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[Efektivitas Pembelajaran Tematik (PS) terhadap Kemampuan Berpikir Kritis Peserta Didik ]]>
<![CDATA[Widyaningrum, Marsita Dewi]]>;
<![CDATA[Wardani, Naniek Sulistya]]>
<![CDATA[ International Journal of Elementary Education Vol 4 No 1 (2020): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i1.24385
<![CDATA[Penelitian ini bertujuan untuk mengetahui efektivitas pembelajaran tematik problem solving (PS) terhadap kemampuan berpikir kritis peserta didik kelas 4 SD. Penelitian dilaksanakan di SDN Tingkir Tengah 01 Salatiga dan SDN Tingkir Tengah 02 Salatiga. Subyek penelitian ini adalah siswa kelas 4 SDN Tingkir Tengah 01 sebagai kelas kontrol dan SDN Tingkir Tengah 02 sebagai kelas eksperimen. Jenis penelitian eksperimen semu dengan desain penelitian nonequivalent control group design. Teknik pengambilan sampel adalah teknik purposive stratified quota sampling. Teknik pengumpulan data terdiri teknik tes dan non tes. Instrumen teknik tes berupa butir soal dengan bentuk soal pilihan ganda dan instrumen teknik non tes berupa lembar observasi yang dilengkapi dengan rubrik penilaian kemampuan berpikir kritis. Teknik analisis data menggunakan teknik uji-t. Hasil penelitian menunjukkan t hitung 2,372 > 2,000 dan signifikansi (2-tailed) 0,021 < 0,05, artinya Ha diterima dan Ho ditolak, JAdi, terdapat perbedaan efektivitas pembelajaran tematik problem solving (PS) dan pembelajaran konvensional terhadap kemampuan berpikir kritis peserta didik kelas 4 SD tema 7 Indahnya Keberagaman di Negeriku, subtema 1 Keberagaman Suku Bangsa dan Agama di Negeriku Pembelajaran 2. ]]>
<![CDATA[Pengaruh Model Situation-Based Learning Berbantuan Media Animasi terhadap Kompetensi Pengetahuan Matematika Kelas IV ]]>
<![CDATA[Christiawati, Ni Made Diana]]>;
<![CDATA[Darsana, I Wayan]]>
<![CDATA[ International Journal of Elementary Education Vol 4 No 1 (2020): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i1.24390
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh model situation-based learning berbantuan media animasi terhadap kompetensi pengetahuan matematika kelas IV SDN Gugus I Gusti Ngurah Rai Kecamatan Denpasar Selatan tahun ajaran 2018/2019. Studi ini menggunakan jenis rancangan eksperimen semu dengan menggunakan desain penelitian nonequivalent control grup desaign. Populasi dalam penelitian ini adalah seluruh kelas IV SDN Gugus I Gusti Ngurah Rai yaitu sebanyak 239 siswa. Sampel penelitian ditentukan dengan menggunakan teknik random sampling. Sampel dalam penelitian ini adalah kelas IV B SDN 4 Sanur (34 siswa) sebagai kelompok eksperimen dan kelas IV SDN 3 Sanur (36 siswa) sebagai kelompok kontrol. Hasil perhitungan data gain skor ternormalisasi menunjukan nilai rata-rata kompetensi pengetahuan matematika kelompok eksperimen lebih dari rata-rata kompetensi pengetahuan matematika kelompok kontrol (eksperimen = 0,72 > kontrol = 0,53). Data kompetensi pengetahuan matematika dianalisis menggunakan uji-t dengan rumus polled varians. Kriteria pengujian pada taraf signifikansi 5% dan dk = 68. Diperoleh thitung = 8,636 > ttabel = 1,995. Hal ini berarti terdapat perbedaan yang signifikan kompetensi pengetahuan matematika antara kelompok siswa yang dibelajarkan melalui model situation-based learning berbantuan media animasi dibandingkan dengan kelompok siswa yang dibelajarkan melalui pembelajaran konvensional.]]>
<![CDATA[Upaya Peningkatan Hasil Belajar melalui Model Pembelajaran Kooperatif Tipe Jigsaw Berbantu Media Gambar ]]>
<![CDATA[Trihartoto, Azin]]>
<![CDATA[ International Journal of Elementary Education Vol 4 No 1 (2020): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i1.24391
<![CDATA[Tujuan dari penelitian ini untuk meningkatkan hasil belajar siswa kelas IV SDN Dukuh 2 Salatiga. Subjek pada penelitian ini adalah siswa kelas IV SDN Dukuh 2 Salatiga dengan jumlah siswa ada 30. Rancangan atau desain penelitian tindakan kelas (PTK) yang digunakan peneliti adalah menggunakan model PTK Kemmis dan Mc Taggart yang terdiri dari empat tahap yaitu perencanaan, aksi atau tindakan, observasi, serta refleksi. Metode pengumpulan data dengan menggunakan tes untuk mengetahui hasil belajar dan lembar observasi untuk mengetahui aktivitas keterlaksanaan pembelajaran guru dan siswa. Data diperoleh kemudian diolah secara kuantitatif kemudian dianalisis secara kualitatif berupa kategori pada setiap rentang yang diperoleh. Perolehan data didapatkan dari tiga kegiatan yaitu pra siklus, siklus I dan siklus II. Hasil perolehan data ketuntasan belajar mengalami peningkatan yaitu pada pra siklus KD 3.9 sebesar 46%, siklus I meningkat menjadi 76,7%, siklus II meningkat menjadi 90%. Slanjutnya untuk KD 3.4 pada pra siklus sebesar 36,7%, siklus I meningkat menjadi 73,3%, siklus II meningkat menjadi 83,3%. Berdasarkan hasil data yang diperoleh membuktikan bahwa penerapan model pembelajaran Kooperatif tipe Jigsaw berbantu media gambar khususnya untuk tema 8 “Tempat Tinggalku” benar adanya bisa meningkatkan hasil belajar siswa kelas IV SDN Dukug 2 Salatiga.]]>
