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INDONESIA
Indonesian Journal of Primary Education
Published by Universitas Pendidikan Indonesia
ISSN : 25992821     EISSN : 25974866     DOI : -
Core Subject : Education,
Education
Indonesian Journal of Primary Education adalah jurnal berkala ilmiah yang diterbitkan dua kali setahun (Juni-Desember) yang mempublikasikan hasil penelitian orisinal tentang pendidikan dasar dan pendidikan guru sekolah dasar. Jurnal ini bertujuan untuk mengembangkan konsep, teori, perspektif, paradigma, dan metodologi dalam ruang lingkup pendidikan dasar dan pendidikan guru sekolah dasar meliputi kurikulum, bahan ajar, media, metode, dan evaluasi pembelajaran sekolah dasar.
Arjuna Subject : -
Articles 216 Documents
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Pengaruh Strategi Model Kooperatif terhadap Peningkatan Partisipasi dan Hasil Belajar Manipulatif Siswa Perempuan dalam Pendidikan Jasmani di SD Giat Akbar Maulana; Mustika Fitri; Tite Juliantine
Indonesian Journal of Primary Education Vol 4, No 1 (2020): Indonesian Journal of Primary Education: June 2020
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v4i1.24647

Abstract

Abstract This research is motivated by the low participation of female students in physical education learning (Goodyear, Casey, Kirk, 2014). The purpose of this study is to determine the increase in participation and manipulative learning outcomes of female students in physical education in fifth grade students of SDN 053 Cisitu, Bandung City 2019/2020. Therefore, researchers are interested in conducting a study so that participation and manipulative learning outcomes of female students can increase. In this study, researchers used an experimental research method with the research design used was The Matching-Only Pretest-Postest Control Group. The research instrument used the PEPAS -Purposes for Engaging in Physical Activity Scale questionnaire and the manipulative learning outcomes assessment sheet. Based on the results of the analysis it can be concluded that there is no difference in the effect of the three cooperative learning strategies on the participation of female students, so it can be said that the three strategies have the same effect in increasing the participation of female students. However, on the results of students' manipulative learning there are differences in the effects of these three cooperative learning strategies, where the STAD strategy provides the best effect on manipulative learning outcomes for female students, followed by the TGT strategy and the Jigsaw strategy. Abstrak Penelitian ini dilatarbelakangi oleh rendahnya partisipasi siswa perempuan dalam pembelajaran pendidikan jasmani (Goodyear, Casey, Kirk, 2014). Adapun tujuan dari penelitian ini yaitu untuk mengetahui peningkatan partisipasi dan hasil belajar manipulatif siswa perempuan dalam pendidikan jasmani pada siswa kelas V SDN 053 Cisitu  Kota Bandung 2019/2020. Oleh karena itu, peneliti tertarik untuk melakukan sebuah penelitian supaya partisipasi dan hasil belajar manipulatif siswa perempuan dapat meningkat. Dalam penelitian ini peneliti menggunakan metode penelitian ekperimen dengan desain penelitian yang digunakan adalah The Matching-Only Pretest-Postest Control Grup. Instrumen penelitian menggunakan kuesioner PEPAS –Purposes for Engaging in Physical Activity Scale dan lembar penilaian hasil belajar gerak manipulatif. Berdasarkan hasil analisis dapat disimpulkan bahwa tidak ada perbedaan efek dari ketiga strategi pembelajaran kooperatif terhadap partisipasi siswa perempuan, sehingga dapat dikatakan ketiga strategi tersebut memberikan efek yang sama dalam meningkatkan partisipasi siswa perempuan. Akan tetapi, terhadap hasil belajar manipulative siswa terdapat perbedaan efek dari ketiga strategi pembelajaran kooperaif ini, dimana strategi STAD memberikan efek terbaik terhadap hasil belajar manipulative terhadap siswa perempuan, diikuti dengan strategi TGT dan strategi Jigsaw.
Rubrik Penilaian Kinerja pada Pembelajaran STEM Berbasis Keterampilan 4C Italyani Nurhaifa; Ghullam Hamdu; Yusuf Suryana
Indonesian Journal of Primary Education Vol 4, No 1 (2020): Indonesian Journal of Primary Education: June 2020
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v4i1.24742

