Scholaria: Jurnal Pendidikan dan Kebudayaan
Scholaria: Jurnal Pendidikan dan Kebudayaan is a double blind-peer-reviewed journal managed by Program Studi Pendidikan Guru Sekolah Dasar (PGSD), Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Kristen Satya Wacana (UKSW) Salatiga cooperates with the Himpunan Dosen Pendidikan Guru Sekolah Dasar Indonesia presenting diverse themes, yet still within major themes in education. Particularly about the study of theoretical education and results of classroom action research, experimental research and development research in the development of education including sustainable professionalism. Scholaria: Jurnal Pendidikan dan Kebudayaan is published three times a year in January, May and September.
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<![CDATA[Pola Kekuasaan Pendisiplinan dalam Membina Perilaku Peserta Didik di SMA Negeri Olahraga Sriwijaya ]]>
<![CDATA[Lamtarida Deasy Marice]]>;
<![CDATA[Ridhah Taqwa]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 10 No 2 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2020.v10.i2.p122-133
<![CDATA[The research was conducted at Sriwijaya Sports State High School, a special school for students who have talent in the field of sports. The aim is to know the pattern of discipline and the form of disciplinary techniques applied in fostering student behavior. The method used is descriptive qualitative with a case study approach that explores important information about the pattern of application and the form of disciplinary techniques. The data analysis is done by processing and preparing data, reflecting on meaning, processing information, data coding, and making narrative writings. The results of the study show that disciplinary patterns are applied through two mechanisms: first is through supervision (panapticon). This form of supervision takes the form of a point system that has the power to oversee the behavior of students. Other forms of supervision are raids on behavior that violates school rules. Second is the normalization, which is done by applying and enforcing punishment and reward. Disciplinary techniques that are carried out including the use of democratic discipline, permissive discipline, and the application of punishment that is educational in value, but does not lead to a form of violence.]]>
<![CDATA[Penerapan Differentiated Instruction dalam Meningkatkan Pemahaman Konsep Matematika Siswa Kelas 2 SD ]]>
<![CDATA[Sion Stepani Simanjuntak]]>;
<![CDATA[Tanti Listiani]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 10 No 2 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2020.v10.i2.p134-141
<![CDATA[Understanding concepts is one of the important things in learning Mathematics. However, in reality it was found that Grade 2 students had difficulty in understanding the concept of Mathematics. Therefore, in this study a strategy has chosen, namely Differentiated Instruction. The purpose of this study is to determine whether the application of Differentiated Instruction learning strategy can improve the understanding of the concept of class 2B students on Mathematics. The method carried out is the Classroom Action Research (CAR) by Robert Pelton with two cycles. The research was conducted at a Christian school in the West Jakarta area on September 26 to October 16, 2018, conducted with a total of 7 meetings. The instruments to collect data are lesson plans, mentor feedback, reflection journals, tests and documentation (photos). The results of the study shows that the Differentiated Instruction strategy can improve students' understanding of concepts on the three indicators used in this research. The maximum achievement of each indicator is restating a concept (72%), classifying objects based on certain characteristics according to the concept (100%), and presenting concepts in various forms of representation (80%). Differentiated Instruction can improve the understanding concept of, if each of the strategic steps are implemented properly. However, there are some things that need to be considered such as the emphasis on the concept of clear material, giving clear but simple instructions (for lower grade students), giving clear and firm rules, as well as variations in learning according to interests, learning styles, and student readiness.]]>
<![CDATA[Hasil Belajar IPA Siswa SD di Daerah Tertinggal dengan Penerapan Model Pembelajaran Inkuiri Terbimbing ]]>
<![CDATA[Ricardus Jundu]]>;
<![CDATA[Pius Herman Tuwa]]>;
<![CDATA[Rosnadiana Seliman]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 10 No 2 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2020.v10.i2.p103-111
<![CDATA[This study aims to determine the effect of the use of guided inquiry methods on students' science learning results at SDI Wae Ratun. This school is one of the schools in underdeveloped regions. This type of research is a quasi-experimental study with posttest only control group design research. The subject of the study was the fifth-grade students with sampling techniques using random class techniques. The sample chosen in this study was class V B as the experimental class and class V A as the control class. The instrument used is a test in the form of multiple-choice questions. Data analysis uses descriptive and inferential statistics. The results of data analysis obtained the calculation of tcount = 4.940 and ttable = 2.026 at a significant level and degrees of freedom = 35. Thus, there is a substantial influence on the use of guided inquiry learning models on student science learning results at SDI Wae Ratun.]]>
