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All Journal EDUHUMANIORA: Jurnal Pendidikan Dasar Journal of Humanities and Social Studies Indonesian Research Journal on Education
Srikandi Octaviani, Srikandi
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Religion Arts Humanities Chemistry Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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PENGEMBANGAN BAHAN AJAR TEMATIK DALAM IMPLEMENTASI KURIKULUM 2013 KELAS 1 SEKOLAH DASAR Octaviani, Srikandi
EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru Vol 9, No 2: Juli 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/eh.v9i2.7039

Abstract

Abstract: Curriculum 2013 emphasizes the implementation of a thematic approach. This research was carried out considering the necessity of teachers to implement thematic learning model based on the curriculum in 2013 taking into account the importance of the application of the thematic learning in elementary schools. This research produces thematic instructional materials theme natural events valid and effective. Expansion of early draft thematic teaching materials validated by four experts. The evaluation of the teaching materials thematic theme natural events specified valid, suggestions and feedback used to revise the draft. The results of test calculations show the individual completeness tcount (6.70) ttable (1.71) means that the learner achieved mastery learning with a minimum value of 72 standards, classical completeness reach 91.6% 75% standard set classical completeness, and the results of comparative tests is post-test pre-test mean value, meaning that a change in the learning achievement of learners towards better after using the activity book.Keywords: Development, Learning Material, Thematic, Curriculum 2013, activity book  Abstrak: Kurikulum 2013 menekankan pembelajaran dengan pendekatan tematik. Penelitian ini dilaksanakan mengingat keharusan guru melaksanakan model pembelajaran tematik yang benar berdasarkan kurikulum 2013 dengan mempertimbangkan pentingnya penerapan model pembelajaran tematik di sekolah dasar. Penelitian ini menghasilkan bahan ajar tematik tema peristiwa alam yang valid dan efektif. Pengembangan draft awal bahan ajar tematik divalidasi oleh empat orang ahli. Hasil penilaian ahli terhadap bahan ajar tematik tema peristiwa alam dinyatakan valid, saran dan masukan ahli digunakan untuk merevisi draft. Draft 2 kemudian diuji coba keefektifannya. Hasil perhitungan uji ketuntasan individual menunjukkan bahwa nilai thitung (6,70) ttabel (1,71) artinya peserta didik telah mencapai ketuntasan belajar dengan standar minimal nilai 72, ketuntasan klasikal mencapai 91,6% 75% standar ketuntasan klasikal yang ditetapkan, dan hasil uji banding dimana nilai mean post-test nilai mean pre-test, artinya bahwa terjadi perubahan prestasi belajar peserta didik ke arah yang lebih baik setelah menggunakan activity book. Kata Kunci: Pengembangan, Bahan Ajar, Tematik, Kurikulum 2013, activity book
THE EFFECT OF USING THE PROJECT BASED LEARNING MODEL ON PROCESS SKILLS AND SCIENCE LITERATION SKILLS Octaviani, Srikandi
Journal of Humanities and Social Studies Vol 2, No 2 (2018): Journal of Humanities and Social Studies
Publisher : Lembaga Penelitian dan Pengabdian Nasyarakat Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (237.428 KB) | DOI: 10.33751/jhss.v2i2.905

Abstract

This research is motivated by the learning process carried out in class V of SD Negeri 8 Metro Timur, SD Negeri 1 Metro Barat, SD Negeri 1 Metro Utara dan SD Negeri 5 Metro Pusat. The implementation of the learning process carried out by teachers who generally still use conventional learning methods and models that are only fixated on books and more teacher-centered, students listen to explanations from the teacher, take notes, memorize information and work on problems. practice questions rather than doing practical activities through experiments or experiments. As a result, the learning process becomes less attractive and seems monotonous because students tend to be passive and less participatory in learning activities. Teachers lack innovation in the use of active and innovative methods or learning models that are more student centered. That is, learning that provides more opportunities for students to construct independently the process of understanding material through a more active learning process through search activities and problem solving. In response to this, researchers conduct learning using a project based learning learning model with the aim of improving students' science process skills and scientific literacy skills. The purpose of this study was to describe the influence of the PjBL model on process skills and scientific literacy skills. The type of this study is quasi-experimental research using the design of nonequivalent groups pre test-post test from Fraenkel and Wallen. The design of nonequivalent groups pre test - post test was started by setting the experimental group and the control group, then doing the pre test, followed by giving treatment to the two classes and ending with a post test. The subjects in this study were fifth grade elementary school students in Metro City. Data collection techniques in the form of tests. The research instrument is a spatial literacy test sheet. Data were analyzed using normality test and Mann Whitney test. The results of this study indicate that the PjBL model can improve science process skills and higher scientific literacy skills compared to groups of students who get conventional learning. Keywords: skills of science literacy, skills of science process, elementary students.
Meningkatkan Kemampuan Membaca Anak Melalui Penerapan Metode Drill And Practice Octaviani, Srikandi; Sufianti, Alif Via
Indonesian Research Journal on Education Vol. 2 No. 2 (2022): irje 2022
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (492.434 KB) | DOI: 10.31004/irje.v2i2.176

Abstract

A common mistake that adults make when teaching children to read is to place more emphasis on memorizing the consonants of the alphabet from A to Z, so that even though the child has memorized the letters, the child will still have difficulty reading and become confused when faced with text or example sentences. One method that can be used to introduce reading to children is to use the drill and practice method. Of the 15 Kindergarten A children, only 3 people can correctly pronounce the letters A, B, C to Z, but cannot pronounce the sound when 2-3 letters are combined into words, 5 people can point to some letters at random but not all the letters can correctly mentioned only a few letters at random, and as many as 7 children only memorized thepronunciation without knowing the shape of the letters called. The reflection of the application ofthe drill and practice method is that repeated exercises are indeed needed, because of the limited time to study in school, plus the focus of children who are easily divided, making it difficult for children to concentrate on books, with repeated exercises, children's memory becomes more embedded. The results of this study are an increase in children's reading skills through theapplication of the Drill and Practice method, from children who can only say letters without knowing how the symbols or letter shapes are to become children who can not only mention letters one by one but also mention the sound of the letters that are connected to form a word, from a child who only knows a few random letter symbols to a child who is able to name every consonant of a letter with the right sound.
Penerapan Pendekatan Realistik Mathematics Education (RME) untuk Meningkatkan Pemahaman Konsep Matematis Peserta Didik Kelas IV Sekolah Dasar Sufianti, Alif Via; Octaviani, Srikandi
Indonesian Research Journal on Education Vol. 2 No. 2 (2022): irje 2022
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (285.67 KB) | DOI: 10.31004/irje.v2i2.177

Abstract

This research is in the background because of the students' understanding in mathematics learningthat causes low student learning outcomes. Based on the problem, one approach that can improvestudents' understanding is Realistic Mathematics Education (RME) approach. The purpose of thisclassroom action research is to know the improvement of students' mathematicsal conceptunderstanding by applying Realistic Mathematics Education (RME) approach. The kind of research is classroom activity includes four stages of research: planning, execution, observationand reflection. This study consists of two cycles. The subjects of this study were fourth gradestudents in one of the elementary schools in the northern metro sub-district which presented 20students. Data processing used is quantitative and descriptive qualitative data analysis. The resultof the research shows improvement of students' mathematicsal concept understanding in eachcycle. This can be seen in the first cycle which is 65.00%, the second cycle 85.00%. Based on theresult of this research, it can be concluded that the application of Realistic Mathematics Education(RME) approach can improve the understanding of mathematicsal concept of fourth grade students of elementary school.
Co-Authors SUFIANTI, ALIF VIA