Peningkatan Keaktifan dan Hasil Belajar Matematika Materi Uang Kertas menggunakan Model Role Playing Siswa Kelas II SD Negeri 3 Dermaji Tahun Pelajaran 2020/2021

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Published Dec 4, 2020
https://doi.org/10.36654/educatif.v3i2.47
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Keywords
Peningkatan Keaktifan; Hasil Belajar; Model Role Playing
Statistic
Vol 3 No 2 (2021): April

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Gita Prihastiwi Permana
SDN 3 Dermaji

Abstract

Peningkatan Keaktifan dan Hasil Belajar Matemtika Materi Uang Kertas Menggunakan Role Playing Siswa Kelas II SD Negeri 3 Dermaji Tahun Pelajaran 2020/2021”. Penelitian tindakan kelas ini didasari dari rendahnya keaktifan dan hasil belajar siswa pada muatan pelajaran Matematika materi “Uang Kertas” Kelas II SD Negeri 3 Dermaji. Tujuan perbaikan pembelajaran adalah untuk meningkatkan keaktifan dan hasil siswa kelas Kelas II SD Negeri 3 Dermaji muatan  pelajaran Matematika materi “Uang Kertas”. Peneliti melaksanakan penelitian ini untuk memperbaiki proses pembelajaran, peneliti mengadakan perbaikan pembelajaran dengan menggunakan model Role Playing dengan menerapkan prinsip dan langkah PTK yaitu yaitu merencanakan (Planning), melakukan tindakan (Acting), mengamati (Observing) dan refleksi (Reflecting) dan dilakukan secara berdaur.  Peneliti melaksanakan penelitian ini dalam 2 siklus perbaikan pembelajaran. Hasil yang diperoleh dari perbaikan pembelajaran ini adalah penggunaan model pembelajaran model Role playing dapat meningkatkan keaktifan belajar siswa di Kelas II SD Negeri 3 Dermaji. Pada siklus I siswa aktif  sebesar 72.2%, siklus II sebesar 88.9%. Penggunaan model pembelajaran model Role Playing dapat meningkatkan hasil belajar siswa di Kelas II SD Negeri 3 Dermaji. Pada pra siklus sebesar 33.7%, siklus I sebesar 66.7%, dan siklus II sebesar 100%, sehingga peningkatan hasil belajar dari pra siklus ke siklus II sebesar 66.3%.

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How to Cite
Permana, G. P. (2020). Peningkatan Keaktifan dan Hasil Belajar Matematika Materi Uang Kertas menggunakan Model Role Playing Siswa Kelas II SD Negeri 3 Dermaji Tahun Pelajaran 2020/2021. Educatif Journal of Education Research, 3(2), 53-67. https://doi.org/10.36654/educatif.v3i2.47

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