<![CDATA[Peningkatan Kemampuan Komunikasi Matematika Siswa SD Kelas V Melalui Tipe Pembelajaran Think Talk Write (TTW) ]]>
<![CDATA[Novy Trisnani]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 10 No 2 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2020.v10.i2.p92-102
<![CDATA[This study aims to improve the mathematical communication skills of fifth grade students in SD Negeri Kedundang through the application of cooperative learning models of Think Talk Write type. This type of research is classroom action research. The subjects in this study were 19 students. The technique used for data collection is observation and written test techniques. The research instrument is the teacher observation sheets, student observations and written tests. The data analysis technique used is descriptive quantitative and descriptive qualitative. The results of pre-action observation showed that students' communication skills were categorized as very low (47.63%) and low (38.48%). Then in the first cycle, students' mathematical communication skills on average increased from very low and low to low (22.60%), moderate (27.60), and high (22%). To strengthen the results of observations from the first cycle, the learning activities were held in the second cycle, the results of students' mathematical communication skills increased to the medium category (37.36%), high (39.47%), and very high (18.42%). Based on the results obtained it can be concluded that the application of the think talk write learning model can improve the mathematical communication skills of fifth grade students of Kedundang Elementary School.]]>
<![CDATA[Implementasi Rally Coach Untuk Mengembangkan Keterampilan Berpikir Kritis Pada Pelajaran Matematika ]]>
<![CDATA[Joko Krismanto Harianja]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 10 No 2 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2020.v10.i2.p162-170
<![CDATA[Critical thinking skills need to be developed in learning activities because these skills are needed by students especially in solving problems both in everyday life and for the future. Based on research that has been done, students' critical thinking skills can be developed by implementing the rally coach learning model in mathematics learning activities. Rally coach is a cooperative learning model. From the research results obtained using descriptive research methods with a qualitative approach, students' critical thinking skills have increased significantly which indicates that the implementation of the rally coach learning model was declared successful. This study has been done using CAR (Class Action Research) method with 4 cycles. As part of the research, to find out an increase in accordance with expected, researchers designed a test instrument that has been tested for validity and reliability using the content validity ratio (CVR) method and the Cronbach Alpha formula. The results that have been obtained show in detail that the rally coach learning model provides an excellent contribution to improving students' critical thinking skills.]]>
<![CDATA[Quality Management System: Analisis Raport Mutu Usaha Kesehatan Sekolah (UKS) ]]>
<![CDATA[Sapto Irawan]]>;
<![CDATA[Danu Prasetyo]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 10 No 2 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2020.v10.i2.p112-121
<![CDATA[This quality report analysis was conducted to see the quality achievement of SMK PGRI 1 Salatiga in one year for School Health Efforts (UKS) in 2018. This research describes descriptively both qualitatively and quantitatively the results of the quality report card achievement. It was shown that the achievement score in the School Health Business Report Card (UKS) was 6.6 with the category of UKS 4. Referring to the results of the analysis of the description above, it showed that the achievement report had obtained the four-star category. Validation of the achievement of the School Health Effort report card (UKS) is needed to show the real condition of the school. The achievement of the four-star category is strongly influenced by two important factors in its implementation, namely: 1) the awareness of all school members to realize a healthy lifestyle; 2) the facilities and infrastructure support in realizing healthy living behavior.]]>
<![CDATA[Pengaruh Kepengawasan dan Kepemimpinan Distributif-Relasional Terhadap Komitmen Organisasi Kepala Sekolah Dasar di Kabupaten Semarang ]]>
<![CDATA[Sophia Tri Satyawati]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 10 No 2 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2020.v10.i2.p142-151
