International Journal of Elementary Education
The aim of the Journal of International Journal of Elementary Education is to provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in education and learning. The focus and scope of International Journal of Elementary Education includes the following topics at Elementary Education : Career development and training in education and learning : 1. Experiences in education and learning: 2. Experiences in education and learning research: 3. International projects in education and learning: 4. Pedagogical innovations in education and learning: 5. General issues in education and learning: 6. Computer supported collaborative work: 7. E-content management and development: 8. Educational software & serious games: 9. e-Learning: 10. Emerging technologies in education: Papers published in the three-monthly journal (Feb, May, Aug, and Nov): (1) report evaluation and research findings; (2) treat conceptual and methodological issues; and/or (3) consider the implications of the above for action; and/or (4) an extensive book reviews section and also occasional reports on educational materials and equipment.
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877 Documents
<![CDATA[Correlation of Authoritative Parenting Style and Discipline of Study Toward Students’ Mathematics Knowledge Competence ]]>
<![CDATA[Setiawan, Dewa Putu Reza]]>
<![CDATA[ International Journal of Elementary Education Vol 4, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i3.25972
<![CDATA[Some factors give an impact on the student in elementary school. The discipline of studying and parenting style from the parents. Some of the parents are not realizing that parenting style will give an impact on the study result of their children. This research is aimed to determine the effect of the authoritative parenting style and discipline of studying to the competence of student mathematical knowledge. The type of research that is used is ex-post facto research with correlational research design. The population that used in this research is the fifth-grade students of the State Elementary School Group I Gusti Ngurah Jelantik, amounted to 178 students. The sample is determined by a proportional random sampling technique. The result of multiple regression analysis found the equation Ŷ = 8.205 + 0.958X1 + 0.358X2, and result Freg = 84.209 > Ftable = 3.075. The Coefficient of determination (R2) = 0.594. Thus, meant score Freg is significant. Based on the result of the research, it can be concluded that there is a significant influence between the authoritative parenting style and discipline of studying to the competence of student mathematical knowledge of fifth-grade students with the percentage of influence about 59.4%.]]>
<![CDATA[Learning Cycle Model Assisted Audio Visual Increase Science Knowledge Competence ]]>
<![CDATA[Purnamaningsih, I Gusti Ayu Ita]]>;
<![CDATA[Semara Putra, DB. KT. Ngr]]>;
<![CDATA[Wiarta, I Wayan]]>
<![CDATA[ International Journal of Elementary Education Vol 4, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i3.25877
<![CDATA[The low ability of science knowledge competence was caused by less optimal use of innovative learning models and the lack of using instructional media. This study aimed to analyze the significant effect of the learning cycle model assisted by audiovisual media on the IPA knowledge competence of the fourth-grade students. The type of this study was a quasi-experimental research with the non-equivalent control group design. The samples in this study were determined using the Cluster Random Sampling technique where by fourth-grade with 30 students as an experimental group and fourth-grade with 31 students as a control group. The population in this study was all students in grade IV elementary school which has 257 students. The data of science knowledge competence were collected using the test method and the instrument used was an ordinary multiple-choice objective. The data were analyzed using a t-test. Based on the result of data analysis, the score of tcount=3,184 while at the significant level 5% and dk = 59 ttable=2,045 so that tcount=3,184 > ttable = 2,045. Based on the testing criteria, then Ho was rejected and ð»ð‘Ž was accepted. There were significant differences in the science knowledge competence between the group control and the experimental group. The average of science knowledge competence students in the experimental group and control group was 85,677 > 70, 935. It can be concluded that the Learning Cycle model assisted by audiovisual media influences the science knowledge competence in the fourth-grade students of elementary school.]]>
<![CDATA[Learning Cycle 7E with Audio Visual Media Enhancing Science Learning Outcomes ]]>
<![CDATA[Pradipta Kencana, I Nyoman Bagus]]>;
<![CDATA[Arini, Ni Wayan]]>;
<![CDATA[Mahadewi, Luh Putu Putrini]]>
