Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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All Journal Journal Informatic, Education and Management (JIEM) Bulletin of Science Education
Jubelando O. Tambunan
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Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Other

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The Implementation of Children's Song Creation as Character Education through Art for Elementary School Teacher Education Students Jubelando O. Tambunan; Melisa Nur Asima Sidabutar; Deswidya Sukrisna Hutauruk
Bulletin of Science Education Vol. 4 No. 3 (2024): Bulletin of Science Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bse.v4i3.1432

Abstract

This research aims to develop the skills of PGSD students as prospective teachers in designing teaching materials, namely children's songs as learning media in developing the character of elementary school students. This research is project-based learning (PBL) with a development model Research and Development (R&D) by Borg and Gall. This project-based learning process was carried out by 25 students as research subjects under the guidance and direction of a lecturer who was a researcher himself and carried out in several stages, namely (1) problem identification, (2) information collection, (3) product design, (4) design validation, (5) design improvements, (6) product trials, (7) operational product revisions, (8) usage trials, (9) final stage product revisions, and (10) mass production.  The results of this research were that the students were able to create children's songs well, where out of a total of 25 students, they succeeded in creating 25 children's songs with different titles (100%). The children's songs were also assessed based on aspects of suitability to the song theme, song lyrics, tune and suitability to the theme of character education. The results showed that the students were able to create children's songs that contained character education very well (94.4%). So it can be concluded that the PBL process implemented in this research is considered effective in developing teaching materials, especially the aim of this research, namely creating children's songs that contain character education.
Analysis of the Impact of Giving Rewards and Punishment to Increase Student’s Interest in Learning Indonesian in Class III of Taman Siswa Elementary School, Pematang Siantar Veronika Nainggolan; Jubelando O. Tambunan; Chintani Sihombing
Journal Informatic, Education and Management (JIEM) Vol 8 No 1 (2026): FEBRUARY (CALL FOR PAPERS)
Publisher : STMIK Indonesia Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61992/jiem.v8i1.238

Abstract

This study aims to analyze the use of rewards and punishments in improving the learning outcomes of third-grade students at Taman Siswa Pematang Siantar Elementary School. A qualitative descriptive approach was used with a total of 23 students as research subjects. The data collection techniques used were observation, questionnaires, and documentation with data reduction analysis, data presentation, and conclusion/verification. Based on the results of the study, it was found that there was a lack of motivation and interest in learning as well as a passive attitude among students during learning activities. This was because teachers did not apply the right strategies. One strategy that can be applied is the use of rewards and punishments. The results showed that the implementation of rewards and punishments by teachers had a positive impact on increasing students' interest in learning. The impact of rewards based on the analysis of the reward questionnaire, per item with the highest score was on p4 (material rewards) at 94.57%. The average reward score percentage was 84.23% (good). The lowest score was on p5 (symbolic rewards) at 73.91% (fair). The impact of punishment based on the questionnaire analysis results with the highest score was p4 (non-verbal punishment) at 91.30% (very good). The lowest scores were on p6 (normative punishment) and p8 (psychological punishment) at 81.52% (good). The average percentage of punishment scores was 84.13% (good). This shows that the impact of punishment on learning interest was at a good level (85.65%). Students showed a positive response to both strategies and became more active in attending lessons.
Co-Authors Chintani Sihombing deswidya sukrisna hutauruk Melisa Nur Asima Sidabutar Veronika Nainggolan