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All Journal Journal of Education and Learning (EduLearn) Jurnal Didaktika Dwija Indria
St. Y. Slamet
Sebelas Maret University
Humanities Education Library & Information Science Social Sciences Other

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Cognitive Moral Based on Civics Education Material in Elementary School Yogi Prihandoko; St. Y. Slamet; Winarno Winarno
Journal of Education and Learning (EduLearn) Vol 12, No 3: August 2018
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (337.519 KB) | DOI: 10.11591/edulearn.v12i3.8587

Abstract

This study aims to determine the effectiveness of the use of cognitive moral based on civics education teaching material in improving the moral judgement competence of the fifth grade elementary school students. This study is a quasi experiment using pretest-postest control group design. The subjects were 59 students of the fifth grade elementary school consisting of 31 students of experimental class and 28 students of control class. The treatment of the experimental class used cognitive moral based on civics education teaching material for about 8 weeks. Learning process in the control class is on the same material and time intensity, but they were not given a treatment. Technique of collecting data used is test. The test instrument consists of 25 multiple choice questions dominated by a moral dilemma. The result of independent sample t test shows that t value is higher than t table (2.161 more than 1.671). The results show that cognitive based civics education teaching material is effective in improving the moral judgement competence of the fifth grade elementary school students. The increasing moral judgement competence in the experimental class based on the acquisition score N-Gain 0.36 is the medium category.
The Needs For Contextual In Teaching Materials On Writing Kid Stories Grade 4th Elementary School Yermia Tri Utami; St. Y. Slamet; Winarno Winarno
Journal of Education and Learning (EduLearn) Vol 12, No 2: May 2018
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (72.239 KB) | DOI: 10.11591/edulearn.v12i2.7906

Abstract

The aims of research consist of the following (1) to know need analyze teaching materials related to the matter on writing kid stories in the fourth grade of elementary school, (2) to develop teaching material on writing kid stories based on contextual. The study employs descriptive qualitative and evaluative method which the data are collected by interview, observation, document analysis, and Forum Group Discussions (FGD), questionnaire, and test. Result of the research (1) The teachers still need the addition of teaching materials on writing kid stories as support, (2) Teachers need the new innovation about the developing og teaching materials on writing kid stories. Teaching materials on writing kid stories on contextual basis which can help the teachers as the teaching media in enlanging the sight on writing kid stories and the students are motivated in expressing idea, opinion and mind in a story. The results of the development of teaching materials to writing kid stories based on contextual grade 4th can be received well by learners.
Penerapan model pembelajaran direct instruction untuk meningkatkan keterampilan menulis deskripsi peserta didik kelas IV SD Ami Nur Amini; St. Y. Slamet; Sukarno Sukarno
Didaktika Dwija Indria Vol 12, No 5 (2024): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v12i5.88318

Abstract

This research aims to: (1) determine whether the application of the direct instruction learning model can improve the description writing skills of fourth grade students at SD Muhammadiyah Imam Syuhodo Polokarto, (2) describe the application of the direct instruction learning model in improving the description writing skills of class students, (3) describes the results of improving the descriptive writing skills. This research uses research based on Classroom Action Research (PTK) with descriptive qualitative as the method. The subjects in this research were 27 students at class IV and their class teachers. Researchers use data collection techniques in the form of observation, interviews, document analysis, and test techniques. The data analysis method refers to the opinion of Miles & Huberman, namely data reduction, data presentation, and drawing conclusions. This research resulted in an increase in each cycle in learning descriptive writing skills using the direct instruction learning model. This was shown in the pre-action pass of 14.81% to 40.74% in cycle I, increasing again to 66.67% in cycle II. Then in cycle III it increased to 85.2%.
Penerapan model pembelajaran cooperative integrated reading and composition (circ) untuk meningkatkan kemampuan membaca pemahaman pada peserta didik kelas V di sekolah dasar Yulia Shinta Dewi; St. Y. Slamet; Sukarno Sukarno
Didaktika Dwija Indria Vol 13, No 1 (2025): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v13i1.89820