<![CDATA[ International Journal of Elementary Education Vol 4, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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<![CDATA[The science learning outcomes of grade V elementary school students tend to be low; this is seen from the number of students who have not reached KKM more than the number of students who have reached KKM. This is the main reason for doing this research. This study aims to determine the effect of the Learning Cycle 7E learning model providing audiovisual to the learning outcomes of science learning in fifth grade elementary school students. This type of research is a quasi-experimental study using a non-equivalent post-test only control group design. The population of this research is all of the fifth-grade elementary school students, amounting to 129 students. The sample uses a random sampling technique, with 81 students. Data collection in this study uses a test method with multiple choice test instruments. The data obtained were analyzed using descriptive statistical analysis and inferential statistics. Based on the hypothesis test obtained tcount 51.23 is greater than ttable 1.91, thus it can be concluded that there is a significant effect of the Learning Cycle 7E learning model providing audiovisual on the science learning outcomes of fifth grade elementary school students.]]>
<![CDATA[Improving Science Learning Outcomes Through Student Team Achievement Division (STAD) ]]>
<![CDATA[Dewi, Luh Monik Septiani]]>;
<![CDATA[Wibawa, I Made Citra]]>;
<![CDATA[Tri Agustiana, I Gusti Ayu]]>
<![CDATA[ International Journal of Elementary Education Vol 4, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i3.25917
<![CDATA[The low student learning outcomes of Science competencies are experienced by many students. The causes of the decline in science learning outcomes are the teacher's love for one learning method and the use of inadequate learning models so that students find it difficult to understand learning, lack of communication and participation between students which causes students to be less courageous in asking and arguing so learning is not optimal, students still lacking discipline during learning takes place. Based on the description, the purpose of this study is to determine the significant effect of the STAD Cooperative Model on Science Learning Outcomes. This study uses the design of a non-equivalent post-test only control group design with an intact group random sampling technique. The total population of this study was 95 students and the total sample in this study amounted to 49 students. The method used is a test with multiple-choice instruments totaling 20 items. The data obtained were analyzed using descriptive statistical analysis and inferential analysis with data distribution normality test, variant homogeneity test (F-Test), and hypothesis testing (t-test) using the pooled variance formula. The results of data analysis using the t-test obtained by t-count 2.540 while the table with db = 47 of 2.067 with a significance level of 5%. The results showed that there was a significant influence on the learning outcomes of science groups of students who were taught with the STAD type cooperative model with groups of students who were not taught with the STAD type cooperative model. The STAD type cooperative model makes students the center of learning through the application of the STAD type cooperative model students are motivated to compete in understanding lessons, train women in expressing opinions, discipline and take responsibility for themselves and the group.]]>
<![CDATA[Student Teams Achievement Division Technique and Group Investigation Technique Through Lesson Study Enhancing Students Learning Outcomes ]]>
<![CDATA[Candradewi, W M V Cahyanti]]>;
<![CDATA[Dharsana, I Ketut]]>;
<![CDATA[Tegeh, I Made]]>
<![CDATA[ International Journal of Elementary Education Vol 4, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i3.26067
<![CDATA[The finding of learning outcomes is low in this study; therefore, this study aims to determine the effectiveness of constructivism theory with the Student Teams Achievement Division technique and Group Investigation techniques through Lesson Study related to thematic learning in fifth-grade elementary school. This research is a quasi-experimental research design with Randomized Control Trials (RCTs). The population of this research is 26 students in VB class. 13 VB class students as an experimental group and 13 VB class students as a control group. Obtaining data was collected with 30 multiple choice test instruments. Data collected were analyzed using descriptive statistics and an Independent Sample t-test. Based on the results of the study after testing the hypothesis using SPSS 25.00 for Windows in the decision table the value of Sig. (2-tailed) = 0.005 which means the significance value (2-tailed) <0.05 (0.005 <0.05), then H0 is rejected and H1 = accepted. This means that the results of the study indicate that there is a significant influence on the experimental group taught by the Student Teams Achievement Division technique and the Group Investigation technique through lesson study with a control group that the teacher learns as usual on student learning outcomes. Thus, it can be concluded that the theory of constructivism with the Student Teams Achievement Division technique and Group Investigation lesson study techniques effectively improve the thematic learning outcomes of VB grade students.]]>
