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All Journal TUNAS BANGSA Metafora: Education, Social Sciences and Humanities Journal Jurnal Pendidikan Dasar
Ajat Sudrajat
Universitas Negeri Jakarta
Humanities Education Social Sciences Other

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HUBUNGAN KONSEP DIRI DAN MOTIVASI BERPRESTASI SISWA DENGAN HASIL BELAJAR ILMU PENGETAHUAN SOSIAL Ary Lestari; Etin Solihatin; Ajat Sudrajat
Jurnal Tunas Bangsa Vol 5 No 2 (2018)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (296.618 KB)

Abstract

This research is motivated by the low re- sults of students' social science learning outcomes. The thing that is allegedly related to the results of social studies learning is the students' self-concept and achievement motivation. The purpose of this study was to see the correlation of self-concept and achievement motivation of students with student social studies learning outcomes. This research uses survey method. The survey was conducted on 62 students. The results of the study showed that self-concept correlated with the results of social studies learning. Likewise, achievement motivation correlates with social studies learning outcomes. Even the correlation test together with self-concept and achievement motivation with social studies learning has a high correlation with a large of 0.881. Abstrak Penelitian ini dilatarbelakangi reendahnya hasil belajar ilmu pengetahuan sosial siswa. Hal yang diduga berhubungan dengan hasil belajar IPS adalah konsep diri siswa dan motivasi berprestasi. Tujuan penelitian ini adalah melihat korelasi konsep diri dan motivasi berprestasi siswa dengan hasil belajar IPS siswa. Penelitian ini menggunakan metode survey. Survey dilakukan terhadap 62 siswa. Hasil penelitian dengan , menunjukkan bahwa konsep diri berkorelasi dengan hasil belajar IPS. Begitu pula motivasi berprestasi berkorelasi dengan hasil belajar IPS. Bahkan uji korelasi secara bersama-sama konsep diri dan motivasi berprestasi dengan hsil belajar IPS memiliki korelasi yang tinggi dengan besar 0,881. Kata Kunci: Konsep diri, motivasi berprestasi, hasil belajar
PENINGKATAN HASIL BELAJAR IPS TENTANG JENIS-JENIS PEKERJAAN MELALUI METODE COOPERATIVE LEARNING TIPE INSIDE-OUTSIDE CIRCLE (IOC) DI KELAS III SDN KARET 06 PAGI JAKARTA SELATAN Ajat Sudrajat
Metafora: Education, Social Sciences and Humanities Journal Vol. 2 No. 3 (2015): Pendidikan di Ruang Sosial
Publisher : Fakultas Ilmu Sosial dan Hukum, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/metafora.v2n4.p1-8

Abstract

The purpose of this study was to analyze the IPS Improved Learning Outcomes third grade students of SDN Karet 06 Pagi South Jakarta on material Types of Work Method Using Cooperative Learning Type Inside-Outside Circle. Research conducted at SDN Karet 06 Pagi South Jakarta, a study was conducted for three months from March to May 2015 samapai in the second semester of the school year 2014-2015. The study was conducted using the method of classroom action research (PTK). The research was conducted in two siklus. Result of the  research indicates data obtained by IPS data from the learning process by using Cooperative Learning Type Inside-Outside Circle. At IPS cognitive learning outcomes gained 60% increase to 86.67% in the second cycle. Affective aspects of learning outcomes IPS consisting of Discipline 70%, communicative 81%, responsibility 67% increase to 87% Discipline, communicative 87%, responsibility 80% in the second cycle. Psychomotor aspects of learning outcomes first cycle that preparation indicator 67% increase in the second cycle to 84% 68% Process indicators increased in the second cycle to 79%, and the indicator of the results of a 77% increase in the second cycle to 81% .Prosentase teacher activity in the first cycle 67% and cycle II reached 93%. The percentage of student activity first cycle of 60% and cycle II reached 90% .Implikasi of this research is the IOC Cooperative Learning mode can be used as one of learning methods to improve learning outcomes IPS elementary school third grade students.
MODEL PENGEMBANGAN PERPUSTAKAANN PGSD FAKULTAS ILMU PENDIDIKAN UNIVERSITAS NEGERI JAKARTA UNTUK MEMBUDAYAKAN MINAT BACA MAHASISWA Ajat Sudrajat
Metafora: Education, Social Sciences and Humanities Journal Vol. 1 No. 3 (2014): Nilai dalam Pembelajaran
Publisher : Fakultas Ilmu Sosial dan Hukum, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/metafora.v1n3.p67-85

Abstract

Development of reading includes four kinds of activities, namely planning program growth and development of reading, and organize the implementation of the program, control the execution of the program and assess the implementation of the program of growth and development of reading interest, both within the family, school and community. Library can be used as a source of learning for the students because FIP PGSD library UNJ not only have a collection of books, but also in the form of a device for the presentation of the material through the CD, VCD, CD-ROMs, and the Internet. Library is an effective learning resources to increase knowledge. Availability of library materials allow each student select them according to interest and importance. The more students who diligently read also increase the level of knowledge. In addition to functioning as a place to get information, the library also serves PGSD FIP UNJ for education, learning and research. Therefore, the distribution of the collections of information should be directed to the learning needs of students.
INTEGRASI KONSEP KEBENCANAAN DALAM IMPLEMENTASI KURIKULUM 2013 DI SEKOLAH DASAR Almukarramah; Fadhillah; Ajat Sudrajat
Jurnal Pendidikan Dasar Vol 10 No 2 (2019): JPD- Jurnal Pendidikan Dasar
Publisher : Pendidikan Dasar - Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (320.713 KB) | DOI: 10.21009/jpd.v10i2.13439

Abstract

Bencana adalah suatu peristiwa yang mengakibatkan dampak besar bagi populasi manusia,baik bencana alam, bencana non alam, dan bencana sosial. Permendikbud nomor 33 tahun 2019tentang Penyelenggaraan Program Satuan Pendidikan Aman Bencana untuk meyiapkan satuanpendidikan yang tanggap bencana. Melalui makalah ini akan kajian melalui integrasi konsepkebencanaan dalam implemementasi kurikulum 2013 di Sekolah Dasar dimulai dengan bagaimanaparadigma penanggulangan bencana di Indonesia, dalam konteks kurikulum Sekolah Dasar,pembelajaran tematik apa saja dari kurikulum 2013 yang dapat diintegrasikan kedalam konsepkebencanaan. Metode yang digunakan yaitu literature review dari perundang-undangan yangberkaitan dengan kebencanaan, hasil penelitian, modul, buku, buku panduan praktis. Selanjutnyadisadur melalui analisis konten yang berhubungan dengan kurikulum 2013 dan konsep bencana.Hasilnya menunjukkan bahwa terjadi perubahan paradigma penanggulangan bencana sebelum dansesudah terbit Undang-Undang Nomor 24 Tahun 2007 tentang Penanggulangan Bencana. Selanjutnyaditetapkan satu tema dari masing-masing kelas yang berkaitan dengan berpotensi dikembangkanuntuk materi kebencanaan berbasis kearifan lokal, diantaranya Kelas I, tema peristiwa alam. Kelas II,tema Keselamatan dirumah dan di perjalanan. Kelas III, tema Perubahan cuaca. Kelas IV, tema Peduliterhadap lingkungan hidup. Kelas V, tema Lingkungan sahabat kita. Kelas VI, tema Bumiku.
Co-Authors Almukarramah, Almukarramah Ary Lestari Fadhillah Solihatin, Etin