Jurnal Ilmiah Sekolah Dasar
Jurnal Ilmiah Sekolah Dasar (JISD) adalah jurnal ilmiah yang diterbitkan oleh jurusan Pendidikan Guru Sekolah Dasar Fakultas Ilmu Pendidikan Universitas Pendidikan ganesha. Jurnal ini bertujuan untuk mewadahi artikel-artikel hasil penelitian dan hasil pengabdian masyarakat dibidang pendidikan dan pembelajaran di Sekolah Dasar. Pada akhirnya Jurnal ini dapat memberikan deskripsi tentang perkembangan ilmu pengetahuan dan teknologi di bidang pendidikan dasar bagi masyarakat akademik. Jurnal ini terbit 4 kali setahun (Februari, Mei, Agustus, November).
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<![CDATA[Readiness of Elementary School Teachers in Implementing Online Learning and "Merdeka Belajar" During Covid-19 Pandemic ]]>
<![CDATA[Rini Kristiantari]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 5 No 4 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v5i4.39868
<![CDATA[As a result of the COVID-19 pandemic, the government issued a policy to change learning and teaching activities offline to online. However, there are still many obstacles experienced by teachers and students in implementing online learning. The purpose of this study is to analyze and evaluate the level of readiness of elementary school teachers, especially low-grade teachers, in dealing with and implementing online learning and independent learning during the covid-19 pandemic. This research belongs to the type of evaluative research (evaluation study). The research data is in the form of verbal attitude statements from the subjects studied, namely elementary school teachers in low or early grades. Data were collected using questionnaires and interviews. The data that has been collected is then analyzed descriptively qualitatively. The results of the analysis of document study data and interviews showed that 70% of lower grade elementary school teachers as the research subjects tended to state that they were ready to carry out online learning and were free to learn for their students. This readiness is coupled with the expectation of the availability of online learning facilities for both teachers and students and training on the use of IT media for teachers to create smooth and innovative online learning. The implication is that even though learning is carried out online by adhering to independent learning according to existing provisions, the process and student learning outcomes will be maintained and carried out properly according to the expectations, which are also stated in the learning objectives.]]>
<![CDATA[The Effect of a Blended Learning Project Based Learning Model on Scientific Attitudes and Science Learning Outcomes ]]>
<![CDATA[I Nyoman Tika]]>;
<![CDATA[I Gusti Ayu Tri Agustiana]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 5 No 4 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v5i4.39869
<![CDATA[The COVID-19 pandemic requires learning to use an online system. However, there are still many teachers who have difficulty designing appropriate learning for students. This study analyses the project-based learning model assisted by blended learning on scientific attitudes and science learning outcomes—the research population with as many as 184 students. The research sample amounted to 61 students—sampling using the random sampling technique. The design uses Post-test Only Control Group Design. Scientific Attitude data was collected using a questionnaire, and science learning outcomes were collected through an objective test. Data were analyzed through descriptive statistics and the SPSS-17 Manova test. The results showed a significant difference in scientific attitudes between students who followed the project-based learning model assisted by blended learning and students who followed the conventional learning model, with an F value of 471.8. There is a significant difference in science learning outcomes between students who follow the project-based learning model assisted by blended learning and students who take conventional learning, as evidenced by the science learning outcomes with an F value of 3.69. There are differences in scientific attitudes and science learning outcomes simultaneously between students who follow the project-based learning model assisted by blended learning and students who follow the conventional learning model. a significance level of 0.05 resulted in a p < 0.05. It can be concluded that the Project-based Blended Learning learning model can improve scientific attitudes and student learning outcomes.]]>
<![CDATA[Field Trip and Its Effect on Traditional Ecological Knowledge Literacy During the COVID-19 Pandemic in Rural Primary School ]]>
<![CDATA[Sumarwati Sumarwati]]>;
<![CDATA[Edy Suryanto]]>;
<![CDATA[Slamet Slamet]]>;
<![CDATA[Mila Anggar Wati]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 5 No 4 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v5i4.39870
<![CDATA[Traditional ecological knowledge (TEK) is the best indigenous practice acquired through centuries of experience in contact with nature. The rural area in Tawangmangu District, located on the slopes of Mount Lawu, Indonesia, is rich in TEK, such as folklore, traditional ceremonies, performing arts, planting systems, and harvesting systems that are starting to be abandoned young. Teaching TEK by bringing students to learning resources allows literacy to occur in cognitive and affective aspects. This study was conducted to determine the effect of teaching through field trips on improving the literacy of local elementary school students in TEK literacy. The study was conducted through a quasi-experimental with pretest-posttest non-equivalent control group design. Learning in the experimental class is carried out outside the home with field trips in small groups (4-6 students), while the control class is carried out using a distance learning system via WhatsApp and radio broadcasts at each student's home. The results show a significant effect of the field trip method on TEK literacy, both in cognitive and affective aspects. d Cohen's analysis shows the effect is quite significant. The level of mastery of TEK material in the field trip class is significantly higher than in the non-field trip class. In addition, students in the field trip class also showed higher pro-environment attitudes than students in the non-field trip class. It is recommended that environmental or local cultural education be held through field visits in small groups to reduce student boredom following distance learning during the pandemic in rural areas.]]>
