Sebelas April Elementary Education

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) BERBANTUAN MEDIA PUZZLE PETA DIGITAL UNTUK MENINGKATKAN MINAT DAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATA PELAJARAN IPAS MATERI MENGENAL PETA

Lilis Suryani — 2026-07-31

This research is motivated by the low interest in learning and critical thinking skills of students in the science subject of map recognition. This problem is caused by the lack of application of learning models that actively involve students and the suboptimal use of interesting and innovative learning media. One of the efforts made is to implement a cooperative learning model of the Student Teams Achievement Division (STAD) type assisted by digital map puzzle media. This research aims to increase students' interest in learning and critical thinking skills through the application of this model. The method used is Classroom Action Research (CAR) with the design of Kemmis and Mc. Taggart which was carried out in two cycles. Data collection techniques include tests and non-tests with instruments in the form of critical thinking ability test sheets and student learning interest questionnaires. The results of the study showed an increase in both aspects studied. Students' interest in learning in the high category increased from 14% in the initial data to 89% in cycle I and 93% in cycle II. Students' critical thinking skills also increased, indicated by the percentage of learning completion from 14% in the initial data to 64% in cycle I and 93% in cycle II. Thus, the application of the STAD type cooperative learning model assisted by digital map puzzle media has been proven to increase learning interest and critical thinking skills of fifth grade students of SD Negeri 4 Mekarasih in the material on recognizing maps.

KOMUNITAS DAN ADVOKASI DALAM PENGEMBANGAN SEKOLAH INKLUSIF

Fitriana Ananda — 2026-07-31

Pendidikan inklusif merupakan sistem pendidikan yang memberikan kesempatan belajar yang sama kepada seluruh peserta didik tanpa membedakan kondisi fisik, intelektual, sosial, emosional, maupun latar belakang lainnya. Keberhasilan penyelenggaraan pendidikan inklusif tidak hanya bergantung pada sekolah, tetapi juga memerlukan keterlibatan komunitas dan advokasi yang berkelanjutan. Penelitian ini bertujuan untuk mendeskripsikan peran komunitas dan advokasi dalam pengembangan sekolah inklusif melalui kajian pustaka. Metode yang digunakan adalah studi literatur dengan mengumpulkan berbagai referensi berupa buku, jurnal ilmiah, dan dokumen kebijakan yang berkaitan dengan pendidikan inklusif. Hasil kajian menunjukkan bahwa komunitas memiliki peran penting dalam membangun kerja sama antara sekolah, keluarga, dan masyarakat, meningkatkan kesadaran terhadap keberagaman, serta mengurangi stigma terhadap peserta didik berkebutuhan khusus. Sementara itu, advokasi berperan dalam memperjuangkan hak-hak peserta didik agar memperoleh layanan pendidikan yang adil dan setara melalui advokasi individu, kelompok, maupun kebijakan. Berbagai tantangan seperti kurangnya pemahaman masyarakat, keterbatasan sumber daya, dan rendahnya partisipasi masyarakat masih menjadi hambatan dalam implementasi pendidikan inklusif. Oleh karena itu, diperlukan kolaborasi semua pihak untuk mewujudkan sekolah inklusif yang berkualitas.

PENERAPAN MODEL PEMBELAJARAN GAME BASED LEARNING BERBANTUAN MEDIA SMART BOX INTERAKTIF UNTUK MENINGKATKAN KEAKTIFAN DAN KEMAMPUAN BERPIKIR KRITIS MURID PADA PEMBELAJARAN IPAS MATERI KERAGAMAN BUDAYA

Dede Seftia — 2026-07-31

This research is motivated by low active engagement and critical thinking skills of fourth-grade students in IPAS on cultural diversity due to conventional learning. This study aims to improve student engagement and critical thinking through the Game-Based Learning (GBL) model assisted by interactive Smart Box media. The method used is Classroom Action Research (CAR) by Kemmis and McTaggart conducted in two cycles, involving 15 fourth-grade students at SD Telaga Cendekia in the 2025/2026 academic year. Data were collected via self-assessment questionnaires, observation sheets, and written tests, then analyzed descriptively. The results showed significant improvements. In the pre-cycle phase, classical mastery of critical thinking was only 53% (8 students). In Cycle I, the average score for student activity reached 82, critical thinking rose to 81 (86% classical mastery), and teacher implementation hit 91%. Optimal improvement occurred in Cycle II, where teacher implementation reached 100% and student activity remained very high. Students' critical thinking skills surged to a class average of 88.00 with 100% classical mastery, achieving 87% in the analysis indicator and 89% in the evaluation indicator (highly critical category). In conclusion, the GBL model assisted by interactive Smart Box media is highly effective in improving students' active engagement and critical thinking skills in IPAS learning on cultural diversity.

