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<![CDATA[Penerapan Pendekatan Kooperatif Jigsaw Memorizer untuk Meningkatkan Keaktifan dan Hasil Belajar Siswa Pada Mata Pelajaran PKn Kelas IV SD Negeri 38 Rejang Lebong ]]>
<![CDATA[Rasuna, Rasuna]]>
<![CDATA[ AR-RIAYAH : Jurnal Pendidikan Dasar Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Negeri (STAIN) Curup ]]>
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DOI: 10.29240/jpd.v1i2.318
<![CDATA[This study aims to increase student activity with the implementation of Cooperative Approaches Jigsaw Memorizer on Civics Lesson in the class IV Elementary School 38 Rejang Lebong. And to improve student achievement in learning civics with the implementation school 38 Rejang Lebong. The problems of this study are: Does the implementation of Cooperative Approaches Jigsaw Memorizer can enhance studentsâ active learning in civics class IV Elementary school 38 Rejang Lebong? And is Jigsaw Cooperative Learning Approach Memorizer can improve student learning outcomes civics class IV elementary school 38 Rejang Lebong?. Kind of research is a class action research (classroom action research) couduceted in two cycles using two variabels, namely the independent variabel is a Cooperative Approach Jigsaw Memorizer while thw dependent variabel is the studentâs activity and student achievement. The instruments in this study is the observation sheet and test sheet. The subjects were students/ student and 14 female students .. Observation data were analyzed descriptively by looking at average scores, the criteria scores, the range of values each criteria, the difference in scores, te highest score, the lowest score. The test data were analyzed qualitatively using the formula avarage value of students and the percentage of students in the classical absorption. Thus obtained result of a study of the activity of students and teachers that the student activity than the average score of 22.75 with the criteria both the firts cycle to 29.25 with really good criteria in the second cycle, while the activity of the teacher than the average score of 35.25 neither the criteria in the firts cycle increased to 41.25 with the criteria neither the criteria in the first cycle students average score of 6.82 with the percentage of students absorption of 64%, while in the second cycle students average score 8.56 with the percantage of students 92% absorption. Based on these studies, the implementation of cooverative aproaches to learning civicis igsaw memorizer can enchance the activity and student achievement in fourth grade rejang state 38 lebong.]]>
<![CDATA[Penerapan Pembelajaran Kooperatif Tipe Jigsaw Dalam Upaya Meningkatkan Pengelolaan Pembelajaran Dan Aktivitas Siswa Kelas V MIS Guppi NO.13 Tasik Malaya Curup Utara ]]>
<![CDATA[Syaripah, Syaripah]]>
<![CDATA[ AR-RIAYAH : Jurnal Pendidikan Dasar Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Negeri (STAIN) Curup ]]>
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DOI: 10.29240/jpd.v1i1.221
<![CDATA[Penelitian ini berfokus pada rendahnya hasil pembelajaran matematika dalam aspek aktivitas siswa dalam belajar matematika yang rendah serta pembelajaran yang diterapkan selama ini belum tepat. Oleh karena itu diperlukan suatu upaya yang memperbaiki proses pembelajaran. Salah satu upaya menerapkan pembelajaran kooperatif tipe jigsaw. Penelitian ini termasuk Penilaian Tindakan Kelas yang dilakukan pada MIS Guppi No. 13 Tasik Malaya dengan subjek penelitian adalah kelas V yang berjumlah 21 siswa. Hasil penelitian menunjukkan pada siklus I belum menunjukkan hasil yang optimal oleh karena itu dilakukan siklus II. Pada siklus II menunjukkan adanya peningkatan yaitu kadar aktivitas aktif siswa pada siklus I terdapat 3 (tiga) meningkat menjadi 4 (empat) dari 7 kategori aktivitas aktif siswa dan kemampuan guru dalam mengelola pembelajaran pada tindakan siklus I âcukup baikâ (nilai 3,57) menjadi âbaikâ (nilai 4,10) pada siklus II. Simpulan penelitian adalah penerapan pembelajaran kooperatif tipe jigsaw dapat meningkatkan aktivitas aktif siswa dan kemampuan guru dalam mengelola pembelajaran.