Abstract

Abstract Curriculum 2013 implements authentic assessment and requires students to have 21st century skills. STEM learning supports the 2013 curriculum. Authentic assessment can be used with performance assessments using rubrics. This reseacrh aims to develop 4C-based performance assessment rubric on STEM learning in primary schools that is valid and practical as an assessment tool. In general, this research is development of performance rubric. Qualitative research based on focus group discussions (FGD) consists of seven stages: 1) identifying the objectives of the research object; 2) identify the question/ problem of the research object; 3) identify participants; 4) choose the time, location FGD process; 5) conducting FGD; 6) evaluating data; and 7) reporting data. The participants are samples that have the same interest in the topic/object of research. Rubric is a performance tool using certain criteria in assessing learning activities. The results of the study are, 1) an assessment instrument in the form of a learning performance rubric based on STEM 4C; 2) STEM learning performance assessment rubric consists of individual and group performance evaluation rubric; 3) performance rubric based on expert validation is declared as suitable as an assessment tool; 4) based on FGD it produces a valid and reliable product performance evaluation rubric. The results is the performance rubric instrument in the form of rubric is said to be valid and reliable as a form of assessment tools. Rubric 4C skills on STEM-based learning developed by researchers can be used by teachers in conducting an objective assessment based on criteria and indicators. In addition, students will have a reference about what is expected by the teacher based on the assessment rubric. Thus students can show their best performance. AbstrakKurikulum 2013 menerapkan penilaian autentik dan menuntut peserta didik memiliki keterampilan abad 21. Pembelajaran yang mendukung kurikulum 2013 yaitu pembelajaran STEM. Penilaian autentik dapat digunakan dengan penilaian kinerja menggunakan rubrik. Penelitian ini bertujuan mengembangkan rubrik penilaian kinerja berbasis 4C pada pembelajaran STEM di sekolah dasar yang valid dan praktis sebagai alat penilaian. Secara umum penelitian ini merupakan penelitian pengembangan rubrik penilaian kinerja. Penelitian kualitatif berbasis focus group discussion (FGD) terdiri dari tujuh tahap: 1) mengidentifikasi tujuan objek penelitian; 2) mengidentifikasi pertanyaan/permasalahan objek penelitian; 3) mengidentifikasi partisipan; 4) memilih waktu, tempat proses FGD; 5) melakukan kegiatan FGD; 6) melakukan evaluasi data; dan 7) melaporkan data proses FGD. Partisipan penelitian ini yaitu sampel yang memiliki ketertarikan sama terhadap topik/objek penelitian. Rubrik merupakan alat penilaian kinerja menggunakan kriteria tertentu dalam menilai aktivitas pembelajaran. Hasil penelitian berupa, 1) instrumen penilaian berupa rubrik penilaian kinerja pembelajaran berbasis STEM 4C; 2) rubrik penilaian kinerja pembelajaran STEM terdiri dari rubrik penilaian kinerja individu dan rubrik penilaian kinerja kelompok; 3) rubrik penilaian kinerja berdasarkan validasi para ahli dinyatakan layak digunakan sebagai alat penilaian; 4) berdasarkan FGD menghasilkan produk rubrik penilaian kinerja yang valid dan reliabel. Hasil dari penelitian ini bahwa instrumen penilaian kinerja berupa rubrik dikatakan valid dan reliabel sebagai alat bentuk penilaian. Rubrik keterampilan 4C pada pembelajaran berbasis STEM dikembangkan peneliti dapat digunakan guru dalam melakukan penilaian secara objektif berdasarkan kriteria dan indikator. Selain itu, siswa akan memiliki acuan tentang hal-hal yang diharapkan oleh guru berdasarkan rubrik penilaian. Dengan demikian peserta didik dapat menunjukkan kinerja terbaiknya.
Perencanaan pembelajaran Berbasis Permainan Tradisional sebagai Afirmasi Literasi Budaya di SD Anis Nurjannah; Seni Apriliya; Aji Mustajin
Indonesian Journal of Primary Education Vol 4, No 1 (2020): Indonesian Journal of Primary Education: June 2020
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v4i1.25398