UPAYA MENINGKATKAN AKTIVITAS BELAJAR DAN KEMAMPUAN PEMAHAMAN KONSEP IPAS SISWA MELALUI PENGGUNAAN MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA SMART BOX PADA MATERI WARISAN BUDAYA

Neng Falen Safarela — 2026-07-31

This research is motivated by the low learning activities and ability to understand the concept of science of students in grade V of SDN Panyingkiran 1. The purpose of this study is to improve learning activities and the ability to understand the concept of IPAS, especially in cultural heritage materials through the use of a problem based leaning model combined with smart box. This problem arises because learning is still teacher-centered and does not involve interesting learning media. The method used in this study is Class Action Research (CAR) which is structured in two cycles. Data is collected through observation and tests. The results showed significant improvements in three aspects. In the initial condition, student learning activities only reached 56%, after actions were taken in the first cycle it increased to 72% and reached 92% in the second cycle. The ability of students to understand the concept of social studies also showed a significant improvement. In the initial data, only 48% achieved the KKTP, after actions were taken in the first cycle it increased to 60%, and reached 88% in the second cycle, exceeding the completeness target of 80%. Thus, it is proven that the use of a problem-based learning model assisted by smart box can improve students' learning activities and students' ability to understand concepts in science learning, especially in cultural heritage materials.

PENGARUH MODEL DISCOVERY LEARNING BERBANTUAN VIDEO ANIMASI TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA PADA MATA PELAJARAN IPAS MATERI AKU DAN KEBUTUHANKU

Sri Dea Lestari — 2026-07-31

Critical thinking is one of the 21st-century competencies that needs to be developed from the elementary school level. However, the results of observations in Grade IV at SDN Cinanggerang II indicated that students' critical thinking skills in the Science and Social Studies (IPAS) subject were still relatively low. This study aimed to analyze the effect of the Discovery Learning model assisted by animated videos on students' critical thinking skills in the topic Me and My Needs. This research employed a quantitative approach using a pre-experimental method with a One-Group Pretest–Posttest Design. The research sample consisted of 12 fourth-grade students selected using a saturated sampling technique. Data were collected through test and non-test techniques. The research instruments included a critical thinking skills test consisting of 10 multiple-choice questions and an observation sheet to assess the implementation of the learning model. The results showed that the average pretest score of 41 increased to 70 in the posttest. The paired sample t-test yielded a significance value (Sig. 2-tailed) of 0.001 (< 0.05), indicating that H₀ was rejected and H₁ was accepted. The observation results showed that the implementation of the learning model reached 100%, which was categorized as excellent. Therefore, the Discovery Learning model assisted by animated videos had a significant effect on students' critical thinking skills in the IPAS subject. The findings imply that the Discovery Learning model assisted by animated videos can serve as an effective alternative instructional approach to improve elementary school students' critical thinking skills.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) BERBANTUAN MEDIA PEMBELAJARAN MINIATUR DENAH TERHADAP PEMAHAMAN KONSEP PADA MATA PELAJARAN IPAS MATERI DENAH TEMPAT TINGGALKU