Kata kunci : Pembelajaran Kooperatif Tipe Jigsaw, Aktivitas Siswa dan Kemampuan Mengelola Pembelajan]]>
<![CDATA[Model Pembelajaran Berbasis Discovery- Inkuiri dan Kontribusinya Terhadap Penguatan Kualitas Pembelajaran di Sekolah Dasar ]]>
<![CDATA[Sirait, Maruslin]]>
<![CDATA[ AR-RIAYAH : Jurnal Pendidikan Dasar Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Negeri (STAIN) Curup ]]>
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DOI: 10.29240/jpd.v1i2.320
<![CDATA[A convensional teaching models and monotonous that often happen in teaching process needs to behave seriously by the stakeholder that there are in makro and mikro levels, especially for the teacher that in touch directly in teaching process. teachers need to realize that basically the students have learning variation that we cant make it in the same way. Learning models that should be understood by the teachers in doing learning to create a masterpiece learning process that can change learning situation from passive become active and reactive for the students.]]>
<![CDATA[Pengembangan Perangkat Pembelajaran untuk Meningkatkan Kemampuan Berpikir Kreatif Siswa Sekolah Dasar ]]>
<![CDATA[Mahlianurrahman, Mahlianurrahman]]>
<![CDATA[ AR-RIAYAH : Jurnal Pendidikan Dasar Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Negeri (STAIN) Curup ]]>
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DOI: 10.29240/jpd.v1i1.219
<![CDATA[Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran SETS yang layak, untuk meningkatkan kemampuan berpikir kreatif siswa dan mengetahui keefektifan perangkat pembelajaran SETS. Penelitian ini merupakan penelitian dan pengembangan mengacu pendapat Borg & Gall. Desain pengembangan perangkat pembelajaran ini meliputi 9 langkah, yaitu (1) penelitian pendahuluan dan pengumpulan informasi; (2) perencanaan; (3) pengembangan draft produk; (4) uji coba awal; (5) merevisi hasil uji coba terbatas; (6) uji coba lapangan; (7) penyempurnaan produk hasil uji coba lapangan; (8) uji coba lapangan operasional; dan (9) penyempurnaan produk akhir. Subjek penelitian adalah siswa SD Negeri 3 Kotafajar. Hasil penelitian menunjukkan bahwa perangkat pembelajaran layak digunakan menurut ahli materi dan ahli pembelajaran dengan kategori sangat baik. Berdasarkan hasil penelitian diketahui, bahwa terdapat perbedaan yang signifikan terhadap kemampuan berpikir kreatif antara siswa yang mengikuti pembelajaran dengan perangkat pembelajaran SETS dan yang tidak menggunakan perangkat pembelajaran hasil pengembangan.