<![CDATA[Teams Games Tournament Assisted by Question Card Increases Student Knowledge Competence in Science Learning ]]>
<![CDATA[Oktayana Mahardika, I Kadek Dwi]]>;
<![CDATA[Putra, Made]]>
<![CDATA[ International Journal of Elementary Education Vol 4, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i3.25956
<![CDATA[The low competence of students' science knowledge is caused by the lack of optimal use of innovative learning models and the lack of using learning media. The purpose of this study was to examine the effect of the Teams Games Tournament learning model assisted by the Media Question Card on the scientific competence of science students in fourth grade elementary. This type of research was a quasi-experimental research design with a nonequivalent control group design. The population of this study was the fourth-grade students with a total of 392 students. The sample was determined by a random sampling technique. The sample in this study was class IV with a total sample of class 34 students as the experimental group and class IV with a class sample of 33 students as the control group. The science competency data collection was done by the test method and the instrument used was an ordinary multiple-choice objective test. The data obtained were analyzed using a t-test. The results of the analysis showed that there were significant differences in the learning models of team’s games tournament assisted by the media question card to the scientific competence of science with conventional learning of fourth-grade students. Based on the results of data analysis obtained tcount = 3.245 at a significance level of 5% and dk = 65 obtained ttable = 1.997 so tcount = 3.25> ttable = 1.997. Based on the testing criteria, it is rejected and accepted. Thus, it can be concluded, the Teams Games Tournament learning model assisted by the Question Card media influences the science knowledge competence of fourth-grade. ]]>
<![CDATA[The Positive Impact of Auditory Intellectually Repetition Learning Model Assisted by Domino Card on Mathematics Learning Outcomes ]]>
<![CDATA[Adiani, Ni Putu]]>;
<![CDATA[Rini Kristiantari, Maria Goreti]]>
<![CDATA[ International Journal of Elementary Education Vol 4, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i3.25488
<![CDATA[This research-based on problems in students learning outcomes is still low because students are still difficult in understanding mathematics formulas and consider mathematics as difficult learning. This research aimed to know the effect of the Auditory Intellectually Repetition learning model assisted by domino card results on student mathematics learning outcomes grade IV Research design used a nonequivalent control group. The population was 9 groups which amounts to 338 students. Sampling used cluster random sampling technique when chosen experimental group total of 35 students and control group total of 40 students. Objective test type multiple choice used as data collection instruments. Data obtained was data on learning outcomes in mathematics in the cognitive realm and analyzed used uji-t by formula polled variance, analysis result obtained was tcount=3,818 > ttable =1,666, this showed Auditory Intellectually Repetition learning model-assisted domino card give effect to student mathematics learning outcomes. So with the enactment of this model can simplify the way students learn in understanding mathematic formulas. ]]>
<![CDATA[Contribution of Naturalist Intelligence and Learning Participation toward Students’ Knowledge Competence in Science ]]>
<![CDATA[Yulianti, Ni Made Karisma]]>;
<![CDATA[Negara, I Gusti Agung Oka]]>;
<![CDATA[Sujana, I Wayan]]>
<![CDATA[ International Journal of Elementary Education Vol 4, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i3.26298
