ATM sebagai bahan ajar dalam membantu pemahaman bilangan PI siswa SD, matematikanya dimana?

Rani Darmayanti

doi:10.61650/jptk.v1i2.219

Authors

Rani Darmayanti Yayasan Assyfa Learning Center (YALC) Pasuruan, Indonesia

https://doi.org/10.61650/jptk.v1i2.219

Keywords:

ATM, Bilangan PI, Pemahaman konsep, Siswa Sekolah Dasar

Abstract

Penelitian ini bertujuan untuk mengevaluasi efektivitas penggunaan media ATM sebagai bahan ajar dalam meningkatkan pemahaman siswa sekolah dasar terhadap bilangan pi. Desain penelitian yang digunakan adalah one-group pretest-posttest pre-experimental. Populasi penelitian terdiri dari 68 siswa kelas lima dari beberapa sekolah dasar, dan sampel dipilih menggunakan metode cluster random sampling. Data dikumpulkan melalui tes tertulis yang dilakukan sebelum dan sesudah intervensi. Hasil penelitian menunjukkan bahwa penggunaan media ATM secara signifikan meningkatkan pemahaman siswa terhadap bilangan pi. Pada pretest, rata-rata skor siswa adalah 60. Setelah menggunakan media ATM dalam pembelajaran, rata-rata skor meningkat menjadi 85 pada posttest. Selain itu, aktivitas belajar siswa juga menunjukkan peningkatan yang signifikan dalam hal keterlibatan dan minat terhadap materi yang diajarkan. Namun, meskipun media ATM efektif dalam mengajarkan bilangan pi, penelitian ini menemukan bahwa penggunaannya belum cukup untuk membantu siswa memahami konsep ilmiah yang lebih kompleks. Hal ini menunjukkan perlunya pengembangan lebih lanjut dan integrasi dengan metode pembelajaran lain untuk memastikan pemahaman yang lebih komprehensif. Penelitian ini memberikan wawasan penting tentang penggunaan media pembelajaran yang inovatif dan menyarankan pentingnya diversifikasi metode pengajaran untuk mencapai hasil belajar yang optimal.

Downloads

Download data is not yet available.

References

Afriana, J. (2016). Project based learning integrated to stem to enhance elementary school’s students scientific literacy. Jurnal Pendidikan IPA Indonesia, 5(2), 261–267. https://doi.org/10.15294/jpii.v5i2.5493

Arista, F. S. (2018). Virtual physics laboratory application based on the android smartphone to improve learning independence and conceptual understanding. International Journal of Instruction, 11(1), 1–16. https://doi.org/10.12973/iji.2018.1111a

Astor, R. A. (2001). Elementary and middle school students’ perceptions of violence-prone school subcontexts. Elementary School Journal, 101(5), 511–528. https://doi.org/10.1086/499685

Atmatzidou, S. (2016). Advancing students’ computational thinking skills through educational robotics: A study on age and gender relevant differences. Robotics and Autonomous Systems, 75, 661–670. https://doi.org/10.1016/j.robot.2015.10.008

Atmojo, R. N. P. (2020). Alternative financing model for smart cities initiatives in Indonesia. Advances in Science, Technology and Engineering Systems, 5(1), 212–221. https://doi.org/10.25046/aj050127

Bakosh, L. S. (2016). Maximizing Mindful Learning: Mindful Awareness Intervention Improves Elementary School Students’ Quarterly Grades. Mindfulness, 7(1), 59–67. https://doi.org/10.1007/s12671-015-0387-6

Bazzano, A. N. (2018). Effect of mindfulness and yoga on quality of life for elementary school students and teachers: Results of a randomized controlled school-based study. Psychology Research and Behavior Management, 11, 81–89. https://doi.org/10.2147/PRBM.S157503

Beets, M. (2009). Use of a social and character development program to prevent substance use, violent behaviors, and sexual activity among elementary-school students in Hawaii. American Journal of Public Health, 99(8), 1438–1445. https://doi.org/10.2105/AJPH.2008.142919

Bentley, K. M. (1996). Bully and victim problems in elementary schools and students’ beliefs about aggression. Canadian Journal of School Psychology, 11(2), 153–165. https://doi.org/10.1177/082957359601100220

Berger, R. (2007). School-based intervention for prevention and treatment of elementary-students’ terror-related distress in Israel: A quasi-randomized controlled trial. Journal of Traumatic Stress, 20(4), 541–551. https://doi.org/10.1002/jts.20225

Bey, I. (2001). Global modeling of tropospheric chemistry with assimilated meteorology: Model description and evaluation. Journal of Geophysical Research Atmospheres, 106, 23073–23095. https://doi.org/10.1029/2001JD000807

