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All Journal International Journal of Evaluation and Research in Education (IJERE) EDUSAINS Journal of Primary Education Journal of Educational Chemistry (JEC) Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Prosiding Seminar Nasional Pengabdian Masyarakat
Endang Susilaningsih
Universitas Negeri Semarang
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Journal : Journal of Primary Education

 1 
Student Learning Independence Through Flipped Classroom In Inclusive Elementary School Khafidhotul Khasanah; Farid Ahmadi; Endang Susilaningsih
Journal of Primary Education Vol 11 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v11i2.65797

Abstract

This study aims to describe the learning independence of fifth grade students of Inclusive Elementary School through flipped classroom learning model. The research method used is qualitative method. Data were collected using triangulation techniques and the results of the study put more emphasis on the results of data generalizations obtained from the results of questionnaires, observations, interviews, and field notes. Based on the research results, it can be concluded that 3 out of 16 learners (19%) have high learning independence, 7 out of 16 learners (44%) have moderate learning independence, and 3 out of 17 learners (19%) have low independence. Flipped classroom is quite effective to support the implementation of differentiated learning in inclusive classrooms since it helps teachers in dividing the time to provide differentiated learning for students with special needs while regular learners carry out deeper learning via activities. Providing learning tasks at home also helps to be efficient in teaching material in class and can increase parental involvement to actively help their children carry out independent learning tasks in pre-class activities. This is expected to increase students' learning independence in inclusive elementary school. .
Implementation of Problem-Based Learning Model to Enhance Critical Thinking Skills on Force Material in Fourth Grade Elementary School. Reza Maulana; Endang Susilaningsih; Bambang Subali
Journal of Primary Education Vol 11 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v11i2.71738

Abstract

Learning about force material in natural science can be challenging for elementary school-age children due to its abstract nature. This poses a problem in the learning process, as force is essentially a concept that exists only in the human mind. The purpose of this study was to investigate the impact of the Problem-Based Learning (PBL) model on enhancing critical thinking skills in fourth-grade elementary school students, specifically in the context of force material. The study employed a quantitative experimental method (quasi-experimental) and involved a total sample of 50 students from SDN Tipar Bogor. The independent variable in this study was the utilization of the Problem-Based Learning model, while the dependent variables were the students' critical thinking ability and mastery of the minimum competency in force material. In this study, the data collection techniques were tests and observation. The results of the study revealed a significant difference in the average critical thinking ability of the experimental class, which was found to be 85.06. This indicates that the students in the experimental class successfully met the specified target, surpassing the minimum completeness criterion of 70. Based on the findings, it can be concluded that the implementation of the Problem-Based Learning (PBL) model significantly improved students' critical thinking skills in the context of force material. The control class achieved an average score of 75.08, meeting the minimum mastery criterion of 70. This indicates that the PBL model was effective in enhancing students' critical thinking abilities. The N-Gain results demonstrated a substantial increase of 0.75 in the experimental class, which falls under the high gain category. The obtained results can serve as a valuable reference for implementing the Problem-Based Learning (PBL) model in science education, particularly in teaching force material to elementary school students. The study suggests using the Problem-Based Learning (PBL) model for teaching force material to elementary school students. It effectively enhances critical thinking skills and is recommended for science education in elementary schools.
Co-Authors Aditya Marianti Ani Rusilowati Aprilia, Nurkintan Bambang Subali Budi Naini Mindyarto, Budi Naini Didi Nur Jamaludin F Widhi Mahatmanti Farid Ahmadi Fina Fakhriyah Khafidhotul Khasanah Maria Agatha Hertiavi Maula Najikh Wildana Muhamad Rapi Naftalina Ulik Adhelia Noor Rifaan Nuryanto Nuryanto Reza Maulana Rina Fardiana Robi Agape Barus Roudloh Muna Lia Saiful Ridlo Sigit Priatmoko Sigit Saptono Sri Susilogati Sumarti SRI WARDANI Sudarmin Sudarmin Suharto Linuwih Sunyoto Eko Nugroho, Sunyoto Eko Supriyadi Supriyadi Supyan Husain Suraji Suraji Ulin Nuha Sun’an Wiwi Isnaeni Wiyanto Wiyanto Woro Sumarni Yeri Sutopo Yeyendra Yeyendra