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<![CDATA[MAKNA KOMUNIKASI VERBAL DAN UNSUR NONVERBALNYA DALAM TUTURAN KONSTATIF DI KELAS I SEKOLAH DASAR ]]>
<![CDATA[Taufina Taufina]]>
<![CDATA[ Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Tahun 24 Nomor 2 November 2015 ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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<![CDATA[Abstract: Verbal communication and its nonverbal elements were the base of the formation of the mindset and the positive behaviors of the first graders of elementary schools. One of the forms of the verbal communication and its nonverbal elements needed observing was the constative utterances. The constative utterances were those which were produced to say and to describe facts which the truth could be sought and their values could be seen after the teaching and learning was done. Therefore, the teachers’ skills in precisely producing the constative utterances were absolutely needed. The precision in producing the constative utterances and their nonverbal elements could improve the confidence and the learning enthusiasm of the students. Teachers should be able to produce constative utterances and their nonverbal elements effectively during the teaching and learning processes so that the goals of the teaching and learning could be achieved and the atmosphere could be conducive.Keywords: verbal communication, nonverbal elements, constative utterances, elementary schoolsAbstrak: Komunikasi verbal dan unsur nonverbalnya menjadi dasar pembentuk pola pikir dan perilaku positif siswa kelas I sekolah dasar. Salah satu bentuk komunikasi verbal dan unsur nonverbal yang perlu diperhatikan adalah tuturan konstatif. Tuturan konstatif merupakan tuturan yang pengutaraannya digunakan untuk mengatakan sesuatu, menggambarkan fakta-fakta yang bisa dicari kebenarannya, dan nilainya dapat dilihat setelah dilakukan proses pembelajaran. Untuk itu, kepiawaian guru dalam mengungkapkan tuturan konstatif dan unsur nonverbalnya secara tepat mutlak diperlukan. Ketepatan pengungkapan tuturan konstatif dan unsur nonverbalnya dapat meningkatkan rasa percaya diri dan antusiasme siswa dalam belajar. Guru hendaknya dapat mengungkapkan tuturan konstatif dan unsur nonverbalnya secara efektif dalam proses pembelajaran sehingga tujuan pembelajaran tercapai dan suasananya menjadi kondusif.Kata kunci: komunikasi verbal, unsur nonverbal, tuturan konstatif, sekolah dasar.]]>
<![CDATA[PENGEMBANGAN BAHAN AJAR MEMBACA PERMULAAN DALAM PEMBELAJARAN TEMATIK DENGAN MODEL VARK (VISUAL, AUDITORY, READ/WRITE AND KINESTHETIC) DI KELAS I SEKOLAH DASAR ]]>
<![CDATA[Maistika Ratih]]>;
<![CDATA[Taufina Taufina]]>
<![CDATA[ Jurnal Pemikiran dan Pengembangan Sekolah Dasar (JP2SD) Vol. 7 No. 2 (2019): September 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/jp2sd.v7i2.8879
<![CDATA[This study aims to produce the process of developing teaching reading materials and produce teaching reading materials with Vark (Visual, Auditory, Read / write, and Kinesthetic) models for class 1 valid and practical educators and students. The development is based on the Plomp model (Preliminary Research, Prototyping Phase and Assessment Stage) which emphasizes the context of needs (educators and students) so that the initial reading skills learning material is produced based on the Vark model. Based on the results of the Kevalitan trial, it can be seen from the validation of content, language, presentation, graphics and lesson plans, overall 93.10% with valid valid categories. Praticality of teaching materials is seen from the educator's response, 98.92% of the students' responses are 96.15% while the effectiveness of Reading is a percentage of 100%. It can be concluded that the preliminary reading material using the Vark model that was developed is suitable for use in reading the beginning with the Vark model in grade 1 elementary school.]]>
<![CDATA[PENGARUH TEKNIK MIND MAPPING TERHADAP KETERAMPILAN MENULIS PUISI SISWA SEKOLAH DASAR ]]>
<![CDATA[Dina Dahliana]]>;
<![CDATA[Taufina Taufina]]>;
<![CDATA[Silviana Nasrul]]>;
<![CDATA[Warlan Sukandar]]>
<![CDATA[ JINoP (Jurnal Inovasi Pembelajaran) Vol. 5 No. 1 (2019): Mei 2019 ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jinop.v5i1.6934
