MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH IPA MELALUI MODEL LEARNING CYCLE 7E PADA SISWA KELAS IV SEKOLAH DASAR

2019 ◽  
Vol 2 ◽  
Author(s):  
Nur Aenahar
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Action Observation ◽  
Fourth Grade ◽  
Learning Cycle ◽  
Model Learning ◽  
Action Monitoring ◽  
Astronomical Object ◽  
Field Notes ◽  
Science Problem

Abstract. This classroom action research’s objective is to improve science problem solving ability with Model of Learning Cycle (7E), about the change of earth’s surface and astronomical object on fourth grade students in State Elementary School. The subject of this research was 31 students at fourth grade of SDN Cipinang Melayu 01 Pagi Makasar, East Jakarta. This research used classroom action research method by employing Kemmis and Mc Taggart’s action design in which a cycle consists of four components such as planning, action, observation, and reflection. The data collection was done by using Non-Test instrument and field notes. The result of this research showed that the application of Model of Learning Cycle (7E) could be one of learning model to improve science problem solving ability at fourth grade of state elementary school. Based on the data from science problem solving ability in the first cycle, students which passed the test with score more than 70 is 70,9%.This percentage improved in the second cycle which became 87%. On the first cycle, teacher’s action monitoring data was 80% then it improved to be 100% in the second cycle. Students’ action monitoring in the first cycle was 73% and it improved to be 93% in the second cycle. The implication of this research was that the learning process with Model of Learning Cycle (7E) improve science problem solving ability on students at fourth grade of SDN Cipinang Melayu 01 Makasar, East Jakarta, to be better. Keywords: Science Problem Solving Ability, Learning Cycle (73), Elemantary School

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN IPS BERBASIS MODEL LEARNING CYCLE 7E UNTUK MENINGKATKAN AKTIVITAS DAN KETERAMPILAN BERPIKIR KRITIS SISWA KELAS IV SEKOLAH DASAR

2017 ◽  
Vol 3 (3) ◽  
pp. 508
Author(s):  
Evi Kurniasih
Keyword(s):  
Elementary School ◽  
Critical Thinking ◽  
Fourth Grade ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Response ◽  
Learning Cycle ◽  
Model Learning ◽  
Eligibility Criteria ◽  
Fourth Grade Students

