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<![CDATA[ANALISIS MOTIVASI INTRINSIK BELAJAR SISWA KELAS V SEKOLAH DASAR SE-GUGUS 1 KECAMATAN PAYUNG SEKAKI KOTA PEKANBARU ]]>
<![CDATA[Reksi Septio Asmar]]>;
<![CDATA[Otang Kurniaman]]>;
<![CDATA[Neni Hermita]]>
<![CDATA[ JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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DOI: 10.33578/pjr.v3i1.6327
<![CDATA[ABSTRACTThis background of research is students who experience barriers to learning This study aims to determine the factors that influence students intrinsic learning motivation and the factors that most influence student motivation to learn. This research was conducted in class V Elementary School in Cluster 1 Payung Sekaki district Pekanbaru city. Based on the results of the study, it was found that the factors that influence students intrinsic motivation consist of ideals, student ability, student condition factor and dynamic elements. On ideals factors include active learning to achieve goals, the desire to succeed in learning and need for learning. In the factors of students abilities, including working alone, it is difficult to understand the material presented and dare to express opinions. On the factors of student conditions include enthusiasm in learning, discipline in learning, physical of students and spiritual condition of students. On Dynamic elements include high willingness, attention of learning, positive views in learning and students feelings toward learning. So, the factors that influence the intrinsic motivation of learn class V of Primary School Se-Gugus 1 of Payung Sekaki district , Pekanbaru city are the ideals which affect 7,565%.]]>
<![CDATA[DEVELOPMENT OF CRITICAL THINKING TEST INSTRUMENT READING USING THE GRAPHIC ORGANIZER MEDIA ]]>
<![CDATA[Otang Kurniaman]]>;
<![CDATA[Eddy Noviana]]>;
<![CDATA[Neni Hermita]]>;
<![CDATA[Dea Sinta Maharani]]>;
<![CDATA[Ardanil Marwan]]>
<![CDATA[ JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 3, No 5 (2019) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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DOI: 10.33578/pjr.v3i5.7809
<![CDATA[Critical thinking is sensible thinking that focuses on deciding what they should do. This research method uses the 4-D model proposed by Thiagarajan and Semmel with four stages consisting of define, design, development and disseminate. This study only evaluates validators in the value of test instruments with research results assessed by validators about the contents of critical thinking test instruments with an average of 87.5 in the very feasible category, while in the validation results the presentace of critical thinking assessment instruments with an average of 98% in the very decent category. For this reason, it was concluded that the critical thinking test reading instrument with graphic organizer media was appropriate to be used to measure students' abilities in critical thinking]]>
<![CDATA[ANALISIS KEMAMPUAN MENULIS KALIMAT MAJEMUK SISWA KELAS VI SD NEGERI 105 PEKANBARU ]]>
<![CDATA[Munira Hayati]]>;
<![CDATA[Otang Kurniaman]]>;
<![CDATA[Zufriady Zufriady]]>
<![CDATA[ JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 2, No 6 (2018) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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DOI: 10.33578/pjr.v2i6.6510
<![CDATA[This research is motivated by the problem of students not being able to place precisely the conjunctions in writing compoundsentences, and students have not been able to make compound sentences according to subject criteria, prediction, objects,and information. The purpose of this study was to describe the ability of sixth grade students of SD Negeri 105 Pekanbaru towrite compound sentences. This research has been carried out in July 2018 which uses descriptive quantitative methods withresearch subjects consisting of 142 students. Data collection techniques use test techniques, by giving 10 questions of essayquestions as an instrument. The results of the ability to write compound sentences for grade VI students from 142 studentsshowed 47 students who were categorized as very capable with a percentage of 33.09%, 22 students who were able to get acategory with a percentage of 15.50%, 34 students got enough categories with percentages 23.94% and 39 students got theless category with a percentage of 27.46%. Overall, the sample of 142 students obtained an average score of 67.61 in thecategory of quite capable. This shows that the ability to write compound sentences for students in grade VI of SD Negeri 105Pekanbaru as a whole has been categorized as quite capable.]]>
<![CDATA[ANALISIS NILAI KARAKTER KOMUNIKATIF DALAM TRADISI BASIACUONG DI KABUPATEN KAMPAR ]]>
<![CDATA[Dona Susanti]]>;
<![CDATA[Guslinda Guslinda]]>;
<![CDATA[Otang Kurniaman]]>
<![CDATA[ JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 6, No 2 (2022) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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DOI: 10.33578/pjr.v6i2.8434