Abstract

AbstractThis paper describes the game-based learning as an affirmation of cultural literacy in elementary school. The low literacy rate of the Indonesian nation, demanding the solution of various lines. The role of academics, including the drafting of various literacy programs as well as product quality. Based on observations, learners (children) in elementary school tended to lack of concentration for long periods during the following study; on the other hand the children can follow and enjoy the game in a relatively long period of time. The game is an activity drives all the senses and sensory motor fun or exciting (Sutton-Smith, 1997 in scarlet, et. Al, 2005; Bergen, 2009; Hynoven, 2011); As for the traditional games refer to games with a certain cultural background. Affirmations literacy is a reinforcement of all forms of literacy from the conceptual level to procedural, by individuals, community groups, or governments to improve the literacy skills (Apriliya, 2016). Cultural literacy is the knowledge and understanding of how a country, a religion, an ethnic group or a tribe, religion, symbols, celebrations, and traditional communication means (Nasution, 2013). At the time following the game, children are required to understand and interact culturally in the context of the game, not just having fun, children are expected to have the cultural literacy of the game is done. Approach Educational Design Research (Eder) can be used to develop devices and game-based learning model as an affirmation of literacy in elementary school. Learning plan based on the approach Eder produce learning tools such as Learning Implementation Plan (RPP), teaching materials in the form of Student Worksheet, and instrument ratings.AbstrakTulisan ini memaparkan pembelajaran berbasis permainan sebagai afirmasi literasi budaya di SD. Rendahnya angka literasi bangsa Indonesia, menuntut solusi dari berbagai lini.Peran akademisi, di antaranya dengan melahirkan berbagai program maupun produk literasi yang bermutu.Berdasarkan hasil observasi, peserta didik (anak-anak) di SD cenderung kurang konsentrasi dalam jangka waktu lama pada saat mengikuti pembelajaran; di sisi lain anak-anak dapat mengikuti dan menikmati permainan dalam jangka waktu yang relatif lama. Permainan merupakan kegiatan menggerakkan seluruh pancaindera dan sensori motorik yang menyenangkan atau menggembirakan (Sutton-Smith, 1997 dalam scarlet, et. al, 2005; Bergen, 2009; Hynoven, 2011); adapun permainan tradisional merujuk pada permainan dengan latar budaya tertentu. Afirmasi literasi merupakan segala bentuk penguatan literasi mulai dari tataran konseptual sampai prosedural, yang dilakukan individu, kelompok masyarakat, atau pemerintah untuk meningkatkan kemampuan literasi (Apriliya, 2016). Literasi budaya merupakan pengetahuan dan pemahaman tentang bagaimana suatu negara, agama, sebuah kelompok etnis atau suatu suku, keyakinan, simbol, perayaan, dan cara komunikasi tradisional (Nasution, 2013). Pada saat mengikuti permainan, anak-anak dituntut untuk memahami dan berinteraksi sesuai budaya dalam konteks permainan tersebut, tidak hanya sekadar bersenang-senang, anak-anak diharapkan untuk memiliki literasi budaya dari permainan yang dilakukan.Pendekatan Educational Design Research (EdeR) dapat digunakan untuk mengembangkan perangkat dan model pembelajaran berbasis permainan sebagai afirmasi literasi di SD. Perencanaan pembelajaran berdasar pada pendekatan EdeR menghasilkan perangkat pembelajaran berupa Rencana Pelaksanaan Pembelajaran (RPP), bahan ajar berupa Lembar Kerja Siswa (LKS), dan instrumen penilaian.
Kepemimpinan Kepala Sekolah Menuju Pembelajaran Abad 21 Salmia Salmia; Rosleny Rosleny; Idawati Idawati
Indonesian Journal of Primary Education Vol 4, No 1 (2020): Indonesian Journal of Primary Education: June 2020
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v4i1.22362

