Articles
<![CDATA[The Development of IPS Moduleas Base of interactive Multimedia for Students at Grade IV in Elementary School ]]>
<![CDATA[Madona, Ade Sri]]>;
<![CDATA[Nora, Yulfia]]>
<![CDATA[ Jurnal Pelangi : Research of Education and Development Vol 8, No 2 (2016) ]]>
Publisher : <![CDATA[STKIP PGRI Sumatera Barat ]]>
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DOI: 10.22202/jp.2016.v8i2.1048
<![CDATA[IPS is a knowledge which sustained many kinds of disciplinary knowledge and the humanities. It also includes human activities covers as scientific which purpose to give knowledge and comprehension for students in Elementary School. Teaching IPS must be interesting for students in order, they comprehend all of the materials easily. Therefore, it is necessary to create module of learning IPS as base of Interactive multimedia for students at grade IV in Elementary school. The methodology of this research is development research. This research purposes to develop and create a new product in learning system which will be applied for Elementary students. The result of this research was the average of multimedia instrument validation 3,40 which category as valid. The result of the practice testing from students responded during teaching learning was very practically which average 3,67 in category appropriate. The result of teacher responded for practicality of IPS module was practice which average 3,38. From observation of students activities in one meeting was in high category which average 71,15. Then, the result of observation during disseminate showed that the activities of students includes in high category which average 68,33. It can be concluded that module of learning interactive multimedia good in all of learning activities. ]]>
<![CDATA[Peningkatan Kemampuan Guru SDN 34 Seberang Palinggam dan SDN 06 Teluk Bayur Padang Dalam Mengembangkan Materi Ajar ]]>
<![CDATA[Yulfia Nora]]>;
<![CDATA[Ira Rahmayuni Jusar]]>;
<![CDATA[Meiriani Armen]]>
<![CDATA[ Jurnal Abdimas BSI: Jurnal Pengabdian Kepada Masyarakat Vol 1, No 2 (2018): Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[LPPM Universitas Bina Sarana Informatika ]]>
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DOI: 10.31294/jabdimas.v1i2.3647
<![CDATA[ABSTRAK Pelaksanaan Pengabdian Kepada Masyarakat (PKM) ini dilatarbelakangi kondisi di sekolah mitra yang cenderung belum menyiapkan materi ajar yang sesuai dengan jenis dan prinsip pengembangan. Tujuan diadakannya PKM ini adalah agar materi yang disampaikan guru sesuai dengan jenis dan prinsip pengembangan materi ajar (fakta, konsep, pinsip dan prosedur). Dengan demikian, guru dapat dengan mudah menyampaikan materi di kelas. Siswa juga dapat dengan mudah memahami materi pembelajaran. PKM diadakan dalam bentuk pelatihan bagi guru-guru di SD Negeri 34 Seberang Padang dan SD Negeri06 Teluk Bayur Padang. Hasil dari pelaksanaan PKM menunjukkan bahwa proses berjalan dengan baik dan guru sudah bisa menyusun materi ajar sesuai dengan prinsip pengembangan materi ajar.Kata Kunci: Guru Sekolah Dasar, Kemampuan, Materi Ajar]]>
<![CDATA[Penerapan Model Group Investigation Terhadap Hasil Belajar Ilmu Pengetahuan Sosial Siswa Kelas IV SDN 10 Ganting Padang ]]>
<![CDATA[Yulfia Nora]]>;
<![CDATA[Yolanda Febrina]]>
<![CDATA[ Jurnal Inovasi Pendidikan dan Pembelajaran Sekolah Dasar Vol 4, No 1 (2020): JIPPSD ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jippsd.v4i1.109448
<![CDATA[This research was motivated by the learning process carried out by the teacher who tended to use the lecture and question and answer method so that student learning outcomes were still low. This research aims to determine the effect of the application of the group investigation learning model on the social studies learning outcomes of the fourth-grade students of SDN 10 Ganting Padang. This type of research is experimental research. The sample in this study were students of class IV A and IV B with a total of 55 students. Data collection techniques in this study using tests. From the research results, it is known that the average social studies learning outcomes of the experimental class students were 82.57 and the control class was 76.74. The based on the results of the hypothesis analysis using the t-test, it is known that tcount> table, with a count of 1.87 and at-table value of 1.67 at a significant significance level of 0.05, meaning that H1 is accepted. From these results, it can be concluded that there is an effect of the application of the group investigation model on the IPS learning outcomes of the fourth-grade students of SDN 10 Ganting Padang.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH TERHADAP HASIL BELAJAR IPS SISWA KELAS IV SD NEGERI 10 SUNGAI SAPIH KOTA PADANG ]]>
