Articles
<![CDATA[PEMAHAMAN HAKIKAT SAINS PADA GURU DAN SISWA SEKOLAH DASAR ]]>
<![CDATA[Adi, Yogi Kuncoro]]>;
<![CDATA[Widodo, Ari]]>
<![CDATA[ Edukasi: Jurnal Penelitian dan Artikel Pendidikan Vol 10 No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Magelang ]]>
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DOI: 10.31603/edukasi.v10i1.1831
<![CDATA[The nature of science has not been taught as a teaching material at school in Indonesia. This study aims to reveal the understanding of teachers and primary students about the nature of science. This study was a survey research with descriptive approach. Data were collected through closed questionnaires for teachers and students. Teachers and primary students as research subjects were located in Kuningan District. Purposive sampling was used as a sample. The results showed that both teachers and students have an understanding of the nature of science in the range of Intermediate categories. Because of the importance of understanding about the nature of science in science subjects, it is expected that further research to develop materials and learning models based on the nature of science in primary school.]]>
<![CDATA[FAKTOR-FAKTOR PENYEBAB MISKONSEPSI SISWA SD PADA MATERI LIFE PROCESSES AND LIVING THINGS ]]>
<![CDATA[Adi, Yogi Kuncoro]]>;
<![CDATA[Oktaviani, Ndaru Mukti]]>
<![CDATA[ Profesi Pendidikan Dasar Vol. 6, No. 1, Juli 2019 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/ppd.v1i1.7988
<![CDATA[AbstractThe misconception is a common problem in the world of science learning. This study aims to reveal the types and causes of primary science misconception in the life processes and living things. Therefore, qualitative case studies were used in this study and the primary school students were subject to this study. The results showed that students who had misconceptions in the concept of living, classification, breathing, and microbe and disease. In addition, the causes of student misconceptions were the students' pre-concepts, humanist thinking, false reasoning, and associative thinking. Based on the findings of this study, it is recommended that learning must promote cognitive conflict to correct the student’s misconceptions.Keywords: misconception, primary science]]>
<![CDATA[ANALISIS MUATAN PENDIDIKAN KARAKTER DALAM BUKU TEKS KURIKULUM 2013 KELAS III SD SEMESTER 1 ]]>
<![CDATA[Adi, Yogi Kuncoro]]>
<![CDATA[ Profesi Pendidikan Dasar Vol. 4, No. 1, Juli 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/ppd.v1i1.3754
<![CDATA[The aim of this study is to describe character education content of the third grade elementary school curriculum 2013 textbook semester 1. The design of this study was content analysis by qualitative approach. Subject of this study is textbook of curriculum 2013 semester 1 for the third grade of elementary school students. Object of this study is character education content. The data collected by reading and recording of unit analysis. The unit analysis were materials and evaluation that integrated the values of character education in the textbooks. The instrument used in this research was the analysis sheet based on the theories. The validity of the instrument and the data used was semantic validity and expert judgment. The reliability of the data used the stability and reproducibility. The techniques of analyzing data consisted of unitizing, sampling, recording, reducing, inferring, and narrating. The results of this study show that most of the character education value was spread into every theme, although some indicators were not found. Distribution of each character value, by disregarding any indicators, evenly on all themes. However, these findings prove that a particular character value investment is not focused as in the relevant theory. Keywords: analysis, character education content]]>
<![CDATA[PENGARUH PENGGUNAAN MODEL DISCOVERY LEARNING BERBANTUAN PHET SIMULATIONS TERHADAP HASIL BELAJAR SISWA ]]>