Novita Suci Nurfitriani — 2026-07-31

Rendahnya pemahaman konsep siswa kelas III SDN Pasarean pada mata pelajaran IPAS materi Denah Tempat Tinggalku, salah satu faktor penyebabnya adalah penggunaan model pembelajaran yang kurang bervariasi. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan model pembelajaran kooperatif tipe Teams Games Tournament (TGT) berbantuan media miniatur denah terhadap pemahaman konsep siswa pada mata pelajaran IPAS materi denah tempat tinggalku. Penelitian ini menggunakan pendekatan kuantitatif dengan metode pre-eksperimental dan desain One Group Pretest-Posttest Design. Sampel penelitian ini berjumlah 26 siswa kelas III SDN Pasarean kecamatan Sumedang Selatan, Kabupaten Sumedang. Teknik pengumpulan data dilakukan melalui tes (pretest dan posttest) serta observasi. Instrumen penelitian berupa tes yang telah diuji validitas dan reliabilitasnya, kemudian dianalisis menggunakan uji paired t-test. Hasil penelitian menunjukkan adanya pengaruh signifikan model pembelajaran kooperatif tipe TGT berbantuan media miniatur denah terhadap pemahaman konsep siswa, dengan nilai signifikansi sebesar 0,00 < 0,05. Sebelum perlakuan, hanya 12 dari 26 siswa (46,15%) yang mencapai nilai di atas KKTP, sedangkan setelah perlakuan meningkat menjadi 23 siswa (88,46%). Dengan demikian model pembelajaran kooperatif tipe Teams Games Tournament (TGT) berbantuan media miniatur denah efektif dalam meningkatkan pemahaman konsep siswa pada mata pelajaran IPAS.

PENGARUH PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) TERHADAP KEMAMAMPUAN KOMUNIKASI MATEMATIS PESERTA DIDIK

Gina Asih Nirmala — 2026-07-31

Mathematical communication skills are one of the essential competencies that need to be developed in elementary mathematics learning. However, students' mathematical communication skills remain relatively low because learning activities have not fully engaged students actively and are not sufficiently connected to real-life contexts. This study aims to determine the differences and improvements in students' mathematical communication skills between classes applying the Realistic Mathematics Education (RME) approach and those applying the scientific approach. This study employed a quantitative approach using a quasi-experimental method with a nonequivalent control group design. The sample consisted of 40 second-grade students of SDN Sindangagung, divided into an experimental class and a control class. Data were collected through essay tests administered as pretests and posttests. The data were analyzed using normality tests, homogeneity tests, hypothesis testing, and N-Gain analysis. The results indicate that there are differences in mathematical communication skills between students who receive instruction through the Realistic Mathematics Education (RME) approach and those who receive instruction through the scientific approach. The hypothesis test shows a significance value of 0.00018 (<0.05), while the N-Gain analysis indicates that the experimental class achieves a higher improvement than the control class. Therefore, the Realistic Mathematics Education (RME) approach has a positive effect on students' mathematical communication skills in learning fractions.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) BERBANTUAN PERMAINAN ULAR TANGGA BERBASIS ETNOMATEMATIKA TERHADAP PENALARAN MATEMATIS PADA MATERI BANGUN DATAR

Ika Setiawati — 2026-07-31

The purpose of this study was to determine the effect of the Teams Games Tournament (TGT) cooperative learning model, assisted by snakes and ladders based on ethnomathematics, on students' mathematical reasoning abilities in plane figures at SDN Pangadegan. This quantitative experimental study used a one-group pretest-posttest design with a saturated sample of 17 fourth-grade students in the 2025/2026 academic year. The results showed a significant increase in students' mathematical reasoning abilities, with the average score rising from 54.55 in the pretest to 85.14 in the posttest. Hypothesis testing using the Paired Samples T-Test yielded a significance value of 0.000 (p < 0.05), indicating that H0 was rejected and H1 was accepted. This improvement was reflected in students' abilities to make predictions, perform mathematical manipulations, and draw conclusions on geometry. In conclusion, the TGT model assisted by the ethnomathematics-based Snakes and Ladders game effectively improved the mathematical reasoning skills of fourth-grade students at SDN Pangadegan, Sumedang Regency. Integrating local Kasumedangan culture (typical foods, buildings, and batik) helped students understand abstract geometric concepts in a more entertaining, concrete, and meaningful way.