<![CDATA[Yen Gusmaneli]]>;
<![CDATA[Pebriyenni Pebriyenni]]>;
<![CDATA[Yulfia Nora]]>
<![CDATA[ Cerdas Proklamator Vol 8 No 1 (2020): JURNAL CERDAS PROKLAMATOR ]]>
Publisher : <![CDATA[Program Studi PGSD FKIP Universitas Bung Hatta ]]>
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DOI: 10.37301/jcp.v8i1.53
<![CDATA[This study aims to determine the effect of cooperative learning model type Make A Match on student learning outcomes on learning IPS. The type of this research is experimental research. The population in this study is all students of class IV SD Negeri 10 Sungai Sapih Padang, amounting to 167 people. The sample in this research is the students of class IVB As the experimental class and the class IVC As the control class that the way of sampling using random sampling. The data collected in the form of students' IPS learning outcomes. Data collection techniques in this study using the test. The test he used was an objective test. Data obtained from statistical test. The result of the research on the students' IPS test result showed the average score of IPS learning result in the experimental class that is 84.24 and the control class is 75.74. Hypothesis testing using t-test shows thitung> ttable, with tcount equal to 3,56 and ttable value equal to 2 at significant level 0,05. Based on the result of this research can be concluded that there is influence of learning result of IPS student of experiment class by using make learning model Make A Match]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY DALAM PEMBELAJARAN IPA SISWA KELAS IV SDN 34 AIR PACAH PADANG ]]>
<![CDATA[Citra Adelia]]>;
<![CDATA[Gusmawetti Gusmawetti]]>;
<![CDATA[Yulfia Nora]]>
<![CDATA[ Cerdas Proklamator Vol 8 No 1 (2020): JURNAL CERDAS PROKLAMATOR ]]>
Publisher : <![CDATA[Program Studi PGSD FKIP Universitas Bung Hatta ]]>
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DOI: 10.37301/jcp.v8i1.57
<![CDATA[This research aims to describe the difference in learning outcomes of cognitive and affective aspects of IPA students by applying cooperative learning model type Two Stay Two Stray with conventional method in class IV SD 34 Air Pacah Padang. The type of research is experimental research. Place of study at SD 34 Air Pacah Padang with the number of research sample there are two classes that is student class IV A and IV B with amount of student 49 student. Analyze technique using t -test. The results showed that the learning outcomes of cognitive aspects of the average IPA in the experimental class is 86.25 and the control class is 74.8. Hypothesis testing using t-test shows tcount> ttable, with tcount of 2,91 and ttable value equal to 1,68 at significant level significant 0,05. The learning outcomes of the affective aspects of experimental class and control class with experimental grade grade were 75.83 and 70.63. Hypothesis testing using t-test shows tcount> ttable, with tcount value of 1.81 and ttable value equal to 1.68 at significant level significant 0,05. Based on the result of this research, it can be concluded that there is a significa nt difference between the cognitive aspect and affective of the experimental and control class students using the Two Stay Two Stray learning model]]>
<![CDATA[VALIDITAS E-MODUL IPS LECTORA INSPIRE BERBASIS DISCOVERY LEARNING UNTUK KELAS IV SEKOLAH DASAR ]]>
<![CDATA[Yulfia Nora]]>;
<![CDATA[Ira Rahmayuni Jusar]]>;
<![CDATA[Ade Fitri Rahmadani]]>;
<![CDATA[Tiwi Aulia Safitri]]>
<![CDATA[ Muallimuna : Jurnal Madrasah Ibtidaiyah Vol 7, No 2 (2022): April 2022 ]]>
Publisher : <![CDATA[Fakultas Studi Islam UNISKA MAB Banjarmasin ]]>