<![CDATA[Pujiningsih, Ade Lia Muliawati]]>;
<![CDATA[Gunawan, Agus]]>;
<![CDATA[Adi, Yogi Kuncoro]]>
<![CDATA[ JMIE (Journal of Madrasah Ibtidaiyah Education) Vol 6, No 1 (2022): JMIE (JOURNAL OF MADRASAH IBTIDAIYAH EDUCATION) ]]>
Publisher : <![CDATA[PD PGMI se Indonesia ]]>
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DOI: 10.32934/jmie.v6i1.311
<![CDATA[Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar IPA pada siswa kelas IV SD Negeri 1 Kamarang. Pembelajaran IPA seharusnya memberikan kesempatan pada siswa untuk aktif dalam menemukan konsep pembelajaran. Melalui model discovery learning, siswa diarahkan untuk menemukan sendiri konsep pembelajaran. Untuk menemukan konsep pembelajaran tersebut, diperlukan media yang efektif, menarik, dan mudah digunakan. PhET Simulations (Phsycal Education and Technology) merupakan media simulasi, yang dapat memberikan pemahaman konsep pembelajaran IPA dengan lebih baik. Tujuan penelitian ini adalah untuk mengetahui pengaruh penggunaan model discovery learning berbantuan PhET Simulations terhadap hasil belajar siswa. Penelitian ini menggunakan metode pre-experiment dengan rancangan one group pretest-posttest design. Subjek penelitian ini adalah 18 orang siswa kelas IV SD Negeri 1 Kamarang. Teknik pengumpulan data menggunakan tes tertulis dengan bentuk soal pilihan ganda. Berdasarkan hasil penelitian dan pengujian hipotesis diperoleh nilai t hitung 11,44 > t tabel 2,11, artinya Ho ditolak, dan hasil uji N-gain diperoleh nilai 0,62 (kriteria sedang). Dengan demikian, dapat disimpulkan bahwa terdapat pengaruh penggunaan model discovery learning berbantuan PhET Simulations terhadap hasil belajar siswa. Hasil penelitian ini, dapat menjadi saran dan rekomendasi bagi penelitian selanjutnya, untuk mengembangkan penggunaan model discovery learning berbantuan PhET Simulations terhadap berbagai aspek hasil belajar yang lebih kompleks khususnya dalam pembelajaran IPA di sekolah dasar.]]>
<![CDATA[PELATIHAN PUBLIKASI DI JURNAL ILMIAH BAGI GURU SD N JAMBUGEULIS ]]>
<![CDATA[Adi, Yogi Kuncoro]]>;
<![CDATA[Arifin, Slamet]]>;
<![CDATA[Wulandari, Isnaini]]>
<![CDATA[ Qardhul Hasan: Media Pengabdian kepada Masyarakat Vol. 10 No. 1 (2024): APRIL ]]>
Publisher : <![CDATA[Universitas Djuanda ]]>
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DOI: 10.30997/qh.v10i1.6292
<![CDATA[Low publication from classroom action research report was a problem in Jambugeulis Elementary School. Therefore, scientific publication training was needed to improve the teachers' knowledge and skills about the strategy and processes to publish in scientific journals. The implementing method of community service activities through lecturing, discuss, question and ask, and practice. This activity was followed by 10 elementary school teachers at Jambugeulis Elementary School in three days. The training material was focused on the new orientation of scientific publications, characteristic of scientific journals, manuscripts preparation, publication processing, ethics, and plagiarism. After training, the teacher's knowledge and skills improvement were seen based on his and her enthusiasm during the discussion and practice activities. In the future activity, the assistance is needed in publication until his and her manuscript is received in scientific journals. Keywords: classroom action research, scientific publication, training]]>
<![CDATA[Diagnosing Elementary School Students' Representation of Light Concept Through the Five-tier Diagnostic Test ]]>
<![CDATA[Adi, Yogi Kuncoro]]>;
<![CDATA[Widodo, Ari]]>;
<![CDATA[Sopandi, Wahyu]]>;
<![CDATA[Muslim]]>
<![CDATA[ International Journal of Elementary Education Vol 8 No 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v8i1.68967