PENGGUNAAN MODEL KOOPERATIF TIPE STAD (STUDENT TEAM ACHIEVEMENT DIVISION) DENGAN BERBANTUAN MEDIA SMART BOX UNTUK MENINGKATKAN KOLABORASI DAN BERPIKIR KRITIS SISWA PADA MATA PELAJARAN IPAS MATERI KEARIFAN LOKAL DI SUMEDANG

Lussyana Methya Devi — 2026-07-31

This research is motivated by the low collaboration and critical thinking skills of students in the Science and Social Studies (IPAS) subject, specifically regarding the local wisdom of Sumedang, due to the persistent use of conventional (teacher-centered) learning approaches. To address this, the Student Teams Achievement Divisions (STAD) type of cooperative learning model, assisted by Smart Box media, was implemented. This study aims to enhance both skills through the integration of this learning model and media. The research method employed is Classroom Action Research (CAR) based on the Kemmis & McTaggart spiral model, which comprises planning, acting, observing, and reflecting phases. The subjects of this study were 26 fourth-grade students at SDN Conggeang 1, Sumedang Regency, during the 2025/2026 academic year. Data were collected using collaboration observation sheets and written tests to measure students' critical thinking skills. The results demonstrated a significant increase in each cycle. Students' collaboration skills improved from an initial condition (pre-cycle) of 50% (Poor), rising to 79% (Good) in Cycle I, and reaching 91% (Excellent) in Cycle II. Meanwhile, students' critical thinking skills also showed improvement, from an average score of 73 in Cycle I with a learning mastery percentage of 70% (14 students), increasing to an average score of 86 in Cycle II with a mastery percentage reaching 100% (20 students). In conclusion, the utilization of the STAD cooperative learning model assisted by Smart Box media is proven effective in improving the collaboration skills and critical thinking abilities of fourth-grade students in the IPAS subject on Sumedang local wisdom.

PENGARUH MODEL PEMBELAJARAN ARIAS BERBANTUAN MEDIA MANIPULATIF TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA MATERI CIRI-CIRI BANGUN DATAR

Susan Heryanti Agustin — 2026-07-31

Penelitian ini dilatarbelakangi oleh rendahnya kemampuan pemahaman konsep matematis siswa pada pembelajaran matematika materi ciri-ciri bangun datar di kelas IV SDN Rancamanggung. Untuk meningkatkan kemampuan pemahaman konsep matematis guru perlu menciptakan formulasi dalam merancang suatu model, pendekatan, strategi, metode, teknik, dan media pembelajaran yang efektif. Salah satu alternatif solusi yang dapat dilakukan yaitu dengan menerapkan model pembelajaran ARIAS berbantuan media manipulatif dalam pembelajaran ciri-ciri bangun datar. Adapun tujuan dari penelitian ini untuk mengetahui apakah tedapat pengaruh model pembelajaran ARIAS berbantuan media manipulatif terhadap kemampuan pemahaman konsep matematis siswa. Metode penelitian yang digunakan adalah kuantitatif menggunakan metode pre-eksperimen desain one group pretest-posttest. Sampel yang digunakan adalah seluruh siswa di kelas IV SDN Rancamanggung. Instrumen yang digunakan untuk mengumpulkan data yaitu soal tes yang meliputi indikator kemampuan pemahaman konsep matematis yang telah di uji validitas. Teknik analisis data yang digunakan adalah uji t, dengan terlebih dahulu dilakukan uji normalitas, didapat data berdistribusi normal. Berdasarkan pengujian uji-t didapatkan nilai sig 0,000 < α=0,005, sehingga dapat disimpulkan bahwa terdapat pengaruh model pembelajaran ARIAS berbantuan media manipulatif terhadap kemampuan pemahaman konsep matematis siswa pada materi ciri-ciri bangun datar. Hasil perhitungan Effect Size menggunakan Cohen's d, diperoleh nilai sebesar 2,98. Nilai tersebut termasuk dalam kategori tinggi karena memiliki nilai lebih dari 0,80. Hasil perhitungan Normalized Gain, diperoleh nilai rata-rata sebesar 0,61. Berdasarkan kriteria interpretasi N-Gain, nilai tersebut termasuk ke dalam kategori sedang. Hasil tersebut menunjukkan bahwa penerapan model pembelajaran ARIAS berbantuan media manipulatif mampu meningkatkan kemampuan pemahaman konsep matematis siswa.