<![CDATA[Science competence of students continues to develop because it is influenced by factors of intelligence and participation. Lack of understanding of the importance of student participation in obtaining more optimal learning outcomes is no longer one of the priority factors, so students tend to feel lazy, and find it difficult to express opinions which cause the competence of science knowledge does not increase. This study aimed to analyze the significant effect of naturalist ability on the competence of science knowledge, the significant effect of learning participation on the competence of science knowledge, and the significant effect together of naturalist ability and learning participation on the competence of science knowledge of fourth grade students. This type of research is ex-post facto. The population in this study were all fourth-grade students, amounting to 490 students. The sample was determined by proportional random sampling technique and obtained a total sample of 214 people. Naturalist ability data collection and learning participation were obtained by distributing questionnaires and competence in science knowledge was obtained by recording documents. The data analysis technique used was multiple linear regression analysis. The results showed that there was a significant effect of naturalist ability on the competence of science knowledge with a contribution of 12.68%, there was a significant influence of learning participation on the competence of science knowledge with a contribution of 35.44%, and there was a significant influence on naturalist ability and learning participation. to the competence of science knowledge with a contribution of 48.12%. Based on the results of the study, it can be concluded that naturalist abilities and learning participation contribute to the competence of science knowledge of fourth grade elementary school students]]>
<![CDATA[Two Stay Two Stray (TSTS) Learning Model Assisted with Mind Mapping Improving Students’ Social Studies Learning Outcomes ]]>
<![CDATA[Ekayani, Ni Putu Sawitri]]>;
<![CDATA[Suarjana, I Made]]>;
<![CDATA[Jayanta, I Nyoman Laba]]>
<![CDATA[ International Journal of Elementary Education Vol 4, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i3.25786
<![CDATA[This research aimed to analyze the effect of the Two Stay Two Stray (TSTS) learning model assisted with mind mapping media toward social studies learning outcomes in Grade V. The type of this research was a quasi-experimental research design with nonequivalent post-test only controls group design. The population of this research was all of the fifth-grade elementary schools in Cluster I Bangli District, which totaled 7 classes with 138 students. The samples were determined using a simple random sampling technique, totaling 20 students as the experimental group and 30 students as the control group. Data analysis techniques in this research used descriptive statistical analysis techniques and data analysis prerequisite tests. Hypothesis analysis used the t-test polled variance test. The results of the calculation of the average social studies learning outcomes of the experimental group students were 23.15 included in the very high category, while students in the control group had an average value of 17.23 including the moderate category. Based on calculations with the t-test obtained a t-count of 4.89 is greater than the t-table value of 2.010 with a dk of 48, at a significance level of 5%. From the results of the analysis, it can be concluded that the Two Stay Two Stray (TSTS) learning model assisted with mind mapping media has a significant effect on social studies learning outcomes for fifth-grade elementary school students. Therefore, the TSTS learning model assisted with mind mapping media is suitable to be applied to improve students' social studies learning outcomes]]>
<![CDATA[Social Studies Learning With Visualization, Auditory, Kinesthetic (VAK) Learning Model Assisted by Diorama Media Increases Student Knowledge Competence ]]>
<![CDATA[Santhi, Ni Luh Komang Widya]]>;
<![CDATA[Sri Asri, I Gusti Ayu Agung]]>;
<![CDATA[Manuaba, Ida Bagus Surya]]>
<![CDATA[ International Journal of Elementary Education Vol 4, No 3 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i3.25853
<![CDATA[The low students’ competency of IPS (social science) is caused by the not optimal application of creative and innovative learning models and lack of learning media use. This research is aimed to analyze the impact of visualization, auditory, kinesthetic (VAK) learning model assisted with a diorama on social studies competency of elementary school students. It is quantitative research with the experimental design of quasi-experiment and non-equivalent pretest-posttest control group design. The population in this research are 275 grade IV students. Samples were taken with a random sampling technique, resulted in two classes. Class IV numbering 39 students were treated with VAK learning model assisted with diorama, and class IV numbering 37 students treated with conventional teaching and learning. Data were obtained by a common multiple-choice test and were then analyzed using polled variants t-test. It resulted the t count = 6,762 at 5% significance level with 39+37-2= 74 and t table = 1,993. Based on test criteria t count =6,726> t table =1,993. It leads to a conclusion that there is a significant influence of the VAK learning model aided with diorama media on IPS competency of grade IV students. ]]>