Abstract

AbstractThe improvement of school education quality is determined by the ability of headmaster in empowering the teaching staffs and the community member as a whole. This study aims to determine the steps performed by the headmaster in improving the teachers’ professionalism toward the 21st century learning. This study design was qualitative descriptive. Data were collected through interview, observation and documentation. This study used data analysis techniques which consisted of several stages: data collection, data reduction, data presentation and drawing a conclusion. This study result toward the leadership of headmaster in improving the teachers’ professionalism was the steps performed by headmaster such as: involving teachers in participating the technical guidance (Bimtek), Workshop, Teacher Working Group, seminars, Education and Training, and supervision which motivate teachers to always work in accordance with their respective duties with expertise according to their profession, and in those activities, the teachers are expected to improve their professionalism. The factors which hampered the headmaster in improving the teachers’ professionalism toward the 21st century learning were the lack of facilities and infrastructures, the lack of teachers’ knowledge in operating the computer, the teachers’ teach the lessons which are not in accordance with their program, discipline and good cooperation between school staffs. The conclusion of this study was the headmaster with full responsibility improving the teachers’ professionalism toward the 21st century learning. AbstrakPeningkatan Mutu Pendidikan  sekolah ditentukan oleh kemampuan kepala sekolah dalam memberdayakan staf pengajar dan anggota komunitasnya secara keseluruhan. Tujuan penelitian ini untuk mengetahui tentang langkah-langkah yang dilakukan kepala sekolah dalam meningkatkan profesionalisme guru menuju pembelajaran abad 21 serta kendala-kendala kepala sekolah dalam meningkatkan profesionalisme guru menuju pembelajaran abad 21. Penelitian ini menggunakan deskriptif kualitatif. Data dikumpulkan melalui wawancara, observasi dan dokumentasi. Penelitian ini menggunakan teknik analisa data, yang terdiri dari tahap pengumpulan data, reduksi data, sajian data dan penarikan simpulan. Hasil penelitian terhadap kepemimpinan kepala sekolah dalam meningkatkan profesionalisme guru adalah  langkah-langkah yang dilakukan kepala sekolah untuk meningkatkan profesionalisme guru yaitu dengan mengikutsertakan guru dalam mengikuti kegiatan Bimbingan teknis (Bimtek), Workshoap, Kelompok Kerja Guru (KKG), seminar, Diklat, dan supervisi yang dapat memberikan motivasi pada guru untuk selalu bekerja sesuai dengan tugasnya masing-masing dengan keahlian yang sesuai profesinya, dalam kegiatan tersebut guru dapat lebih meningkatkan keprofesionalnnya.  Adapun faktor yang menjadi kendala kepala sekolah dalam meningkatkan profesionalisme guru menuju pembelajaran abad 21 adalah kurangnya sarana dan prasarana, masih minimnya pengetahuan guru dalam pengaplikasian komputer, guru mengajarkan pelajaran yang tidak sesuai dengan program, kedisiplinan dan juga kerjasama yang baik antar pihak sekolah. Kesimpulan dari penelitian ini adalah kepala sekolah dengan penuh tanggung jawab dalam meningkatkan profesionalisme guru menuju pembelajaran abad 21.
Analisis Respon Guru terhadap Pelatihan dan Pendampingan Media Pembelajaran Berbasis Powtoon pada Guru Gugus 1 Kota Bogor Elly Sukmanasa; Lina Novita; Aries Maesya
Indonesian Journal of Primary Education Vol 4, No 1 (2020): Indonesian Journal of Primary Education: June 2020
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v4i1.25098