<![CDATA[Abstract. This research is motivated by the low writing skills of poetry. This is characterized by students' poetry writing skills that are not productive, still informative, students are still difficult to express their ideas, and are less attractive to students because they only use one technique. One learning technique that can improve poetry writing skills is mind mapping techniques. Mind mapping is also a learning technique to stimulate students' imagination in generating ideas, recording and summarizing using mind mapping. This study aims to examine the effect of Mind Mapping Technique on Poetry Writing Skills of students in elementary school.This study was an experimental study of Quasi Experimental Design with Nonequivalent Control Group Design. The population in this study were all fifth grade students of class V. Sampling is done by saturated sample technique (total sampling), namely VB class as an experimental class and VA class as a control class. The experimental class consisted of 34 students and the control class consisted of 36 students. The instrument used to determine the effect of mind mapping techniques is observation and documentation. The experimental class was treated by using mind mapping techniques in poetry writing skills while the control class without using mind mapping techniques.Based on the results of the pretest obtained the average value of the experimental class 60 and the average value of the control class 64.2. From the results of the comparison of the two sample classes, there was a difference in value of 3.7, so it can be concluded that there is no significant difference between the two pretest grades, meaning that the two classes have the same initial ability. Next, learning was conducted using mind mapping techniques in the experimental class and learning without mind mapping techniques in the control class. After learning is given then in both classes posttest is conducted. For the experimental class obtained an average value of 82 and for the control class obtained an average value of 77.5. From the results of testing hypotheses with a significant level of 0.05 obtained a significant value of 0,000 because sig. <α, the hypothesis is accepted, so it can be concluded that there is an effect of using mind mapping techniques on students' poetry writing skills in elementary school. Keywords: Mind Mapping Techniques, Writing Skills, Poetry]]>
<![CDATA[PENINGKATAN KETERAMPILAN MENULIS PUISI MENGGUNAKAN TEKNIK MIND MAPPING DI KELAS V SD. ]]>
<![CDATA[Maistika Ratih]]>;
<![CDATA[Taufina Taufina]]>
<![CDATA[ JINoP (Jurnal Inovasi Pembelajaran) Vol. 5 No. 2 (2019): November 2019 ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jinop.v5i2.9445
<![CDATA[Abstrak: Based on preliminary studies conducted in class V SDN 01 Koto Merapak. In indoensian language subjects, especially in writing poetry there are still many difficulties and obstacles faced by students. Students find it difficult to express their ideas in the form of poetry. This happens because the learning media used by educators is still less attractive to student, educators have not utilized the media as an object in writing poetry. This causes the skills of student in poetry to be low. The purpose of this study was to describe the improvement of poetry writing skills using the Mind Mapping technique in class V SDN 01 Koto Merapak. This study uses a qualitative and quantitative approach, with a type of classroom action research. This research was conducted in two cycles, with the stages of planning, implementing , observing and reflecting. This research was carried out inthe second semester of the 2018/2019 school year at SDN 01 Koto Merapak. With the subject of this research is the fifth grade students of SDN 01 Koto Merapak with a total of 32 student. While the research instruments are observation sheets, field note sheet test sheet, and documentation. The results showed that poetry writing skills using Mind Mapping techniques can improve poetry writing skills of students in SDN 01 SDN Koto Merapak. This can be seen from the result of the poetry writing ability in the first ccle of meeting I getting an average of 69.78% with the criterion (C), increasing in the first cycle of the first meeting obtaining an average of 74.12 % with the criteria of good (B), and increasing in the second cycle getting average –average 88.74% with very good criteria (SB). So based on the research above, that intellectual ability in writing poetry can increase using the Mind Mapping technique.]]>
<![CDATA[LITERASI MEMBACA UNTUK MEMANTAPKAN NILAI SOSIAL SISWA SD ]]>
<![CDATA[Muhammadi Muhammadi]]>;
<![CDATA[Taufina Taufina]]>;
<![CDATA[Chandra Chandra]]>
<![CDATA[ LITERA Vol 17, No 2: LITERA JULI 2018 ]]>
