JPI
Jurnal Pena ilmiah adalah jurnal ilmiah edisi online yang berbasis hasil-hasil penelitian dalam ranah pendidikan guru sekolah dasar. Penelitian meliputi desain penelitian tindakan kelas, eksperimen, studi kasus, dan lain-lain. Scope penelitian meliputi model, metode, strategi, pendekatan, dan media pembelajaran. Jurnal Pena Ilmiah dikelola oleh Program Studi PGSD Universitas Pendidikan Indonesia Kampus Sumedang.
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<![CDATA[KEMAMPUAN MATEMATIS SISWA SEKOLAH DASAR BERPIKIR KREATIF DENGAN PERLAKUAN PENDEKATAN OPEN-ENDED MATERI PERSEGIPANJANG BERSTRATEGI n-OMINO ]]>
<![CDATA[Halim, Abdul]]>;
<![CDATA[Maulana, M]]>;
<![CDATA[Iswara, Prana Dwija]]>
<![CDATA[ Jurnal Pena Ilmiah Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Jurnal Pena Ilmiah ]]>
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<![CDATA[Siswa sekolah dasar harus dimunculkan kemampuannya untuk berpikir kreatif, supaya siswa mampu memecahkan masalah dengan atau ide-ide atau gagasan kreatif. Dipilih satu pendekatan pembelajaran matematika dengan open-ended berstrategi n-omino untuk memunculkan dan membangun kemampuan siswa berpikir kreatif. Metode kuasi eksperimen dalam penelitian yang rancangannya nonequivalent control group design. Siswa kelas IV SDN di Kecamatan Beber Kabupaten Cirebon sebagai wilayah generalisasi penelitian. Dipilih dua sampel dengan jumlah anggota sampel 42 siswa untuk kelas eksperimen dan 41 siswa anggota sampel kelas kontrol. Kemudian dikaji pengaruh dari perlakuan pembelajaran matematika di kelas eksperimen dan di kelas kontrol terhadap kemampuan siswa untuk berpikir kreatif matematis. Berdasarkan N-gain, perlakuan pendekatan pembelajaran matematika open-ended berstrategi n-omino dan pendekatan konvensional memiliki persamaan dalam pencapaian dan peningkatan kemampuan matematis siswa berpikir kreatif secara signifikan. Rata-rata prates dan pascates siswa berpikir kreatif di kelas eksperimen lebih unggul dibandingkan kemampuan matematis siswa berpikir kreatif di kelas kontrol.Creative thinking skills can emerge and evolve from the environmental influences and complexity of the problems encountered. Elementary schools, an educational event that is important to equip students to bring up creative thinking skills. Mathematics as an academic in elementary school, bridging students to have a creative mindset. Along with the mathematical creative-thinking skills, there is also an self-efficacy as one of its creative thinking. Mathematics learning with the treatment of an open-ended approach in strategy is examined to know its influence on mathematical creative thinking and student of elementary schools self-efficacy. The research method used is quasi experiment with nonequivalent control group design. The population of research, all students of grade IV SDN in Beber subdistrict. The sample was selected as the experimental class of SDN 1 Wanayasa and as the control class of SDN 2 Sindangkasih. At the level of significance 0,05 can be concluded the open-ended approach in strategy n-omino and conventional approach has a positive influence on the skills of creative thinking mathematical and self-efficacy, open-ended approach strategizing n-omino better in improving the mathematical creative thinking skills and no better in improving self-efficacy of students than conventional approach, there is no relationship between creative thinking ability and self-efficacy in spite of the 3,6% chance that both affects each other. Keywords :Open-Ended Approach, n-Omino Strategy, Mathematical Creative Thinking Ability, Self-Efficacy]]>
<![CDATA[Penerapan Model Pembelajaran Savi dengan Teknik Permainan Ekspesi Wajah untuk Meningkatkan Keterampilan Membaca Puisi Siswa Kelas IV SDN Tegalkalong ]]>
<![CDATA[Suryadi, Tatang]]>;
<![CDATA[Iswara, Prana Dwija]]>;
<![CDATA[Djuanda, Dadan]]>
<![CDATA[ Jurnal Pena Ilmiah Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Jurnal Pena Ilmiah ]]>
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DOI: 10.17509/jpi.v3i1.18888