<![CDATA[The purpose of this study is to uncover the influence of supervision and distributive-relational leadership on the organizational commitment of principals. The method used in this study uses quantitative methods. The population in this study was the principal of Elementary School in Semarang District numbering 510. The sample in this study was determined based on a cluster sampling technique of 127 people. Data collected through a questionnaire that has been tested for validity and reliability. The data analysis technique uses path analysis with SPSS 21 software. The results of the study show that: (1) positive and significant supervision directly influences the principal's organizational commitment; (2) distributive-relational leadership positively and significantly directly influences the organizational commitment of the principal; and (3) supervision positively and significantly influences indirectly through distributive-relational leadership to the commitment of the principal's organization.]]>
<![CDATA[Penanaman Sikap Inspiratif Melalui Pendekatan Sains Teknologi Masyarakat ]]>
<![CDATA[Sutaryono Sutaryono]]>;
<![CDATA[Fitria Dwi Prasetyaningtyas]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 10 No 2 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2020.v10.i2.p179-186
<![CDATA[The problems of this research are: 1) how to develop the approach of societal technology science?; 2) how is the feasibility approach of societal technology science; 3) is the approach of society technology science can cultivate the inspirational attitude?. This is a mixture between qualitatif and quantitative research. Qualitative research was chosen to describe the application of the society technology science. Quantitative research which is a pre-experimental design of one–group Pretest-Postest design, is to see the understanding and change of students’ character before and after the application of the model. The learning model development used the ADDIE (Analysis, Design, Develop, Implemen, Evaluation) design model. The results of this research are: 1) the development of society technology science approach to realize inspiring character was done through 5 stages. With the preliminary stages of approach, establishment/development concept, application in life, the improvement of concept, and assessment; 2) the approach of society technology science to create an inspiring attitude that has been developed, is declared feasible to be used with a score of 15 (90%) in ‘very decent’ criteria; 3) social technology science approach has reflected an inspiring attitude. This is shown from observations on the coursework and results of the student's work that earned an average yield of 3.6 on a ‘good’ category (90%). It is suggested planning a more mature, fuller and wider concept mastery component.]]>
<![CDATA[Pengaruh Penggunaan Media Sponges Dakon Pada Materi FPB dan KPK Terhadap Hasil Belajar Siswa Kelas IV SD ]]>
<![CDATA[Ayu Fitri]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 10 No 2 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2020.v10.i2.p171-178
<![CDATA[This study aims to determine the learning outcomes of mathematics for highest common factor (hcf) and lowest common multiple (lcm) materials the by using ‘dakon’ sponges media in the SDN Kondangjaya III, East Karawang District, Karawang Regency. The method used is quasi-experimental, with non equivalent control group design research. The results shows that there is a significant effect between the learning outcomes of students who use media sponges and who did not use the media. The result showed sig = 0.000 0 α = 0.05, indicating that the hypothesis is accepted. It can be concluded that the results of student mathematics learning in get a positive influence by using ‘dakon’ sponges media.]]>
<![CDATA[Persepsi dan Kesiapan Mengajar Mahasiswa Guru Terhadap Anak Berkebutuhan Khusus dalam Konteks Sekolah Inklusi ]]>
<![CDATA[M. Kusuma Wardhani]]>
<![CDATA[ Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 10 No 2 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.js.2020.v10.i2.p152-161
<![CDATA[The implementation of inclusive education in reality, really requires readiness and support from various parties, including fron the educators who are ready in the sense of being able and willing to educate children with special needs. The focus of this study is to examine the perceptions of pre-service teachers in Pelita Harapan University for children with special needs who have access to inclusive education, and what factors underlie these perceptions. The next focus is whether the pre-service teachers have the readiness or vice versa just that there is still doubt or reluctance to teach in inclusive schools. The research method is qualitative descriptive. The number of respondents was one class consisting of 40 students which was a combination of 2 two study programs. The results showed that pre service teachers had perceptions that children with special needs could attend school in inclusive schools, and will be successfull. The arguments that underlie these perceptions are three things: the equal right to education for everyone; curriculumadjustment, teaching methods, assessments and facilities for students with special needs; inclusive schools are a combination of public schools with special schools, and adjustments for each child with special needs in the form of PPI (Individual Development Program). All respondents stated their readiness to teach in inclusive schools. The reason are because a teacher should treat his student equally, the subject of Teaching Student With Special Ability courses has equipped them, and adjustments made in inclusive schools in terms of methods, curriculum, assessment and infrastructure.]]>