Cartenì, A. (2015). Underground and ground-level particulate matter concentrations in an Italian metro system. Atmospheric Environment, 101, 328–337. https://doi.org/10.1016/j.atmosenv.2014.11.030

Chavhan, M. (2017). A scientific approach of ambient atmosphere to develop allround personalaites for sustainable welfare of the students: A model study. International Journal of Civil Engineering and Technology, 8(5), 743–749. https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85020095522&origin=inward

Chung, M. J. (2007). The development of sizing systems for Taiwanese elementary- and high-school students. International Journal of Industrial Ergonomics, 37(8), 707–716. https://doi.org/10.1016/j.ergon.2007.05.004

Corrigendum to: Conceptualizing businesses as social actors: A framework for understanding sustainability actions in small- and medium-sized enterprises (Business Strategy and the Environment, (2019), 28, 2, (388-402), 10.1002/bse.2256). (2019). Business Strategy and the Environment, 28(5), 925. https://doi.org/10.1002/bse.2315

Cunningham, C. M. (2005). Assessing elementary school students’ conceptions of engineering and technology. ASEE Annual Conference and Exposition, Conference Proceedings, 811–820.

Cvencek, D. (2015). Math achievement, stereotypes, and math self-concepts among elementary-school students in Singapore. Learning and Instruction, 39, 1–10. https://doi.org/10.1016/j.learninstruc.2015.04.002

Darmayanti, R. (2023a). ATM sebagai bahan ajar dalam membantu pemahaman bilangan PI siswa SD, matematikanya dimana? Jurnal Penelitian Tindakan Kelas, 1(2).

Darmayanti, R. (2023b). ATM sebagai bahan ajar dalam membantu pemahaman bilangan PI siswa SD, matematikanya dimana? Jurnal Penelitian Tindakan Kelas, 2.

Degen, M. (2017). Producing place atmospheres digitally: Architecture, digital visualisation practices and the experience economy. Journal of Consumer Culture, 17(1), 3–24. https://doi.org/10.1177/1469540515572238

DuPaul, G. (2004). Elementary school students with AD/HD: Predictors of academic achievement. Journal of School Psychology, 42(4), 285–301. https://doi.org/10.1016/j.jsp.2004.05.001

Ediansyah. (2019). Investigation of problem based learning: Process of understanding the concepts and independence learning on research statistics subject. Humanities and Social Sciences Reviews, 7(5), 1–11. https://doi.org/10.18510/hssr.2019.751

Evangelio, C. (2022). Cyberbullying in elementary and middle school students: A systematic review. Computers and Education, 176. https://doi.org/10.1016/j.compedu.2021.104356

Eveline, E. (2019). The Effect of Scaffolding Approach Assisted by PhET Simulation on Students’ Conceptual Understanding and Students’ Learning Independence in Physics. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012036

Felder, P. P. (2013). Extending bell’s concept of interest convergence: A framework for understanding the african american doctoral student experience. International Journal of Doctoral Studies, 8, 1–20.

Frost, J. (2004). Self-esteem and body satisfaction in male and female elementary school, high school, and university students. Sex Roles, 51(1), 45–54. https://doi.org/10.1023/b:sers.0000032308.90104.c6

Geiss, O. (2011). The AIRMEX study - VOC measurements in public buildings and schools/kindergartens in eleven European cities: Statistical analysis of the data. Atmospheric Environment, 45(22), 3676–3684. https://doi.org/10.1016/j.atmosenv.2011.04.037

Germineaud, C. (2019). An ensemble-based probabilistic score approach to compare observation scenarios: An application to biogeochemical-argo deployments. Journal of Atmospheric and Oceanic Technology, 36(12), 2307–2326. https://doi.org/10.1175/JTECH-D-19-0002.1

Gómez-Perales, J. E. (2007). Bus, minibus, metro inter-comparison of commuters’ exposure to air pollution in Mexico City. Atmospheric Environment, 41(4), 890–901. https://doi.org/10.1016/j.atmosenv.2006.07.049

Graham, S. (1997). Role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology, 89(1), 170–182. https://doi.org/10.1037/0022-0663.89.1.170

Guzzella, L. (2016). POP and PAH contamination in the southern slopes of Mt. Everest (Himalaya, Nepal): Long-range atmospheric transport, glacier shrinkage, or local impact of tourism? Science of the Total Environment, 544, 382–390. https://doi.org/10.1016/j.scitotenv.2015.11.118

Hacieminoglu, E. (2016). Elementary school students’ attitude toward science and related variables. International Journal of Environmental and Science Education, 11(2), 35–52. https://doi.org/10.12973/ijese.2016.288a

Hamid, M. A. (2009). A study on the level of knowledge and understanding among muslims towards the concepts, Arabic and shariah terms in islamic insurance (Takaful). European Journal of Social Sciences, 10(3), 468–478.