ABSTRACTThis research aims to produce learning instrument based models eligible 7E Learning Cycle is used to increase the activity and critical thinking skills of the fourth grade students of elementary school. Learning instrument are developed, namely: RPP, LKS, BAS, LPAS, and TKBK. Design of a test using one group pretest-posttest design are exercised is limited to 10 fourth grade students of SDN 1 Karangsalam then tested on a test implementation of the 21 fourth grade students of SDN Piasa Wetan academic year 2015/2016. The results showed: (1) the validity of the learning instrument that includes RPP, LKS, BAS, LPAS, and TKBK valid category; (2) learning instrument that have been developed practically used as indicated by 100% and the category of practically is excellent category by 3.63, the result of a positive student response and legibility BAS and LKS within easy categories; and (3) the effectiveness of the learning instrument shown by an increase in activity and critical thinking skills of students. Activities of students before the learning category of moderately active after learning increases become active and very active categories. Increased critical thinking skills of students with the average value of n-gain is 0.72 in the high category. Based on the results and discussion of this research concluded that social studies learning instrument based 7E Learning Cycle model has met the eligibility criteria, namely learning instrument validity, practicality, and effectiveness can increase the activity and critical thinking skills of the fourth grade students of elementary school.  Keywords: Learning instrument, learning cycle 7e model, activity, critical thinking skills. ABSTRAKPenelitian ini bertujuan untuk menghasilkan perangkat pembelajaran berbasis model Learning Cycle 7E yang layak digunakan untuk meningkatkan aktivitas dan keterampilan berpikir kritis siswa kelas IV sekolah dasar. Perangkat pembelajaran yang dikembangkan yaitu: RPP, LKS, BAS, LPAS, dan TKBK. Desain uji coba menggunakan one group pretest-posttest design yang diujicobakan secara terbatas pada 10 siswa kelas IV SDN 1 Karangsalam kemudian diujicobakan pada uji implementasi kepada 21 siswa kelas IV SDN Piasa Wetan tahun pelajaran 2015/2016. Hasil penelitian menunjukkan: (1) kevalidan perangkat pembelajaran yang meliputi RPP, LKS, BAS, LPAS, dan TKBK berkategori valid; (2) perangkat pembelajaran yang telah dikembangkan praktis digunakan yang ditunjukkan dengan keterlaksanaan RPP sebesar 100% dan kategori keterlaksanaan RPP sangat baik sebesar 3,63, hasil respon siswa positif serta keterbacaan BAS dan LKS dalam kategori mudah; dan (3) keefektifan perangkat pembelajaran ditunjukkan dengan adanya peningkatan aktivitas dan keterampilan berpikir kritis siswa. Aktivitas siswa sebelum pembelajaran kategori cukup aktif dan setelah pembelajaran meningkat menjadi kategori aktif dan sangat aktif. Peningkatan keterampilan berpikir kritis siswa dengan nilai rata-rata n-gain sebesar 0,72 dalam kategori tinggi. Berdasarkan hasil dan diskusi penelitian dapat disimpulkan bahwa perangkat pembelajaran IPS berbasis model Learning Cycle 7E telah memenuhi kriteria kelayakan perangkat pembelajaran yaitu kevalidan, kepraktisan, dan keefektifan yang mampu meningkatkan aktivitas dan keterampilan berpikir kritis siswa kelas IV sekolah dasar.  Kata-kata Kunci: Perangkat pembelajaran, model learning cycle 7e, aktivitas, keterampilan berpikir kritis.

scholarly journals Implementasi Model Reasoning and Problem Solving Berbantuan Lingkungan Sekitar dalam Pembelajaran IPA di Madrasah Ibtidaiyah

MADRASAH ◽  
2019 ◽  
Vol 11 (2) ◽  
pp. 76-92
Author(s):  
Umi Salamah
Keyword(s):  
Problem Solving ◽  
Science Learning ◽  
Action Observation ◽  
Fourth Grade ◽  
Test Results ◽  
Student Activities ◽  
Surrounding Environment ◽  
Fourth Grade Students ◽  
Field Notes ◽  
Understanding Of Science

Natural Science (IPA) is the process of learning and understanding the universe through observation so that a concept is obtained. The concept can be varied, according to the experience and information obtained. Based on preliminary observations on fourth-grade students of MI Al-Hidayah it is known that mastery of the science concept is still low, this can be seen from the pre-test results of only 8 students who completed/met the KKM of 30 students. This study aims to determine the implementation of science learning with reasoning and problem-solving models assisted by the surrounding environment in science learning and to determine the understanding of science concepts after applied reasoning and problem-solving models assisted by the surrounding environment. This type of research is classroom action research (CAR) which consists of two cycles, each cycle consisting of four stages, namely planning, action, observation, and reflection. The reasoning and problem-solving model is a learning model that has five stages, namely: 1) reading and thinking 2) exploring and planning, 3) selecting strategies, 4) finding answers, 5) reflecting. The subjects of this study were the fourth-grade students of MI Al-Hiadayah Wajak-Malang, amounting to 30 students. Data collection in this study uses observation techniques, unstructured interviews, documentation, and field notes. The instruments used were the RPP preparation observation sheet and the application of reasoning and problem-solving models, student activities, documentation, field notes, and written tests. The implementation of reasoning and problem-solving models of science subjects is able to improve the understanding of students' concepts about science, capable of fixing the misconceptions that occur in students so that it influences the improvement of student learning outcomes.

scholarly journals Peningkatan Kemampuan Pengenalan Sejarah Budaya Minangkabau Melalui Lagu Kreasi Minangkabau Bagi Anak Usia Dini