<![CDATA[This research is based on learning to read poetry by declamation which hasn't been maximized and there are still low poetry reading skills with pronunciation, intonation, and expression. One of the factors problem is that the teacher does not provide training to students. An alternative to solve these problems is by applying the SAVI learning model with face expression game techniques. This research used the Classroom Action Research method with 28 research subjects. The design research uses a model developed by Kemmis and Taggart and carried out in three cycles. Techniques for collecting data through observation of teacher and student activities, skills tests, and field notes. The results of the first cycle, 57.1% of students completed, the second cycle rose to 75%, and the third cycle to 89.3%. It can be concluded the SAVI learning model with face expression game techniques can improve poetry reading skills of students in the fourth grade of Tegalkalong Elementary School.]]>
<![CDATA[PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK BERBASIS PREDICT-OBSERVE-EXPLAIN MATERI KALOR UNTUK MENINGKATKAN KETERAMPILAN PROSES SAINS ]]>
<![CDATA[Purnama, Angga Eka]]>;
<![CDATA[Sujana, Atep]]>;
<![CDATA[Julia, Julia]]>
<![CDATA[ Jurnal Pena Ilmiah Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Jurnal Pena Ilmiah ]]>
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DOI: 10.17509/jpi.v3i1.18933
<![CDATA[Students Worksheets (LKPD) are one of the important teaching materials used to make learning more meaningful and develop science process skills (KPS) of students to investigate the environment. During this time educators only use LKPD without analyting it first, so the LKPD is less demanding for students to investigate problems. The purpose of this research is to develop LKPD based on Predict-Observe-Explain (POE) to improve the KPS. The method used in this research is Research and Development (RD). The main instruments are POE based LKPD, validation sheet and poll. LKPD is tested to the students of the class V in four different elementary schools located in the district Sumedang Selatan, Sumedang, West Java. From the research data showed that the KPS of learners increased (95%) after acquired LKPD as needed, LKPD validation result (95%) "excellent†of students as well (88.3 in terms of material 83.5 design) "is very valid" from judgment. The KPS have not been reached primarily on indicators of interpretation and filing questions.]]>
<![CDATA[Kemampuan Konseptual dan Prosedural dalam Menyelesaikan Soal Cerita Volume Kubus dan Balok ]]>
<![CDATA[Nurjanah, Vivi Fauzia]]>;
<![CDATA[Isrokatun, Isrokatun]]>;
<![CDATA[Irawati, Riana]]>
<![CDATA[ Jurnal Pena Ilmiah Vol 3, No 1 (2019) ]]>
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DOI: 10.17509/jpi.v3i1.18956
<![CDATA[This research is a descriptive study that will describe about the conceptual ability of cube to solve cube volume’s story matter, conceptual ability of beam to solve beam volume’s story matter, and procedural abilities to solve cube and beam volume’s story matter. The existence of this study is itended to be basis in decide a solution to solve the problem of story matter especially in cube and beam volume materials. This research used descriptive method with diagnostic test instrument, interview, and field notes. The result of this study showed that the student’s conceptual abilities of cube were classified as very low, the student’s conceptual abilities of beam were classified as very low, and the student’s procedural abilities were classified as very low too.]]>
<![CDATA[PENINGKATAN KREATIVITAS DAN KOMUNIKASI SISWA ABAD 21 PADA MATERI BANJIR MELALUI MODEL PBL ]]>
<![CDATA[Nurpratama, Regita]]>;
<![CDATA[Subarjah, Herman]]>;
<![CDATA[Sujana, Atep]]>
<![CDATA[ Jurnal Pena Ilmiah Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Jurnal Pena Ilmiah ]]>
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DOI: 10.17509/jpi.v3i1.19007
<![CDATA[Creativity and communication are skills that must be possessed by students, especially in the 21st century which requires students to always be active in learning activities. The purpose of this study was to determine the effect of PBL learning models on improving student creativity and communication in flood material. The method used in this study was quasi-experimental with nonequivalent control group design. The population in this study were all fifth grade students in Kecamatan Cimalaka with the samples used were fifth grade students of SDN Cilimbangan as the experimental class and the fifth grade students of SDN Citimun II as the control