<![CDATA[Elementary school students do not yet have a scientific understanding of light. For example, they represent vision as the process of objects being hit by light and the eye being automatically able to see them. Their verbal and visual representations present irrelevance to scientific beliefs. Students need to understand science more comprehensively through multiple-representation learning. The relevant diagnostic tests are needed to find out student multiple-representation profiles. However, diagnostic tests identifying multiple-representation profiles of elementary school students are still rare. This paper aims to communicate the results of development, validity, and reliability, as well as trials of the five-tier diagnostic test (5TDT) in measuring multiple representations of elementary school students about light concepts. The 5TDT is a developed version of the four-tier where there are answer choices and reasons and the level of student confidence in answering both. A package of 15 questions was developed, tested for readability by elementary school teachers and students, and then piloted. Two hundred twenty-seven elementary school students who had studied the concept of light attempted this test. Internal validity was submitted to five experts and showed valid results with several improvement notes. Meanwhile, the results of statistical tests on external validity and reliability show that the five-tier diagnostic test is valid and reliable. The five-tier diagnostic test can measure the diversity of students' representation of their ideas regarding the light concept with more precision. It is shown that they are dominating the Lack of Representation (LOR) level of 39% and Misconception (MIS) level of 31%.]]>
<![CDATA[MISKONSEPSI SISWA SD PADA MATERI PHYSICAL PROCESSES: SEBUAH STUDI KASUS ]]>
<![CDATA[Adi, Yogi Kuncoro]]>;
<![CDATA[Oktaviani, Ndaru Mukti]]>
<![CDATA[ Tunjuk Ajar : Jurnal Penelitian Ilmu Pendidikan Vol. 2 No. 1 (2019): February 2019 ]]>
Publisher : <![CDATA[Jurusan Ilmu Pendidikan Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau ]]>
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DOI: 10.33578/
<![CDATA[Understanding the concept has a vital role in the scientific literacy of primary school students. The qualitative case study used in this study as a method to reveal the misconceptions types of primary school students in science, especially Physical processes. The results show that primary school students have a variety of misconceptions in forces, floating-sinking, light, electricity and magnetism, and the Earth and space. Based on the findings of the study, further research is recommended to understand student learning processes and misconception's remediate using cognitive conflict.]]>
<![CDATA[Penerapan Metode Show and Tell untuk Meningkatkan Sikap Percaya Diri Siswa dalam Pembelajaran IPS di Madrasah Ibtidaiyah ]]>
<![CDATA[Niswa, Siti Khilawatun]]>;
<![CDATA[Adi, Yogi Kuncoro]]>
<![CDATA[ Nasir: Jurnal Pendidikan Islam Vol. 3 No. 1 (2025) ]]>
Publisher : <![CDATA[Pusat Studi Penelitian dan Evaluasi Pembelajaran ]]>
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DOI: 10.59698/nasir.v3i1.438
<![CDATA[Rendahnya sikap percaya diri siswa kelas IV MI dalam pembelajaran IPS merupakan latar belakang dilakukannya penelitian ini. Kepercayaan diri merupakan salah satu sikap yang penting dimiliki siswa untuk dikembangkan. Meningkatkan sikap percaya diri siswa melalui penerapan metode show and tell pada mata pelajaran IPS merupakan tujuan dari penelitian ini. Metode penelitian yang digunakan untuk mengatasi masalah ini adalah melalui Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Siswa dengan jumlah 21 orang merupakan subjek penelitian ini. Teknik pengumpulan data penelitian ini menggunakan observasi, wawancara, dan studi dokumentasi, dengan instrumen berupa lembar observasi aktivitas siswa dan guru serta lembar wawancara. Indikator keberhasilan ditetapkan sebesar 75% siswa yang menunjukkan sikap percaya diri dalam kategori sangat baik. Teknik analisis data kualitatif dan kuantitatif digunakan dalam PTK ini. Hasil penelitian menunjukkan adanya peningkatan sikap percaya diri yang signifikan. Pada pra-siklus, hanya 42,85% siswa berada pada