Kata Kunci: Perangkat Pembelajaran SETS, Berpikir Kreatif]]>
<![CDATA[Upaya Mengatasi Kesulitan Memahami Bacaan pada Mata Pelajaran Bahasa Indonesia dengan Menggunakan Metode Cooperative Integrated Reading And Composition (CIRC) Studi pada Siswa Kelas IV SD Negeri 38 Rejang Lebong ]]>
<![CDATA[Margono, Margono]]>
<![CDATA[ AR-RIAYAH : Jurnal Pendidikan Dasar Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Negeri (STAIN) Curup ]]>
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DOI: 10.29240/jpd.v1i2.316
<![CDATA[From the research that lâve done that in class IV SDN 38 Rejang Lebong about the subject of Bahasa Indonesia still use the old method like speech method, so the understanding the students in reading. The Cooperative Integrated and Reading Composition method for the learning of bahasa Indonesia. This research use classromm action research using descriptive qualitative. The object of the research is the students of class IV SDN 38 Rejang Lebong. The learning process in Bahasa Indonesia using the CIRC model can done in 3 cycles. The result of the research show that the application of CIRC model for the understanding of the material of reading the intensif text can run effectively. The ability to read the understanding of the students are literal understanding, reorganizing and inferensial. The texts that are given to students have been swithched with the SMOG formula. The result of the study in cycle 1 has medium 69,5 and increase in the second cycle become 70 and increase in the third cycle with the medium 70,59. Based on this research can be suggested that this research well preparation and good attension in dividing a group task and avoid mistake in organizing the group and chosing the suitable text for the stidents based on their age.]]>
<![CDATA[Implementasi Pembelajaran Berbasis Multikultur dan Budaya di SD/MI ]]>
<![CDATA[Afifah, Nurul]]>
<![CDATA[ AR-RIAYAH : Jurnal Pendidikan Dasar Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Negeri (STAIN) Curup ]]>
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DOI: 10.29240/jpd.v1i1.217
<![CDATA[Sejatinya pendidikan multikultur menjadi bagian yang tidak terpisahkan dalam semua jenjang pendidikan. Oleh karena itu penanaman nilai-nilai multikultur idealnya diaplikasikan dalam setiap mata pelajaran di semua jenjang pendidikan formal. Multikultur adalah kearifan lokal untuk melihat keanekaragaman budaya sebagai realitas fundamental dalam kehidupan bermasyarakat. Multikultur dalam praktek adalah strategi dari integrasi sosial dimana keanekaragaman budaya benar-benar diakui dan dihormati. Pembelajaran berbasis multikultur dan budaya di tingkat sekolah dasar (SD/MI) disesuaikan dengan tingkat perkembangan berfikir anak SD yang masih dalam taraf konkrit. Pendekatan yang digunakan merupakan pendekatan yang berorientasi pada kebutuhan perkembangan anak (DAP atau Developmentally Appropiate Practice). Implementasinya adalah dengan pembelajaran tematik untuk kelas rendah (I-III) dan pembelajaran terpadu untuk kelas atas (IV-VI). Alternatif lainnya adalah dengan pendekatan aditif. Strategi pembelajaran yang digunakan Cooperatif Learning, Think Pair Share dan Multiple Integensia. Untuk evaluasi menggunakan Authentic Assassement.
Kata Kunci : Multikultur, Pembelajaran, Sekolah Dasar]]>
<![CDATA[Penerapan Pendekatan Keterampilan Proses Untuk Meningkatkan Aktivitas Dan Hasil Belajar Siswa Pada Mata Pelajaran IPA Kelas IV di SD Negeri 18 Rejang Lebong ]]>
<![CDATA[Elyana, Elyana]]>
<![CDATA[ AR-RIAYAH : Jurnal Pendidikan Dasar Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Negeri (STAIN) Curup ]]>
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DOI: 10.29240/jpd.v1i2.317
<![CDATA[This research is grounded by the lack of developing of learning strategy and the low of the result of the learning of the students especially for the scients subject.This research is the classroom action research that have been done in SDN 18 Rejang Lebong, class IV with 24 students. This research know that the first the medium score in students observation cycle I is 17 its an enough category, for cycle II the medium score is 19 its a good category and cycle III with the medium score 23 its a best category. The medium score for the teacher observation in cycle I is 19 its an enough category, cycle II, the medium is 22 its a good category and increase in cycle III with the medium score 25,5 its a best category. The second, in cycle I finishing the classical of the students is 50 %, cycle II finishing of the classical learning students is 75 % and cycle III, finishing classical learning is 100 %. Its suggested for the teacher in applyng skill process. Without guiding and pointing from the teacher it wouldânt create well skill process.]]>