<![CDATA[Artikel ini menjelaskan bagaimanamendeskripsikan nilai karakter komunikatif yang terdapat dalam tradisi basiacuong di Kecamatan Bangkinang, Kabupaten Kampar. Penelitian ini menggunakan metode penelitian kualitatif deskriptif. Teknik pengumpulan data yang digunakan yaitu dengan melakukan observasi, wawancara dan dokumentasi.Hasil penelitian ini menunjukkan bahwa terdapat nilai karakter komunikatif pada tradisi basiacuong.Adapun bentuk nilai karakter komunikatif yang terdapat dalam tradisi basiacuong yaitu (1) sikap saling menghargai pendapat dengan cara mendengarkan dengan seksama pendapat orang lain serta tidak merasa bahwa dirinya paling benar; (2) saling memberikan dukungan kepada teman dengan memberikan penilaian positif serta menggunakan kalimat yang mengandung nilai kasih sayang saat berkomunikasi; (3) mau berbagi dengan orang lain dengan berbagi ilmu, pendapat maupun ide yang di miliki; (4) bermusyawarahuntuk memecahkan masalah dengan melakukan perundingan-perundingan untuk mengatasi persoalan; (5) mengutamakan kepentingan bersama dengan menjalankan tugas sebagai pemangku adat dengan penuh tanggung jawab; (6) sikap demokratis dengan melakukan musyawarah dan menghasilkan mufakat; (7) gotong-royong dengan menyampaikan ide dan pendapat yang dimiliki untuk mencapai tujuan bersama dan (8) kerjasama dalam kelompok saat pemangku adat bersama-sama saling membantu agar tujuan kegiatan yang di laksanakan dapat tercapai.]]>
<![CDATA[IMPLEMENTASI GERAKAN LITERASI SEKOLAH DALAM PEMBELAJARAN DI KELAS TINGGI ]]>
<![CDATA[Riadul Azimah]]>;
<![CDATA[Otang Kurniaman]]>
<![CDATA[ JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 3, No 4 (2019) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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DOI: 10.33578/pjr.v3i4.7567
<![CDATA[Literacy in learning is an activity that aims to maintaim students’ reading interest to reading and reading activities and improve literacy skills (reading and writing) students by using enrichment books and learning textbooks. With respect to to the importance of literacy in learning then the author conducts research on high class teachers SDN 164 Pekanbaru with purpose for describe the implementation of the school literacy movement in learning in high class SDN 164 Pekanbaru. The type of research used is descriptive research. The subjects in this study were IVC class teacher, one IVC class student, and principal of SDN 164 Pekanbaru. Data collection is done by structured observation, structured interview and documentation. Data analysis techniques used are by reducing data, displaying data and concluding data. This study concluded that literacy has not been implemented in high class learning SDN 164 Pekanbaru namely the lack of facilities and infrastructure for schooly literacy movement, small classroom, one class used by two study groups, limited time and not fully understood by literacy class teachers.]]>
<![CDATA[IMPLEMENTING OF STRUCTURAL ANALYTICAL SYNTHETIC (SAS) METHODS TO IMPROVE THE ABILITY OF EARLY READING OF ELEMENTARY SCHOOL STUDENTS ]]>
<![CDATA[Neni Hermita]]>;
<![CDATA[Astri Widyanthi]]>;
<![CDATA[Otang Kurniaman]]>;
<![CDATA[Gustimal Witri]]>
<![CDATA[ JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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DOI: 10.33578/pjr.v4i1.7942
<![CDATA[This research is motivated by the problem of the low ability to read the beginning of students, so that the SAS method is applied so that it can help students in the success of reading the beginning. The purpose of this study was to determine the differences in pretest and posttest by applying structural analytical synthetic(SAS) in reading the beginning of elementary school students and to determine the increase in pretest and posttest in reading the beginning of students. This type of research is a pre-experimental type of pretest-posttest one group design, which is an experiment that is only carried out in only one group, without comparison. This study was conducted in class 1 with 34 students. Based on the results of the study it was found that the average reading ability before being treated (pretest) was 51.77 while the average reading ability after treatment (posttest) was 88.41 and the average value of gain normality was 0.76 which including the high category and the results of hypothesis testing using t-test with tcount=51.080 and ttable=2.0345 can be concluded tcount>ttable, then reject H0 means significant. This means that there is an increase in initial reading in class I students who are significant between before (pretest) and after (posttest) applying the Structural Analytical Synthetic (SAS) method.]]>
<![CDATA[The Influence of The Big Book Media Has The Character of Conservation in Early Reading ]]>
<![CDATA[Otang Kurniaman]]>;
<![CDATA[Nugraheti Sismulyasih Sb]]>
<![CDATA[ ELS Journal on Interdisciplinary Studies in Humanities Vol. 2 No. 1 (2019): MARCH ]]>
Publisher : <![CDATA[Hasanuddin University ]]>
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DOI: 10.34050/els-jish.v2i1.5825
<![CDATA[The big book media with the character of conservation is the development of learning media adapted to the character of the child in early reading. The purpose of this study was to see the effect of big book media on conservation characteristics in early reading in the first grade of SD Labschool Unnes using a quasi-experimental method with a pretest-posttest design with one research class without any comparison class with data analysis using SPSS 17. The results of the study were correlation correlation pretest and posttest of 0.757 with a determinant coefficient or R Square of 0.573 that the big book media conservation character influences early reading with a magnitude of 0.548, to test the significance with Fcount = 22.821 with a significance level of 0.000 < 0.005, so the significant influence of big book media on conservation early reading skills, to answer the research hypothesis then tested by looking at constant posttest of 48.861 while the regression value of 0.561 can be interpreted that the regression coefficient is positive, then the research hypothesis is answered by the conclusion that the media is big book conservation characteristics affect early reading.]]>