kategori sangat baik, lalu meningkat menjadi 57,14% pada siklus I, dan mencapai 80,95% pada siklus II. Selain itu, siswa mulai berani melakukan presentasi di depan kelas dan menunjukkan partisipasi aktif selama proses pembelajaran. Capaian ini menunjukkan bahwa implementasi metode show and tell dapat meningkatkan sikap percaya diri siswa selama pembelajaran IPS. Penelitian ini turur memberikan kontribusi baik secara teoretis maupun praktis sebagai upaya dalam meningkatkan kualitas pembelajaran guru di kelas, meskipun masih memiliki keterbatasan. Oleh karena itu, disarankan bagi penelitian selanjutnya untuk mengkaji variabel lain yang turut memengaruhi perkembangan sikap percaya diri siswa.]]>
<![CDATA[PROFIL KEMAMPUAN BERPIKIR KREATIF PERSERTA DIDIK KELAS VI SDN GANDEKAN NO. 230 SURAKARTA DITINJAU DARI PRESTASI AKADEMIK ]]>
<![CDATA[Jumanto, Jumanto]]>;
<![CDATA[Adi, Yogi Kuncoro]]>
<![CDATA[ JURNAL SINEKTIK Vol 6 No 1 (2023): JURNAL SINEKTIK:JUNI-2022 ]]>
Publisher : <![CDATA[FKIP, PGSD, Universitas Slamet Riyadi ]]>
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DOI: 10.33061/js.v5i1.7533
<![CDATA[This study aims to determine the profile of the creative thinking ability of class VI students of SD Negeri Gandekan No. 230 Surakarta who have below-average and above-average academic achievements. This research includes quantitative research. Data are collected by means of observation, interviews, and tests. The study sample was 34 learners. To determine the profile of students' creative thinking ability, this study used discriptive analysis. Meanwhile, to find out the difference in creative thinking ability between students who have academic achievements above and below average, using an independent T-Test analysis. The results showed that the creative thinking of students in kategori was good (71.38). With the following details: fluency indicators in the good category (78), flexibility in the good category (75.5), originality in the good category (73) and elaboration in the sufficient category (61). The T-Test value is sig.0.52>0.05 which means that the ability to think creatively between outstanding learners ak ademik up and down is considered to have no significant difference.]]>
<![CDATA[Students’ Visual Representation of Lights and Visions ]]>
<![CDATA[Adi, Yogi Kuncoro]]>;
<![CDATA[Widodo, Ari]]>;
<![CDATA[Sopandi, Wahyu]]>;
<![CDATA[Muslim]]>
<![CDATA[ Jurnal Penelitian Pendidikan IPA Vol 9 No 10 (2023): October ]]>
Publisher : <![CDATA[Postgraduate, University of Mataram ]]>
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DOI: 10.29303/jppipa.v9i10.5240
<![CDATA[Visual representations are used by scientists to communicate scientific conceptions and are used by teachers to teach science in the classroom. The 2013 Curriculum textbook reduces this visual representation. Meanwhile, visual representations will help students develop a comprehensive understanding of the concept. This case study research aims to reveal cases of misconceptions in the visual representation of students at an X elementary school. We used observations of fifty-nine fourth-grade elementary school students to find students with different cases of misconceptions. Eleven students were further identified using interviews and drawing tests. We analysed the data qualitatively based on the collection of these two types of data. We found misconceptions in the representation of luminous objects and how students draw visions of luminous objects and non-luminous objects. Research results showed that we found cases of misconceptions similar to the findings from previous studies. While light and vision are prerequisite concepts, a student's conception of vision is affected when he has a misconception about light. Content can be developed by paying attention to the various modes of representation, conceptual change, and learning progression in the future. The pattern of learning progression can be studied in more detail using the microgenetic method.]]>
