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).
Articles
936 Documents
<![CDATA[Development of Animation Video Learning Media Based on Local Wisdom Tri Kaya Parisudha in Cultural Diversity Material Content Social Science Learning Grade IV Elementary School ]]>
<![CDATA[Darma Putra, I Gusti Ngurah Agung]]>;
<![CDATA[Sujana, I Wayan]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 5, No 1 (2021): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jisd.v5i1.32226
<![CDATA[This research is motivated by the problem of the less of innovative learning media and the application of conventional methods which have an impact on students' interest and understanding of social science subject matter. The purpose of this research is to develop an animation video based on local wisdom of Tri Kaya Parisudha on social sciences learning in grade IV Elementary School. This research is a development research using the ADDIE model which is carried out in grade IV SD No. 3 Abiansemal. The subjects of this research are one lecturer as a subject content expert, one lecturer as an expert in learning design, one lecturer as an expert in learning media, and 12 grade IV Elementary School students for individual trials and small group trials. The data collection method used is a non-test method using a questionnaire with the instrument used is a questionnaire. The data analysis technique used is descriptive quantitative analysis technique. Based on the results of data analysis, obtained results (1) the results of the validity test by the subject content expert obtained a score of 95.83% (very good), (2) the results of the validity test by the instructional design expert obtained a score of 85% (good qualification), (3) the results of the validity test by media experts obtained a score of 88.33% (good qualification), (4) the individual trial results obtained a score of 95.83% (very good qualification), and (5) the results of the small group trial obtained a score of 97, 50% (very good qualification). So, it can be concluded that the video animation media based on local wisdom of Tri Kaya Parisudha is feasible for use as a learning media for social sciences content in grade IV elementary school. The implication of this research is the video animation learning media based on Tri Kaya Parisudha's Local Wisdom can make students learn independently, so that the learning process becomes more interesting, effective, and has a positive effect on student learning outcomes.]]>
<![CDATA[Improving Poem Writing Skill Through Smart Ludo Media For Grade IV Students ]]>
<![CDATA[Kara, Raka Bagas]]>;
<![CDATA[Fathurohman, Irfai]]>;
<![CDATA[Fajrie, Nur]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 4, No 3 (2020): Augustus ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jisd.v4i3.27538
<![CDATA[The low learning outcomes of students' writing skills were the main reason this research was conducted. It happens because the learning model that applied is less effective so it has not been able to optimally hone students writing skills. This study aims to determine the application of smart ludo media to improve poem writing skills in elementary students. This type of research is a classroom action research subject. This research lasted for two cycles, where each cycle consisted of four stages including planning, implementing, observing, and reflecting. Data collection techniques used tests, interviews, observation, and documentation. The results showed that there was an increase in students’ skills in writing poems through smart ludo media. The improvement of writing poetry skills in the first cycle obtained a classical completeness value of 73.91% and the second cycle obtained a classical completeness value of 91.30%. based on the results of classroom action research that has been carried out on fourth-grade elementary school students, it can be concluded that there is a positive effect of the application of smart ludo media on improving student learning outcomes in poem writing skills. The results of this study can be used by the teacher as a tool in conveying learning to students and it can be a reference for research using similar research objects.]]>
<![CDATA[Learning Methods and Critical Thinking Ability on Science Learning Outcomes ]]>
<![CDATA[Kelana, Jajang Bayu]]>;
<![CDATA[Wardani, Duhita Savira]]>;
<![CDATA[Wulandari, Medita Ayu]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 5, No 1 (2021): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jisd.v5i1.29940
<![CDATA[There are many ways that can be done in an effort to improve science learning outcomes in schools. One way is to choose the right learning method. This study aims to see the effect of experimental learning methods, expository learning methods and critical thinking skills on science learning outcomes. This research was conducted with a sample of 74 students. The research design used an experimental method with treatment by level 2 x 2. Data analysis used 2-way analysis of variance (ANOVA). The results of this study are that there are differences in the results of students learning science with experimental learning methods between students who learn using expository learning methods; there is an interaction between the learning method and students' critical thinking skills on science learning outcomes; The results of learning science between students who learn with experimental learning methods who have higher critical thinking skills are higher than students who learn using expository learning methods who have high critical thinking skills; The results of learning science between students who learn with experimental learning methods who have low critical thinking skills are lower than students who learn using expository learning methods who have low critical thinking skills. This study implies that the application of experimental learning methods can improve students' critical thinking skills so that it can improve student learning outcomes.]]>
<![CDATA[Learning Effectiveness of Guided Science to Improve Student Learning Outcomes ]]>
<![CDATA[Anam, M. Chairul]]>;
<![CDATA[Muzanni, Ahmad]]>;
<![CDATA[Mujiburrahman, Mujiburrahman]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 4, No 3 (2020): Augustus ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jisd.v4i3.27985
