https://edutrimedia.com/ojs/index.php/uniedu/issue/feed UNIEDU: Universal Journal of Educational Research 2025-01-22T16:32:57+07:00 Heru Mudiyanto herumudiyantosnj@gmail.com Open Journal Systems <p align="justify"><strong>UNIEDU: Universal Journal of Educational Research</strong> terbit pertama kali pada tahun 2020. ISSN jurnal ini yaitu ISSN: 0000-0000 (online) &amp; 0000-0000 (online). Jurnal ini terbit tiga kali dalam satu tahun yaitu pada bulan&nbsp; April,&nbsp; Agustus, dan Desember.&nbsp; Jurnal ini menerbitkan artikel asli tentang isu-isu terbaru dan tren yang terjadi secara internasional dalam kurikulum pendidikan, pengajaran, pembelajaran, kebijakan, dan persiapan pendidikan dengan tujuan untuk memajukan pengetahuan kita tentang teori dan praktik pendidikan.&nbsp;</p> https://edutrimedia.com/ojs/index.php/uniedu/article/view/154 UPAYA MENINGKATKAN PRESTASI BELAJAR SISWA PADA MATA PELAJARAN FIKIH KELAS IX MELALUI METODE PROBLEM SOLVING 2025-01-22T16:32:57+07:00 admin admin adminojs@edutrimedia.com Maesaroh Spdimaesaroh7@gmail.com <p>This research was motivated by learning that did not involve students in learning activities because time was taken up by presenting serious material, did not use learning media to convey the material, students were not motivated, and there was no learning interaction. The aim of this research is the teacher's efforts to improve student learning achievement in learning jurisprudence on muamalah material other than buying and selling. In this research, Kemmis and Taggart's spiral model was chosen, which consists of several action cycles in learning based on reflection on the results of actions in the previous cycle. The results of this research show the percentage increase in learning achievement from pre-cycle, cycle 1 to cycle 2, namely from 65.71%, increasing to 72.86% and increasing to 81.43% above the determined average of 70%. Meanwhile, the increase in the final test from pre-cycle, cycle 1 to cycle 2 can be seen from the average score in each cycle, namely 67.79, increasing to 80.28 and increasing to 85.45, and the increase is above the minimum completeness criteria (KKM). ) which is 70. Keywords: Problem Solving, Learning Achievement, Fikih Learning</p> 2025-01-22T00:00:00+07:00 Copyright (c) 2025 UNIEDU: Universal Journal of Educational Research https://edutrimedia.com/ojs/index.php/uniedu/article/view/155 PENERAPAN PENDEKATAN SUPERVISI KOLABORATIF UNTUK MENINGKATKAN KOMPETENSI PROFESIONAL GURU DI MIN 4 KUNINGAN KABUPATEN KUNINGAN PROVINSI JAWA BARAT TAHUN PELAJARAN 2024-2025 2025-01-22T16:32:57+07:00 admin admin adminojs@edutrimedia.com Tohari 0521tohari@gmail.com <p>This research is motivated by the low professional competence of teachers, especially teacher competence in developing learning materials that are taught creatively. The aim of this school action research that has been carried out is to describe the development of the collaborative supervision process to improve the professional competence of teachers at MIN 4 Kuningan and to describe the increase in professional competence of teachers at MIN 4 Kuningan after implementing the collaborative supervision approach. In this study, the research subjects were 15 consisting of 10 civil servants and 5 non-civil servant teachers at MIN 4 Kuningan who had the characteristic that their professional competence was low, especially in developing learning materials. The average professional competence of teachers in the pre-cycle was 52.27 with insufficient criteria and in cycle 1 it was 70.45 with sufficient criteria. Teacher professional competence also increased from cycle 1 to cycle 2 by 18.19 points. The average professional competence of teachers in cycle 2 was 88.64 with good criteria. So, it can be concluded that the professional competence of teachers at MIN 4 Kuningan can be improved through implementing a collaborative supervision approach. Keywords: Collaborative Supervision Approach, Teacher Professional Competence</p> 2025-01-22T00:00:00+07:00 Copyright (c) 2025 UNIEDU: Universal Journal of Educational Research https://edutrimedia.com/ojs/index.php/uniedu/article/view/156 PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA (Penelitian Quasi Eksperimen Di Kelas IV SDN Mekarraharja 2) 2025-01-22T16:32:57+07:00 admin admin adminojs@edutrimedia.com Ikhwan Setia Nugraha Ikhwansetia55@gmail.com <p><em>The background to this research is that the learning process carried out is still teacher-oriented (Teacher Centered) and has not obtained the expected results. The problem that arises from the learning method above is that students tend to be passive, only able to accept the information provided and not provide serious responses. During the learning process, many students tend to chat with their friends. In the learning process, students cannot express opinions and have no desire to ask questions. This research aims to describe: (1) This research aims to determine the difference in the application of the PBL type learning model to students' critical thinking abilities, (2) This research aims to determine the difference in increasing the use of the PBL learning model on students' critical thinking abilities in experimental classes and control class This research uses a quantitative method approach with a quasi-experimental research type and a nonequivalent control group design. The variables in this research were fourth grade students at SDN Mekarraharja 2. Data collection used in this research was a test instrument in the form of 10 essay choice questions. Based on the research results, it can be concluded that: there is a difference in the critical thinking ability of experimental class students who use the Problem Based Learning model and the control class who use the Project Based Learning model after being given treatment and there is no difference in the critical thinking ability of experimental class students who use the Problem Based Learning model with control class that uses the Project Based Learning model after treatment.