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TUNAS BANGSA
Published by STKIP Bina Bangsa Getsempena Banda Aceh
ISSN : 23550066     EISSN : 2502681X     DOI : -
Core Subject : Education,
Education
Tunas Bangsa Journal is a periodical scientific publication dedicated to lecturers, students and educational observers to disseminate relevant studies, thinks and research results in the field of primary school education, critical study of teaching and learning for primary school, classroom action research on education for children curriculum, learning methods and medias for students, research on teacher and student assessment, and research on the development of primary school teaching and learning. The History of Tunas Bangsa Journal was published by Department of Primary School Education of STKIP Bina Bangsa Getsempena on 2003. Tunas Bangsa Journal was formed on Februari 2012, and began releasing the first time in Volume 1 Number 1 Februari 2014. Any visitor to this site can browse abstracts, read journal contents and download PDF files. E-ISSN: 2502-681X and P-ISSN 2355-0066 Tunas Bangsa Journal has become a CrossRef Member. Numeracy is currently indexed and included in Sinta, Google Scholar, Garuda, etc. And than Elkawnie has H-index 7 in Google Scholarand accredited 4 in Sinta.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
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Search results for , issue "Vol 6 No 1 (2019)" : 15 Documents clear
KAJIAN IMPLEMENTASI PENANAMAN KARAKTER DALAM KURIKULUM 2013 DI KELAS IV SDN 19 KOTA BANDA ACEH cut Marlini; Zaki Al Fuad; Helminsyah
Jurnal Tunas Bangsa Vol 6 No 1 (2019)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar

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Abstract

This research has a goal to obtain factual overview about: study of the cultivation of the character in the 2013 Class IV Curriculum SDN 19 Banda Aceh the school year 2017/2018; Integrate the planting characters in the learning process processed; applying cultural school activities in our daily lives or on grade class IV; and implementation of extracurricular activities in developing students' character values. The instruments used to collect data consisting of, interview, observation and documentation. Observations were made to the students and teachers in all schools in our daily activities which include. While the interview is conducted to the teacher about the implementation of the planting characters in all schools. The results of this research through observation and interviews, after research that: (1) cultivation of character in SDN 19 Banda Aceh, the learning process of teachers instill religious attitudes, polite, reasoned and logical, honest, discipline etc. (2) the activities of everyday life in schools teachers instill salaman cultures forms, forms of behaviour and symbols that related the planting characters; (3) the cultivation of the Character on the extracurricular activities of the values applied are disciplined, friendly, cooperation, responsibility, fostering an attitude of confidence, foster a unyielding stance and not despair. AbstrakPenelitian ini memiliki tujuan untuk memperoleh gambaran faktual mengenai: Kajian penanaman Karakter Dalam Kurikulum 2013 di Kelas IV SDN 19 Kota Banda Aceh tahun ajaran 2017/2018; Mengintegrasikan penanaman karakter dalam proses pembelajaran dikelas; menerapkan budaya sekolah dalam kegiatan atau kehidupan keseharian pada siswa kelas kelas IV; dan pelaksanaan kegiatan ekstrakurikuler dalam mengembangkan nilai-nilai karakter siswa. Penelitian ini merupakan penelitian deskriftif. Intrumen yang digunakan untuk mengumpulkan data terdiri dari, wawancara, observasi dan dokumentasi. Observasi dilakukan terhadap siswa dan guru yang meliputi kegiatan keseharian disekolah. Sedangkan wawancara dilakukan kepada guru tentang pelaksanaan penanaman karakter disekolah. Hasil penelitian ini melalui Observasi dan wawancara setelah dilakukan penelitian bahwa: (1) Penanaman karakter di SDN 19 Kota Banda Aceh, proses pembelajaran guru menanamkan sikap religius, sopan, dan berfikir logis, jujur, disiplin dan lain sebagainya.( 2) Kegiatan keseharian di sekolah guru menanamkan bentuk budaya-budaya salaman, bentuk perilaku dan simbol-simbol yang terkait penanaman karakter; (3) Penanaman Karakter pada kegiatan ekstrakurikuler nilai-nilai yang diterapkan adalah disiplin, bersahabat, kerjasama, tanggung jawab, menumbuhkan sikap percaya diri, menumbuhkan sikap pantang menyerah dan tidak putus asa. Kata kunci: Penanaman Karakter, Kurikulum 2013
PENGEMBANGAN MEDIA PEMBELAJARAN AUDIO-VISUAL POWTOON TENTANG KONSEP DIRI DALAM BIMBINGAN KELOMPOK UNTUK PESERTA DIDIK SEKOLAH DASAR Nina Fitriyani
Jurnal Tunas Bangsa Vol 6 No 1 (2019)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar

