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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936 Documents
<![CDATA[Thematic Practicum Handbook Theme 2: Student Interests and Critical Thinking Skills for Fourth Grade Elementary School Students ]]>
<![CDATA[Arsil Arsil]]>;
<![CDATA[Silvina Noviyanti]]>;
<![CDATA[Dwi Agus Kurniawan]]>;
<![CDATA[Muhammad Dewa Zulkhi]]>;
<![CDATA[Juwita Saputri]]>;
<![CDATA[Ninda Silvia]]>;
<![CDATA[Nurul Delima Kiska]]>;
<![CDATA[Latipia Damayanti]]>;
<![CDATA[Ubaidillah Ubaidillah]]>
<![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.v5i4.39634
<![CDATA[Thematic learning with the main content of science is not learning that only memorizes concepts. However, there needs to be learning where students experience and find out for themselves. The learning in question is practicum-based. This research aims to examine the effect of developing a practical guidebook on students' interests and critical thinking skills. The research method used is the type of research and development or R&D with a 4D procedural model. The sample in this study was 137 students in class IV, with a sampling technique of purposive sampling. Researchers used a questionnaire as a data collection instrument. The questionnaire used consisted of a student interest questionnaire and critical thinking. Data analysis used descriptive statistics and regression tests. Descriptive statistics are used to analyze data by describing or describing the data that has been collected. The results of this study are that students' interest in learning and students' critical thinking skills are categorized as good. The results of the regression test revealed that the implementation of the thematic practicum guidebook theme 2 affected students' interest and critical thinking skills. The implications of the research & development of the thematic practicum guidebook theme 2 in class IV learning are practical guide material. Therefore, it is essential to use a practicum manual in the learning process by both teachers and students to increase and develop students' interests and critical thinking skills.]]>
<![CDATA[Online Learning Based on Realistic Mathematic Education (RME) Assisted Animation Media in Improving Student Learning Outcomes ]]>
<![CDATA[Titin Handayani Amir]]>;
<![CDATA[Agustan Syamsuddin]]>;
<![CDATA[Sulfasyah Sulfansyah]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 5 No 3 (2021): August 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v5i3.39716
<![CDATA[There are still many teachers who have difficulty determining appropriate learning methods and learning media for mathematics lessons. This has an impact on student learning outcomes are low. This study aims to analyze the effect of the Realistic Mathematical Education (RME) approach assisted by animation media on students' mathematics learning outcomes. This research is a quantitative research with a quasi-experimental research design with a non-equivalent control group design research design. This study involved 30 students as the research sample with a simple random sampling technique (Simple Random Sampling). This study uses data collection techniques, namely observation and written tests by giving five essay questions with different weights for each question. The data obtained were analyzed using the SPSS v.22 application by looking for the results of the normality test, homogeneity test, N-Gain test and finally the t-test (Independent Sample Test) to test the hypothesis. The results showed that there was a difference between the students' average scores by applying the Realistic Mathematical Education (RME) approach with the aid of animation media, obtaining an average score of 74.60 in the medium category. Based on the results of data analysis, there is a significant effect on mathematics learning outcomes which can be proven from the significance value at the output of the Independent Sample Test, namely 0.000 < 0.05, which means that H0 is rejected and Ha is accepted. It can be concluded that the Realistic Mathematical Education (RME) approach assisted by animation media can improve mathematics learning outcomes.]]>
<![CDATA[Educational challenges for children with special needs in inclusive primary schools ]]>
<![CDATA[Connie Chairunnisa]]>;
<![CDATA[Rismita Rismita]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 6 No 1 (2022): February 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v6i1.39722
<![CDATA[There is no specific curriculum for inclusive students, and there is also no assessment guide for inclusive students. It causes students with special needs to have difficulty learning, and learning does not run optimally. This study aimed to analyze the learning completeness of ABK students in inclusive elementary schools and various challenges in managing inclusive schools. This type of research is qualitative. The method used in this study is a qualitative method with phenomenology. The design used in this study using Miles and Huberman. The subjects in this study amounted to 8 people. Methods of data collection using the method of observation, interviews, and triangulation. The research instrument is a questionnaire. The technique used to analyze the data is descriptive qualitative analysis. The data analysis method uses framing analysis. The research method used is the descriptive qualitative method with framing analysis. The results of this study are that first, the learning completeness of ABK students is still not optimal. Second is the unpreparedness of the teacher in teaching ABK students. Third, the limitations of special assistant teachers for inclusive students. Fourth, inadequate facilities and infrastructure for inclusive students. Fifth, there are differences in perceptions of ABK students between schools, the community and the government. The general conclusion is that students with special needs learning mastery will succeed if there is a common perception between inclusive schools, the environmental community and the local government.]]>
<![CDATA[Distance Learning and Character Building in Rural Area During the Covid-19 Pandemic ]]>
<![CDATA[I Putu Mas Dewantara]]>;
<![CDATA[I Ketut Dibia]]>
<![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.v5i4.39770
<![CDATA[The COVID-19 pandemic has brought a number of obstacles and challenges in learning. The bigger obstacle is found for schools in rural areas. Starting from the problem of the availability of supporting facilities, parental support, to the problem of teacher readiness in carrying out learning and character education during the COVID-19 pandemic. Therefore this study aims to describe the teacher's strategy in carrying out distance learning and character education in rural area during the Covid-19 pandemic. This research was a qualitative research, involving 13 teachers. The data were collected through observation, interview, and questionnaire. The data analysis was carried out in by using a qualitative descriptive analysis. The data were analyzed through three stages, namely data reduction, data presentation, and data verification. The data were validated through source, method, and theory triangulations. The results of this study indicate that the teachers’ strategies in implementing distance learning include: Whatsapp-based online distance learning, offline distance learning, and mixed distance learning. There were 3 strategies to carry out character education during the Covid-19 pandemic, namely direct feedback through examples or narrative in the text. Examples given were also in the form of pictures; and through a checklist of daily and weekly activities. Various obstacles occured in distance learning and character education. Parents also felt stressed because of the increased burden during the pandemic. Therefore, collaboration between various components is needed to design the most effective learning strategies in rural areas.]]>
<![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[The Development, Transformation, and Use of The Children's Language ]]>
<![CDATA[Henny Dewi Koeswanti]]>
<![CDATA[ Jurnal Ilmiah Sekolah Dasar Vol 5 No 3 (2021): August 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jisd.v5i3.40016
<![CDATA[There are still many children who have difficulty learning foreign languages. In addition, children also have difficulty in memorizing foreign language vocabulary. Language development for children has a dynamic nature because many factors can influence it. This study aims to identify various forms of language development and transformation experienced by students and students of TPA. This type of research is qualitative research. The research method used in this study is a case study on the development, transformation, and use of language by children who are members of TPA students. This case study was conducted to identify the phenomenology of dynamic use and development of children's language through the TPA program. Data were collected through observation and interviews. The data analysis technique is descriptive qualitative analysis. The study results indicate that there is a development, transformation, and use of a unique and exciting language that is influenced by the context of TPA as the realm of informal education based on Islamic education. This is evident from the various forms of language used by children who experience vocabulary development until they are transformed into code-switching and Arabic code-mixing. The use of Arabic can be seen as an opportunity because it can increase children's knowledge and vocabulary, but at the same time, it can also be seen as a threat to the survival of the mother tongue and national language for children.]]>
<![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.]]>