2019 ◽  
Vol 2 (1) ◽  
pp. 1-9
Author(s):  
Vivi Anggraini ◽  
Adi Priyanto
Keyword(s):  
Learning Outcomes ◽  
Action Observation ◽  
Action Monitoring ◽  
Reflection Data ◽  
West Sumatra ◽  
History Of ◽  
Class Average ◽  
Field Notes ◽  
Group B ◽  
Planning Action

This study aims to describe the process and learning outcomes of Minangkabau creation songs to stimulate the introduction of the history of Minangkabau culture for children in kindergarten aged 5-6 years. This study uses action research in group B in TK Nurul Hidayah, West Sumatra. The method used is the Kemmis and Taggart method which consists of planning, action, observation, and reflection. Data collection techniques used were observation, interviews, field notes, action monitoring instruments and documentation. Data analysis is presented quantitatively and qualitatively. The results of quantitative data show that the ability to recognize children's history can increase after action is taken through Minangkabau creation songs. This can be seen from the results of the study which stated that the class average at pre-action was 54%. After the action in the first cycle, the class average increased to 69.70% and the second cycle increased by 82.74%. From the results of this study, it can be concluded that Minangkabau creation songs are able to increase the ability to recognize the historical history of the Minangkabau region. Keywords: History of Minangkabau Culture and Minangkabau Creation Songs

scholarly journals THE IMPLEMENTATION OF COOPERATIVE LEARNING MODEL OF CONCEPT SENTENCE TO IMPROVE PANTUN SKILL WRITING

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Nur Esti Handayani ◽  
Endang Sri Markamah ◽  
Muhammad Ismail Sriyanto
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Cooperative Learning ◽  
Action Observation ◽  
Fourth Grade ◽  
Learning Model ◽  
Analysis Model ◽  
Writing Skill ◽  
Grade One ◽  
Academic Year

<table border="0" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="387"><p>The purpose of this research to improve pantun writing skill through Cooperative Learning Model of Concept Sentence in the fourth grade one of Elementary School in Surakarta the academic year 2017/2018. The type of this research is Classroom Action Research which consists of three cycles. Each cycle consists of four stages, namely planning, action, observation, and reflection. The subjects in this study were grade IV teacher and 21 IV graders one of Elementary School in Surakarta the academic year 2017/2018. The data collection techniques are conducted through interview, observation, test, and documentation. The data validity uses content validity, source triangulation, and technical triangulation. The data were analyzed by comparative descriptive technique and interactive analysis model, consisting of three steps, namely data collection, data presentation, and conclusion or verification. The result of research shows the improvement applying of Cooperative Learning Model of Concept Sentence was able to improve pantun writing skill the fourth grade one of Elementary School in Surakarta the academic year of 2017/2018.</p></td></tr></tbody></table>

Science Problem Solving Approaches in Elementary School Classrooms

1991 ◽  
Vol 91 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Harold Harty ◽  
Peter Kloosterman ◽  
Jack Matkin
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Science Problem

scholarly journals Penerapan Model Pembelajaran Circuit Learning Berbantuan Media Microsoft Power Point untuk Meningkatkan Hasil Belajar IPS pada Peserta Didik Kelas IV SDN 3 Palangka Tahun Pelajaran 2016/2017

2019 ◽  
Vol 4 (1) ◽  
pp. 25-29
Author(s):  
Siti Paramida ◽  
Ade Salahuddin Permadi
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Social Studies ◽  
Learning Outcomes ◽  
Fourth Grade ◽  
Learning Model ◽  
Learning Activities ◽  
Model Learning ◽  
Fourth Grade Students ◽  
Academic Year