class. The instruments used in this study were questions of creative thinking ability tests, creative attitude questionnaires, communication assessment rubrics, observation sheets and student response questionnaires. The conclusions obtained from this study are: 1) Learning using PBL models on flood material can improve the creativity ability of students in the experimental class, 2) Learning to use expository on flood material can improve the creativity ability of students in the control class, 3) Students' creativity ability in the experimental class and in the control class are relatively similar, 4) PBL models can significantly improve students' communication skills.]]>
<![CDATA[PENGARUH SITUATION-BASED LEARNING DAN CONTEXTUAL TEACHING AND LEARNING TERHADAP KEMAMPUAN PROBLEM POSING SISWA PADA MATERI PERISTIWA ALAM ]]>
<![CDATA[Jayadinata, Asep Kurnia]]>;
<![CDATA[Isrok'atun, Isrok'atun]]>
<![CDATA[ Jurnal Pena Ilmiah Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Jurnal Pena Ilmiah ]]>
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DOI: 10.17509/jpi.v3i1.19037
<![CDATA[The purpose of this study was to find out how the effect of learning using the SBL model on the ability of problem posing, how the influence of learning using the CTL model on problem posing abilities, and how the difference in influence between learning using the SBL model and learning using the CTL model on students' problem posing abilities material for natural events. The instruments used in this study were problem posing ability test questions, attitude scale questionnaires, teacher performance observation sheets and student activities and field notes. The research method used was a quasi experiment with nonequivalent control group design. The population of the study was all fifth grade elementary school students in Situraja Subdistrict. Sampling used is a random technique. While the research samples were SD Warungketan as the experimental class and SDN Ambit as the control class. The results showed that there was no difference between learning using the SBL model and learning using the CTL model on students' problem posing abilities. Both models have a positive influence and each has increased. The other findings are that students give a positive response to learning using the SBL model.]]>
<![CDATA[IMPLEMENTASI KURIKULUM 2013 DALAM PEMBENTUKAN KARAKTER SISWA ]]>
<![CDATA[aini, shofia isnaini]]>
<![CDATA[ Jurnal Pena Ilmiah Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Jurnal Pena Ilmiah ]]>
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DOI: 10.17509/jpi.v3i1.20575
<![CDATA[The application of the 2013 curriculum focuses on three aspects of assessment, namely affective, cognitive, and psychomotor. As we know in this day and age the character of students has begun to fade. So from that the formation of the 2013 curriculum is expected to shape the character of students. This research is a library research. Therefore, all data is taken from books or papers related to the discussion. From the implementation of the 2013 curriculum which is currently being implemented in Indonesia the character of the students who had previously faded is now starting to form again. This indicates that the goal of implementing the 2013 curriculum has been achieved. This is seen from the results of the assessment of the three aspects in the younger generation (students), namely the affective, cognitive, and psychomotor aspects.]]>
<![CDATA[PENGGUNAAN MEDIA INTERAKTIF DALAM PEMBELAJARAN IPS UNTUK MENINGKATKAN GOOD CHARACTER PESERTA DIDIK ]]>
<![CDATA[Syaibah, Ulfa Maryam]]>;
<![CDATA[Hanifah, Nurdinah]]>;
<![CDATA[Sunarya, Dede Tatang]]>
<![CDATA[ Jurnal Pena Ilmiah Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Jurnal Pena Ilmiah ]]>
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DOI: 10.17509/jpi.v3i1.18824