Abstract

Abstract In the teaching and learning process so that the material can be understood optimally the role of the teacher is needed. The rapid development of technology requires teachers to have abilities in the field. However, knowledge and operation of technology in this case ICT, is still minimal to master. Therefore, training and mentoring as a first step towards learning sustainability in accordance with RI 4.0 platform continue to be developed. The purpose of this study was to determine the level of teacher responses and products made by teachers after attending training and mentoring. The method used is descriptive qualitative method. Respondents from this study were 34 teachers. Data collection techniques are done by interview and questionnaire. Data analysis was carried out to find out how high the response to the training and mentoring was carried out. The results of the analysis found that the response of teachers in participating in training and mentoring was very high or very positive. This is evident from the results of questionnaire data and products made. The importance of training and mentoring is felt by teachers in facing learning that is increasingly developing along with the flow of technology. Teachers are required to be technology literate, innovate or create technology-based learning. Therefore training and mentoring are the first step of continuous learning in accordance with RI 4.0 playtform.Abstrak Dalam proses belajar mengajar agar materi dapat dipahami secara optimal peran guru sangat diperlukan. Perkembangan teknologi yang semakin pesat mengharuskan guru memiliki kemmapuan dalam bidang tersebut. Namun, pengetahuan dan pengoperasian teknologi dalam hal ini TIK, masih minim dikuasai. Oleh sebab itu pelatihan dan pendampingan sebagai langkah awal keberlanjutan pembelajaran sesuai dengan platform RI 4.0 terus dikembangkan. Tujuan penelitian ini untuk mengetahui tingkat respon guru dan produk yang dibuat oleh guru setelah mengikuti pelatihan dan pendampingan. Metode yang digunakan merupakan metode kualitatif deskripstif. Responden dari penelitian ini berjumlah 34 orang guru. Teknik pengumpulan data dilakukan dengan wawancara dan angket. Analisis data dilakukan untuk nngetahui seberapa tinggi respon terhadap pelatihan dan pendampingannyang telah dilaksanakan.  Hasil penelitian ditemukan respon guru dalam mengikuti pelatihan dan pendampingan ini sangat tinggi atau sangat positif. Hal tersebut terbukti dari hasil data angket dan produk yang dibuat. Pentingnya pelatihan dan pendampingan dirasakan guru dalam menghadapi pembelajaran yang semakin berkembang mengikuti arus teknologi. Guru dituntut untuk melek teknologi, berinovasi atau menciptakan pembelajaran yang berbasis teknologi. Oleh sebab itu pelatihan dan pendampingan merupakan langkah awal dari keberlanjutan pembelajaran yang sesuai dengan playtform RI 4.0
Pengembangan Media Ular Tangga tentang Lahirnya Pancasila untuk IPS Kelas V SD Ade Ineu Raina Oktapiani; Sumardi Sumardi; Rosarina Giyartini
Indonesian Journal of Primary Education Vol 4, No 1 (2020): Indonesian Journal of Primary Education: June 2020
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v4i1.24185

Abstract

Abstract This research is motivated because there is no media in social studies subjects regarding the history of the birth of Pancasila for grade V elementary school. Media that makes students interested and willing to take part in social studies learning with fun because social studies learning is often seen as a boring and boring subject. One of the studies in social studies is the history of the birth of Pancasila. This research aims to produce a snake ladder media design about the birth of Pancasila for fifth grade elementary school students, to know the feasibility of snake ladder media about the birth of Pancasila for fifth grade elementary school students and to produce a snake ladder media about the birth of Pancasila for fifth grade elementary school students. The method used in this study is the Design Based Research (DBR) model of Reeves, because the researcher developed a media, namely snakes and ladders media about the history of the birth of Pancasila. To obtain data, researchers used several data collection techniques, namely interviews, expert judgment (expert judgment), observation and questionnaire. Based on trials that have been done, the results of the study showed that the snake ladder media received a positive response from students, in the first phase of the student response showed a percentage of 93%, while in the second stage of the trial the student response showed a percentage of 98.75%. Based on the results of the validation by the material, media and pedagogical experts as well as the results of the trials conducted by the developed learning media, it was declared to be suitable for use. Thus the development of snakes and ladders media about the birth of Pancasila in social studies learning for fifth grade elementary school students, is appropriate for students to use in the learning process. AbstrakPenelitian ini dilatarbelakangi karena belum adanya media dalam mata pelajaran IPS  mengenai sejarah Lahirnya Pancasila untuk kelas V Sekolah Dasar. Media yang membuat siswa tertarik serta mau mengikuti pembelajaran IPS dengan menyenangkan karena pembelajaran IPS seringkali dipandang sebagai mata pelajaran yang menjenuhkan dan membosankan. Salah satu kajian dalam mata pelajaran IPS yaitu tentang sejarah lahirnya Pancasila. Penelitan ini bertujuan untuk menghasilkan rancangan media ular tangga tentang lahirnya Pancasila untuk siswa kelas V Sekolah Dasar, mengetahui kelayakan media ular tangga tentang lahirnya Pancasila untuk siswa kelas V Sekolah Dasar dan menghasilkan media ular tangga tentang lahirnya Pancasila untuk siswa kelas V Sekolah Dasar. Metode yang digunakan dalam penelitian ini yaitu Design Based Research (DBR) model Reeves, karena peneliti mengembangkan sebuah media yaitu media ular tangga tentang sejarah lahirnya Pancasila. Untuk memperoleh data, peneliti menggunakan beberapa teknik pengumpulan data yaitu wawancara, expert judgement (penilaian para ahli), observasi dan angket. Berdasarkan uji coba yang telah dilakukan, hasil penelitian menunjukan bahwa media ular tangga mendapatkan respon positif dari siswa, pada uji coba tahap satu respon siswa menunjukan presentase 93%, sedangkan pada uji coba tahap kedua respon siswa menunjukan presentase 98,75%. Berdasarkan hasil validasi oleh ahli materi, media dan pedagogik serta hasil uji coba yang dilakukan media pembelajaran yang dikembangkan dinyatakan layak untuk digunakan Dengan demikian pengembangan media ular tangga tentang Lahirnya Pancasila dalam pembelajaran IPS untuk siswa kelas V Sekolah Dasar, layak digunakan siswa dalam proses pembelajaran.
Analysis of the Utilization of Learning Devices in Social Studies towards HOTS Sutaryanto Sutaryanto
Indonesian Journal of Primary Education Vol 4, No 2 (2020): Indonesian Journal of Primary Education: December 2020
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v4i2.29429