This study aims to: (1) To describe the learning activities of fourth grade students during Social Studies learning by applying the Circuit Learning learning model assisted by Microsoft PowerPoint media and (2) To improve the learning outcomes of fourth grade students during IPS learning by applying the model learning Circuit Learning supported by Microsoft PowerPoint media. The type of research used in this study was Classroom Action Research (PTK) with research subjects all of the fourth-grade students of Palangka Elementary School-3 which numbered 35 students. Data collection techniques in this study used observation and tests. Data analysis using qualitative, quantitative data analysis. The results of this study indicate that: (1) Activity of Grade IV students in Palangka Elementary School-3 of 2016/2017 Academic Year in Social Studies learning after applying the Circuit Learning model assisted by Microsoft PowerPoint media to be very good because students are active and enthusiastic in following the process learning. The observations of teacher activities on teaching and learning activities carried out by observer I and Observer II during the social studies learning the process in the first cycle were 3.73 in the outstanding category, and the universal aspect of the students was 3.57 in the very well typed. (2) There is an increase in social studies learning outcomes by implementing Microsoft PowerPoint Circuit Assisted learning model on social studies subjects in grade IV of the 2016/2017 SDN-3 Academic Year. This is indicated by the learning outcomes seen through the class average in cycle I which is equal to 80 and the completeness percentage of students in classics namely 100%, from the predetermined provisions namely for KKM of 65 and completeness criteria in classical 85% with this then It can be concluded that there is an increase in social studies learning outcomes after applying the Learning Learning model assisted by Microsoft PowerPoint

scholarly journals Penerapan Pembelajaran Kompetitif Guna Mengembangkan Karakter Siswa Dalam Pembelajaran Bola Voli

2018 ◽  
Vol 1 (2) ◽  
pp. 47
Author(s):  
Iyam Siti Maryamah ◽  
Suherman Slamet ◽  
Yeyet Hapsyah
Keyword(s):  
Action Research ◽  
Action Observation ◽  
Fourth Grade ◽  
Female Students ◽  
Competitive Learning ◽  
Male Students ◽  
Fourth Grade Students ◽  
Field Notes ◽  
Classroom Action Research ◽  
Planning Action

Penelitian ini bertujuan untuk mengembangkan karakter siswa kelas IV SDN 3 Sukaluyu Bandung melalui penerapan pembelajaran kompetitif dalam pembelajaran bola voli. Penelitian ini menggunakan metode penelitian tindakan kelas (Classroom Action Research). Subjek penelitian merupakan siswa kelas IV yang berjumlah 35 Siswa dari 24 siswa laki-laki dan 10 siswa perempuan. Penelitian ini menggunakan model Kemmis dan Mc Taggart, penelitian ini dilaksanakan dalam dua siklus. Dengan menggunakan desain penelitian atau langkah-langkah penelitian tindakan yaitu, Perencanaan (planning), Tindakan (Action), Pengamatan (Observing), dan Refleksi (Reflecting). Aspek karakter pada penelitian ini meliputi tanggung jawab, sportivitas, dan kerjasama dinilai dengan menggunakan teknik observasi. hasil penelitian di dapat hasil proses pembelajaran siswa Pra siklus 28,82%, pada siklus I tindakan I (37,63%), siklus I tindakan II (43,92%), siklus II tindakan I (53,06%), dan siklus II tindakan II (63,43%). Dapat disimpulkan bahwa penerapan pembelajaran kompetitif dapat mengembangkan karakter siswa kelas IV SDN 3 sukaluyu Bandung dalam pembelajaran bola voli. AbstractThis study aims to develop the character of fourth grade students of SDN 3 Sukaluyu Bandung by using the application of competitive learning in volleyball learning. The methods used is classroom action research (Classroom Action Research). The subjects of the fourth grade study were 35 students from 24 male students and 10 female students. This research uses Kemmis and Mc Taggart model, this research is conducted in two cycles. By using research design or action research steps that is, planning (planning), Action (Action), Observation (Observing), and Reflection (Reflecting). Instruments in this study using student character observation sheets, field notes, documentation, and evaluation. Based on the results of the research in the results of the learning process of students Pre cycle 28.82%, in the first cycle action I (37.63%), cycle I action II (43.92%), cycle II action I (53.06%), and second cycle II action (63,43%). From the results of data processing and data analysis can be concluded that the application of competitive learning can develop the character of fourth grade students SDN 3 sukaluyu Bandung in learning volleyball. 