Jacobson, M. Z. (2005). Atmospheric science: Cleaning the air and improving health with hydrogen fuel-cell vehicles. Science, 308(5730), 1901–1905. https://doi.org/10.1126/science.1109157

Jayanti, E. F., Choirudin, C., & Anwar, M. S. (2023). Application of the Mind Mapping Learning Model to Improve Understanding of Mathematics Concepts in Building Space Materials. Delta-Phi: Jurnal Pendidikan Matematika, 1, 43–56.

Johnson, D. W. (1994). Effects of conflict resolution training on elementary school students. Journal of Social Psychology, 134(6), 803–817. https://doi.org/10.1080/00224545.1994.9923015

Kahn-Horwitz, J. (2005). Predicting foreign language reading achievement in elementary school students. Reading and Writing, 18(6), 527–558. https://doi.org/10.1007/s11145-005-3179-x

Kam, W. (2011). Particulate matter (PM) concentrations in underground and ground-level rail systems of the Los Angeles Metro. Atmospheric Environment, 45(8), 1506–1516. https://doi.org/10.1016/j.atmosenv.2010.12.049

Kapustina, D. M. (2021). Philosophical understanding of the concept of success and its modern interpretation by students of a technical university. Perspektivy Nauki i Obrazovania, 50(2), 118–129. https://doi.org/10.32744/PSE.2021.2.8

la Greca, A. M. (1980). Social skills training with elementary school students: A behavioral group approach. Journal of Consulting and Clinical Psychology, 48(2), 220–227. https://doi.org/10.1037/0022-006X.48.2.220

Lee, V. E. (2000). School size in Chicago elementary schools: Effects on teachers’ attitudes and students’ achievement. American Educational Research Journal, 37(1), 3–31. https://doi.org/10.3102/00028312037001003

Liu, X. (2005). Students’ progression of understanding the matter concept from elementary to high school. Science Education, 89(3), 433–450. https://doi.org/10.1002/sce.20056

Marini, A. (2019). Model of character building for elementary school students. International Journal of Control and Automation, 12(4), 1–10. https://doi.org/10.33832/ijca.2019.12.4.01

Martin, A. (2009a). Motivation and engagement across the academic life span: A developmental construct validity study of elementary school, high school, and university/college students. Educational and Psychological Measurement, 69(5), 794–824. https://doi.org/10.1177/0013164409332214

Martin, A. (2009b). Motivation and engagement across the academic life span: A developmental construct validity study of elementary school, high school, and university/college students. Educational and Psychological Measurement, 69(5), 794–824. https://doi.org/10.1177/0013164409332214

Midgley, C. (1995). Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach. The Journal of Early Adolescence, 15(1), 90–113. https://doi.org/10.1177/0272431695015001006

Moosmüller, H. (2011). Absorption Ångström coefficient, brown carbon, and aerosols: Basic concepts, bulk matter, and spherical particles. Atmospheric Chemistry and Physics, 11(3), 1217–1225. https://doi.org/10.5194/acp-11-1217-2011

Morcillo, M. (2019). Atmospheric corrosion of weathering steels. Overview for engineers. Part I: Basic concepts. Construction and Building Materials, 213, 723–737. https://doi.org/10.1016/j.conbuildmat.2019.03.334

Moulin, C. (1997). Control of atmospheric export of dust from North Africa by the North Atlantic Oscillation. Nature, 387(6634), 691–694. https://doi.org/10.1038/42679

Napoli, M. (2005). Mindfulness training for elementary school students: The attention academy. Journal of Applied School Psychology, 21(1), 99–125. https://doi.org/10.1300/J370v21n01_05

Nieuwenhuijsen, M. (2007). Levels of particulate air pollution, its elemental composition, determinants and health effects in metro systems. Atmospheric Environment, 41(37), 7995–8006. https://doi.org/10.1016/j.atmosenv.2007.08.002

Niu, G. Y. (2011). The community Noah land surface model with multiparameterization options (Noah-MP): 1. Model description and evaluation with local-scale measurements. Journal of Geophysical Research Atmospheres, 116(12). https://doi.org/10.1029/2010JD015139

Pajares, F. (2007). Sources of writing self-efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English, 42(1), 104–120.