<![CDATA[The low learning outcomes of students in Natural Science is the main problem in this study. It is due to the ineffective science learning system in its application so that students are less interested in learning science. This study aimed to determine the effectiveness of using guided science discovery learning in improving learning outcomes of fifth grade elementary school students. The method used in this research is pre-experimental one group pretest-posttest design. The sampling technique used nonprobability sampling model, namely purposive sampling. The data analysis used was the effectiveness test using the paired sample t-test assisted by SPSS 21 through comparing the sig (2-tailed) value with an alpha value of 5%. The number of samples used was 28 students. The research instrument was a multiple-choice test and a questionnaire. The results showed that the mean pretest value was 59.29 and the posttest value was 0.082; the pretest significance was 0.126, the significance for the posttest was 0,082; the significance of guided science discovery learning was 0,200, each of which has a significance value of 0,000 <0, 05. It means that there is a significant difference, while the t value is 12,515. It means that the pretest score is smaller than the posttest, which is 12,515, so it can be stated that guided science discovery learning is effective in improving student learning outcomes. Thus, it can be concluded that there is a positive and significant effect of guided science discovery on learning outcomes of fifth grade elementary school students.]]>
<![CDATA[Analysis of Errors in Resolving FPB and KPK Story Questions Based on Polya Procedures for Class IV Elementary School Students ]]>
<![CDATA[Utami, Gayatri]]>;
<![CDATA[Saputro, Bagus Ardi]]>;
<![CDATA[Asri Untari, Mei Fita]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 4, No 4 (2020): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jisd.v4i4.27464
<![CDATA[This research was conducted based on the existing problems, namely the student’s lack of ability when solving math story questions about FPB and KPK material. This study aims to analyze the types of student’s mistake in solving the FPB and KPK material story questions. In addtion, it also aims to describe the possible causes of errors made by IV grade elementary school students in solving FPB and KPK story questions based on Polya’s completion steps. The completion of a story based problem consists of four stages, namely understanding the problem, compiling a plan, implementing the plan, and re-checking the solution obtained. The research uses a qualitative approach with descriptive research. The method use is the method of testing and documentation. The results of the study show that there are four types of errors of grade IV elementary school students in solving the FPB dan KPK material story questions based on Polya’s solving steps, namely errors in undestanding the questions, errors ini planning, errors in imolementing the plans, and errors in checking the solutions obtained. The possibility of students making mistake in solving story problems is due to internal factors (within the students themselves), including haste and inaccuracy of students in the process. ]]>
<![CDATA[The Concept of Heat Transfer measured by Cognitive Domain Assessment Instruments ]]>
<![CDATA[Yuniasih, Ni Kadek]]>;
<![CDATA[Yudiana, Kadek]]>;
<![CDATA[Japa, I Gusti Ngurah]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 5, No 1 (2021): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jisd.v5i1.34328
<![CDATA[The lack of availability in assessment instruments used and unmet cognitive levels of C3-C6 resulted in poor quality assessments. This study aims to develop cognitive domain assessment instruments on the concept of heat transfer material in grade V elementary school. This research was development research that used 4D models (Four-D models) to define, design, develop, and disseminate. The subject of study was the assessment instrument of the cognitive realm with the object of research, that was the instrument quality. Measurement of the validity of the content was done on two experts/judges using the non-test method and instruments of the expert validity sheet. Instrument quality measurement was conducted with field trials of 106 students using multiple-choice objective test instruments. The content validity data obtained were analyzed with the Gregory formula, while the field test result data analyzed the validity of the grain, reliability, different power, and difficulty level. The results showed that the validity of the content obtained by 0.97 (very high) with the test results of the item's validity got 30 points of the question was declared valid. The instrument reliability index was developed by 0.85 (very high). The average coefficient of different power obtained is 0.51 (good) with a test device difficulty of 0.52 (medium). The result demonstrated cognitive domain assessment instruments that were developed feasible and can be used in conducting learning assessments in the cognitive realm.]]>
<![CDATA[School Literacy Movement Enhancing Students' Writing Skills and Creative Thinking Skills ]]>
<![CDATA[Arini, Wayan]]>;
<![CDATA[Dibia, I Ketut]]>;
<![CDATA[Bayu, I Gede Wira]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 4, No 4 (2020): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jisd.v4i4.29847
<![CDATA[The low of students' writing skills due to the lack of knowledge of students in writing. In addition, teachers also experience difficulties in fostering student creativity in writing. This study aims to analyze the effectiveness of the school literacy movement to improve writing skills and creative thinking skills in students. The subjects of this study were 24 students. The object of this research is the students' writing skills and creative thinking skills after the implementation of the school literacy movement. This research was conducted in several cycles. Each cycle consists of four stages, namely: Planning, Implementing Action, Observation and Evaluation of Actions, and Reflection. The data collection method used in this study is the test method. Methods of data analysis using quantitative descriptive statistical analysis methods. Based on the calculation results, the average writing skills of students in the first cycle was 67.67, increasing to 78.67 in the second cycle. While the creative thinking ability of students in the first cycle was 63.33, increasing to 75.10 in the second cycle. The improvement of students' writing skills and creative thinking abilities from cycle I to cycle II was in the medium category. It can be concluded that the school literacy movement can effectively improve students' writing skills and creative thinking skills.]]>
