Journal of Teaching and Learning in Elementary Education
Journal of Teaching and Learning in Elementary Education (JTLEE) is an international peer-reviewed journal interested in any aspect related to teaching and learning in elementary education. JTLEE invites lectures, researchers, teacher educators, university students (Master and Doctoral), and elementary school teachers who want to publish their research reports or literature review articles. JTLEE receives manuscripts on all aspects that have international relevance. This Journal invites original empirical research, theoretical or methodological contributions, literature reviews, meta-analyses, comparative or historical studies on the topics related to elementary education such as: 1. Teaching and Learning Mathematics for Elementary School 2. Teaching and Learning Science for Elementary School 3. Teaching and Learning Social Science for Elementary School 4. Teaching and Learning Language and Literature for Elementary School 5. Teaching and Learning Art and Music for Elementary School 6. Elementary teachers and pre-service teachers’ knowledge 7. Teaching and Learning STEM for Elementary School 8. Theory and Practice in learning and teaching in elementary education 9. Classroom management in Elementary School
Articles
285 Documents
<![CDATA[Identifying Pupils’ Mental Model of the Day and Night Concept ]]>
<![CDATA[Parlina, T. Aci]]>;
<![CDATA[Hermita, Neni]]>;
<![CDATA[Alpusari, Mahmud]]>;
<![CDATA[Noviana, Eddy]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 2 No. 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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DOI: 10.33578/
<![CDATA[Many students and even teachers still cannot recognize the relevance of the model to build physical knowledge. The study of mental representations built by students in their interactions with the world, phenomena and artifacts, is an important line of research in science education. Therefore, it is not surprising that analogies play an important role inscience education, because the construction of students in mental models of abstractphenomena must be rooted in some existing or previous experiences, to interpret more complex ideas. The purpose of this study is to investigate mental models elementary school students against the phenomenon of day and night. This research is quantitativedescriptive. The research subjects were 20 students in grade six. The results showed that 20% of students had a low mental model (LMM), 45% of students had a moderate mental model (MMM), and 35% of students had a high mental model (HMM). Based on the results of the study it can be said that, (1) 20% of students cannot explain the concepts scientifically and students' understanding is at the level of symbolic representation. (2) 45% of students cannot explain the causes of a phenomenon, student understanding is at the level of macrocospic representation, (3) and 35% of students have concepts with understanding based on real-life observations with scientific concepts learned at school and students' understanding is at the level of representation of microcosms.]]>
<![CDATA[Implementation of Standard of Graduate Competence in The Curriculum 2013 in Elementary Schools ]]>
<![CDATA[Oktaviani, Ndaru Mukti]]>;
<![CDATA[Wulandari, Isnaini]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 2 No. 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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DOI: 10.33578/
<![CDATA[Government certainty related to curriculum development from KTSP to Curriculum 2013 raises a new challenge for teachers. Implementation Curriculum 2013 in elementary schools still faced significant problems where based on the focus group discussion results with elementary schoolteachers in the Kuningan area of West Java, it was known that teachers still had difficulty implementing thematic-integrative with connecting the material with other material. Purpose of this study is 1) describes the problems faced by elementary school teachers for the standard of graduate competence in the implementation of the Curriculum 2013 in elementary schools, 2) describes the factors that cause problems standard of graduate competence in the implementation of Curriculum 2013in elementary schools. The research method used in this study is descriptive qualitative. The research design used descriptive steps of a case study. Theresearch subjects were teachers and students in elementary school at SDN 1 Manis Lor, Jalaksana District, SDN 1 Purwawinangun, Kuningan District and SDN Dukuhdalem, Japara District, Kuningan Regency. Data collection techniques are used using observation, interviews and documentation studies. Data analysis used refers to the analysis of qualitative research data.]]>
<![CDATA[Development of Instruments for Assessing Linguistic Intelligence in Elementary Schools ]]>
<![CDATA[Maharani, Dea Sinta]]>;
<![CDATA[Kurniaman, Otang]]>;
<![CDATA[Noviana, Eddy]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 2 No. 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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DOI: 10.33578/