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Abstract

Along with the development of the times, learning technology systems are increasingly developing and experiencing development. Various kinds of updates in the aspect of education are carried out in order to improve the quality and quantity of education. To improve the learning process, the teacher is required to be able to make learning more interesting and become innovative which encourages students to learn optimally in the classroom. In learning given in the classroom about self-concept, it is expected that students can understand and be able to have a more positive self-concept. By using development methods or in English Research & Development, research and development methods are research methods used to produce certain products, and test the effectiveness of these products (Sugiyono, 2011: 297). The development model in this study uses the ADDIE model (Mulyatiningsih, 2011). ADDIE stands for Analysis, Design, Development or Production, Implementation or Delivery and Evaluations. Abstrak Seiring dengan berkembangnya zaman, sistem teknologi pembelajaran semakin berkembang dan mengalami perkembangan. Berbagai macam pembaharuan dalam aspek pendidikan dilakukan agar dapat meningkatkan kualitas dan kuantitas pendidikan. Untuk meningkatkan proses pembelajaran maka guru dituntut agar dapat membuat pembelajaran semakin menarik dan menjadi inovatif yang mendorong peserta didik dapat belajar secara optimal didalam kelas. Dalam pembelajaran yang diberikan di kelas mengenai konsep diri diharapkan para peserta didik dapat memahami dan mampu memiliki konsep diri yang lebih positif. Dengan menggunakan metode pengembangan atau dalam bahasa Inggris Research &Development, metode penelitian dan pengembangan adalah metode penelitian yang digunakan untuk menghasilkan produk tertentu, dan menguji keefektifan produk tersebut (Sugiyono,2011:297). Model pengembangan dalam penelitian ini menggunakan model ADDIE (Mulyatiningsih, 2011). ADDIE merupakan singkatan dari Analysis, Design, Development or Production, Implementation or Delivery and Evaluations. Kata Kunci: Audio-Visual, Powtoon, Konsep Diri
PENGARUH METODE PENEMUAN TERBIMBING DALAM MENINGKATKAN KEMAMPUAN BERFIKIR KRITIS PADA PEMBELAJARAN IPA SISWA KELAS IV SD NEGERI 46 BANDA ACEH Lili Kasmini; Sulasteri
Jurnal Tunas Bangsa Vol 6 No 1 (2019)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar

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Abstract

The ability to think critically grade IV SDN 46 Banda Aceh in IPA is still low, it is certainly caused by various factors that one is less precisely the methods used by teachers in learning the IPA. This research aims to know the influence of the use of the method of the invention of the critical thinking ability against social interactions on the IPA learning grade IV in SDN 46 Banda Aceh. This research uses a quantitative approach to the types of experiments, with one group pre test and posttest design. The population of the entire research grade IV amounted to 30 students, all the students made research samples. Data collection was done through tests. The data were analyzed using statistical tests t-party right. The results showed that there is discovery methods influence social interactions towards critical thinking ability of students of class IV SDN 46 Banda Aceh, demonstrated by an increase in the average value of tests before and after the use of methods of social interactions i.e. increase to 54.5 62.17. In addition, the results of hypothesis testing shows that price tscore price ttable > (8.04 > 1.69). Thus it can be concluded that there is a discovery of the use of methods of influence social interactions towards critical thinking ability in learning IPA grade IV SDN 46 Banda Aceh. Abstrak Kemampuan berfikir kritis siswa kelas IV SDN 46 Banda Aceh dalam pelajaran IPA masih rendah, hal ini tentunya disebabkan oleh berbagai faktor yang salah satunya adalah kurang tepatnya metode yang digunakan oleh guru dalam pembelajaran IPA. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan metode penemuan terbimbing terhadap kemampuan berfikir kritis pada pembelajaran IPA siswa kelas IV di SDN 46 Banda Aceh.Penelitian ini menggunakan pendekatan kuantitatif dengan jenis eksperimen, dengan rancangan one group pre test and posttest design. Populasi penelitian seluruh siswa kelas IV berjumlah 30 siswa, seluruh siswa dijadikan sampel penelitian.Pengumpulan data dilakukan melalui tes. Data dianalisis menggunakan uji statistik-t pihak kanan. Hasil penelitian menunjukkan bahwa terdapat pengaruh metode penemuan terbimbing terhadap kemampuan berpikir kritis siswa kelas IV SDN 46 Banda Aceh, yang ditunjukkan dengan peningkatan nilai rata-rata tes sebelum dan setelah penggunaan metode terbimbing yaitu 54,5 meningkat menjadi 62,17. Selain itu, hasil pengujian hipotesis menunjukkan bahwa harga t hitung > harga t tabel (8,04 >1,69). Dengan demikian dapat disimpulkan bahwa terdapat pengaruh penggunaan metode penemuan terbimbing terhadap kemampuan berpikir kritis dalam pembelajaran IPA siswa kelas IV SDN 46 Banda Aceh. Kata Kunci: Penemuan Terbimbing, Kemampuan Berfikir Kritis, IPA.
PENINGKATAN ECOLITERACY SISWA MELALUI KEGIATAN 3R (REDUCE, REUSE, RECYCLE) DALAM PEMBELAJARAN IPS Ria Kurniasari
Jurnal Tunas Bangsa Vol 6 No 1 (2019)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar

