Mimbar Ilmu
Mimbar Ilmu is published by Research and Community Service Institution Universitas Pendidikan Ganesha. Mimbar Ilmu aims at becoming the publication center of education researches in instruction, learning and teaching, curriculum development, learning environment, teacher education, educational technology, and educational development. It is published twice a year in April and October.
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<![CDATA[Animated Video Media Contains Tri Kaya Parisudha on The Theme of My Environment ]]>
<![CDATA[Novia Kadek Widyastuti Rahayu]]>;
<![CDATA[Anak Agung Gede Agung]]>
<![CDATA[ Mimbar Ilmu Vol. 28 No. 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v28i1.54600
<![CDATA[PAUD teachers experience problems and difficulties when developing appropriate learning media when teaching. This research aims to develop Tri Kaya Parisudha's Animated Video Media on the My Environment Theme for PAUD. This type of research is developed using the ADDIE model. The product was tested by 1 learning content expert, 1 instructional design expert, 1 learning media expert, as well as with research subjects 3 individual trial students, 6 small group trial students, and an effective test using 19 students. The data obtained is quantitative data by collecting data using a questionnaire/questionnaire and an observation questionnaire (non-test). The data analysis technique used is quantitative descriptive analysis and inferential statistics. The study's results, firstly, the design of animated video media using the ADDIE development model with the assessment results by design experts with a very good percentage. Second, the validity of the animated video media shows the results of the validity according to the experts and research subjects having good and very good categories so that the developed product is feasible to use. Third, the effectiveness of video animation media based on the results of the t-test shows that the video animation media based on Tri Kaya Parisudha is effectively applied to the theme of my environment in group B PAUD children.]]>
<![CDATA[Game Techniques in Group Guidance to Improve Post-Covid-19 Interpersonal Communication in Students ]]>
<![CDATA[Katharina Edeltrudis Perada Korohama]]>;
<![CDATA[Maria Kristina Deo]]>
<![CDATA[ Mimbar Ilmu Vol. 28 No. 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v28i1.53992
<![CDATA[The problem arising from the Covid-19 pandemic is the need for more interpersonal communication with students and lecturers. Because educational institutions conduct online learning, students need to communicate properly., Services are needed to improve student communication To overcome these problems. This study aimed to analyze the influence of Group Guidance Services Using the Games Method on the Improvement of Interpersonal Communication Post-Covid-19 Pandemic Student Guidance and Counseling. This study uses quantitative and experimental research, namely pre-experimental with a one-group pretest-posttest design. The population in this study amounted to 190 people. The sampling was a purposive sampling method with a final sample size of 12 students. The data collection technique uses a Likert scale questionnaire. The data analysis technique used is descriptive analysis and paired sample t-test further test analysis with the help of the SPSS For Windows 20 Version program. The results showed a significant difference between before and after treatment. It was concluded that group guidance services using the game method effectively improved student interpersonal communication.]]>
<![CDATA[Gender Responsive Pedagogy in Thematic Learning in Elementary Schools ]]>
<![CDATA[Mochamad Nasrul Amin]]>;
<![CDATA[Kemil wachidah]]>
<![CDATA[ Mimbar Ilmu Vol. 28 No. 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v28i1.55044
<![CDATA[Gender-responsive thematic learning still needs to be found in elementary schools. Gender bias is still found in some student teaching materials. It can trigger the emergence of a mindset in students that will continue to be carried into adulthood, resulting in gender inequality. This study aims to analyze gender-responsive thematic learning in elementary schools. This research is a case study, with the subjects involved, namely 2 class V teachers. Data collection techniques used in this study were interviews, observation, and documentation, with research instruments in the form of observation and interview guidelines. Data analysis techniques are carried out through several stages, namely data collection, data reduction, data display, and making conclusions. The results of this study indicate that teachers have a very important role in implementing gender-responsive thematic learning in elementary schools. Gender-responsive thematic learning in elementary schools is carried out by determining learning objectives, making learning tools like lesson plans and teaching materials free from gender bias, and conducting fair and objective assessments. Classroom management is carried out by providing the same facilities to students in the learning process, not to benefit or harm one gender.]]>
<![CDATA[How are Critical Thinking Skills and Integration of IPS Problems in Elementary Schools? ]]>
<![CDATA[Cindy Helda Ferrary]]>;
<![CDATA[Sekar Purbarini Kawuryan]]>;
<![CDATA[Herwin]]>
<![CDATA[ Mimbar Ilmu Vol. 28 No. 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v28i1.55641
