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All Journal Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran MALIH PEDDAS E-Dimas: Jurnal Pengabdian kepada Masyarakat Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Inventa DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar JURNAL PENDIDIKAN MIPA BERNAS: Jurnal Pengabdian Kepada Masyarakat DWIJALOKA Jurnal Pendidikan Dasar dan Menengah Indonesian Gender and Society Journal Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an JANACITTA: Journal of Primary and Children's Education Prosiding Seminar Nasional Pascasarjana Piwulang : Jurnal Pendidikan Bahasa Jawa Jurnal Pendidikan Guru Profesional
Fine Reffiane
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Pengembangan Perangkat Pembelajaran Berbasis Model PBL untuk Siswa Kelas V SD di Kabupaten Rembang Febry Puspita Diningtyas; Fine Reffiane; Ryky Mandar Sary
INVENTA: Jurnal Pendidikan Guru Sekolah Dasar Vol 5 No 2 (2021): Inventa: Jurnal Pendidikan Guru Sekolah Dasar
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/inventa.5.2.a2700

Abstract

The purpose of this study was to develop learning tools based on the PBL model on the sub-theme of ecosystem components for grade V elementary school students who meet the quality criteria: valid, practical and effective. This type of research is research and development using the ADDIE model which consists Abstract The purpose of this study was to develop learning tools based on the PBL model on the sub-theme of ecosystem components for grade V elementary school students who meet the quality criteria: valid, practical and effective. This type of research is research and development using the ADDIE model which consists of 5 stages, namely the analysis, design, development, implementation and evaluation stages. The data analysis techniques used in this study are quantitative and qualitative descriptions. The results showed that each product met the criteria of validity, practicality, and effectiveness. The product meets the valid criteria indicated by the percentage of the material and media expert validation test, the learning tools (syllabus and lesson plans) reach a percentage of 90.51% and the teaching material module reaches a percentage of 91.05%. The product obtained the criteria of practicality indicated by the percentage of teacher responses to learning tools (syllabus and lesson plans) reaching 89.52% and teaching material modules reaching 88% and the percentage of student responses of 86.06%. The product meets the effectiveness criteria based on the learning outcomes of students on the competence of attitudes, knowledge and skills. The percentage of students who reached the KKM for knowledge competencies exceeded the average of 83.78 with the “high” classification. In conclusion, the PBL model based learning tools are feasible to use.
MODEL PEMBELAJARAN AKTIF KREATIF EFEKTIF MENYENANGKAN MELALUI PENDEKATAN TEMATIK UNTUKPEMBELAJARAN IPA CALON GURU PGSD Listyaning Sumardiyani; Fine Reffiane
Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran Vol 11, No 1 (2017)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (206.867 KB) | DOI: 10.26877/mpp.v11i1.2606

Abstract

Tujuan dilakukannya penelitian ini adalah sebagai berikut; 1) pengembangan materiIPA calon guru dengan pendekatan tematik; 2) pengembangan strategi pembelajaranpakem dengan pendekatan tematik IPA calon guru; 3) pengembangan instrumenevaluasi pembelajaran tematik IPA calon guru. Penelitian ini adalah Research andDevelopment yang bertujuan untuk mengembangkan perangkat pembelajaran IPA calonguru dengan model PAKEM melalui pendekatan tematik. Subjek penelitian ini adalahsiswa sekolah dasar I dan II dari kelompok SD negeri, kelompok SD swasta Favorite dan kelompok SD swasta, dan 2 guru kelas I dan kelas II. Penelitian ini di lakukan dikota Semarang.Kegiatan penelitian di tahun pertama ini di awali dengan melakukananalisis kurikulum SD dan analisis kebutuhan siswa sesuai dengan aspek perkembangananak SD, dilanjutkan dengan identifikasi materi yang berhubungan dengan sains yangsesuai kurikulum dan mendeskripsikan fasilitas pendukung pembelajaran sains yangdiperlukan, langkah ketiga dilakukan pengembangan materi IPA calon guru denganPAKEM melalui pendekatan tematik, langkah ke empat pengembangan strategipembelajaran di sini dirancang kegiatan inkuiri dengan PAKEM melalui pendekatnTematik IPA calon guru, dan langkah ke  lima yaitu pengembangan alat evaluasi yangberupa penilaian kognitif, afektif dan psikomotorik.Berdasarkan kegiatan penelitiantahiun pertama, secara keseluruhan penelitian ini telah terlaksana 70%. Berikutnya yangakan dilaksanakan uji ahli dan revisi sehingga mendapatkan draft materi IPA calonguru, perangkat pembelajaran yang meliputi SKH, SKM, dan RPP, serta alat evaluasipada pembejaran PAKEM IPA calon guru dengan pendekatan tematik. Kata kunci: PAKEM, Tematik, SD
PENERAPAN PEMBELAJARAN IPA DENGAN METODE PROYEK DI LINGKUNGAN SEKOLAH DASAR Fine Reffiane
Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 3, No 1 (2013): MALIH PEDDAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/malihpeddas.v3i1.620