</em> <strong><em>Keywords:</em></strong> <em>Critical Thinking Ability, Problem Based Learning (PBL) Learning Model</em></p> 2025-01-22T16:10:39+07:00 Copyright (c) 2025 UNIEDU: Universal Journal of Educational Research https://edutrimedia.com/ojs/index.php/uniedu/article/view/157 PELAKSANAAN ASESMEN DIAGNOSTIK OLEH GURU DALAM MENGUNGKAP PEMAHAMAN KONSEP SISWA 2025-01-22T16:32:57+07:00 admin admin adminojs@edutrimedia.com Ruri Rianudin ruririanudin44@gmail.com <p><em>In the Independent Curriculum era, diagnostic assessment is one of the assessments that teachers must carry out in learning activities which aims to determine students' initial conditions. This is very closely related to mathematics learning which requires students to have an understanding of mathematical concepts. Teachers should carry out diagnostic assessments to determine students' understanding of mathematical concepts. This research aims to (1) describe the implementation of diagnostic assessments in mathematics learning, (2) describe how teachers reveal understanding of mathematics concepts using diagnostic assessments, (3) describe mathematics learning planning by applying diagnostic assessments in revealing understanding of mathematics concepts for public elementary school students. Hegarmanah. The method used in this research is a qualitative approach with a descriptive study type. Data collection techniques use interview and documentation techniques. The data analysis techniques used in this research are data reduction, data exposure and drawing conclusions. Based on the research results, the teacher has carried out a diagnostic assessment in fifth grade mathematics learning at Hegarmanah State Elementary School. There are two types of diagnostic assessments carried out by teachers in mathematics learning, namely non-cognitive diagnostic assessments and cognitive diagnostic assessments. Non-cognitive diagnostic assessments are carried out to observe emotional, social aspects and students' learning habits which are carried out by means of interviews. Cognitive diagnostic assessments are carried out to observe academic abilities. This assessment is carried out through tests to measure student understanding. Through the implementation of diagnostic assessments carried out by teachers, they have not been able to reveal understanding of mathematical concepts</em>. <strong>Keywords:</strong> <em>Diagnostic Assessment, Understanding Concepts, Mathematic</em></p> 2025-01-22T16:12:18+07:00 Copyright (c) 2025 UNIEDU: Universal Journal of Educational Research https://edutrimedia.com/ojs/index.php/uniedu/article/view/158 PENGARUH MODEL PROBLEM BASED LEARNING BERBANTUAN MULTIMEDIA PhET SIMULATION TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA 2025-01-22T16:32:57+07:00 admin admin adminojs@edutrimedia.com Widia Zulianti widiazulianti2@gmail.com <p><em>The background to this research is that the learning process carried out is still teacher-oriented (Teacher Centered) and has not obtained the expected results. The problem that arises from the learning method above is that students tend to be passive, only able to accept the information provided and not provide serious responses. During the learning process, many students tend to chat with their friends. In the learning process, students cannot express opinions and have no desire to ask questions. This research aims to describe: (1) This research aims to determine the difference in the application of the PBL type learning model to students' critical thinking abilities, (2) This research aims to determine the difference in increasing the use of the PBL learning model on students' critical thinking abilities in experimental classes and control class This research uses a quantitative method approach with a quasi-experimental research type and a nonequivalent control group design. The variables in this research were fourth grade students at SDN Mekarraharja 2. Data collection used in this research was a test instrument in the form of 10 essay choice questions. Based on the research results, it can be concluded that: there is a difference in the critical thinking ability of experimental class students who use the Problem Based Learning model and the control class who use the Project Based Learning model after being given treatment and there is no difference in the critical thinking ability of experimental class students who use the Problem Based Learning model with control class that uses the Project Based Learning model after treatment.</em> <strong><em>Keywords:</em></strong> <em>Critical Thinking Ability, Problem Based Learning (PBL) Learning Model</em></p> 2025-01-22T16:14:17+07:00 Copyright (c) 2025 UNIEDU: Universal Journal of Educational Research