<![CDATA[Linguistic intelligence is one of eight multiple intelligences that currently attracts attention in the world of education. Linguistic intelligence is a person's ability to speak both verbally and in writing, besides that people who have linguistic intelligence also master the components of linguistic intelligence which consists of phonology, syntax, semantics and pragmatics. The typeof research used is research and development (R & D) with a 4D model. The subjects in this study were experts as validators, fifth grade students for trials and homeroom teachers in elementary schools. Data collection is done by giving a questionnaire to the validator. In this study the researchers concluded that the product of the developed linguistic intelligenceassessment instrument was declared feasible to be used based on the results of validation of 86% with very feasible categories. The obstacle in developing the product of this instrument of linguistic intelligence assessment is the lack of knowledge of the school about the importance of linguistic intelligence for students in elementary schools.]]>
<![CDATA[The Effect of Realistic Mathematic Approach on Students’ Learning Motivation ]]>
<![CDATA[Lestari, Shindy]]>;
<![CDATA[Syahrilfuddin, Syahrilfuddin]]>;
<![CDATA[Putra, Zetra Hainul]]>;
<![CDATA[Hermita, Neni]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 2 No. 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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<![CDATA[This research is to determine the effect of realistic mathematical approach on students’ learning motivation. The research method is pre-experiment of one group pretest posttest design. This study was conducted with 34 fifth grade students from a public school in Pekanbaru, Indonesia. The results indicate that students’ learning motivation significantly increases. Among six indicators measuring students’ learning motivation, the indicator of interesting activities in learning is the most increase, from 80.76% in pre-test to 86.40% inpost-test. The average score of pretest in form of students’ learning motivationquestionnaire before applying treatment was 90.56 while score posttest after treatment was 95,09 and the results of the research hypotheses using the comparative t-test tcount (6.997) > ttable (2.039). This means that there is an effect of applying the realistic mathematical approach to students’ learning motivation.]]>
<![CDATA[The Impact of Negative Reinforcement on Fifth Grade Students’ Science Learning Process ]]>
<![CDATA[Yulianti, Sandy]]>;
<![CDATA[Putra, M. Jaya Adi]]>;
<![CDATA[Antosa, Zariul]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 2 No. 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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<![CDATA[This study attempts to investigate the positive and the negative impact of negative reinforcement on fifth-grade students’ science learning process. This study was carried out in elementary school 177 Pekanbaru. The kind of research is a qualitative study, and data were collected using video recording, observation, the questionnaire, and interview. Ten learning and teaching activities were conducted in two classrooms, 5 times in VA and 5 times in VB. The results show that the positive impact of negative reinforcement is toincreased students’ motivation to study science. While the negative impact of negative reinforcement is, to have students’ ton fear or vexation dislike to their teacher. The students feel discomfort because the teacher often punished students whenever they made mistakes.]]>
<![CDATA[Application Of PAIKEM GEMBROT Learning Model to Improve Fifth Graders’ Science Learning Motivation ]]>
<![CDATA[Lestari, Widya Indah Susi]]>;
<![CDATA[Hermita, Neni]]>;
<![CDATA[Kurniaman, Otang]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 2 No. 2 (2019): August 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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<![CDATA[This study aims to determine students' learning motivation on the use of the PAIKEM GEMBROT model. This research conducted at public elementary school located in Pekanbaru. This study uses a quantitative approach due to the data collected is in the form of numbers which are then analyzed by statistics. By the problem under the study, this research is an experimental research using the pre experiment type of one group pretest-posttest design. The subjects in this study were fifth graders’ students from a Public Elementary School with a total of 30 students. The instrument in this study used a questionnaire. The results showed that the pretest score obtained a score of 35% than expected. This means that students' learning motivation in science is still very low. After the use of the PAIKEM GEMBROT model, the Posttest was conducted with the score obtained 69.41% than expected. This means that students' learning motivation in science is high. Based on the N Gain analysis, the influence of the PAIKEM GEMBROT model on student learning motivation was 52.94% with the medium category.]]>
<![CDATA[“Telling Mathematics”: Storytelling and Counting in Pre-Elementary School ]]>