Parker, A. E. (2014). The impact of mindfulness education on elementary school students: Evaluation of the master mind program. Advances in School Mental Health Promotion, 7(3), 184–204. https://doi.org/10.1080/1754730X.2014.916497

Plotkin, S. (2002). Understanding protein folding with energy landscape theory. Part I: Basic concepts. Quarterly Reviews of Biophysics, 35(2), 111–167. https://doi.org/10.1017/S0033583502003761

Prajoko, S. (2023). PROJECT BASED LEARNING (PJBL) MODEL WITH STEM APPROACH ON STUDENTS’ CONCEPTUAL UNDERSTANDING AND CREATIVITY. Jurnal Pendidikan IPA Indonesia, 12(3), 401–409. https://doi.org/10.15294/jpii.v12i3.42973

Querol, X. (2012). Variability of levels and composition of PM 10 and PM 2.5 in the Barcelona metro system. Atmospheric Chemistry and Physics, 12(11), 5055–5076. https://doi.org/10.5194/acp-12-5055-2012

Rohrbeck, C. A. (2003). Peer-assisted learning interventions with elementary school students: A meta-analytic review. Journal of Educational Psychology, 95(2), 240–257. https://doi.org/10.1037/0022-0663.95.2.240

Rosalind, D. (1994). Young people’s understanding of science concepts: Implications of cross-age studies for curriculum planning. Studies in Science Education, 24(1), 75–100. https://doi.org/10.1080/03057269408560040

Schacter, J. (2006). How much does creative teaching enhance elementary school students’ achievement? Journal of Creative Behavior, 40(1), 47–72. https://doi.org/10.1002/j.2162-6057.2006.tb01266.x

Shearer, C. K. (2018). Distinct chlorine isotopic reservoirs on Mars. Implications for character, extent and relative timing of crustal interactions with mantle-derived magmas, evolution of the martian atmosphere, and the building blocks of an early Mars. Geochimica et Cosmochimica Acta, 234, 24–36. https://doi.org/10.1016/j.gca.2018.04.034

Silberman, M. (1969). Behavioral expression of teachers’ attitudes toward elementary school students. Journal of Educational Psychology, 60(5), 402–407. https://doi.org/10.1037/h0028315

Smith, K. R. (1983). Air pollution and rural biomass fuels in developing countries: A pilot village study in India and implications for research and policy. Atmospheric Environment (1967), 17(11), 2343–2362. https://doi.org/10.1016/0004-6981(83)90234-2

Smith, S. L. (2014). Food choice, plate waste and nutrient intake of elementary-and middle-school students participating in the US National School Lunch Program. Public Health Nutrition, 17(6), 1255–1263. https://doi.org/10.1017/S1368980013001894

Sumandya, I. W. (2023). Analysis of understanding by design concept of teachers’ independence and creativity in developing evaluations of mathematics learning in inclusion schools. Edelweiss Applied Science and Technology, 7(2), 124–135. https://doi.org/10.55214/25768484.v7i2.382

Tian, L. (2015). The Effect of Gratitude on Elementary School Students’ Subjective Well-Being in Schools: The Mediating Role of Prosocial Behavior. Social Indicators Research, 122(3), 887–904. https://doi.org/10.1007/s11205-014-0712-9

Tyson, K. (2002). Weighing in: Elementary-age students and the debate on attitudes toward school among black students. Social Forces, 80(4), 1157–1189. https://doi.org/10.1353/sof.2002.0035

Utami, T. (2019). Subject Specific Pedagogy Development with Scaffolding Approach Assisted by PhET Simulation on Momentum Conservation Law to Improve Students’ Conceptual Understanding and Learning Independence. Journal of Physics: Conference Series, 1233(1). https://doi.org/10.1088/1742-6596/1233/1/012066

Wang, Y. (2019). Basic psychological needs satisfaction at school, behavioral school engagement, and academic achievement: Longitudinal reciprocal relations among elementary school students. Contemporary Educational Psychology, 56, 130–139. https://doi.org/10.1016/j.cedpsych.2019.01.003

Westman, L. (2019). Conceptualizing businesses as social actors: A framework for understanding sustainability actions in small- and medium-sized enterprises. Business Strategy and the Environment, 28(2), 388–402. https://doi.org/10.1002/bse.2256

Wigfield, A. (1988). Math Anxiety in Elementary and Secondary School Students. Journal of Educational Psychology, 80(2), 210–216. https://doi.org/10.1037/0022-0663.80.2.210

Wigfield, A. (1989). Test Anxiety in Elementary and Secondary School Students. Educational Psychologist, 24(2), 159–183. https://doi.org/10.1207/s15326985ep2402_3

Zhu, Z. (2013). Identification of trace metal pollution in urban dust from kindergartens using magnetic, geochemical and lead isotopic analyses. Atmospheric Environment, 77, 9–15. https://doi.org/10.1016/j.atmosenv.2013.04.053