Abstract

True human nature is friendly and close to nature, but due to the development of more advanced civilization brought journey of human life to be biased. So many people who seemed to lose its identity as a part of nature. The problem is when we want to know and understand nature through a learning process in schools will find obstacles result from the difficulty we bring children closer to nature. We as teachers so find it difficult to plan the learning program in order to bring children closer to nature. The problem is when we are at the level of the program, many of the procedures that we have to pass that we forget the essence of science education is closer to the students closer to nature.For the primary level, learning approach with perspective students closer to nature can be reached through a variety of approaches and methods such as CTL approach, inquiry, Explorative and others. In essence these ideas are closer pitched at students as learners with learning resources more concrete, concrete approach (manipulation) or until the concrete as concrete-concrete, with a note at all possible. The sense is closer to students with learning resources do not always have to bring concrete objects or bring students into the atmosphere of concrete. In certain circumstances we may not bring students to the moon to study the moon and bring elephants into the classroom to introduce students to the elephant but we manipulate it in the form of images. 
DAMPAK KANDUNGAN TIMBAL (Pb) DALAM UDARA TERHADAP KECERDASAN ANAK SEKOLAH DASAR Fine Reffiane; Mohammad Nur Arifin; Budi Santoso
Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 1, No 2 (2011): MALIH PEDDAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/malihpeddas.v1i2.305

Abstract

Salah satunya dampak aktivitas transportasi adalah terjadinya pencemaran udara, yaitu terjadinya emisi gas buang yaitu Timbal (Pb) merupakan logam berat yang bersifat toksin yang mempengaruhi lingkungan dan kesehatan manusia dan bersifat akumulatif.Penelitian ini bertujuan mengkaji kadar Pb di Udara di berbagai lokasi yang mempunyai tingkat kepadatan lalu lintas tinggi danmengontrol/mengendalikan kadar Timbal (Pb) udara di berbagai lokasi ruas jalan yang mempunyai tingkat kepadatan lalu lintas kendaraan tinggi terhadap dampak kecerdasan anak.Penelitian dilakukan dengan mengambil sampel pada waktu padat lalu lintas yaitu hari kerja dan masih pada musim kemarau. Sampel diambil pada 4 (empat) lokasi yang padat lalu lintas dan 1 (satu) lokasi yang tidak padat lalu lintas, kemudian di analisis laboratorium, dimana metode pengambilan sampel dilapangan dengan gravimetri dan analisis spektrofotometri.Berdasarkan hasil penelitian kadarTimbal (Pb) tertinggi di perempatan padat kendaraan sebesar 2,41 ?é?Ág/Nm3 dan terendah 0,86 ?é?Ág/Nm3, dengan melihat hasil data ada kecenderungan bahwa semakin padat kepadatan kendaraan yang menggunakan bahan bakar bensin kadar Pb dalam udara juga meningkat, sehingga kecenderungan pengaruh kadar pencemaran Timbal (Pb) terhadap kesehatan meningkat.
KEEFEKTIFAN MODEL PEMBELAJARAN TEBAK KATA TERHADAP HASIL BELAJAR IPA SISWA KELAS III SD NEGERI REJOSARI 03 KOTA SEMARANG abror khairul huda; fine reffiane; mei fita asri untari
Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 8, No 2 (2018): MALIH PEDDAS, Volume 8, Nomor 2
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/malihpeddas.v8i2.3072