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Abstract

This research had the background of the researchers' concern to see a less beautiful environmental situation. Green scenery had been littered with a lot of garbage. This had reflected the lack of ecoliteracy of students. Therefore, researchers conducted 3R activities with students. The 3R activities were activities of Reduce, Reuse, and Recycle) in processing waste as a solution. The subject of this research was the fourthgrade students in SDN Sindang I. The research method used Classroom Action Research using the Kemmis and Taggart designs. The instruments used were observation sheets, interview sheets, and evaluation sheets. Overall, this 3R activity had brought positive results towards learning activities and the ecoliteracy of students. Based on the research findings from the data that had been showed the ecoliteracy of students increased from the first cycle to the last cycle. Increased ecoliteracy could be seen from the increase in the percentage level of achievement from various aspects, namely aspects of knowledge, awareness, and also application / action. Thus it could be concluded that this 3R activity could increase the ecoliteracy of students in processing waste. Abstrak Penelitian ini berlatarbelakang kekawatiran peneliti melihat situasi lingkungan yang kurang indah. Pemandangan lingkungan yang hijau telah dikotori oleh banyak sampah. Hal tersebut telah mencerminkan bahwa kurangnya ecoliteracy siswa. Oleh karena itu, peneliti melakukan kegiatan 3R kepada siswa. Adapun kegiatan 3R ini yaitu kegiatan Reduce, Reuse, dan Recycle) dalam pengolahan sampah sebagai solusi. Subjek penelitian ini yaitu siswa kelas IV SDN Sindang I. Metode penelitian menggunakan Penelitian Tindakan Kelas (PTK) dengan menggunakan desain Kemmis dan Taggart. Adapun instrumen yang digunakan yaitu lembar observasi, lembar wawancara, dan lembar evaluasi. Secara keseluruhan kegiatan 3Rini telah membawa hasil yang positif terhadap aktivitas belajar dan ecoliteracy siswa. Berdasarkan temuan-temuan penelitian dari data-data yang telah diperoleh menunjukkan bahwa ecoliteracy siswa meningkat dari siklus I sampai dengan Siklus terakhir. Peningkatan ecoliteracy dapat dilihat dari kenaikan persentase tingkat pencapaian dari berbagai aspek, yaitu aspek pengetahuan, kesadaran, dan juga aplikasi/tindakan. Dengan demikian dapat disimpulkan bahwa kegiatan 3R inidapat meningkatkan ecoliteracy siswa dalam pengolahan sampah. Kata Kunci: Ecoliteracy, Reduce, Reuse, Recycle, Pembelajaran, IPS
PENGGUNAAN MODEL PEMBELAJARAN MIND MAPPING UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN PKN KELAS IV SDN KESAMBEN WETAN, DRIYOREJO-GRESIK Putri Kurnianingtyas
Jurnal Tunas Bangsa Vol 6 No 1 (2019)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar

