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KEGURU "Jurnal Ilmu Pendidikan Dasar"
Published by STKIP PGRI Bangkalan
ISSN : 25799886     EISSN : 25799916     DOI : -
Core Subject : Science, Education,
Education Languange, Linguistic, Communication & Media Mathematics Physics
Jurnal KEGURU adalah Jurnal Jurnal berkala yang terbit dua kali setahun pada bulan Januari dan Juli serta dapat diakses secara bebas oleh pengguna atau institusi tanpa biaya, dan sudah memiliki nomor ISSN: 2579-9924 (ISSN online) dan 2579-9878 (ISSN Print).
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Articles 7 Documents
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Search results for , issue " Vol 3 No 1 (2019): Keguru" : 7 Documents clear
EFEKTIVITAS PROGRAM COGNITIVE ACCELERATION THROUGH SCIENCE EDUCATION widodo, wahyu
KEGURU "Jurnal Ilmu Pendidikan Dasar" Vol 3 No 1 (2019): Keguru
Publisher : Penerbit STKIP PGRI Bangkalan

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ABSTRACT This paper describes the effect of CASE program to elementary student cognitive development. The study used a sequential explanatory design with the quantitative data collection in the first phase followed by collection of qualitative data in the second phase. Participants were 70 year 5 elementary school (ages 10-12) students. Quantitative data were collected by Scientific Reasoning Skill Tasks administered to all of participants both before and after intervention. Qualitative data included interviews with the five participants from CASE group and four participants from control group. Over 3 month period, students from the intervention group had higher mean gain (mean RGS = 4.4) compared with control group (mean RGS = 0.1). The qualitative data indicated CASE program were very effective because students motivation and regulation increased siginficantly after the intervention. Moreover, teacher developed more specific strategy to enhance students cognitive ability. To sum up, CASE program was a worthwhile intervention for Indonesian school especialy on elementary level students.
Efektivitas Pengalaman Belajar Pada Pembelajaran Tematik Siswa Kelas IV SD Agustian, Murniati
KEGURU "Jurnal Ilmu Pendidikan Dasar" Vol 3 No 1 (2019): Keguru
Publisher : Penerbit STKIP PGRI Bangkalan

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Abstract This research aimed to examine whether there are differences in terms of effectivity in the learning experiences on thematic learning in fourth grade. The research was conducted at SD Regina Caeli, Bogor. The type of research is a quasi experiment with the nonequivalent control group design. Data was collected through administering pretest and posttest in experiment group 1 using learning experience of reading, listening, watching video and experiment group 2 using learning experience of discussion, presentation, and role playing. The collected data was analyzed through scoring, converting, determining average, determining frequency distribution, and comparising the mean. The hypothesis test was analyszed using independent t test. The result of the research showed that there was a significant difference of effectiveness. The result showed tcount = 2,219> ttable = 2,005 in which the post-test score in the two groups were compared. The result indicated H0 was rejected. The effectiveness as indicated by comparing the pre-test and post-test score in the experiment group 2 with learning experience of discussion, presentation, and role playing showed t-test scored 3,316 which was higher thanthe ttable 2,005. It indicated that H0 was rejected. It can also be seen that the improvement of learning experience through the learning outcomes in the control class was 18.53 point from the mean pretest 56.79 and the postest 75.32. While in the experimental class there is an increase 25.07 point from the mean pretest 56.07 and the posttest 81.14. It concludedthat there was diffrenece in terms of effectiveness in the learning experience in the thematic learning for fourth graders of Regina Caeli Elementary School, with the most effective learning experience found in the experimental group 2 through the experience of learning discussion, presentation and role play.   Keywords: Learning Experiences, Effectivity Differences, Thematic Learning
Peningkatan Motivasil Belajar Mahasiswa Prodi PGSD Universitas Trilogi Jakarta dengan Media Flash Card and Asking and Giving Question Method Pada Mata Kuliah Belajar dan Pembelajaran Satriyani, Febrianti Yuli
KEGURU "Jurnal Ilmu Pendidikan Dasar" Vol 3 No 1 (2019): Keguru
Publisher : Penerbit STKIP PGRI Bangkalan