Publisher : <![CDATA[Faculty of Languages and Arts, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/ltr.v17i2.16830
<![CDATA[Tujuan penelitian awal ini untuk mengumpulkan informasi tentang gaya belajar dan kesukaan siswa SD yang berguna untuk mengembangkan buku literasi membacasebagai bentuk pemantapan nilai sosial budaya di SD agar berdaya guna untuk Gerakan Literasi Sekolah. Hal ini dilandasi oleh masih ditemukan kasus siswa SD yang melakukan kekerasan terhadap teman sendiri. Model pengembangan literasi membaca untuk siswa SD yang digunakan adalah model Plomp dengan langkah:preliminary research, prototyping, dan assessment. Temuan penelitian dalam analisis awal yaitu siswa cenderung kurang termotivasi untuk membaca disebabkan bahan bacaan yang kurang menarik. Analisis kebutuhan menunjukkan bahwa siswa SD sangat menyukai cerita rakyat. Cerita rakyat yang perlu dikembangkan yaitu cerita rakyat nusantara yang tersebar di seluruh Indonesia dalam setiap provinsi. Diharapkan praktisi pendidikan menggunakan buku yang berisi tentang cerita rakyat dalam proses pembelajaran dan menjalankan Gerakan Literasi Sekolah. Hasil validasi bahan ajar menunjukkan bahwa bahan ajar literasi membaca dengan menggunakan cerita rakyat sudah valid dan dapat diujicobakan. Kata kunci: literasi membaca, cerita rakyat,sekolah dasar READING LITERACY TO STRENGTHEN SOCIAL VALUES AMONG ELEMENTARY SCHOOL STUDENTS Abstract This preliminary study aims to collect information about elementary school students’ learning styles and preferences that are useful for developing reading literacy books to strengthenthe socio-cultural values in elementary schools in order to be effective for the School Literacy Movement. This is as based on the fact that there are cases of elementary school students committing violence against their own friends. The development model of reading literacy for elementary school students was Plomp’s model with the steps of preliminary research, prototyping, and assessment. The research findings in the preliminary analysis show that students tend to have less motivation to read due to reading materials which are not interesting enough. The needs analysis results show that elementary school students really like folklore. The folklore to be developed comprises traditional Indonesian folklore spreading throughout the country in every province. It is expected that educational practitioners use a book about folklore in the learning process and the School Literacy Movement. The results of the teaching materials validation show that reading literacy learning materials using folklore are valid and can be tried out.Keywords: reading literacy, folklore, elementary school]]>
<![CDATA[VALIDITAS LKPD BERBASIS RME UNTUK SISWA SEKOLAH DASAR ]]>
<![CDATA[Kurnia Puspita Sari]]>;
<![CDATA[Taufina Taufina]]>
<![CDATA[ SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol 10, No 1 (2020): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/sejpgsd.v10i1.17802
<![CDATA[Penelitian ini bertujuan untuk melihat validitas LKPD berbasis RME untuk siswa kelas V SD dengan menggunakan instrumen angket. Jenis penelitian ini adalah penelitian pengembangan (research and development). Subjek penelitian yaitu siswa kelas V SDN 55 Air Pacah. LKPD berbasis RME ini dikembangkan dengan menggunakan three-D models yang terdiri dari pendefinisian (define), perancangan (design) dan pengembangan (develop). Data hasil penelitian diperoleh melalui lembar validasi yang diisi oleh beberapa orang pakar pada aspek didaktik, isi, bahasa dan tampilan. Data hasil penelitian yang dilakukan diketahui bahwa LKPD pembelajaran matematika berbasis RME untuk siswa kelas V SD ini dikategorikan valid dengan rata-rata persentase 85,4%.Kata Kunci: Pengembangan, LKPD, Matematika, RME ]]>
<![CDATA[MODEL BRAINSTORMING UNTUK MENINGKATKAN HASIL BELAJAR PKN SISWA ]]>
<![CDATA[Fatma Khaulani]]>;
<![CDATA[Taufina Taufina]]>
<![CDATA[ SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol 10, No 1 (2020): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/sejpgsd.v10i1.18780
<![CDATA[This study aims to improve the quality of PKn grade V learning at SDN 009 Pulau through the application of the Brainstorming model. This research is a class action research consisting of III cycles. The subject of research is the fifth grade students of SDN 009 Pulau Bangkinang District. The results showed an increase in each variable in each cycle. The increase of Civics learning outcomes from an average base score of 62.50 to 69.06 in the first cycle, in the second cycle increased to 75.93 and in the third cycle increased to 80.94. Improved learning outcomes that occur base score to UH I is 10.49%, on UH II scores to 21.49%, and on UH III to 29.50%. The brainstorming model has been proven to be able to improve the quality of learning of PKn grade V SDN 009 Pulau.Keywords: brainstorming, civics, learning outcomes]]>