PENGARUH MODEL REALISTIC MATHEMATIC EDUCATION (RME) TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA SEKOLAH DASAR

Akbar Algi Fadilah — 2026-07-31

This study was motivated by the low level of students' mathematical conceptual understanding in the topic of the area of plane figures. One effort to improve this ability is through the implementation of the Realistic Mathematics Education (RME) learning model. This study aimed to determine whether there is a significant effect of the implementation of the Realistic Mathematics Education (RME) learning model on elementary school students' mathematical conceptual understanding of the area of plane figures. The research employed an experimental method using a one-group pretest–posttest design. The population consisted of all students at SDN Wado. Using a purposive sampling technique, the sample comprised all 26 fifth-grade students of SDN Wado. The research instrument was a mathematical conceptual understanding test consisting of four essay questions. Based on the data analysis, the Shapiro–Wilk normality test indicated that the pretest data had a significance value of 0.001 (< α = 0.05), while the posttest data had a significance value of 0.014 (< α = 0.05). Therefore, both datasets were not normally distributed. Consequently, the hypothesis was tested using the Wilcoxon signed-rank test with the assistance of SPSS version 32. The results of the Wilcoxon test showed an Asymp. Sig. (2-tailed) value of 0.001 (< α = 0.05), leading to the rejection of H₀ and the acceptance of H₁. These findings indicate that the Realistic Mathematics Education (RME) learning model has a significant effect on students' mathematical conceptual understanding of the area of plane figures among fifth-grade students at SDN Wado.

PENERAPAN MODEL PEMBELAJARAN ROLE-PLAYING UNTUK MENINGKATKAN KARAKTER SOPAN SANTUN PESERTA DIDIK PADA MATA PELAJARAN IPAS MATERI MEMBANGUN MASYARAKAT BERADAB

Iis Dwi Lestari — 2026-07-31

This study was inspired by the observation that many students at SD Negeri Sukalilah still display less-than-courteous behavior. Some speak harshly to teachers, tease their peers or older students, and use inappropriate language both inside and outside the classroom. Such habits show the importance of finding effective ways to rebuild and strengthen respectfulness in daily interactions. The aim of this research was to improve students’ courteous behavior through the use of the role-playing learning model in the IPAS subject, specifically on the topic “Building a Civilized Society.” This Classroom Action Research (CAR) was conducted in two cycles with fourth-grade students at SD Negeri Sukalilah during the 2024/2025 academic year. Data were collected using character observation sheets, lesson implementation checklists, and character assessments. Results revealed a steady and significant improvement: from 60% in the initial measurement, to 76% in the first cycle, and 91% in the second cycle. These outcomes suggest that role-playing not only makes lessons more engaging, but also effectively helps students practice and internalize courteous behavior in meaningful, real-life contexts.

PENGARUH PENGGUNAAN APLIKASI KAHOOT TERHADAP PEMAHAMAN KONSEP MATEMATIKA

Lisnawati Lisnawati — 2026-07-31

This research was motivated by the low ability of students’ mathematical conceptual understanding in mathematics learning. This condition was indicated by the lack of student participation during the learning process, learning activities that were still dominated by the lecture method and one-way instruction, as well as the suboptimal use of digital-based learning media, especially the Kahoot application. This study aimed to determine the differences and improvements in students’ mathematical conceptual understanding between students who used the Kahoot application and those who used interactive PowerPoint media. The method used in this research was a quasi-experimental method with a Nonequivalent Control Group Design. The independent variable in this study was the use of the Kahoot application, while the dependent variable was students’ mathematical conceptual understanding. The subjects of this study were third-grade students of SDN 4 Kuningan, with class III A as the experimental class and class III B as the control class. Data collection techniques used tests consisting of Pre-tests and Post-tests. Data analysis techniques included normality tests, homogeneity tests, hypothesis testing, and N-Gain tests. The results of the analysis showed that the value of t-count = 2.450 was greater than t-table = 2.032. Therefore, it can be concluded that this study rejected H0 and accepted H1, meaning that there was a significant difference in students’ mathematical conceptual understanding between the two classes. Meanwhile, the N-Gain calculation results showed a score of 0.71 in the experimental class and 0.47 in the control class. Thus, it can be concluded that there were differences and improvements in mathematical conceptual understanding between the experimental class using the Kahoot application and the control class using interactive PowerPoint media.