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar IPA dan guru kelas belum menggunakan metode pembelajaran yang kreatif. Permasalahan dalam penelitian ini adalah Apakah hasil implementasi model pembelajaran tebak kata efektif terhadap hasil belajar mata pelajaran IPA siswa kelas III SD Negeri Rejosari 03 kota Semarang? Tujuan dalam penelitian ini untuk mengetahui keefektifan model pembelajaran tebak kata terhadap hasil belajar mata pelajaran IPA siswa kelas III SD Negeri Rejosari 03 kota Semarang. Jenis penelitian ini kuantitatif. Metode penelitian menggunakan True Experimental Design, dengan desain Posttest Control Group Design.Populasi dan sampel dalam penelitian ini adalah seluruh siswa kelas III SD Negeri Rejosari 03 kota Semarang yang berjumlah 50 siswa. Data diperoleh melalui test yang digunakan untuk menguji siswa yaitu menggunakan test pilihan ganda.Berdasarkan hasil perhitungan uji hipotesis dengan menggunakan uji t didapatkan thitung = 8,434 dikonsultasikan pada kriteria pengujian hipotesa dengan ttabel = 2,05. Untuk H1 dapat diterima jika thitung ≥ ttabel karena thitung = 8,434 > ttabel = 2,05 maka H1 diterima dan Ho ditolak. Hipotesis yang menyatakan model pembelajaran tebak kata efektif terhadap hasil belajar mata pelajaran IPA siswa kelas III SD Negeri Rejosari 03 Kota Semarang dapat diterima keberadaannya. Pengajaran dengan menerapkan model pembelajaran tebak kata dapat memberikan hasil belajar yang lebih baik hal itu dilihat dari nilai hasil rata-rata siswa, selain itu dapat menjadikan pengajaran lebih efektif karena siswa dapat memecahkan masalah tentang materi pelajaran yang diberikan.Saran untuk guru guru hendaknya menggunakan model pembelajaran yang tepat dan bervariasi sesuai dengan materi supaya dapat memotivasi siswa untuk lebih aktif dan hasil belajar meningkat.
PENERAPAN MODEL PEMBELAJARAN MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR MATA PELAJARAN PKn SISWA KELAS III SDN TIMBUL SLOKO 01 DEMAK Fine Reffiane; Wahyu Ariyanto
Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 5, No 1 (2015): MALIH PEDDAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/malihpeddas.v5i1.930

Abstract

Learning model that is able to realize the situation of teaching and learning process in schools as more activities to enable students to read and solve problems on their own under the supervision and guidance of teachers. Selection of this model can be done through an active and creative collaboration between teachers and students. One model that can be done is an active learning model that is humane, participatory, and attention to the diversity of students in the learning process. Based on the results of the learning process Civics class III, then learning problems Civics is still a serious problem. This is evident from analysis of daily tests with an average value of only 55 who have not reached the minimum completeness criteria that has been set is 65. This indicates that the learning process Civics third grade students are less effective. Caused by several classical problems one of them because the learning model Civics less varied and rarely involve students in the learning process.Student learning outcomes in the first cycle to obtain the average grade 65, increased in the second cycle be 79. The individual study results also increased from the first cycle to the second cycle. Classroom atmosphere becomes more pleasant and conducive, and not boring for students. This is because the use of the learning model Make A Match effective. Increased activity of students of the first cycle of 47% to 75% in the second cycle. Interest and motivation of students towards subjects Civics become higher so that students become more active and creative in the learning process. Teacher performance to be better in the learning process with a model of Make A Match.Make A Match approach can improve student learning outcomes of the subjects Civics, active students in following the teaching Civics and student motivation against Civics, then the school can implement the same strategy for improving student learning outcomes in other subjects. It should be for Civics teachers to strive and implement a variety of models and a variety of learning methods, among others Make A Match making Civics as a lesson favored, exciting, and not boring for students.
MODEL PEMBELAJARAN AKTIF KREATIF EFEKTIF MENYENANGKAN MELALUI PENDEKATAN TEMATIK UNTUK PEMBELAJARAN SAINS SEKOLAH DASAR Ernawati Saptaningrum; Fine Reffiane
Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 1, No 1 (2011): MALIH PEDDAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/malihpeddas.v1i1.65

Abstract

Abstrak?é?áThe purpose of this study are as follows: 1) the development of elementary science materials with a thematic approach, 2) development of learning strategies grip with a thematic approach to elementary science, 3) development of evaluation instruments thematic learning elementaryschoolscience.This research is the Research and Development which aims to develop devices with a model elementary school science learning through a thematic approach PAKEM. The subject of this study were elementary school students from groups I and II, public school, private elementary Favorite groups and groups of private elementary school, two teachers and class I and class II. The research was done in the city of Semarang.Research activities in this first year begins with elementary curriculum analysis and analysis of the needs of students in accordance with aspects of the development of elementary school children, followed by identification of the material associated with the appropriate science curriculum and describe the science of learning support facilities required, step three made the development of material science SD with PAKEM through a thematic approach, to a four-step development of learning strategies in inquiry activities here are designed with PAKEM through pendekatn Thematic Science Elementary School, and the fifth step is the development of evaluation tools in the form of assessment of cognitive, affective and psychomotor.Based on the first tahiun research activities, overall these studies have been done 70%. The next test will be conducted so that the experts and get a draft revision of elementary school science materials, learning tools which include SKH, SKM, and RPP, as well as an evaluation tool in elementary science pembejaran PAKEM with a thematic approachKeywords: PAKEM, Thematic, SD
METODE PENILAIAN AKTIF GUNA MENGEMBANGKAN KEMAMPUAN PEMBELAJARAN MAHASISWA PGSD Fine Reffiane
Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 3, No 2 (2013): MALIH PEDDAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/malihpeddas.v3i2.782