<![CDATA[MODEL PBL UNTUK MENINGKATKAN HASIL BELAJAR SISWA DALAM PEMBELAJARAN IPS ]]>
<![CDATA[Lisa Syupriyanti]]>;
<![CDATA[Taufina Taufina]]>
<![CDATA[ SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol 10, No 1 (2020): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/sejpgsd.v10i1.18556
<![CDATA[The purpose of this research was improve the students achievement in learning social science used PBL of 4th grade elementary school. Types of this research was classroom action research with qualitative and quantitative approach. Subject of this research were students of 4th grade were 18 people consist of 8 men and 10 women. Research conducted in two cycles with research procedure includes of planning, implementation, observation, and reflection. The result of research was improve a) Lesson plan the cycles of I was 76,78% and the cycles II of 92,86% b) Implementation teacher’s activity of I cycle was 75% and II cycle was 92,86% while implementation students activity of I cycle was 73,22% and II cycle was 92,86% c) the students learning outcomes in the I cycle was 75,89 and II cycle was 86,82. It can be concluded that used PBL model can improve students achievement in learning social science of 4th grade at SDN 25 ATS Kota Padang.Keywords: Learning outcomes, Social science, PBL]]>
<![CDATA[PENGGUNAAN PENDEKATAN CTL UNTUK MENINGKATAN HASIL BELAJAR MATEMATIKA DI KELAS V SD ]]>
<![CDATA[Faridatul Umi]]>;
<![CDATA[Taufina Taufina]]>
<![CDATA[ SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol 10, No 1 (2020): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/sejpgsd.v10i1.18557
<![CDATA[This study aims to improve mathematics learning outcomes of fifth grade elementary school 05 Air Tawar Barat with a Contextual Teaching And Learning approach. This research is a classroom action research consisting of II cycles with research subjects of fifth grade students The results of the study occurred an increase in each variable in each cycle, where: a) planning the first cycle of 82.14 increased in the second cycle 92.85, b) the implementation of aspects of the first cycle teacher 80.35 increased in the second cycle 92.85, c) the implementation of aspects of the first cycle students 71.42 increased in the second cycle 89.28, d) the learning outcomes of the first cycle students 77.70 increased in the second cycle 88.08. The Contextual Teaching And Learning Approach is proven to be able to improve the quality of Mathematics learning in fifth grade SD Negeri 05 Air Tawar Barat.Keywords: CTL, learning outcomes, Mathematics]]>
<![CDATA[ANALISIS KESESUAIAN MATERI IPA BUKU SISWA KELAS IV SD TERHADAP STANDAR ISI KURIKULUM 2013 ]]>
<![CDATA[Mera Putri Dewi]]>;
<![CDATA[Taufina Taufina]]>
<![CDATA[ SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol 10, No 1 (2020): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/sejpgsd.v10i1.18558
<![CDATA[Science learning is one of the contents of learning in the 2013 curriculum. Learning material in science content has been contained in integrated thematic books. Although the books published by the government have been prepared as well as possible but according to the changing times, the books will continue to be improved and changed to meet the development of the era itself. Therefore, inputs are needed to improve the quality of the book. Therefore, the Science Material in the student book must refer to the 2013 curriculum content standards. The purpose of this study is to see the suitability of the grade IV science books for elementary school students to the 2013 curriculum content standards. The research method used is content analysis. From the results of the analysis it can be seen that from the nine scope of the scope of natural science materials in the 2013 curriculum content standards there are three science materials that are not presented in student books, namely the shape of objects, plant breeding, and materials on climate and weather. In addition, there are two additional materials in the student book which are about the properties of sound and the properties of light that are not contained in the 2013 curriculum content standardsKeywords: Science Materials, Student Books, Content Standard, 2013 Curriculum]]>