scholarly journals Learning Cycle Model Assisted Audio Visual Increase Science Knowledge Competence

2020 ◽  
Vol 4 (3) ◽  
pp. 291
Author(s):  
I Gusti Ayu Ita Purnamaningsih ◽  
DB. KT. Ngr Semara Putra ◽  
I Wayan Wiarta
Keyword(s):  
Elementary School ◽  
Fourth Grade ◽  
Test Method ◽  
Learning Cycle ◽  
Control Group ◽  
Cycle Model ◽  
Science Knowledge ◽  
Audiovisual Media ◽  
Fourth Grade Students ◽  
Experimental Group

The low ability of science knowledge competence was caused by less optimal use of innovative learning models and the lack of using instructional media. This study aimed to analyze the significant effect of the learning cycle model assisted by audiovisual media on the IPA knowledge competence of the fourth-grade students. The type of this study was a quasi-experimental research with the non-equivalent control group design. The samples in this study were determined using the Cluster Random Sampling technique where by fourth-grade with 30 students as an experimental group and fourth-grade with 31 students as a control group. The population in this study was all students in grade IV elementary school which has 257 students.  The data of science knowledge competence were collected using the test method and the instrument used was an ordinary multiple-choice objective. The data were analyzed using a t-test. Based on the result of data analysis, the score of tcount=3,184 while at the significant level 5% and dk = 59 ttable=2,045 so that tcount=3,184 > ttable = 2,045. Based on the testing criteria, then Ho was rejected and 𝐻𝑎 was accepted. There were significant differences in the science knowledge competence between the group control and the experimental group. The average of science knowledge competence students in the experimental group and control group was 85,677 > 70, 935. It can be concluded that the Learning Cycle model assisted by audiovisual media influences the science knowledge competence in the fourth-grade students of elementary school.

scholarly journals PENINGKATAN KEAKTIFAN DAN PEMAHAMAN KONSEP IPS MELALUI MODEL LEARNING CYCLE 5E

2016 ◽  
Vol 4 (2) ◽  
pp. 148
Author(s):  
Laila Fatmawati
Keyword(s):  
College Students ◽  
Elementary School ◽  
Action Research ◽  
Social Studies ◽  
School Education ◽  
Learning Cycle ◽  
Education Department ◽  
Model Learning ◽  
Elementary School Education ◽  
Classroom Action Research