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Learning motivation plays an important role in learning activities, which makes students feel excited in learning activities so they can produce good learning outcomes. During this time the learning activities in PGSD Study Program are still dominantly done conventionally with lecturers as the main actors in lecture activities. From the results of observations and interviews, data were obtained that students preferred student centered based learning and they were actively involved in learning activities. This study aims to describe, (1) the implementation of learning by using flash cards and asking and giving question methods in learning and learning courses in first semester students of the Primary teacher education study program University Trilogy Study Program, and (2) the effect of implementing learning using flash card media and asking and giving question method on learning and learning courses in first semester students of PGSD University Study Program Trilogy towards increasing student learning motivation.                The approach used in this study is qualitative research with a type of classroom action research. Data collection techniques are carried out by observation, interviews, and documentation. The data analysis technique used is descriptive qualitative using the Kemmis and Taggart models which include: (1) planning, (2) implementation of actions, (3) observation (observation), and (4) reflection.                The results of the study show that the application of Flash Card Media and Asking and Giving Question Methods in Learning and Learning Courses can increase students' learning motivation. They all seemed to actively construct their own knowledge, through meaningful learning activities by contributing students in making questions and answers to the flash card and then randomly making a asking and giving question to their classmates. The learning atmosphere looks active, students look enthusiastic in learning activities. Suggestions based on this research are to disseminate ways to make flash card media and improve the assessment method in applying asking and giving question activities. Keywords: Motivation to learn, Flash Card, Asking and Giving Question.
Implementasi Problem Based Learning untuk Meningkatkan Aktivitas Belajar dan Kemampuan Pemecahan Masalah Siswa pada Topik Pecahan Rumiati, Wiwik
KEGURU "Jurnal Ilmu Pendidikan Dasar" Vol 3 No 1 (2019): Keguru
Publisher : Penerbit STKIP PGRI Bangkalan

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Penelitian ini bertujuan untuk meningkatkan aktivitas belajar dan kemampuan pemecahan masalah siswa pada topik pecahan dengan menerapkan model pembalajran problem based learning. Penelitian ini merupakan penelitian tindakan kelas dengan mengikuti model Kemmis & McTaggart. Penelitian ini dilakukan di SDN 195/V Pinang Merah, Jambi. Subjek penelitian terdiri atas 6 siswa kelas IV. Data diperoleh dari tes dan observasi. Berdasarkan hasil analisis diperoleh bahwa aktivitas belajar siswa meningkat dari siklus 1 sebesar 2,57% menjadi 4,43% pada siklus 2. Selain itu, rata-rata skor kemampuan pemecahan masalah siswa pada topik pecahan juga meningkat dari 21,21 pada siklus 1 menjadi 72,73 pada siklus 2.
Pengaruh Pendidikan Profesi Guru (PPG) Terhadap Pengetahuan Konten Pedagogik (Pedagogical Content Knowledge) Guru Peserta PPG Prajabatan Dalam Pembelajaran IPS Rahmawati, magdalena chori
KEGURU "Jurnal Ilmu Pendidikan Dasar" Vol 3 No 1 (2019): Keguru
Publisher : Penerbit STKIP PGRI Bangkalan

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Abstract This study aims to study the participants' Professional Pedagogical Content Knowledge and to know the effectiveness of PPG in achieving the goals of achieving pedagogical and professional teacher competencies, especially in social studies learning. The research was conducted with a qualitative method at the PPG Prajabatan held at the Atma Jaya Catholic University of Indonesia PGSD Study Program. The research instrument used was in the form of questionnaires, interviews, and documentation. The results showed that PPG students generally had a good self-assessment of their PCK abilities, but still had weaknesses in mastering content mastery so they were difficult to understand and overcome learning difficulties or student misconceptions. This research suggests that in workshops, PPG students do not merely compile or develop learning implementation plans sourced from existing textbooks. PPG students should also be given the freedom to develop innovative social studies learning and directed to analyze the possibility of student answers both correct answers and misconceptions that occur.   Keywords: Professional Teacher Education, Pedagogical Content Knowledge, Social Science Learning   Abstrak Penelitian ini bertujuan untuk mempelajari Pedagogical Content Knowledge peserta Pendidikan Profesi Guru dan mengetahui efektifitas PPG dalam mencapai tujuan pencapaian kompetensi pedagogik dan professional guru, khususnya dalam pembelajaran IPS. Penelitian dilakukan dengan metode kualitatif pada PPG Prajabatan yang diselenggarakan di Prodi PGSD Unika Atma Jaya Jakarta. Instrument penelitian yang digunakan berupa angket, wawancara, dan dokumentasi. Hasil penelitian menunjukkan mahasiswa PPG secara umum memiliki penilaian diri yang baik terhadap kemampuan PCK mereka, namun masih memiliki kelemahan dalam penguasaan penguasaan konten sehingga mereka sulit untuk memahami dan mengatasi kesulitan belajar ataupun miskonsepsi siswa. Penelitian ini menyarankan agar dalam lokakarya, mahasiswa PPG tidak sekedar menyusun atau mengembangkan rencana pelaksanaan pembelajaran yang bersumber dari buku teks yang ada. Mahasiswa PPG sebaiknya juga  diberi keleluasaan untuk mengembangkan pembelajaran IPS yang inovatif dan diarahkan untuk menganalisis kemungkinan jawaban-jawaban siswa baik jawaban benar maupun miskonsepsi yang terjadi.   Kata Kunci: Pendidikan Profesi Guru, Pengetahuan Konten Pedagogik, Pembelajaran IPS
Implementasi Peran dan Tugas Guru Pembimbing Khusus (GPK) pada Pendidikan Inklusi di Sekolah Dasar Negeri Pujiastuti, Arik Umi; Agustin, Ina
KEGURU "Jurnal Ilmu Pendidikan Dasar" Vol 3 No 1 (2019): Keguru
Publisher : Penerbit STKIP PGRI Bangkalan