Abstract

Higher Order Thinking Skill (HOTS) learning is needed to support the implementation of learning in the 2013 curriculum. Learning will be carried out well if it is accompanied by a good learning plan, which is required learning tools that support the training of HOTS students. The purpose of this study was to determine how to analyze the application of learning tools to HOTS students of SD Negeri 9 Purwodadi, especially in social studies learning. The approach in this research uses a qualitative research approach with descriptive research methods. The data collection techniques used in this research were observation, interview and documentation. The instruments used in this study were observation sheets of learning activities carried out by the teacher, documentation of learning tools used by teachers and students during learning activities and interview sheets with open answers. The results showed that learning that can support higher order thinking or Higher Order Thinking Skills (HOTS) requires indicators on the aspects of analyzing, evaluating and creating. Social studies learning at SD Negeri 9 Purwodadi has not applied the HOTS learning concept. Learning tools in the form of syllabus, lesson plans and teaching materials at SD Negeri 9 Purwodadi, especially in social studies learning, still use conventional learning tools. The scoring system only emphasizes the cognitive aspects. Learning is still teacher-centered. The results showed that learning that can support higher order thinking or Higher Order Thinking Skills (HOTS) requires indicators on the aspects of analyzing, evaluating and creating. Social studies learning at SD Negeri 9 Purwodadi has not applied the HOTS learning concept. Learning tools in the form of syllabus, lesson plans and teaching materials at SD Negeri 9 Purwodadi, especially in social studies learning, still use conventional learning tools. The scoring system only emphasizes the cognitive aspects. Learning is still teacher-centered. The results showed that learning that can support higher order thinking or Higher Order Thinking Skills (HOTS) requires indicators on the aspects of analyzing, evaluating and creating. Social studies learning at SD Negeri 9 Purwodadi has not applied the HOTS learning concept. Learning tools in the form of syllabus, lesson plans and teaching materials at SD Negeri 9 Purwodadi, especially in social studies learning, still use conventional learning tools. The scoring system only emphasizes the cognitive aspects. Learning is still teacher-centered. The scoring system only emphasizes the cognitive aspects. Learning is still teacher-centered. The scoring system only emphasizes the cognitive aspects. Learning is still teacher-centered.
The Effect of Radec’s Learning Model Assisted by Zoom Application on Science Critical Thinking Ability during Covid-19 Pandemic Era Muhammad Ilham S; Syarifuddin Kune; Rukli Rukli
Indonesian Journal of Primary Education Vol 4, No 2 (2020): Indonesian Journal of Primary Education: December 2020
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v4i2.29262

