is in the Good assessment category, (b) implementation of Mathematics learning activities by HASMTK subjects and ROSMTK in the Very Good assessment category, (c) assessment of Mathematics learning activities by HASMTK and ROSMTK subjects in the Very Good assessment category. (2) student learning achievement taught by certified teachers in Mathematics learning (a) HASMTK subjects are in the High category, but the average value of students taught by the subject does not meet classical standards. (b) the subject of ROSMTK is in the High category and the average value of students taught by the subject meets classical standards. (3) the implementation of process standards in Mathematics learning by teachers who have not been certified in (a) Mathematics learning planning by ELMTK subjects is in the Good rating category, (b) the implementation of Mathematics learning activities by ELMTK subjects is in the Very Good assessment category, (c) the assessment of Mathematics learning activities by ELMTK subjects is in the Very Good assessment category. (4) learning achievement of students taught by teachers who have not been certified in Mathematics learning, by ELMTK subjects are in the High category. however, the average value of students taught by the subject does not meet classical standardsAbstrak:Adapun permasalahan karena adanya ditemukan kecenderungan guru  dalam melakukan proses belajar mengajar tidak sesuai dengan rencana pembelajaran yang telah dibuatnya serta ketidaksesuaian antara perangkat pembelajaran dalam hal ini rencana pelaksanaan pembelajaran (RPP) yang dibuat guru dengan proses belajar mengajar yang sedang berlangsung. Jenis penelitian ini adalah deskriptif kualitatif yang bertujuan untuk mendeskripsikan implementasi standar proses (perencanaan, pelaksanaan, penilaian) dan dampak kogniifnya dalam pembelajaran Matematika oleh guru SMP Negeri 21 Makassar yang tersertifikasi dan belum tersertifikasi.. Hasil penelitian menunjukkan bahwa (1) implementasi standar proses dalam pembelajaran Matematika oleh guru yang tersertifikasi pada (a) perencanaan pembelajaran Matematika  oleh subjek HASMTK dan ROSMTK berada dalam kategori penilaian Baik, (b) pelaksanaan kegiatan pembelajaran Matematika oleh subjek HASMTK dan ROSMTK berada dalam kategori penilaian Amat Baik, (c) penilaian kegiatan pembelajaran Matematika oleh subjek HASMTK dan ROSMTK berada dalam kategori penilaian Amat Baik. (2) prestasi belajar siswa yang diajar oleh guru tersertifikasi dalam pembelajaran Matematika (a) subjek HASMTK berada dalam kategori Tinggi, akan tetapi nilai rata-rata peserta didik yang diajar oleh subjek tidak memenuhi standar klasikal. (b) subjek ROSMTK berada dalam kategori Tinggi dan nilai rata-rata peserta didik yang diajar oleh subjek memenuhi standar klasikal. (3) implementasi standar proses dalam pembelajaran Matematika oleh guru yang belum tersertifikasi pada (a) perencanaan pembelajaran Matematika oleh subjek ELMTK berada dalam kategori penilaian Baik, (b) pelaksanaan kegiatan pembelajaran Matematika oleh subjek ELMTK berada dalam kategori penilaian Amat Baik, (c) penilaian kegiatan pembelajaran Matematika oleh subjek ELMTK berada dalam kategori penilaian Amat Baik. (4) prestasi belajar siswa yang diajar oleh guru yang belum tersertifikasi dalam pembelajaran Matematika, oleh subjek ELMTK berada dalam kategori Tinggi. akan tetapi nilai rata-rata peserta didik yang diajar oleh subjek tidak memenuhi standar klasikal.

PENERAPAN METODE DISKUSI UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS I SDN 004 TEMBILAHAN KOTA KECAMATAN TEMBILAHAN KABUPATEN INDRAGIRI HILIR

2018 ◽  
Vol 2 (2) ◽  
pp. 173
Author(s):  
Jaimah Jaimah
Keyword(s):  
Action Research ◽  
Initial Data ◽  
Learning Outcomes ◽  
Learning Process ◽  
Mathematics Learning ◽  
First Grade ◽  
Average Value ◽  
Concrete Objects ◽  
The Subject ◽  
Classroom Action Research

The background of this research is the low of mathematics learning result of grade 1 student of SDN 004Tembilahan Kota, for that done perbaiakan learning process by applying method of discussion. This researchwas conducted in SDN 004 Tembilahan Kota with the subject of research is the first grade students with 36students. This research is a classroom action research conducted two cycles. Based on the results of theresearch, it is found that the use of the method of disuksi can improve the students' learning outcomes aboutknowing and determining the length and weight with nonstandard units using concrete objects / concretesituation in the initial data, the total number of completed students is 12 students (33.3%) average 55.83. In thefirst cycle has increased the number of students who complete is 26 students (77.22%) with an average value of80.00. In the second cycle has increased with the total number of students who completed is 32 students (88.89)with an average value of 88.06.