<![CDATA[Alat Gerak hewan dan Manusia Dikemas dalam Media Pop-Up Book ]]>
<![CDATA[Rahayu, Ni Nyoman Diana]]>;
<![CDATA[Margunayasa, I Gede]]>;
<![CDATA[Fakhriyah, Fina]]>
<![CDATA[ International Journal of Elementary Education Vol 4 No 2 (2020): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i2.24493
<![CDATA[This research is based because the book used by teachers and students in the learning process is still limited, especially in the science material and the display of the book is also less attractive, making it difficult for teachers to explain the material and students become less understanding about the material described, causing student understanding to decrease, in addition, the lack of media use and development also underlies this research. This research aims to develop pop-up book media on the topic of animal and human motion equipment. This research is a development research that uses ADDIE development model which consists of stages (1) analysis, (2) design, (3) Development, (4) implementation, and (5) evaluation. However, this research is only limited to the development stage., the stages of implementation and evaluation were not carried out due to time, resources and financial limitations. The subject in this research is the pop-up book media on the topic of animal and human motion equipment, while the object of this study is the validity of the pop-up book media on the topic of animal and human motion equipment. The method used in the assessment of pop-up book media is a questionnaire method by providing an assessment sheet to two teachers and two lecturers who are experts in their fields. In the validity test activities of the pop-up book media produces data in the form of numbers which are calculated on average scores then converted into a five-scale guideline table. The average value of the validity of the pop-up book media obtained was 4.87 with very good qualifications. Based on this analysis it can be concluded that the development of the pop-up book media on the topic of animal and human motion equipment declared valid.]]>
<![CDATA[The Validity of Pop-up Book Media at Changing the Form of Objects Topic ]]>
<![CDATA[Adnyana, Made Agus Dwi]]>;
<![CDATA[Parmiti, Desak Putu]]>
<![CDATA[ International Journal of Elementary Education Vol 4 No 2 (2020): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i2.24968
<![CDATA[The results of the analysis of the fifth-grade elementary school students' books in the second-semester Theme 7 and the results of observations in elementary schools state that the manuals used by teachers and students in the learning process are still limited especially in science material. The appearance of the book also less attractive, so students become less understanding of the material explained. In addition, the lack of use and development of media in the teaching and learning process also underlies the implementation of this research. The purpose of this research was to develop a pop-up book media on the topic of changing the form of objects with validity tested. This research was conducted using the ADDIE development model (analyze, design, development, implementation, evaluation). However, due to limited time, resources, and finances, the research was only carried out until the development stage. The subject in this research was the pop-up book media on the topic of changing the form of objects. Whereas the object of this research was the validity of the pop-up book media on the topic of changing objects. The method used in this study was a questionnaire given to two teachers and two lecturers as experts. The instrument used was a rating scale in the form of media assessment sheets for experts. The data analyzed with the mean formula to find out its validity. The average score of the pop-up book media after being reviewed by experts was 4.87 with very good qualifications. The implication of this research was the existence of pop-up book media that have very good qualifications. Based on the results of the analysis, the developed media was valid and can be used by the teacher to facilitate the teacher in explaining the material, especially on the topic of changing the form of objects in the fifth grade of elementary school.]]>