Abstract

Pembelajaran tematik adalah pembelajaran yang dirancang berdasarkan tema-tema tertentu. Dalam pembahasannya tema itu ditinjau dari berbagai mata pelajaran. Pembelajaran tematik menyediakan keluasan dan kedalaman implementasi kurikulum, menawarkan kesempatan yang sangat banyak pada siswa untuk memunculkan dinamika dalam pendidikan. Pada siklus I diperoleh hasil rata-rata keaktifan mahasiswa 81,5 %, rata-rata ketrampilan mahasiswa 57,7 %, rata-rata hasil belajar 7,4 dan keaktifan tutor sebaya dalam kegiatan belajar mengajar nilai rata-rata 7, 56. Pada siklus II diperoleh hasil rata-rata keaktifan mahasiswa 83,4 %, rata-rata ketrampilan mahasiswa 73,4 %, rata-rata hasil belajar 8,8 dan nilai rata-rata keaktifan tutor sebaya dalam kegiatan belajar mengajar 7,75.
Penerapan Pembelajaran Tutor Sebaya Dengan Strategi Everyone is a Teacher ( ETH ) Pada Praktek Pembelajaran Tematik SD Di Program Studi PGSD IKIP PGRI Semarang Fine Reffiane; Djariyo Djariyo
Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 1, No 1 (2011): MALIH PEDDAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/malihpeddas.v1i1.66

Abstract

AbstrakThematic learning is learning that is designed based on certain themes. In his discussion themes were reviewed from a variety of subjects. Thematic learning provides the breadth and depth of curriculum implementation, offering vast opportunities for students to bring up the dynamics in education. In cycle I obtained an average yield of 81.5% active students, the average ability of students 57.7%, an average of 7.4 and active learning in peer tutoring and learning activities to teach the average value of 7, 56. In cycle II, obtained an average yield of 83.4% active students, the average ability of students 73.4%, the average learning outcomes 8.8 and the average value of active peer tutors in the teaching-learning 7.75.Keywords: ETH, Peer Tutor
KELOMPOK DARMA WANITA TENTANG KECEMASAN WANITA YANG MENGHADAPI MENOPAUSE Tri Suyati; Mudzanatun IKIP PGRI Semarang; Fine Reffiane; Iin Purnamasari
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 2, No 1 (2011): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v2i1.101

Abstract

Abstract Menopause is known as the end of having menstruation. Usually, women feel afraid of being menopause. Generally, the indication of being Menopause starts at the end of 40 ?óÔé¼ÔÇ£ 45 years old. Most of women complain and worried about it. Especially for those 50 women who could be classified like; 3 teachers, 1 nurse, 1 bank female officer, and 44 are housewives. And the aged level classification is like; age 40 ?óÔé¼ÔÇ£ 50 years old are 25 women, ages 30 ?óÔé¼ÔÇ£ 39 are 15 women, ages 20 ?óÔé¼ÔÇ£ 29 is 1 woman. This team of community service gives them the training how to overcome if they get the menopause period, and how to protect the frustration of being menopause. This training was done through some discipline of aspects like; through biology, sociology and physiology. The team wants to solve their problems seen from the proper aspect. So that, they will understand that menopause will always happen to them, but they also have prepared how to overcome and protect the frustration of being menopause seen from the aspect of biology, sociology and physiology. ?é?á Key words: menopause, menstruation
Co-Authors abror khairul huda Adelia, Shafira Iman Ardanti, Betharia Mei Ari Widyaningrum Aryo Andri Nugroho Budi Santoso djariyo djariyo Dyka Uswatun Khasanah Ernawati Saptaningrum erwinda, nisa Fajar Cahyadi Febry Puspita Diningtyas Ferina Agustini Ganis Suprihatini Henry Januar Saputra Himmatul Ulya Husni Wakhyudin Ida Dwijayanti Iin Purnamasari Imam Muhammad Taufik Joko Sulianto . . Ladung Antoko Listyaning Sumardiyani Mei Fita Asri Untari Mila Karmila Mira Azizah Moh. Aniq Kh.B MOHAMMAD NUR ARIFIN Mudzanatun Mudzanatun IKIP PGRI Semarang Mursyidatul Azmiyah Nathania Putri Arsita Novita Estyawati Pratiwi, Putri Zhulian Pratiwi Puspitasari, Irma Bella Riyadus Solikhin Rizky Esti Utami, Rizky Esti Sigit Saptono Sudarmin Sudarmin Sumiyatun Sunan Baedowi Suyitno Tri Suyati Ulfi, Ulfiatul Inka Aprilia Umi Hani Wahyu Ariyanto Wiyanto Wiyanto