PENINGKATAN PRESTASIBELAJAR MATEMATIKATENTANGPENJUMLAHAN DAN PENGURANGAN BILANGAN BULATMELALUI PERMAINAN MISTAR BILANGAN DI SEKOLAH DASAR

2018 ◽  
Vol 2 (2) ◽  
pp. 225
Author(s):  
Titik Umiyati
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Class Action ◽  
Learning Activity ◽  
Average Score ◽  
Learning Achievement ◽  
School Year ◽  
The Subject ◽  
Numbers Game

Abstrak:Tujuan penelitian ini adalah untuk mengkaji proses pembelajaran matematika danmenganalisis peningkatan prestasi belajar melalui permainan mistar bilangan. Metodepenelitian yang digunakanadalah penelitian tindakan kelas yang dilaksanakan sebanyak 2siklus. Subjek penelitian ini adalah siswa kelas IV SD Negeri 2 Temengeng Kabupaten Blorapada semester 2 tahun pelajaran 2014/2015. Teknikanalisis yang digunakandeskriptifkomparatif, yaitu membandingkan data hasil antara prasiklus, siklus I, dan siklus II. Hasilpenelitian yang dilaksanakan 2 siklus menunjukkan bahwa proses pembelajaran matematikadengan menggunakan permainan mistar bilangan sangat menyenangkan siswa, sehinggaaktivitas pembelajaran meningkat dari 62,5 menjadi 84,5. Hasil belajar siswa juga meningkatditandai hasil siklus I nilai rata-rata kelas 60,48 dan ketuntasan mencapai 57,10%. Siklus IInilai rata-rata kelas 75,24 dan ketuntasan 85,70%. Simpulan penelitian ini adalah pembelajaranmatematika tentang penjumlahan dan pengurangan bilangan bulat melalui permainan mistarbilangan dapat meningkatkan aktivitas pembelajaran dan hasil belajar menunjukkan semuasiswa berminat dalam melaksanakan tugas dan memperoleh pengalaman yang menyenangkandalam permainan mistar bilangan. Abstract:The purpose of this research is to study the learningprocess ofmath and analyseincreasing of learning achievement through rulernumbers game. The method usedin thisresearch is class action which is done in2 cycles. The subject of the research are fourth gradestudents of Number 2 PublicElementary Schoolat Temengeng, Blora district in second semesterof the school year 2014/2015. The analysetechnicusedby comparingthe data from precycle,first cycle and second cycle. The results of the research that is done two cycles indicate thatmath learning process by using ruler numbers game can make the students feel pleased sothatlearning activities increase from 62.5 to 84.5. The results of student learning alsoincrease,it can be showed from the average score of the first cycle is 60.48 and the completeness scorereaches57.1%. The average score of thesecond cycle is 75.24 and the completeness scorereaches 85.7%. The conclusion of the research ismath learning about addition and deductionof integer through ruler numbers game can improve learning activity and the results of studentlearning show that all students are interested to obtain the task and get moreenjoyableexperience in using rulernumbers game.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA

2020 ◽  
Vol 3 (2) ◽  
pp. 163
Author(s):  
Nur Abida
Keyword(s):  
Data Collection ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Class V ◽  
Student Activities ◽  
Average Value ◽  
Class A ◽  
School Year

This research is motivated by the low mathematics learning outcomes of students of class V A of SD Negeri 136 Pekanbaru, with an average value of 68.25 and of 34 students only 11 students who reach the minimum completeness criteria (KKM). This research is a classroom action research (CAR) conducted aimed at improving the learning outcomes of class A students by applying the Group investigation (GI) type of cooperative learning model. The subjects of this study were class V A students in the 2018/2019 school year. Data collection instruments in this study were teacher activity sheets and student activities and learning outcomes. It can be seen from the results of the implementation of classroom actions carried out 2 cycles, namely the first cycle of students who completed as many as 23 people (67.65%) and students who did not complete 13 people (31.70%), in the second cycle the cycle students completed completely (100 %). There are no more students who receive grades below the KKM. The results showed that the application of the Group investigation (GI) type of cooperative learning model could improve the mathematics learning outcomes of students in class V A of SD Negeri 136 Pekanbaru.

Sign in / Sign up

Export Citation Format

Share Document