<![CDATA[Manajemen Perpustakaan Madrasah Ibtidaiyah Negeri 1 Rejang Lebong ]]>
<![CDATA[Murniyanto, Murniyanto]]>
<![CDATA[ AR-RIAYAH : Jurnal Pendidikan Dasar Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Negeri (STAIN) Curup ]]>
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DOI: 10.29240/jpd.v1i2.319
<![CDATA[The library of Ibtidaiyah school Negeri 1 Rejang Lebong at this time still in developing thats why as an education component that support teaching learning process, every education united in the school that doing by the government and society should prepare a learning source, thats why the education it cant be run well if the teachers and the students are not supported by the learning source that needed for achieving teaching learning process. In the learning activities need to use a library as a way to make the students become smart, so the library functions to motivate the students, support learning activities, and help the students in achiving the goals of education in the school. The libarray for the students can add the knowledge if they can read therefernces and understand a management.]]>
<![CDATA[Urgensi Profesionalisme Guru di Pendidikan Sekolah Dasar ]]>
<![CDATA[Nasution, Hamni Fadlilah]]>
<![CDATA[ AR-RIAYAH : Jurnal Pendidikan Dasar Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Negeri (STAIN) Curup ]]>
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DOI: 10.29240/jpd.v1i1.218
<![CDATA[The low quality of education in Indonesia can also be known from the Human Development Report, which states that the Human Development Index for 2004 Indonesia position is ranked 111th out of 177 countries surveyed. Teachers play an important role in the progress of education quality. Professional teachers are teachers who are able to master and control changes with science and technology insights. Professional teachers are teachers who are able to run the competencies they have. Four components of the competency standards that teachers must possess are: Personality competence, Pedagogic competence, Professional competence and social competence. The development of professionalism of elementary school teachers can also be pursued through a system called educational supervision, certification, with a professional teacher coaching system (SPP-Teacher) and learning tasks. The coaching program is useful to improve the quality of teachers so that a positive impact on the success of education]]>
<![CDATA[Meningkatkan Hasil Belajar Siswa Pada Penjumlahan Dan Pengurangan Pecahan Dengan Menggunakan Strategi Pembelajaran Berbasis Masalah Di Kelas V Sd Negeri 200201 Padangsidimpuan ]]>
<![CDATA[Hasibuan, Erwina Azizah]]>
<![CDATA[ AR-RIAYAH : Jurnal Pendidikan Dasar Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Negeri (STAIN) Curup ]]>
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DOI: 10.29240/jpd.v1i2.315
<![CDATA[This research is include a clasroom action research (PTK). This research is done in SDN 200201 Padangsidimpuan. Technique analyzing data is analysis data qualitative and quantitative. The result of this research show that the increasing of of the learning result of the students. Before the test is done from the pre-test the average of the pre-test score of the student is 20,2, after the action is done in cycle 1 from the result of the post-testthe average of the students score increaase become 58,7. Then after reviewing is done in cycle II, from the cycle II, the average of students result increase 76,3. The increasing of the students also can be seen from the finishing study of the students classically, the increasing from the pre-test is 0% become 68,6% in cycle I and increase become 91,4% in cycle II. In the first meeting of the first cycle the percentage of the teacher activities is 56% (enough) and in the second meeting in the firsy cycle the percentage of teacher activities is 65% (enough). After doing a reviewing in cycle Ii, teacher activity increase for the first meeting in the second cycle the persentage is 79% (good) and in second meeting in the second cycle the percentage is 88% (very good). While the percentage of the students activity in the first meeting in the first cycle is 42% (less) and in the second meeting in the first cycle is 50% (less). In the first meeting in the second cycle the percentage is 75% (good) and in the second meeting in the second cycle the percentage is 83% (good). Based on the result of the classroom aaction research that has done in 2 cycles can be conclude that the using of PBM strategies can increase the result of the learning of the student in counting and reducing numbers in class V SDN 200201 Padangsidimpuan T.A. 2016/2017.]]>