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Abstract

From the observation result at SDN Kesamben Wetan Driyorejo Gresik , showing that the student learning result have not reach completion score that decided by school. On PKn subject teacher only presented matter in one way namely lecturing, student activity including listening, memorizing and evaluating. Student condition at class very passive and there is no courage to answer or ask question to teacher. Therefore, the utilization of appropriate model is very needed to achieve the expected goal of learning. The application of mind mapping model on PKn subject that applied to student note model can help student to memorize easier and understanding lot of matter. The purpose of this research is to describe teacher activity, student, and student learning result in the application of mind mapping learning model on PKn subject on fourth grade student at SDN Kesamben Wetan Driyorejo Gresik. Subject on this research are all fourth grade student of SDN Kesamben Wetan Driyorejo Gresik that amounted of 32 students. The type of research that applied is class action research (CAR) that consisted of three cycles. Research data obtained through observation, test, and interview. Research result showed that teacher activity during learning experience improvement as big as 29.12%, namely on the first cycle from 61.5% to 90.62% on third cycle. Student activity during learning experience improvement as big as 24.85% classically on the first cycle from 63% to 87.6285 on second cycle. While student learning completeness experience improvement with the score average that obtained at early observation as big as 67.23 (54.84%), at first cycle as big as 68.13 (61.29%), second cycle as big as 73.45 (75.86%), and on the third cycle as big as 80 (86.20%). From the execution of first, second and third cycle, it can conclude that the application of mind mapping learning model can increasing student and teacher activity also the student learning result on PKn subject for fourth grade student of SDN Kesamben Wetan Driyorejo Gresik. Abstrak Berdasarkan hasil observasi di SDN Kesamben Wetan Driyorejo Gresik pada mata pelajaran PKn kelas IV, menunjukkan bahwa hasil belajar siswa belum mencapai nilai ketuntasan yang telah ditetapkan sekolah. Dalam Pembelajaran PKn guru menyajikan materi hanya satu arah yaitu guru berceramah, aktivitas siswa meliputi mendengarkan, menghafalkan, dan mengerjakan evaluasi. Keadaan siswa di kelas sangat pasif tidak ada keberanian untuk menjawab atau bertanya pada guru. Oleh karena itu, penggunaan model pembelajaran yang tepat sangat diperlukan guna mencapai tujuan pembelajaran yang diharapkan. Penggunaan model Mind Mapping dalam pembelajaran PKn yang diaplikasikan ke dalam model catatan siswa dapat membantu siswa lebih mudah mengingat dan memahami materi yang cukup banyak. Penelitian ini bertujuan untuk mendeskripsikan aktivitas guru, siswa, serta hasil belajar siswa pada mata pelajaran PKn kelas IV SDN Kesamben Wetan dalam penggunaan model pembelajaran Mind Mapping. Subjeknya adalah seluruh siswa kelas IV SDN Kesamben Wetan Driyorejo Gresik yang berjumlah 32 siswa. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang terdiri dari 3 siklus. Data penelitian diperoleh melalui observasi, tes dan wawancara. Hasil penelitian menunjukkan bahwa aktifitas guru selama pembelajaran mengalami peningkatan sebesar 29,12%, yaitu pada siklus I mencapai persentase 61, 5% menjadi 90, 62% pada siklus III. Aktivitas siswa meningkat sebesar 24, 85%, pada siklus I secara klasikal mencapai persentase 63% menjadi 87, 85% pada siklus II. Sedangkan ketuntasan belajar siswa mengalami peningkatan dengan rata-rata nilai yang diperoleh pada observasi awal sebesar 67,23 (54,84%), siklus I sebesar 68,13 ( 61,29%), siklus II sebesar 73,45 ( 75,86%), dan pada siklus III sebesar 80 (86,20%). Dari hasil pelaksanaan siklus pertama, kedua dan ketiga dapat disimpulkan bahwa penggunaan model pembelajaran Mind Mapping dapat meningkatkan aktivitas guru dan siswa serta hasil belajar siswa pada mata pelajaran Pendidikan Kewarganegaraan (PKn) bagi siswa kelas IV SDN Kesamben Wetan Driyorejo Gresik. Kata Kunci: Pelajaran PKn, Mind Mapping,

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