<![CDATA[Students’ Perception of Listening Lesson at University of Riau ]]>
<![CDATA[Elvrin Septyanti]]>;
<![CDATA[Otang Kurniaman]]>
<![CDATA[ ELS Journal on Interdisciplinary Studies in Humanities Vol. 2 No. 3 (2019): SEPTEMBER ]]>
Publisher : <![CDATA[Hasanuddin University ]]>
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DOI: 10.34050/els-jish.v2i3.7154
<![CDATA[Listening is a skill in capturing the sounds of language by listening verbal language that receiving messages from other people's ideas, thoughts or feelings. This study aims to describe students' perceptions of the listening lesson in the learning process. The method used is a quantitative survey method with a total sample of 50 students of Indonesian language and literature education FKIP University of Riau who join the listening lesson. This study uses a questionnaire technique that is distributed to students of the Indonesian Language and Literature Education Program at the University of Riau. Questionnaires consist of 17 statements made in the form of a checklist with a range of assessments from 1 to 5. Technical data analysis through stages (a) changes the value of the category into an assessment score and (b) analyzes the score, (c) determines the category. The results showed that the response of the students based on the highest experience was the desire to obtain complete teaching material by 70%, the highest response of students to importance of media as if there were applications in listening lesson in accordance with current technology with a percentage of 80%, and The highest student responses about the need for evaluation of listening lesson was the feedback of listening proficiency criteria set by the lecturer at 68%. Then it can be concluded that students' perceptions of the listening lesson are the desire for improvement in the media and applications in the listening lesson that contains teaching the material]]>
<![CDATA[Development of Linguistic Intelligence Instruments for Elementary Schools Student ]]>
<![CDATA[Otang Kurniaman]]>;
<![CDATA[Dea Sinta Maharani]]>;
<![CDATA[Eddy Noviana]]>;
<![CDATA[Nofrico Afendi]]>
<![CDATA[ ELS Journal on Interdisciplinary Studies in Humanities Vol. 3 No. 1 (2020): MARCH ]]>
Publisher : <![CDATA[Hasanuddin University ]]>
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DOI: 10.34050/els-jish.v3i1.8966
<![CDATA[This research method is a 4-D model that has stages which include: 1) defining, 2) design, 3) development and 4) dissemination. Respondents tested a limited instrument involving 21 fourth grade students in elementary school. The results of this study obtained an assessment from experts in the validation of linguistic intelligence instruments with an average of 3.5 with worthiness of 86.75 in the very feasible category. The next activity is the stage of developing instruments to assess linguistic intelligence and then a limited trial of 21 students with the results of linguistic intelligence obtained by students 1 (4.8%) female students who have very high linguistic intelligence, 7 (33.33%) students who linguistic intelligence with a high category, 11 (52.4%) students who have linguistic intelligence with a high enough category and 2 (9.5%) students who have linguistic intelligence with a low category. It can be concluded that the instrument for assessing linguistic intelligence in elementary school students can be used on a broad scale]]>
<![CDATA[Development of Study Room Blog in Learning Reading Literacy in Elementary School ]]>
<![CDATA[Otang Kurniaman]]>;
<![CDATA[Eva Astuti Mulyani]]>;
<![CDATA[Eddy Noviana]]>;
<![CDATA[Intan Kartika Sari]]>;
<![CDATA[Dede Permana]]>;
<![CDATA[Ela Irnanda]]>;
<![CDATA[Dzoelqa Wirya Nanda]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v14i2.1896
<![CDATA[Life has been changing rapidly. Industrial Revolution 4.0 is developed for people to make a novelty. Education as one of the important parts of people’s life is needed to be prepared for every change to improve the teaching and learning system. This article discusses a study conducted by using developmental research with the development of the 4-D design. This study was a Study Room Blog that was conducted for students who could learn individually based on the previous research and only focused on web development or e-module. The advantage of this Study Room Blog was equipped with an evaluation of students’ scores that could be accessed by teachers. The study involved the students in Elementary School to see their reading literacy. Based on the validator assessment result, the average score from the validation of IT-Technology Experts was 80, which was categorized as good. And the average score from the validation of the Linguist was 81.17, which was categorized as very good. It means that the blog could be used in the teaching and learning activity. After obtaining the validation assessment result from validators, then, this study room blog was applied by using a limited try-out which was applied in two classes, the experimental and control classes. In the experimental class, the average score of pre-test result was 50.71 which increased to the average score of post-test result, 80.9. In the control class, meanwhile, the average score of pre-test result was 60.57 which increased to the average score of post-test result, 75.89. Thus, the use of the study room blog was increasingly effective in learning reading literacy. It means that the study gives a contribution to the teacher and students in increasing reading literacy through the Study Room Blog as an interactive media in teaching and learning activities. ]]>