<div class="WordSection1"><div class="WordSection1"><p align="center"><strong>PENINGKATAN KEAKTIFAN DAN PEMAHAMAN KONSEP IPS MELALUI </strong></p><p align="center"><strong>MODEL <em>LEARNING CYCLE</em> </strong><strong><em>5E</em></strong><strong></strong></p><p align="center"><strong> </strong></p><p align="center">Laila Fatmawati</p><p align="center">Pendidikan Guru Sekolah Dasar FKIP Universitas Ahmad Dahlan, Yogyakarta</p><p align="center">[email protected]</p><p align="center"><strong> </strong></p><p align="center"><strong>Abstrak</strong></p><p>Penelitian ini bertujuan meningkatkan keaktifan dan pemahaman konsep IPS dengan menggunakan model <em>learning cycle 5E. </em>Tahapan <em>learning cycle 5 E</em> meliputi<em> engagement, exploration, explanation, elaboration, evaluation</em>. Subjek penelitian adalah mahasiswa PGSD UAD kelas D yang berjumlah 46 mahasiswa. Penelitian ini merupakan penelitian tindakan kelas (<em>classroom action research</em>). Penelitian berlangsung dalam dua siklus, setiap siklus terdiri dari empat tahap yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Teknik pengumpulan data yang digunakan meliputi: observasi, tes hasil belajar, wawancara, catatan lapangan, serta studi dokumentasi. Data yang terkumpul dianalisis secara kualitatif dengan mengacu pada model Miles &amp; Hubberman,  dan kuantitatif berbantuan SPSS. Hasil penelitian menunjukkan adanya peningkatan keaktifan dan pemahaman konsep IPS pada mahasiswa dengan menggunakan model <em>learning cycle 5E</em>.</p><p><strong> </strong></p><p><strong>Kata kunci : </strong><em>learning cycle, </em>keaktifan, pemahaman konsep IPS.</p><p><strong> </strong></p><p align="center"><strong><em> </em></strong></p><p align="center"><strong><em>INCREASING THE ACTIVENESS AND UNDERSTANDING OF SOCIAL STUDIES CONCEPT THROUGH LEARNING CYCLE 5E</em></strong></p><p align="center"><strong><em> </em></strong></p><p align="center">Laila Fatmawati</p><p align="center"><em>Elementary School Education Department, Ahmad Dahlan University, Yogyakarta</em></p><p align="center">[email protected]</p><p align="center"><strong><em>Abstract</em></strong></p><p><em>This research aims to improve the activeness and understanding of social studies concept through learning cycle with 5e. Steps of learning cycle with 5e consist of </em><em>engagement, exploration, explanation, elaboration, evaluation</em><em>. The subject is college students of class D of the Elementary School Education Department, Ahmad Dahlan University who are 46 students. This research is a classroom action research. This research has two cycles. Each cycle consists of four stages which are planning, implementation, observation, and reflection. Data collection used observation sheets, tests, interviews, field notes, and documentation study. The collected data was analyzed used qualitative referred to Miles &amp; Hubberman model, and quantitative assisted by SPSS. The result of the research is the college students’ activeness has increased through learning cycle with 5e. </em></p><p><em> </em></p><p><strong><em>Keywords:</em></strong><em> learning cycle, activeness, understanding social studies concept.</em></p></div><em><em><br clear="all" /> </em><br /></em></div><em></em>

scholarly journals PENERAPAN MODEL LEARNING CYCLE KARPLUS UNTUK MENINGKATKAN PROBLEM SOLVING SKILLS DAN HASIL BELAJAR IPA KELAS V SD NEGERI 2 PADOKAN

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Muhamad Wahyu Adinugroho ◽  
Sigit Sujatmika ◽  
Shanta Rezkita
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Descriptive Analysis ◽  
Learning Cycle ◽  
Test Results ◽  
Cycle Model ◽  
Model Learning ◽  
Learning Achievement ◽  
Problem Solving Skills ◽  
Analysis Techniques

This study aims to improve problem-solving skills and learning achievement by applying the Karplus Learning Cycle Model on students of class VC of SD N 2 Padokan Bantul, totaling 20 students. This research was a classroom action research and was carried out in two cycles.  Data collection techniques were test and non-test. Students’ problem-solving skills data were collected using pretest and posttest as well as observation sheets, while science learning achievement of students was taken using pretest and posttest. The data were analyzed using descriptive analysis techniques. The results showed that problem-solving skills and learning achievements of the students in class VC SD N 2 Padokan can be improved through learning with the Karplus Learning Cycle Model. Each stage of the Karplus Learning Cycle Model can improve aspects of problem-solving skills and student learning achievement. The Exploration stage increases the aspect of understanding the problem. The Explanation phase enhances the aspects of planning a solution. The concept application stage improves aspects of solving problems and evaluating problem-solving. Improved problem-solving skills are proven through test results, where the average N gain of class in the first cycle was 0.37 with the moderate category, up to 0.70 with the high category in the second cycle.  This is also strengthened from the results of observations, where the average scores of the class increase from the first cycle of 67.61% with a pretty good category to 91.66% with a very good category in the second cycle.  The increase in student learning achievements is evidenced through the results of the test, where an increase in the number of students who reached KKM 75 from the first cycle as much as 90% to 100% in the second cycle.

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