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DOI: 10.31602/muallimuna.v7i2.5478
<![CDATA[During the Covid-19 pandemic, the implementation of online learning carried out by teachers, tended to only use the WhatsApp application as a medium in assigning assignments and collecting assignments by students. Learning resources used by students at home are not yet innovative, only sourced from books and Student Worksheets (LKS). In addition, the social studies material contained in the book is not in accordance with the curriculum. This research aims to describe the validity of the IPS Lectora Inspire e-module based on discovery learning for the fourth grade of elementary school. The research method used is Research and Development (R&D). This research is a research method used to find, develop and validate a product. This research went through three stages, namely the define, design and develop stages which were adopted from the 4-D model developed by Thiagarajan which was then modified into 3-D. The data collection technique uses a questionnaire. The instrument for collecting research data is in the form of a validity questionnaire sheet. The e-module is validated by two experts, namely a material expert and a design expert. The data from the validation sheet were analyzed quantitatively, then used descriptive techniques to draw conclusions qualitatively. Based on the results of data analysis, the validity of the material aspect was 89% and the validity of the design aspect was 83% with an average of 86% with very valid criteria. Thus, the IPS Lectora Inspire e-module based on discovery learning for grade elementary school produced can be used in the learning process.]]>
<![CDATA[Survey of the Implementation of Traditional Games of Minangkabau in Physical Education in Elementary School ]]>
<![CDATA[Meiriani Armen]]>;
<![CDATA[Apriyanti Rahmalia]]>;
<![CDATA[Yulfia Nora]]>;
<![CDATA[M. Iqbal Tuwanta Salamaka]]>
<![CDATA[ JUARA : Jurnal Olahraga Vol 7 No 1 (2022): JUARA: Jurnal Olahraga ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Kuningan ]]>
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DOI: 10.33222/juara.v7i1.1363
<![CDATA[The background of this research is that several teachers in elementary schools throughout the Nanggalo sub-district still have not implemented traditional Minangkabau games in physical education learning. The purpose of this study was to determine the extent of the application of traditional Minangkabau games in Physical Education knowledge in 2019-2020. The research method is a survey method with an instrument in the form of a research questionnaire in the form of a google form (online), with the research subjects being Physical Education teachers from elementary schools throughout the Nanggalo Padang sub-district, totaling 27 elementary schools with a total of 29 PJOK teachers. The data analysis technique used descriptive analysis in the form of percentages. The results of the study on the survey of the application of traditional Minangkabau games in physical education learning in elementary schools throughout the Nanggalo district of Padang city were seen from the number of elementary schools with a percentage of 74% public elementary schools, 19% private elementary schools and private elementary schools that did not have PJOK teachers 7%. Judging from the number of teachers with 62% male teachers and 38% female teachers. For the results of the application of traditional Minangkabau games in physical education learning with a percentage of 50.10% in the category of applying and 49.90% of the type not using. It can be concluded that PJOK teachers have implemented traditional Minangkabau games.]]>
<![CDATA[TINJAUAN PENGEMBANGAN KURIKULUM IPS DI SEKOLAH DASAR ]]>
<![CDATA[Yulfia Nora]]>;
<![CDATA[Nurhizrah Gistituati]]>;
<![CDATA[Alwen Bentri]]>
<![CDATA[ Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 11, No 6 (2022) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/jpfkip.v11i6.9249