<![CDATA[The Use of Folding Paper to Support Students’ Understanding of Summation and Subtraction ]]>
<![CDATA[Ndiung, Sabina]]>;
<![CDATA[Jehadus, Emilianus]]>;
<![CDATA[Sennen, Eliterius]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 5, No 1 (2021): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jisd.v5i1.33019
<![CDATA[Fractions are part of mathematical material that is difficult for elementary school teachers to teach which results in students not being able to solve problems related to the concept and arithmetic operation of fractions. The aim of this study is to improve the learning outcomes and the activeness of students in computing the addition and subtraction of fractions using folding paper. This research is a class action research using the design of Kemmis & McTaggart. The subjects of this study included students in Grade V of three elementary schools, with a total of 170 research subjects. The data were collected by using test and observation techniques. The test instrument used was eight items in the form of descriptions to measure mathematics learning outcomes, while observations were made by the observer using observation sheets to measure student activity in learning using folding paper. The data analysis technique used is quantitative descriptive technique with a minimum of 85% classical completeness criteria with a score of 75 for learning outcomes and the activeness of students at least in the active category. Based on the implementation of two-cycle learning, the results show that the learning outcomes of students have improved from cycle I to cycle II, with criteria for completeness exceeding the permitted requirements. Similar to the student activeness data increased from the fairly active category in the first cycle to the very active category in the second cycle. Thus it can be said that the use of folding paper can enhance the students' activeness and learning outcomes in the computation of the addition and subtraction of fractions. So it is suggested that teachers as innovators have the awareness to innovate in material knowledge content and use teaching aids in learning.]]>
<![CDATA[Supervisi Akademik untuk Meningkatkan Kompetensi Guru Dalam Proses Pembelajaran di SD ]]>
<![CDATA[Sitaasih, Desak Ketut]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 4, No 2 (2020): Mei 2020 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jisd.v4i2.25461
<![CDATA[Kompetensi guru dalam proses pembelajaran di kelas senyatanya masih rendah, guru kurang mempersiapkan perangkat pembelajaran sebelum masuk di kelas serta pola pikir yang masih kovensisoanal. Penelitian tindakan sekolah ini bertujuan untuk meningkatkan kompetensi guru dalam proses pembelajaran di Sekolah Dasar melalui penerapan supervisi akademik. Subjek penelitian ini adalah guru SD yang jumlahnya 9 orang Penelitian ini meruapakan penelitian tindakan sekolah dilaksanakan dalam 2 siklus, dengan rancangan masing-masing siklus terdiri dari perencanaan, pelaksanaan, observasi/evaluasi dan refleksi. Data dikumpulkan dengan metode observasi. Data yang sudah dikumpulkan dianalisis dengan metode statistic deskriptif. Setelah data kompetensi guru dalam proses pembelajaran dianalisis terlihat peningkatan yang cukup signifikan. Pada prasiklus tingkat kompetensi guru dalam proses pembelajaran sebesar 65,19% yang tergolong cukup, pada siklus II menjadi 68,06% yang tergolong cukup, dan pada siklus II menjadi 78,06% yang tergolong baik. Berdasarkan peningkatan tersebut dapat disimpulkan bahwa penerapan supervisi akademik dapat meningkatkan kompetensi guru dalam proses pembelajaran di SD. Dengan adanya supervisi Akademik membantu guru-guru untuk meningkatkan kopetensi pedagogiknya. ]]>
<![CDATA[Development of Learning Media Pansirbongpas for the Operation of Fraction Numbers for Grade 4 Elementary School ]]>
<![CDATA[Yasa, Arnelia Dwi]]>;
<![CDATA[Suastika, I Ketut]]>;
<![CDATA[Wahyu Ningtyas, Nur Vita]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 4, No 3 (2020): Augustus ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jisd.v4i3.27620
<![CDATA[The results of the analysis of the learning process show that the teacher does not use attractive learning media and students do not pay attention to the teacher during the lesson. This result in students often experiencing misconceptions about the material of adding fractions, so there is a need for the development of learning media in the form of unloading shading boards that can support the learning process. The purpose of this study was to determine the validity, practicality, and effectiveness. This research method was a development research by adapting the ADDIE model with 5 stages, namely: Analysis, Design, Development, Implementation, and Evaluation. The test subjects in this study were media expert lecturers, material expert lecturers, teachers and fourth grade students of SDN Ngembul 03, Blitar Regency. The data analysis technique used descriptive qualitative and quantitative. The data collection instrument used in this study was a questionnaire. The loading and unloading shading board based on the results of material validation obtained a score of 79.15% in the feasible category, the results of media validation obtained 75% with the feasible category. The results of the validation of the teacher's practicality got 83.65% in the very good category, the results of the student's practicality got 86.66% with the very good category and the results of the student's effectiveness got 81% with the very good category. The unloading shading board can be used by the teacher in the learning process to make it more interesting and fun. Provide a reference for other researchers in developing interesting and fun learning media for loading and unloading shading boards.]]>
