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All Journal Cendekia Indonesian Journal of Tropical and Infectious Disease Indonesian Journal of Curriculum and Educational Technology Studies Jurnal Ibriez : Jurnal Kependidikan Dasar Islam Berbasis Sains JKTP: Jurnal Kajian Teknologi Pendidikan Pendekar : Jurnal Pendidikan Berkarakter Perspektif Ilmu Pendidikan Wacana: Jurnal Ilmiah Ilmu Komunikasi JTP - Jurnal Teknologi Pendidikan PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Jurnal Pembelajaran Inovatif Journal of Advanced in Information and Industrial Technology (JAIIT) Ma'alim: Jurnal Pendidikan Islam JCOMENT (Journal of Community Empowerment) Journal Research of Social Science, Economics, and Management Sewagati Analysis : Journal of Education Jurnal Edukatif Jurnal Komprehenshif Pedagogik : Jurnal Pendidikan dan Riset Jurnal Ilmu Tarbiyah dan Keguruan Al-Marsus : Jurnal Manajemen Pendidikan Islam Jurnal Kualitas Pendidikan CHILD KINGDOM : Jurnal Pendidikan Anak Usia Dini
Retno Widyaningrum, Retno
STAIN Ponorogo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Public Health Social Sciences Other

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Journal : Cendekia

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MODEL PEMBELAJARAN TEMATIK DI MI/SD Widyaningrum, Retno
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 10 NO 1 TAHUN 2012
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v10i1.405

Abstract

Abstract. In early age, it is generally asserted that all aspects of learners’ intelligence like IQ, EQ, and SQ grow and develop extraordinarily. At this age, young learners will only see a real thing holistically and able to understand the relationship among the concepts simply. In accord to this, the learning process should be fitted with their needs and level of proficiency. Besides, it should be directed to help them learn the concrete objects with their real life experiences. On the contrary, if the learning process is conducted separately, this means that the learners’ holistic thinking process is not well-developed and it makes them hard to learn optimally. The research revealed that the kindergarten learners who were taught thematically had better ability and readiness in joining the study than those who were not taught thematically. Based on the result, it could be justified that the learning process for young learners was more effective if it was managed integratively through a thematic approach.
TAHAPAN J.BRUNER DALAM PEMBELAJARAN MATEMATIKA PADA PENJUMLAHAN DAN PENGURANGAN BILANGAN BULAT DI SEKOLAH DASAR (SD/MI) Widyaningrum, Retno
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL. 9. NO. 1 TAHUN 2011
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v9i1.865

Abstract

Teaching is not only changing ones behavior but more importantly it function to change the school curriculum on such a way that students can learn easily and optimally. It is essential to take an action to improve the students’ ability in math based on their own nature development, particularly in primary schools level. This can be gained by creating the students active participation and regarding their diversity of as conveyed by J. Bruner. In order to improve the quality of learning process, it is necessary to set up a convenience environment known as "discovery learning environment" that is an environment where learners can explore, invent new knowledge, or discover similar to those already known. There are three stages of learning according to J. Bruner, such as enactive, iconic and symbolic stages. The learning process will be gained optimally if the students are involved in enactive stage, and then if this phase of learning is well-achieved, students learn to switch to the second stage by employing the iconic representation mode. Lastly, learning activities are preceded to the third stage, which is the learning phase by using the mode of symbolic representation. By implementation those three learning objectives, it is expected that the process of learning mathematics can achieve the intended goals.ليس الهدف من التعليم التغيير في سلوك الطالب فحسب. بل التغيير في المنهج الدراسي كذلك، وهذا ليدرس الطالب أكثر وأسهل. المحاولات لتوفير الفرص للطلاب ليتقدموا سريعا وفقا بقدراته في المادة الخاصة ( خاصة في المرحلة الابتدائية) ، هذا بالاهتمام نحو اشتراكهم في التعليم والتعرف على خصائص الطلاب كما يقوله ج برونر. ولترقية عملية التعليم يحتاج المدرس إلى بيئة (Discovery learning environment ( وهي البيئة التي بها يستطيع الطالب توسيع معلوماته والقدرة على الابداعات أو المفاهيم المساوية لما هو معلوم لهم. وبالنظر إلى أن ثمة 3 مراحل في التعليم كما ذكره ج برونر هي إينكتيف و إيكونك و سيمبولك ، فعملية التعليم سينجح إذا بدئ بمرحلة إيكونيك ثمّ المرحلة الثانية وهكذا. وتطبيق هذه المراحل في العملية التعليمية خاصة مادة الرياضيات يرجى منه الحصول على الأهداف من التعليم.
Co-Authors Adithya Sudiarno Ahmad Ahid Mudayana Amardhani, Athaa Faishal Aminuyati Aniqotul Azizah, Noris Ardiansyah, Acep Ahmad Ariani, Diania Ariani, Diania Arief Rahman Arifiani, Siska Ariyanto, Renaldi Jafras Azzahro, Suryo Alvin Basuki Wibawa Bimantara, Alvin Cahyaningratri, Amina Jasmine Cecep Kustandi Centauri , Beta Citra Kusuma Dewi Della Nuari Devi, Priesta Mayestika Karunia Dewi, Dyah Santhi Diana Ariani Diana Ariani, Diana Dilansari, Vina Annisa Ega Rizkiyah, Ega Erry Utomo Fatul Fauziah, Asmah Rohma Febiyana, Christi Ferry Setiawan Fikri, Muhammad Naufal Gani, Rayhan Sultan Hasyatamma, Mareta Putri Hikmah, Syafaqoh Mahdiyatul I Ketut Gunarta Imam Mustaqim Imbar Nursetyo, Kunto Irfanda, Mohammad Zehan Istighfarin, Rahmatul Izzati, Leni Nurul Kandriasari, Annis Khudlori, Ahmad Kresnaldi, Fariz Dwika Kunto Imbar Kunto Imbar Nursetyo Kusherawati, Ermi Kusuma, Oksa Wijaya Ma'ruf, Latifah Ely Marsofiyati Marsofiyati Maryani, Anny Moch Sukardjo Mochamad, Ardhani Muhammad Japar MULYADI Muslim, Suyitno Ni’mah, Zahrotun Nursetyo, Kunto Imbar Okta Putra Setio Ardianto, Okta Putra Setio Oktavia, Lora Permatahati, Stella Aldora Devi Prabowo, Afriyan Randhi Pratama, Arga Putra Pratama, Maulana Yoga Prawiradilaga, Dewi Salma Prawiradilaga, Dewi Salma Puspitarini Ngazis, Cahyani Putri, Malfa Liya Qohar, Henryco Syah Rahmat, Stephanus Turibius Ratna Sari Dewi Rizqi Nazhifah, Ghina Rosya, Kamila Nur Setiyowati, Fitri Nuraini Sholah, Adam Fajrus Situmorang, Robinson Sofian Rizal Sri Gunani Partiwi Suprayekti Suprayekti, Suprayekti Syahrial, Zulfiati syahyani, regita Wimbadi, Ardan Zahra, Bahezta Lama'a Zianadezdha, Asfara