PENINGKATAN HASIL BELAJAR MATEMATIKA MELALUI MODEL LEARNING CYCLE 7E DI KELAS IV SDN RAWAJATI 03 PAGI

RIRI TOHARI PUTRI, . (2025) PENINGKATAN HASIL BELAJAR MATEMATIKA MELALUI MODEL LEARNING CYCLE 7E DI KELAS IV SDN RAWAJATI 03 PAGI. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Model Learning Cycle 7E diterapkan dalam penelitian tindakan kelas ini sebagai upaya meningkatkan kualitas pembelajaran matematika di kelas IV-B SDN Rawajati 03 Pagi. Penelitian dilakukan pada semester genap tahun ajaran 2025/2026 dengan melibatkan 31 peserta didik. Proses penelitian dirancang dalam dua siklus berdasarkan model Kemmis dan McTaggart, yang terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Data penelitian dikumpulkan melalui observasi aktivitas guru dan siswa, tes tertulis untuk menilai hasil belajar, serta dokumentasi jalannya pembelajaran. Hasil analisis menunjukkan bahwa pada siklus I, hanya 58% peserta didik yang mencapai ketuntasan, dengan aktivitas guru dan siswa masing-masing 77% dan 72%. Setelah dilakukan perbaikan di siklus II, ketuntasan belajar meningkat menjadi 84%, disertai peningkatan aktivitas guru hingga 97% dan siswa 91%. Dengan capaian tersebut, penelitian ini membuktikan bahwa Learning Cycle 7E bukan hanya mendorong peningkatan hasil belajar matematika, tetapi juga mampu menciptakan suasana belajar yang lebih aktif, interaktif, dan bermakna. Model ini berpotensi menjadi alternatif strategi pembelajaran yang menumbuhkan partisipasi, pemahaman konsep, serta pengalaman belajar yang positif bagi siswa sekolah dasar.*****This classroom action research applied the Learning Cycle 7E model as an effort to enhance mathematics learning in Grade IV-B of SDN Rawajati 03 Pagi. The study was conducted in the second semester of the 2025/2026 academic year with 31 students as participants. The research design followed the Kemmis and McTaggart model, which involves four stages: planning, implementation, observation, and reflection, carried out in two cycles. Data were collected through teacher and student activity observations, written tests to measure learning achievement, and documentation of classroom practices. The analysis revealed that in Cycle I, only 58% of students achieved mastery, with teacher activity at 77% and student activity at 72%. After improvements were made in Cycle II, student mastery increased to 84%, while teacher and student activities rose to 97% and 91%, respectively. These findings demonstrate that the Learning Cycle 7E not only improves mathematics learning outcomes but also fosters a more active, interactive, and meaningful classroom atmosphere. The model therefore holds strong potential as an alternative learning strategy to promote student participation, conceptual understanding, and positive learning experiences in elementary education.

Item Type:	Thesis (Sarjana)
Additional Information:	1) Drs. Dudung Amir Soleh, M.Pd. ; 2) Prof. Dr. Gusti Yarmi, M.Pd.
Subjects:	Pendidikan > Pendidikan Dasar
Divisions:	FIP > S1 Pendidikan Guru Sekolah Dasar
Depositing User:	Riri Tohari Putri .
Date Deposited:	13 Jan 2026 08:44
Last Modified:	13 Jan 2026 08:44
URI:	http://repository.unj.ac.id/id/eprint/62998

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