Abstract

The study aims to describe the application of Cooperative Integrated Reading and Composition learning model on reading comprehension skills of grade V students at SDN Tegalsari, explain the obstacles and solutions, and describe the results of improving reading comprehension skills. This research is a class action research referring to the Kemmis and Taggart model. The research subjects were the fifth grade teacher and 11 students. Data collection techniques were non-test and test. Data analysis uses qualitative and descriptive quantitative. The results of this study are as follows. The application of the Cooperative Integrated Reading and Composition learning model can improve reading comprehension skills, the obstacles faced are that students are less active, students do not dare to ask or answer questions, and there is one group member who does not participate in the discussion. The solution to overcome these obstacles is that the teacher asks students to read the text, the teacher stimulates students to ask or answer questions and approaches students to follow the discussion. The improvement of reading comprehension skills in terms of scores has increased from cycle I by 54% and cycle II to 72%. 
Kemampuan membaca pemahaman ditinjau dari penguasaan kosakata dan minat baca pada peserta didik kelas v sd Shinta Maharani; St. Y. Slamet; Sukarno Sukarno
Didaktika Dwija Indria Vol 12, No 5 (2024): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v12i5.89819

Abstract

This purpose of this study is to demonstrate how grade V student’s reading comprehension ability (Y) and vocabulary mastery (X1) and reading interest (X2) relate to one another. The study employed a correlational study survey methodology. Students in grade V in public elementary schools in the Laweyan subdistrict during the 2023/2024 academic year made up the study’s population. A basic random sample strategy was employed in the sampling process. Methods for gathering data that involve questionnaires and tests. Tests were used on vocabulary mastery variables and reading comprehension ability. In order to read interest variables, questionnaires were employed. Both simple and multiple correlation analysis were employed as data analysis technique in this study. The result of this study are vocabulary mastery with reading comprehension ability, namely the correlation coefficient r count (0,99) > r table (0,202) with t count significance (67,81) > t table (1,66); the capacity to read comprehension is significantly correlated with, namely the correlation coefficient r count (0,993) > r table (0,202) with t count significance (83,83) > t table (1,66); the capacity to read comprehension is significantly correlated with vocabulary mastery and reading interest together with reading comprehension ability, namely R count (0,993) > R table (0,202), F count significance (3480,92) > F table (3,1) with a real level α = 0,05 and df 93.
Analisis kesulitan membaca permulaan pada peserta didik kelas II sekolah dasar Nur Azza Putri Anjani; St. Y. Slamet; Sukarno Sukarno
Didaktika Dwija Indria Vol 12, No 4 (2024): Didaktika Dwija Indria
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ddi.v12i4.88296

Abstract

This research was to(1)describe the difficulties of beginning reading; (2)describe the factors that influence difficulties of beginning reading and solutions to overcome difficulties of beginning reading. This research used a qualitative research method. The data sources in this research are teachers and class II students. Data in this research were collected using observation, interviews and documentation techniques. The result found in this research that difficulties of beginning reading in second grade students at SD N Pahang IV consist of : (1)difficulty voice the writing as much as 64.64%, (2) difficulty read smoothly as much as 12.74%, (3) difficulty clarity of voice as much as 8.82%, (4) difficulty intonation as much as 11.76%, (5) difficulty pronunciation as much as 1.96%. Factors causing initial reading difficulties include lack of understanding of letter symbols, anxiety, difficulty understanding topics, lack of parental support, feelings of nervousness, lack of understanding of punctuation marks, and self-confidence. Solutions to overcome reading difficulties include using spelling methods, SAS, sounds, language experience, media “big book”, and holding additional classes.
Co-Authors Ami Nur Amini Nur Azza Putri Anjani Shinta Maharani Sukarno Sukarno Winarno Winarno Yermia Tri Utami Yogi Prihandoko Yulia Shinta Dewi