<![CDATA[Tri Hita Karana Oriented Problem Based Learning Improves Natural Science Learning Outcomes ]]>
<![CDATA[Permatasari, Anak Agung]]>;
<![CDATA[Widiana, I Wayan]]>;
<![CDATA[Simamora, Alexander Hamonangan]]>
<![CDATA[ International Journal of Elementary Education Vol 4 No 2 (2020): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i2.25185
<![CDATA[This research focused on the low learning outcomes of Natural Science students in class V.. The purpose of this study was to analyze the effect of the Tri Hita Karana oriented PBL model on the learning outcomes of the fifth grade Natural Science students. The sample in this study amounted to 56 students. In this study, data were collected using a test technique using an objective test instrument with multiple choice forms which had previously been analyzed for the quality of eligibility by testing the validity, reliability, distinguishing features, and level of difficulty. The data that has been obtained is then analyzed using t-test. Based on the results of the t-test analysis, T-count = 5.42, while the value of T-table at a significant level of 5% with degrees of freedom 28 + 28 - 2 = 54 is 1.67. Based on T-count = 5.42 > T-table = 1.67 then H0 is rejected. The results of the analysis prove that there are significant differences between the groups of students who are taught with the Tri Hita Karana oriented Problem Based Learning model with groups of students who are taught with conventional learning models. From the results of the t-test analysis and the average learning outcomes it can be concluded that The Tri Hita Karana oriented Problem Based Learning model has a positive effect on the Natural Science learning outcomes of Class V students. Therefore, the Tri Hita Karana oriented Problem Based Learning model is suitabel for dealing with low Natural Science learning outcome]]>
<![CDATA[Electrical Tandem Roller (ETR) Media for 4C Capabilities Based Stem Learning Elementary Schools ]]>
<![CDATA[Cahyana, Cahyana]]>;
<![CDATA[Hamdu, Ghullam]]>;
<![CDATA[Lidinillah, Dindin Abdul Muiz]]>;
<![CDATA[Apriliya, Seni]]>
<![CDATA[ International Journal of Elementary Education Vol 4 No 2 (2020): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i2.25205
<![CDATA[Learning media is very useful to help students understand the concepts of learning material provided. The use of innovative learning media is still limited to the learning process, especially thematic learning. Thematic innovative learning media is more specifically developed with STEM-based learning based on 4C capabilities, namely the Media Electrical Tandem Roller (ETR). Media development is carried out using the Focus General Discussion (FGD) Method with a qualitative approach. The process of implementing this FGD stage involved the development team of STEM learning tools that aims to validate the media produced without going through field trials. ETR media based on the ability of 4C in elementary schools has been produced for STEM learning. This innovative learning media is expected to be used, especially for teachers in thematic learning in elementary schools.]]>
<![CDATA[Animation in Science Learning with Brain Based Learning Models to Improve Student Learning Outcomes ]]>
<![CDATA[Wulansari, Ni Kadek Ayu Mita]]>;
<![CDATA[Suarni, Ni Ketut]]>
<![CDATA[ International Journal of Elementary Education Vol 4 No 2 (2020): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i2.25244
<![CDATA[The problems of this study are: the lack of maximum mastery of educators on innovative learning models and media, students are burdened with a lot of material without any pause to give the brain time to process the material provided, learning is less effective and well thought out, discussed useful and active students in the learning process, learning that takes place in the class that is less influential on student learning outcomes. The brain-based learning model of animation-assisted learning of science learning outcomes. This research is a quasi-experimental study, with the design of Nonequivalent Control Group Design. The population of this research is all of the fifth-grade elementary school with 129 students. The method of collecting data in this study is a test method in the form of a multiple-choice test that has been validated. Data were analyzed using a t-test. The results of data analysis obtained t-count = 9.66 at a significance level of 5% and db = 68 obtained t-table = 2.00 so t-count = 9.66> t-table = 2.00. Thus, it can be concluded that there is an influence of an animation-based brain-based learning model on science learning outcomes. Animated brain-based learning model can be applied to science lessons in elementary school as an effort to improve student learning outcomes optimally in science learning]]>