<![CDATA[PPG Students' Learning Competency Analysis From Self Regulated Learning Factors ]]>
<![CDATA[Mawardi Mawardi]]>;
<![CDATA[Henny Dewi Koeswanti]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 5 No 4 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v5i4.40111
<![CDATA[The experience of implementing the Teacher Professional Education (PPG) for Elementary School Teacher Program so far shows that the graduation rate for PPG participants has only reached an average of 70% for the entire class. This condition is undoubtedly a reflection material for managers to improve their performance to achieve more optimal results in the future. This study aimed to analyze PPG student competence, student competence, and differences in student competence based on SRL and low. This type of research is descriptive quantitative research with the comparative correlational method. Techniques and instruments used are student competency document analysis techniques and SRL Measurement Instruments. The sample in this study was 34 PPG students. Data analysis techniques used descriptive statistical techniques, linear regression analysis and t-test. The results of the study found that the average student SRL level score reached 88.76; the average competency score of PPG students reached 90.44; the contribution of SRL to student competence is 15.8%; and students who have SRL significantly in their learning competence. It can be said that all student SRL levels can be said to be very high.]]>
<![CDATA[Fourth Grade Elementary School Mathematics Learning Online Test ]]>
<![CDATA[Sakin Sabila]]>;
<![CDATA[I Made Suarjana]]>;
<![CDATA[Made Sumantri]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 5 No 4 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v5i4.40127
<![CDATA[Teachers have difficulty checking student work. This is because all learning processes are carried out using HP media. In addition, in the learning process during the Covid-19 period, the teacher evaluates or provides other tasks only via Whatsapp. This study aims to create an online test for fourth-grade elementary school mathematics learning. The type of research used in this research is research and development. The model used in this study is using the ADDIE model. The research subjects were 2 experts in learning mathematics, and the experiment was conducted on 28 students in elementary school. The method used to collect data in this study used interviews and online tests. The data analysis techniques used are validity, reliability, discriminating power, difficulty level, quality of distractors, practitioner responses, and student responses. Instruments that have been designed to collect data are then tested first in order to find out the validity of the instrument. The result of the research is the analysis of the content validity test, and the items are at very high criteria. The results of the reliability test, the instrumenttested has a very high consistency. In the analysis of practitioner responses and student responses, the category is outstanding. So, the online test instrument for learning mathematics for fourth-grade elementary school students is valid and feasible to be used as an instrument for assessing student learning outcomes. This research implies that teachers can use the developed online test instrument to measure students' understanding during the learning process.]]>
<![CDATA[Learning Circumference and Area of Building with Video Media for Fourth Class Students of Elementary School ]]>
<![CDATA[Made Dewanda Sulaksana]]>;
<![CDATA[Kadek Yudiana]]>;
<![CDATA[alexander Hamonangan Simamora]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 5 No 4 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v5i4.40129
<![CDATA[The lack of use of interesting learning media makes students less active during the online learning process. To overcome this, it is necessary to develop a media in the learning process. This study aims to produce a video of learning mathematics on the topic of perimeter and area of flat shapes for fourth grade elementary school students that have been tested for acceptability. This study uses the type of research and development (Research and Development). This study uses the ADDIE model. The subjects in this study were 2 subject content experts, 2 media experts and design experts, and 2 practitioner experts to determine the validity of instructional video media. while the object of research is the validity of learning video media. This study uses a questionnaire method and rating scale instrument as a means of data collection. Based on the research results, 88% and 92% are scores obtained from subject matter content experts with good and very good predicates, 87% and 92% are scores obtained from design experts with good and very good predicates, 88% and 88% are scores obtained from media experts with good predicates, and 90% and 90% are scores obtained from expert practitioners with very good predicates. Based on these results, it can be concluded that the development of learning video media on the topic of circumference and area of flat shapes for fourth grade elementary school students is declared valid and feasible to use in the learning process.]]>
<![CDATA[Primary School Teacher Performance During The Covid-19 Pandemic ]]>
<![CDATA[Salma Ida Nasution]]>;
<![CDATA[Zaka Hadikusuma Ramadan]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 5 No 4 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v5i4.40237