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Ina Agustin, Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas PGRI Ronggolawe Tuban inaagustin88@gmail.com Arik Umi Pujiastuti Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas PGRI Ronggolawe Tuban arik.umi 86@gmail.com Abstract The objectives of this study are: 1) to describe the implementation of the Special Advisory Teacher (GPK) roles and duties on inclusive education of all of state Elementary Schools in Soko, Tuban on process of identifying types of needs, assessment, and compiling individual learning programs, 2) to describe the implementation of GPK roles and duties related to the designing process and giving specific programs, and 3) to describe the implementation of GPK roles and duties in modifying teaching materials. The research method is qualitative descriptive. The data collection instruments used are interviews and field notes. The results of this study are, 1) the role and duties of Special Advisory Teacher (GPK) at inclusive education on  the process of identifying needs, assessment, and compiling individual teaching programs that run less than optimal because the lack of resources, 2) in the designing process and giving specific programs that must be carried out by Special Advisory Teacher (GPK) does not run optimally due to differences in perceptions between GPK in giving specific programs to the needs of ABK, 3) in the implementation of GPK role in modifying teaching materials , actually it hasn’t run well. It because the lack of resources and funds sources. Based on the results of the study, the implementation of GPK roles and duties in identifying types of needs, assessment, preparation of individual learning programs, designing learning, giving specific programs, and modifying teaching materials were not optimal. As for the lack of optimal implementation of GPK roles and duties due to lack of resources (GPK), lack of socialization regarding the roles and duties of GPK, and regulations related to main duty ann functions from GPK.  Key words: GPK roles and duties, inclusive education   Abstrak Tujuan dari penelitian ini adalah: 1) mendeskripsikan implementasi dari peran dan tugas guru pembimbing khusus(GPK) pada pendidikan inklusi di Sekolah Dasar Negeri se- Kecamatan Soko Kabupaten Tuban dalam proses identifikasi jenis kebutuhan, assesment, dan menyusun program pembelajaran individual, 2) mendeskripsikan implementasi peran dan tugas GPK terkait dengan proses perancangan dan pemberian program khusus, dan 3) mendeskripsikan implementasi peran dan tugas GPK dalam memodifikasi bahan ajar. Adapun metode penelitian ini adalah, deskriptif kualitatif. Instrumen pengumpulan data yang digunakan adalah, wawancara dan catatan lapangan. Hasil dari penelitian ini adalah,1) peran dan tugas guru pembimbing khusus(GPK) pada pendidikan inklusi di dalam proses identifikasi kebutuhan, assesment, dan menyusun program pembelajaran individual berjalan kurang optimal penyebabnya, adanya kekurangan jumlah sumber daya, 2) pada proses perancangan dan pemberian program khusus yang harus dilaksanakan Guru Pembimbing Khusus (GPK) tidak berjalan dengan optimal dikarenakan perbedaan persepsi antar GPK dalam pemberian program yang spesifik sesuai dengan kebutuhan ABK, 3) pada inplementasi peran GPK terkait memodifikasi bahan ajar pada kenyataannya belum bisa terlaksana dengan baik penyebabnya, kurangnya sumber daya dan sumberdana. Berdasarkan hasil penelitian maka implementasi peran dan tugas GPK dalam identifikasi jenis kebutuhan, assesmen, penyusunan program pembelajaran individual, merancang pembelajaran, pemberian program yang spesifik, dan memodifikasi bahan ajar kurang berjalan dengan optimal. Adapun adanya kurang optimal dari implementasi peran dan tugas GPK disebabkan karena, kurangnya sumber daya (GPK), kurangnya sosialisasi terkait peran dan tugas dari GPK, dan peraturan terkait tupoksi dari GPK   Kata Kunci: Peran dan tugas GPK, pendidikan inklusi
BINGO GAMES METHOD Upaya Meningkatkan Kemampuan Siswa Memecahkan Masalah Belajar Matematika Bali, Muhammad Mushfi El Iq
KEGURU "Jurnal Ilmu Pendidikan Dasar" Vol 3 No 1 (2019): Keguru
Publisher : Penerbit STKIP PGRI Bangkalan

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Based on the results of observations of researchers, learning Mathematics in class IV MI Nurul Yaqin Probolinggo is known that after students receive the operating concept material to calculate the multiplication and division, students are instructed to do intensive practice exercises. As a result, students' interest in learning is reduced, so students are less interested in learning multiplication and division material. Efforts can be made to overcome problems related to the learning climate, researchers experimented to implement the BINGO game method. This study aims to describe the implementation of learning by using BINGO games to improve students' ability to solve learning problems and improve mathematics learning outcomes in class IV MI Nurul Yaqin. Students' ability to solve Mathematics learning problems through BINGO games can be applied to students who have heterogeneous academic abilities. Implementation of learning is able to improve student learning outcomes to the maximum. In addition, the BINGO game is also able to increase the enthusiasm and activity of students so that students are motivated and happy in learning the content of Mathematics.

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