<![CDATA[Social Studies Learning with Numbered Head Together Model Improves Learning Outcomes Viewed from Student Learning Motivation ]]>
<![CDATA[Wati, Ni Komang Sri]]>;
<![CDATA[Suarni, Ni Ketut]]>
<![CDATA[ International Journal of Elementary Education Vol 4 No 2 (2020): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i2.25250
<![CDATA[The lack of optimal learning outcomes of social studies for fifth-grade elementary school students in Cluster XI Buleleng District is the main reason for this research. This study aims to analyze the effect of numbered head together (NHT) learning models, assisted by audio-visual media on social studies learning outcomes in terms of the learning motivation of fifth-grade elementary school students. Types of this research is a quasi-experiment with a non-equivalent post-test only control group design. The population in this study was grade V elementary school. The sample in this study was the VB class at SD Singaraja Lab of 35 students and VA class at SD Lab Singaraja of 35 students. Data collection methods used were of multiple-choice tests and non-test methods in the form of questionnaires. Learning outcomes data obtained were analyzed using Anava two pathways. The results showed that there were differences in social studies learning outcomes between students who were taught with the NHT model assisted by audiovisual media and students who were taught conventional learning models, there was an interaction effect between the learning model of NHT assisted with audiovisual media with learning motivation towards students' social studies learning outcomes, there was the difference in social studies learning outcomes between students who are taught with the NHT model assisted by audio-visual media and students who were taught conventional learning models to students who have high learning motivation, there was the difference in social studies learning outcomes between students who are taught with the NHT model assisted by audio-visual media and students who were taught conventional learning models to students who have low learning motivation. Based on the results of the study it can be concluded that the numbered head together learning model assisted by audiovisual media has a positive effect on social studies learning outcomes in terms of the learning motivation of students.]]>
<![CDATA[Tat Twam Asi Based Role-Playing Learning Model in Social Studies Knowledge Competence ]]>
<![CDATA[Agustini, Kadek Dwi Intan]]>;
<![CDATA[Suarjana, I Made]]>;
<![CDATA[Jayanta, I Nyoman Laba]]>;
<![CDATA[Renda, Ndara Tanggu]]>
<![CDATA[ International Journal of Elementary Education Vol 4 No 2 (2020): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v4i2.25266
<![CDATA[The low competence of Social Studies knowledge possessed by students due to lack of active students in the learning process. This is one of the reasons this research was conducted. This study aimed at examining the impact of Tat Twam Asi based Role-Playing learning model on the mastery of Social Studies competence. This was a quasi-experiment study and the design was an on-equivalent post-test only control group. The population in this study were all grade V of Gugus IV elementary school Buleleng Sub-district, Buleleng regency, amounting to 5 classes with a total of 172 students. The samples were students of SD Negeri 1 Banyuasri as an experimental group with a total of 35 students and SD Negeri 5 Banyuasri as a control group of 32 students determined by applying group design random sampling technique. Data on the competence of Social Studies knowledge were collected by using multiple-choice tests. Descriptive statistics and inferential statistics are t-tests polled variants were applied in analyzing them. After analyzing the data, the t-count is 8,99 while the t-table is 3.99, so the t-count is greater than the t-table. This shows that there are differences in the mastery of IPS knowledge competence between the experimental group and the control group. Based on the findings, it could be concluded that Tat Twam Asi based role play learning model had a significant impact on the mastery of Social Studies knowledge competence. This model can be chosen by the teacher as an alternative in the learning process activities to achieve the expected learning objectives.]]>