<![CDATA[Penelitian ini dilatarbelakangi hasil observasi yang dilakukan di kelas IV SDN Paseh I. Permasalahan yang muncul adalah good character peserta didik. Maka untuk menyelesaikan permasalahannya adalah dengan menggunakan media interaktif yang dilandasi dengan nilai-nilai good character. Kegiatan pembelajaran yang menggunakan media interaktif, mengarahkan siswa untuk mengikuti langkah demi langkah kegiatan yang ada pada media interaktif. Dengan menggunakan media interaktif, peserta didik menjadi lebih tertarik dengan pembelajaran sehingga pembelajaran berjalan dengan kondusif dan good character peserta didik meningkat. Metode yang digunakan dalam penelitian ini berupa penelitian tindakan kelas yang dilaksanakan 3 siklus. Pada siklus I pencapaian peserta didik adalah 68,60%. Selanjutnya siklus II 71,42%. Pada siklus III good character peserta didik mencapai 81,15%. Kesimpulan penelitian ini adalah dengan menggunakan media interaktif pada pembelajaran IPS, good character peserta didik dalam materi keberagaman suku bangsa di kelas IV SDN Paseh I Kecamatan Paseh, Kabupaten Sumedang dapat meningkat dengan signifikan.]]>
<![CDATA[PENERAPAN METODE STAD BERBANTUAN MEDIA BERBASIS ANDROID UNTUK MENINGKATKAN KETERAMPILAN MEWAWANCARAI ]]>
<![CDATA[Sukoco, Alun]]>;
<![CDATA[Djuanda, Dadan]]>;
<![CDATA[Maulana, Maulana]]>
<![CDATA[ Jurnal Pena Ilmiah Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Jurnal Pena Ilmiah ]]>
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DOI: 10.17509/jpi.v3i1.18879
<![CDATA[Indonesian has four language skills that must be have. One of the four skills is speaking. Many activitiescan be taught to improve speaking skills, one of them is interviewing activities. Early data indicates thatthere are problems in the interview activity. Based on this, these problems can be used as the basis ofclassroom action research (CAR), with the aim to correcting problems. To fix this, the Student TeamsAchievement Divisions (STAD) method assisted by an Android-based media in the form of anapplication is applied. The STAD is part of Cooperative Learning, which student groups characteristics.For the media, features are adapted to the STAD syntax, so it can help and attract student attention inlearning. This research was conducted in three cycles. In first cycle, students who pass the test just7 students equal to 24.1%. In second cycle, students who pass the test is 17 students equal to58.6%. In third cycle, students who pass the test is 26 students equal to 89.6%. Thus, it can beconcluded that STAD assisted by android-based media applications can improve studentlearning outcomes. It was found that there was an increasement in learning outcomes in each cycleand had reached the teachers target of more than 85%.]]>
<![CDATA[PENGARUH PENDEKATAN KONTEKSTUAL BERBASIS MULTIPLE INTELLIGENCES (KECERDASAN LOGIS-MATEMATIS DAN VISUAL-SPASIAL ) TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS SISWA SEKOLAH DASAR ]]>
<![CDATA[Supriati, Intan Pratiwi]]>;
<![CDATA[Irawati, Riana]]>;
<![CDATA[Kurnia, Dadang]]>
<![CDATA[ Jurnal Pena Ilmiah Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Jurnal Pena Ilmiah ]]>
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DOI: 10.17509/jpi.v3i1.18906
<![CDATA[This research is based on the idea of mathematical representation's ability that needed by students to find ways of thinking in their communicating mathematical ideas. The representation's ability can be one of the other supporting competencies. This research used multiple intelligences-based of contextual approaches with highlighted intellegences, that are logical-mathematical and visual-spatial intelligence in the context of cube volume and cuboid volume. The purpose of this reasearch was to find the effect of mathematical representation's ability approached and the relationship between mathematical representation's ability and logical-mathematical and visual-spatial intelligence. The method that used of this research was non equivalent control group design. The sample was the fifth grade students of Citarik Elementary School as the experimental class and Tenjolaya III Elementary School as the control class. The data in this research are quantitative and qualitative data that originating from research instruments. The results of this research on multiple intelligences-based contextual approaches (logical-mathematical and visual-spatial intelligence) have a positive effect on representation ability significantly compared to the control class. This reasearch showed a strong correlation between logical-mathematical and visual-spatial intelligence simultaneously with the ability of mathematical representation. However, if the intelligence is not simultaneous, there is a positive effect between mathematical representation and visual-spatial intelligence.]]>