<![CDATA[Taranto, Eugenia]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 3 No. 1 (2020): February 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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<![CDATA[This manuscript is the result of a didactical activity, “Telling mathematics”, elaborated for pupils of Pre-Elementary School in Italy. The aim is to verify if storytelling is a methodology that allows developing approaches to the natural number in a significant way in children belonging to this age group and which mathematical skills are involved when certain processes are stimulated. The manuscript describes the phases in which the teaching experiment was articulated, framed in the Theory of Didactical Situations. In particular, I observe how, thanks to the storytelling, the acquisition of the notion of number in children is conveyed through different approaches to the natural number: cardinal, ordinal, recursive, geometric.]]>
<![CDATA[The Comparison of Curriculum in Elementary Education between Indonesia and Singapore ]]>
<![CDATA[Efendi, Moch. Yusuf]]>;
<![CDATA[Lien, His Nancy]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 3 No. 1 (2020): February 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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<![CDATA[Indonesia and Singapore, despite having very different approaches to basic education, both perform highly in standardized testing and are respected internationally for their education systems. However, there are many obstacles that should be solved and evaluated so as to provide a solid foundation for students to pursue higher education. Based on this reality, a curriculum comparison needs to be done with countries that already have the best quality education system in this regard Singapore. The objective of the paper is to obtain a summary of the comparison of the curriculum development between Indonesia and Singapore. Indonesia has made several changes in its educational curriculum. The method used is to use a comparative method with a literature review. Indonesia always in low position in international assessment although many things are done to improve the rank of Indonesia. PISA 2015 results positioned Indonesian students in the lowest order. On the contrary, many countries in Southeast Asia are in the top position, such as Singapore which has the best position in Southeast Asia and even on the world level, Singapore is in the top position compared to Indonesia lower than PISA 2015 result shows that the dominance of countries in East Asia. From this study, there are several findings can be adopted in the curriculum of primary schools in Indonesia such as: 1) The application of a uniform curriculum in each school, 2) The function of teachers in preparing their students graduation and 3) The use of instructional media and emphasis on mastery of learning materials. The advantages of this study are: 1) The school can apply the curriculum from the government without ignoring local wisdom, 2) The teachers are able to prepare the students` preparation earlier, and 3) The teachers can prepare them self to be skill full in operating Information Communication and Technology (ICT) devices.]]>
<![CDATA[The Use of Quantum Learning Model with Islamic Character Values to Improve Fifth Graders’ Academic Achievement ]]>
<![CDATA[Afandi, Muhamad]]>;
<![CDATA[Wahyuningsih, Sri]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 3 No. 1 (2020): February 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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<![CDATA[This study aims at describing the use of quantum learning model with Islamic character values to improve students’ achievement at elementary school. It used a descriptive qualitative method. Data were collected through observation, in-depth interview and documentation. The result indicates that quantum learning model with Islamic character values is beneficial for students during the teaching and learning process. These cover students feel more active in the learning process, students have more attention on teachers’ explanations, students have better academic achievement which is shown by the average score among students passing the minimal criteria standard and learning processes and students are able to internalize the Islamic values during teaching and learning process.]]>
<![CDATA[Development of Thematic Skill Learning Based on the 21th Century Skill Model for Fourth Graders ]]>
<![CDATA[Satria, Tio Gusti]]>;
<![CDATA[Hajani, Tri Juli]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol. 3 No. 1 (2020): February 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau ]]>
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<![CDATA[Thematic learning using 21st Century skills is learning with higher-order thinking skills (HOTS). It is a series of stages of activities organized in such a way that students can master the competencies that must be achieved in thematic learning by actively participating. This research is educational research with a design research model that develops a product. The product developed in this study is a thematic lesson plan for grade IV elementary school. Thematic learning implementation plan based on 21st Century skills models with an overall validation yield of 92% (very valid). The thematic learning media is very practical with an average of 92.5%. The effectiveness of the use of thematic lesson plans can be known through the learning activities of students while learning by using this learning tool is very effective, and students' learning outcomes are above the school minimum completeness criteria. These observations illustrate that the use of thematic lesson plans based on 21st Century skills models have been effectively implemented.]]>