<![CDATA[During the COVID-19 pandemic, the effectiveness of teacher performance can be seen from the quality of teacher performance in implementing online learning involving information and communication technology media. This study aims to analyze more deeply the effectiveness of teacher performance during the covid-19 pandemic in the implementation of online learning. The type of research used is qualitative research. The research subjects were principals, 2 teachers, 2 students, and 2 guardians. The research instruments are observation sheets and interview guidelines. Data collection techniques are interviews and observation. The data analysis technique used the Miles and Huberman model. The results showed that the effectiveness of teacher performance during the COVID-19 pandemic was classified as less effective. The quality of the work of teachers is classified as less effective because of the many obstacles in the implementation of learning during the COVID-19 pandemic. The teacher's punctuality decreases. Teacher initiatives during the pandemic are relatively ineffective. Teachers' ability during the COVID-19 pandemic is classified as less effective due to limited infrastructure, internet quotas, and unstable networks that do not support online learning processes involving technology. Communication during the covid-19 pandemic is classified as less effective because of the many obstacles that cause learning not to take place so that there is no effective communication.]]>
<![CDATA[Reducing Misconceptions of Elementary School Students Through Guided Inquiry Learning ]]>
<![CDATA[I Gede Margunayasa]]>;
<![CDATA[Nyoman Dantes]]>;
<![CDATA[. A. I. N. Marhaeni]]>;
<![CDATA[I Wayan Suastra]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 5 No 4 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v5i4.40388
<![CDATA[Some students have a conception of the concepts before they attend school lessons. It is because students are interested in the learning material delivered by the teacher. This study aimed to analyze the effect of the guided inquiry learning model on the misconceptions of fifth graders in elementary schools. This type of research is quasi-experimental research. The population of this study amounted to 43 students in elementary schools. The research sample was selected using multistage random sampling. The instrument used to collect data is a questionnaire. The technique used to collect data is descriptive qualitative, and quantitative. The study results showed significant differences in students' misconceptions between groups of students who were taught with guided inquiry learning and conventional learning (F = 7,447; p<0,05). Misconceptions in students who learn with guided inquiry learning are lower than students who learn with conventional learning. This research implies that guided inquiry learning can be used by teachers in learning to overcome misconceptions in students.]]>
<![CDATA[Student Worksheet Development on the Math Division Material Based on the PMRI Approach for Fifth-Grade Elementary School Students ]]>
<![CDATA[Arief Kuswidyanarko]]>;
<![CDATA[Miftahul Jannah]]>;
<![CDATA[Rohana Rohana]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 5 No 4 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v5i4.40690
<![CDATA[Students have difficulty learning mathematics, so it can be concluded that mathematics is complicated, especially for elementary school students. It has an impact on student learning outcomes that decline. This study aims to produce LKPD on material distribution based on a valid and practical PMRI approach for learning. The development research used is research and development (R&D) using a 4D model developed by Thiagarajan consisting of four stages: define stage, design stage, development stage, and dissemination stage. Data was collected through interviews, questionnaires, and observations. The instrument used to collect data is a questionnaire. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The results obtained from the validation test by experts with an average rating of 87.5% are excellent categories. The student responses in the limited trial obtained an average percentage of 84.58% in the efficient category, and the student responses in the field trial with 82.40% in the efficient category. The results of the assessment of the educator's response were 88.75% in the efficient category. Based on these data, the LKPD in the distribution material based on the PMRI approach has met the criteria for validity and practicality so that the LKPD developed is feasible to be used in the learning process.]]>
<![CDATA[Mobile Learning Based on Procedural and Conceptual Knowledge on Fractional for Elementary School ]]>
<![CDATA[Anis Andriah]]>;
<![CDATA[Mohammad Faizal Amir]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 5 No 4 (2021): November 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v5i4.40819
<![CDATA[As the impact of the Covid-19 pandemic, distance learning requires teachers to make learning more interesting yet achieve learning outcomes. This study aims to produce a valid, practical, and effective product in mobile learning based on procedural and conceptual knowledge for elementary school students. This study uses Research and Development with the ADDIE model. The subjects of this study were 11 elementary school fifth-grade students. The material and media expert is a lecturer in mathematics education and information technology education, respectively. The validity test was carried out using the expert judgment method. Eleven fifth-grade elementary school students assessed the practicality and effectiveness tests to determine the responses and results in fractional mathematics after using the developed mobile learning. This study uses both quantitative and qualitative data, which were collected using questionnaires and learning outcomes tests. The validity of mobile learning produces an average of 3.59 or is in the interval 2.50 ≤ Rv ≤ 4.00 with valid criteria. The effectiveness of mobile learning is obtained from the pretest and posttest data. The practicality of mobile learning obtained an average of 3.82 or is in the interval 2.50 ≤ Rk ≤ 4.00 with practical criteria. The effectiveness of mobile learning shows a significance value of 0.0010 or < 0.0050, which means that there are differences in student learning outcomes before and after using mobile learning. Thus, the development of procedural and conceptual-based mobile learning on fractional material in fifth-grade elementary school can be categorized as valid, practical, and effective.]]>