<![CDATA[Kependidikan IPS bertujuan untuk menjabarkan pengembangan kurikulum IPS di setiap level sekolah di Indonesia. kependidikan IPS, pengembangannya mempunyai sejarah yang mempunyai dinamika dan polemik di Indonesia. Tinjauan pengembangan kependidikan IPS mempunyai metode historis yang dapat menjelaskan pengembangan kependidikan IPS diadaptasikan dari pelopor pengembangan kependidikan IPS, yaitu Amerika dan Inggris yang menjadi acuan kependidikan IPS di Indonesia. Pengembangan kependidikan IPS di Indonesia berdasarkan keadaan masyarakat dan kepemerintahan Indonesia sehingga berpengaruh terhadap pemantuan dan revisi desain kurikulum kependidikan IPS di Indonesia sampai pada pembelajaran sekolah. Penelitian menggunakan kajian kepustakaan yang dikumpulkan berdasarkan sejumlah review jurnal yang dikelompokkan secara historis berdasarkan tinjauan penggunaan kurikulum IPS di sekolah Dasar. Hasil penelitian menunjukkan bahwa pengembangan kependidikan IPS memberdayakan perkembangan kecanggihan teknologi yang melibatkan masyarakat sebagai objek pengembangan kependidikan IPS. Hasil penelitian disimpulkan bahwa pengembangan kependidikan IPS memerlukan keterlibatan perkembangan zaman sejalan dengan kecanggihan teknologi dan masyarakat agar tetap berkembang dan dinamis keilmuan IPS di kependidikan Indonesia.]]>
<![CDATA[Penanganan Permasalahan Sosial pada Anak dalam Pengembangan Sosial di Sekolah Dasar ]]>
<![CDATA[Yulfia Nora]]>;
<![CDATA[Jamaris Jamaris]]>;
<![CDATA[Solfema Solfema]]>
<![CDATA[ Jurnal Basicedu Vol 7, No 1 (2023): February ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v7i1.4334
<![CDATA[Penelitian dilakukan untuk mengkaji teori perngembangan anak dan aspek yang dipengaruhi oleh pengembangan sosial anak dalam sosiologi kependidikan, khususnya permasalahan sosial. Penggunaan metode dalam penelitian ini adalah kajian kepustakaan dengan meta-analisis dari sepuluh hasil review jurnal nasional berdasarkan aspek perkembangan sosial anak, yaitu personaliti anak, yaitu sifat dasar, keadaan prenatal, keberbedaan personal, keadaan dan motivasi. Hasil penelitian menunjukkan bahwa (1) berdasarkan hasil meta-analisis review sepuluh jurnal nasional didominasi oleh aspek perkembangan keberbedaan personal (2) aspek perkembangan sosial,khususnya keberbedaan sosial belum berkembang dengan baik karena perlu pendampingan dan arahan dari orang tua dan guru untuk penanganan permasalahan sosial pada anak; (3) aspek perkembangan keberbedaan personal ini juga merupakan faktor internal yang memengaruhi dalam diri anak; (4) Implikasi penelitian ini dapat menjadi acuan bagi orang tua untuk menjaga komunikasi dan berkolaborasi dalam mencegah terjadinya permasalahan sosial pada anak.Penanganan Permasalahan Sosial pada Anak dalam Pengembangan Sosial di Sekolah Dasar]]>
<![CDATA[Pendidikan Dalam Teori Perbedaan Individu ]]>
<![CDATA[Yulfia Nora]]>;
<![CDATA[Mudjiran Mudjiran]]>
<![CDATA[ Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 6 (2022): Jurnal Pendidikan dan Konseling: Special Issue (General) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jpdk.v4i6.9702
<![CDATA[Tujuan penulisan artikel ini adalah untuk mendeskripsi pendidikan dalam teori perbedaan individu. Metode penelitian menggunakan studi literatur atau tinjauan kepustakaan yaitu suatu metode pengumpulan data yang dilakukan dengan cara mengambil data-data yang diperlukan dari literatur-literatur yang berkaitan. Pendidikan merupakan suatu upaya yang dilakukan orang dewasa untuk menjadikan seorang anak dapat mengembangkan segala potensinya. Pendidikan dalam teori perbedaan individu merupakan suatu proses mendewasakan dan mematangkan seseorang dengan memperhatikan perbedaan yang ada pada setiap individu dibawah bimbingan dan arahan orang dewasa yang meliputi, orang tua atau keluarga, pendidik dan masyarakat. Perbedaan individu yang ada pada setiap peserta didik terlihat dari perbedaan jenis kelamin, kecerdasan, bakat, sifat, kepribadian, gaya belajar, minat, motivasi, hobi dan lain sebagainya. Perbedaan atau keunikan tersebut secara umum disebabkan oleh dua faktor, yakni pengaruh gen dan pengaruh lingkungan manusia itu sendiri. Oleh karena itu, pendidik sebagai salah satu komponen utama dalam pembelajaran memegang peran yang sangat urgen untuk dapat menghadirkan suasana pembelajaran yang diinginkan dan menyenangkan bagi setiap individu peserta didiknya.]]>
