Puspita, Ari Metalin Ika
Graduate School of Universitas Negeri Malang

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PENINGKATAN HASIL BELAJAR SISWA BERBANTUAN BUKU TEKS BERBASIS KONTEKSTUAL UNTUK SISWA KELAS II SEKOLAH DASAR Puspita, Ari Metalin Ika; Djatmika, Ery Tri; Hasanah, Muakibatul
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol.1, No.10, Oktober 2016
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (421.382 KB) | DOI: 10.17977/jp.v1i10.6882

Abstract

This study aims to determine the increased student learning outcome in SDN I Campurdarat Class II Tulungagung using contextual-based textbooks. This study used classroom action research design consisted of two cycles. Each cycle consists of four stages, namely planning, implementation, observation, and reflection. The subjects of this study were 44 students of the second grader. The data regarding the use of the textbooks was taken from observations and interviews. The obtained data were analyzed using qualitative descriptive analysis. The results using contextual-based textbooks show that it can improve students’ learning outcome. The students reached 64% and 70% before using the textbooks. While after using the textbook, the students reached 89% and 92% of their learning outcomes. The researcher, therefore, in accordance with the result of this study only conducted one cycle since the textbooks improve the students’ learning outcome.Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar siswa kelas II SDN I Campurdarat Kabupaten Tulungagung dalam menggunakan buku teks berbasis kontekstual. Desain penelitian menggunakan penelitian tindakan kelas yang terdiri dari dua siklus. Setiap siklus terdiri dari 4 tahap, yaitu tahap perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian ini yaitu siswa kelas II yang berjumlah 44 siswa. Data tentang penggunaan buku teks diambil dari hasil observasi dan wawancara. Data yang sudah diambil dianlisis menggunakan analisis deskriptif kualitatif. Hasil penelitian menggunakan buku teks berbasis kontekstual ini menunjukkan bahwa mampu meningkatkan hasil belajar siswa. Sebelum menggunakan buku teks, aktivitas dan hasil belajar siswa menunjukkan persentase 64% dan 70%. Setelah menggunakan buku teks berbasis kontekstual aktivitas dan hasil belajar siswa mencapai 89% dan 92%. Sehingga peneliti hanya menggunakan 1 siklus dalam penelitian ini dikarenakan aktivitas dan hasil belajar sudah di atas standar yang ditentukan.
USE OF MODULE IN LEARNING GUIDELINESTO IMPROVE STUDENT LEARNING OUTCOMES Puspita, Ari Metalin Ika; Santosa, Agus Budi
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 6, No 3 (2018): ICEE 2018
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (338.775 KB) | DOI: 10.2426/dpp.v6i3.1376

Abstract

This study aims to determine the improvement of students' learning outcomes in the third grade of elementary school in the use of modules on tutoring in SDN IV Tanggung in Tulungagung District. The study design uses a classroom action research consisting of two cycles. Each silklus consists of 4 stages, namely the stage of planning, implementation, observation, and reflection. The subjects of this study are class III students who numbered 42 students in SDN IV Tanggung. Data on the use of Module taken from the observation and interview. The data have been analyzed using qualitative descriptive analysis. The results of this study using module ni indicate that can improve student learning outcomes. Before using student learning result module shows percentage 50% in cycles I and At Cycle II reach 71,69%%. Based on the observations during the implementation of the action on the cycle I and cycle II found the results showed an increase in some aspects specified in this study.
Pengaruh Bahan Ajar Tematik Berbasis Kontekstual terhadap Aktivitas Belajar Siswa Puspita, Ari Metalin Ika
Jurnal Inovasi Pendidikan Dasar Vol 3 No 2 (2018): June
Publisher : Universitas Muhammadiyah Prof. Dr. HAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jipd.v3i2.70

Abstract

Tujuan penelitian ini adalah untuk melihat pengaruh bahan ajar berbasis kontekstual terhadap aktivitas belajar siswa. Metode Penelitian yang digunakan dalam penelitian ini adalah penelitian kuantitatif jenis quasi experiment. Sample penelitian diambil menggunakan teknik purposive sampling. Desain penelitian yang digunakan adalah pretest dan postest. Data yang dihasilkan dari penelitian yang berasal dari prestest dan posttest yang dianalisis menggunakan statistik dengan Uji Paired Sample T-Test. Sedangkan data kualitatif yang diperoleh dari Wawancara mendalam, observasi, dan pengamatan pada proses pembelajaran. Hasil uji komparasi dengan formula wilcoxon diperoleh nilai signifikansi 0,000 (< 0,05). Hasil tersebut menunjukkan bahwa ada perbedaan antara aktivitas belajar sebelum dan sesudah menggunakan bahan ajar tematik berbasis kontekstual. Bahan Ajar Tematik Berbasis Kontekstual mampu mengaktifkan siswa di dalam proses pembelajaran, sehingga tercipta kebermaknaan dalam pembelajaran.
CONTEXTUAL TEACHING AND LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP PECAHAN Indriani, Rina; Puspita, Ari Metalin Ika; Ninawati, Mimin; Handayani, Hany; Agusfianuddin, Agusfianuddin
KALAMATIKA Jurnal Pendidikan Matematika Vol 4 No 1 (2019): KALAMATIKA April 2019
Publisher : FKIP UHAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (216.393 KB) | DOI: 10.22236/KALAMATIKA.vol4no1.2019pp109-116

Abstract

One of the basic abilities in learning mathematics is the ability of students to understand mathematics. Mathematical comprehension ability will develop other mathematical abilities, including communication, connection and problem-solving abilities. To be able to hone students 'mathematical abilities, a learning model is needed that is appropriate to the students' character and the material being taught. One learning model that can improve student learning outcomes is the Contextual Teaching and Learning (CTL) model. The method used in this study is Classroom Action Research (CAR). Subjects in this study were fifth grade in Elementary School. The instruments used in this study were tests and observation sheets of teacher and student activities. Based on the analysis of research data, it is concluded that CTL can improve the ability of mathematical understanding of fraction concept for elementary students. Thus, the use of CTL learning models can be used as an alternative learning to be applied to learning mathematics in elementary school especially on learning concept of fractions.
Pengaruh Bahan Ajar Berbasis Literasi Dengan Pendekatan Kontekstual Terhadap Hasil Belajar Siswa Sekolah Dasar Puspita, Ari Metalin Ika; Purwo, Suciati
al-Aulad: Journal of Islamic Primary Education Vol 2, No 1 (2019): al-Aulad: Journal of Islamic Primary Education
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/al-aulad.v2i1.4426

Abstract

The purpose of this study was to see the effect of the application of literacy based thematic teaching materials with a contextual approach to student learning outcomes. The method used in this study is a type of quantitative research. The research design used in this study was Quasi Experimental Design with the form of Nonequivalent Control Group Design. In the design of this study researchers used one experimental group with a control group that began with the pretest in each group. The results of this study found that the use of thematic teaching materials had a significant effect on student learning outcomes. Contextual based thematic teaching materials with a literacy approach can be used as supporting teaching materials in addition to the main teaching material.