This research was aimed to analyze the effect of interaction between guided inquiry learning and cognitive style on students’ science learning achievement. This study was a quasi-experiment with a 2×2 factorial design. The study was done with the fifth grade students in Singaraja City. The sample was selected using multi stage random sampling and 4 elementary schools were selected for the experimental group (n=132) and another 4 for the control group (n = 107). The experimental group used guided inquiry learning and the control group used conventional teaching model. The study used science learning achievement test and MFFT cognitive style test as the instruments for collecting the data. The result of hypothesis testing showed that: 1) there is a significant difference in science learning achievement between those who learned with guided inquiry learning model and those who learned with conventional teaching; and 2) there is a significant effect of interaction between guided inquiry learning model and cognitive style on students’ science learning achievement. Guided inquiry learning is more optimal in increasing students’ learning achievement if it is implemented to students with reflective cognitive style than to those with impulsive cognitive style.

/pdf/the-effect-of-guided-inquiry-learning-and-cognitive-style-on-4ix2147c6j.pdf

The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement.

https://robots.iopscience.iop.org/article/10.1088/1742-6596/1899/1/012178/pdf

Student’s Learning Motivation and Interest; The Effectiveness of Online Learning during COVID-19 Pandemic

The critical thinking skill is one of the skills that students need to have in the present century. However, this skill is not fully owned by students. This article aims to describe the mathematics learning activities based on ethnomatematics in relation to foster students' critical thinking skill. The method used in this research is research of library research (library research). The data in this study is secondary data in the form of research results such as scientific books, scientific journals, research reports, and other relevant sources. Data analysis techniques used in the study include three stages: organize, synthesize, and identify. The results of literature studies show that by selecting appropriate cultural content, ethnomatmatic-based mathematics learning has relevance to indicators on critical thinking skills, which include interpretation, analysis, evaluation, and decision making. Thus, the learning of mathematics based on ethnomatematics can be used as one of mathematics learning alternative to develop students' critical thinking ability.

Etnomatematika: Menumbuhkan Kemampuan Berpikir Kritis Melalui Budaya Dan Matematika

Mathematic is one of the most important subjects in elementary school that requires students to recognize, understand and be skilled in using knowledge with abstract objects and develop it logically. From those reasons, that’s why students had difficulty in thinking while studying mathematic so students have low learning interest. This research aimed to determine the effectiveness of the application of Problem Based Learning and Problem Solving models in elementary school mathematic learning in terms of critical thinking skills. The samples in this research were students of grade 5 SDN 1 Terkesi, SDN 2 Terkesi, and SDN 3 Terkesi. This research was an experimental research with quasi-experimental research by using Non equevalent Control Group Design. The instrument used to measure critical thinking skills was the rubric of critical thinking ability assessment. The data analysis used descriptive analysis and t test. The results showed that the use of the Problem Based Learning model was effective to the Problem Solving model in terms of students' critical thinking skills in solving mathematic problems. It showed by the final results obtained from the experimental class with the number of students (N) 35 had a mean score of 86,171. While in the control class a mean score of 72.882 was obtained with (N) 34 students. From the T test results obtained that sig was 0,000 <0.05 then Ho was rejected and Ha was accepted, meaning that the critical thinking ability of the Problem Based Learning model was significantly effective than the Problem Solving model. A R T I C L E I N F O Article history: 25 December 2019 Received in revised form 01 January 2020 Accepted 25 January 2020 Available online 28 February 2020

/pdf/efektifitas-pbl-dan-problem-solving-siswa-sd-ditinjau-dari-31250xph0q.pdf

Efektifitas PBL dan Problem Solving Siswa SD Ditinjau dari Kemampuan Berpikir Kritis

In learning mathematics, students are still found to have difficulty in understanding and developing critical thinking skills. Therefore, the purpose of this study is to determine the significant influence of the Problem Based Learning model assisted by concrete media on the ability to think critically mathematics in grade IV in elementary school. This research was a quasiexperimental study with a non-equivalent control group design. The population of class IV SD as many as 293 people. The sample was determined by cluster random sampling technique. The sample in the experimental group was 32 students and the control group was 30 students. Data used as a test method in the form of a subjective test (description). The data obtained were analyzed using the t-test analysis technique with the polled variance formula. The results of data analysis were obtained (tcount = 4.021> t-table = 2,000) at the significance level of 5% (dk = 32 + 30 2 = 67) which means that there was a significant difference in the ability to think critically mathematics between groups being taught with the model of Problem Based Learning with media aids Concretely with the group learned using conventional learning models in class IV elementary school. It can be concluded that the Problem Based Learning model assisted by concrete media influences the ability to think critically mathematics in class IV. The results of this study can be used as input for teachers to choose various learning models in teaching.

/pdf/enhancement-of-mathematics-critical-thinking-skills-through-7527qzqexh.pdf

Enhancement of Mathematics Critical Thinking Skills through Problem Based Learning Assisted with Concrete Media

Teori Belajar dan Pembelajaran Di Sekolah Dasar

Pertumbuhan yang terjadi pada anak usia dini tidak hanya meliputi perubahan fisik, tetapi juga perubahan dan perkembangan dalam berpikir, berperasaan, dan bertingkah laku kedewasaan atau kematangan (maturation) yang berlangsung secara sistematis, progresif, dan berkesinambungan Suatu proses perubahan di mana anak belajar menguasai tingkat yang lebih tinggi dari aspek gerakan, berpikir, berperasaan, dan berinteraksi pada sesamanya maupun dengan benda-benda dalam lingkungan sekitar kehidupannya

Perkembangan Anak Usia DIni : Pengantar dalam Berbagai Aspeknya

Perkembangan Anak Usia Dini

https://robots.iopscience.iop.org/article/10.1088/1742-6596/1501/1/012017/pdf

Ahmad Susanto

Papers

Teori Belajar dan Pembelajaran Di Sekolah Dasar

Perkembangan Anak Usia DIni : Pengantar dalam Berbagai Aspeknya

Perkembangan Anak Usia Dini

Parijoto Fruits Classification using K-Nearest Neighbor Based on Gray Level Co-Occurrence Matrix Texture Extraction

Pemikiran pendidikan islam