Abstract

This study aims to determine the effect of the RADEC learning model assisted by the zoom application on students' critical thinking skills in the Covid-19 pandemic era. This type of research is a quasi experimental research design type nonequivalent control group design. The population in this study were all sixth grade students of SD Negeri Sekompleks Kalukuang Makassar City which consisted of 4 schools with a total number of students being 203 and the research sample was 56 students of class VI SDN Kalukuang 1 Makassar with a random sampling technique. Data collection techniques using test techniques, test techniques are used to determine critical thinking skills in the form of 6 item essay questions. The data analysis technique used independent sample t-test analysis. The results of the study based on descriptive analysis show that the average critical thinking skills of the RADEC learning model are 87.14 and the discovery learning learning model reaches 80.21. This means that the RADEC learning model is better than the discopery learning model, while the inferential analysis results show that the RADEC learning model assisted by the zoom cloud meeting application has a significant effect compared to the discovery learning model on critical thinking skills and science learning outcomes of class VI SDN Kalukuang 1 Makassar. . This is based on the independent sample t-test, the Sig (2-tailed) value is 0.000 0.05. This means that the RADEC learning model is better than the discopery learning model, while the inferential analysis results show that the RADEC learning model assisted by the zoom cloud meeting application has a significant effect compared to the discovery learning model on critical thinking skills and science learning outcomes of class VI SDN Kalukuang 1 Makassar. . This is based on the independent sample t-test, the Sig (2-tailed) value is 0.000 0.05. This means that the RADEC learning model is better than the discopery learning model, while the inferential analysis results show that the RADEC learning model assisted by the zoom cloud meeting application has a significant effect compared to the discovery learning model on critical thinking skills and science learning outcomes of class VI SDN Kalukuang 1 Makassar. . This is based on the independent sample t-test, the Sig (2-tailed) value is 0.000 0.05.
Reconstruction of Ranking System Based on Maslow and Al-Ghazali's Motivation Theory in Elementary School Muhamad Parhan; Andini Fitriani; Anggi Nur Pramesti; Cucu Cahyati
Indonesian Journal of Primary Education Vol 4, No 2 (2020): Indonesian Journal of Primary Education: December 2020
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v4i2.24646

Abstract

Start from Abraham Maslow's motivational theory which states that humans need appreciation, this research is attempt by the researchers in studying the ranking system in elementary schools. The competition system is known to grow the education system in a country like South Korea and Japan which have high literacy levels. This competition system is also applied in Indonesia, with giving a ranking which can foster a competitive spirit and high motivation. However, many students feel anxious when their ranking decreases. Therefore, Al-Ghazali's Motivation Theory can be a solution for student anxiety. This research uses mix methods, namely quantitative methods in the form of data analysis of questionnaire results and qualitative methods in the form of questionnaires, literature studies, and simple interviews conducted to several different sources. Through this research we expected that the competition system in elementary schools can become a healthy competition system both physically and spiritually.
Puzzles as A Learning Media In Dance Education for Elementary School Students Rosarina Giyartini
Indonesian Journal of Primary Education Vol 4, No 2 (2020): Indonesian Journal of Primary Education: December 2020
Publisher : Universitas Pendidikan Indonesia (UPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijpe.v4i2.29376

Abstract

This study aims to find the concept of learning dance in elementary schools (SD) using puzzle media. Puzzles were chosen because they are educational toys whose prices are relatively affordable, and their use can be adjusted to the child's level of development. This learning concept is needed especially by teachers who do not have the knowledge of dance education but have to teach dance in elementary schools. To achieve this goal, the material object studied is the essence of learning dance in elementary school and puzzles. The formal object is descriptive correlational, an approach that seeks to describe the phenomenon of the material object being studied and the relationship between these material objects. The results of this study are the concept of using dance puzzles in teaching dance in elementary schools. The sources obtained from this research are the concepts constructed from this research that can be applied to dance learning in elementary schools. One of the implications of the results of this research is that teachers who do not have a scientific basis for dance education can teach dance proportionally in elementary schools. 

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