<![CDATA[Critical thinking is one of the thinking skills students in 21st-century learning must possess. The reality on the ground shows that the ability to think critically is still relatively low. This study aims to identify social studies learning problems in elementary schools. This research belongs to the pre-experimental research design with a one-shot case study design. The subjects in this study were 5th-grade elementary school students. Data collection in the study was carried out by the test method, with the research instrument being a critical thinking ability test. The data obtained in the study were then analyzed using quantitative descriptive analysis methods. The research analysis results show that the level of student activity, student memory, the application of social studies in everyday life, the ability to identify phenomena, and the complete learning outcomes still need to be improved. Furthermore, students critical thinking skills from basic clarification indicators, assessing basic information support, drawing conclusions, advanced clarification, and applying problem-solving models are also still at a low level, with an average of 44.9%. This preliminary research will be continued into further research to determine the effect of problem-based learning models on students' critical thinking skills.]]>
<![CDATA[What do Elementary School Teachers Think About 6Cs? ]]>
<![CDATA[Poppy Anggraeni]]>;
<![CDATA[Dadang Sunendar]]>;
<![CDATA[Bunyamin Maftuh]]>;
<![CDATA[Wahyu Sopandi]]>;
<![CDATA[Ryan Dwi Puspita]]>
<![CDATA[ Mimbar Ilmu Vol. 28 No. 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v28i1.55857
<![CDATA[21st-century skills are very important to be instilled in every learning process in elementary schools. Teachers must have the view that is instilling the 6 Cs. This study aims to analyze elementary school teachers' perceptions regarding 21st-century skills, especially the 6 Cs in learning in elementary schools. The method used in this research is the descriptive method. The research subjects were obtained randomly, namely as many as 71 elementary school teachers. The research instrument used a questionnaire in the form of a Google form. The data obtained were then analyzed, and the categories were determined. The results showed that elementary school teachers' perceptions of the knowledge aspect, namely 21st-century skills, must be owned and instilled in students in the 21st century, which is very high. In the aspect of understanding, the teacher's perception of the reasons for the importance of the 6 Cs instilling in elementary school students is also very high. In the implementation aspect, teachers have a high perception of instilling the 6 Cs in elementary school learning, either through innovative learning models or through interactive learning media.]]>
<![CDATA[The Problem-Based Learning Model in Mathematics Subjects by Controlling the Critical Thinking Ability of Elementary School Students ]]>
<![CDATA[Ni Nyoman Ayu Purnama Dewi]]>;
<![CDATA[Gusti Ngurah Sastra Agustika]]>
<![CDATA[ Mimbar Ilmu Vol. 28 No. 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v28i1.57913
<![CDATA[The low competence of knowledge in mathematics subjects is due to the need for appropriate learning models. It refers more to the theories in learning materials rather than relating them to real life or students' daily lives. This study aimed to analyze the effect of the Problem-Based Learning model on the competence of mathematical knowledge by controlling the critical thinking skills of fifth-grade elementary school students. This study used a quasi-experimental design with the Nonequivalent Control Group Design and the Single Factor Independent Group Design With the Use Of Covariate data analysis design. The population in this study was 194 students from 3 different public schools. The sample was determined using the cluster random sampling technique. Previously the population was equalized using the Anava test. Methods of data collection using tests in the form of descriptions and research data were analyzed using descriptive statistical analysis techniques and inferential statistical analysis techniques using Anakova Test. The results of the hypothesis analysis obtained that the Problem-Based Learning model affected Students' Mathematical Knowledge Competence even though it had been controlled for the Critical Thinking Ability of Grade V Students in elementary schools. It was concluded that the Problem-Based Learning model could improve Students' Mathematical Knowledge Competence.]]>
<![CDATA[Sprint Acceleration and Two-Leg Skipping: Methods for Improve Football Dribbling Ability ]]>
<![CDATA[I Ketut Sudiana]]>;
<![CDATA[I Gede Suwiwa]]>;
<![CDATA[Ketut Chandra Adinata Kusuma]]>;
<![CDATA[Gede Eka Budi Dharmawan]]>;
<![CDATA[Gede Doddy Tisna]]>;
<![CDATA[Gede Mardana]]>
<![CDATA[ Mimbar Ilmu Vol. 28 No. 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v28i1.57947
<![CDATA[Dribbling the ball is one of the basic techniques that football players must master. It is just that not all students can master the basic techniques of dribbling properly due to the lack of training given by the coach. One of the exercises that can improve the ability to dribble is the sprint acceleration exercise and two-leg skipping. This study aims to reveal the effect of sprint acceleration training and two-leg skipping on the ability to dribble the ball. This research belongs to the type of quasi-experimental research (quasi-experimental). The population in this study was all high school students. Sampling in the study was conducted using a random sampling technique to obtain the research sample of as many as 30 students who participated in extracurricular football. Data collection in this study was carried out using the test method, with the instrument being the dribbling test. The research analysis showed a significant effect of the two plyometric training between the results of the research sprint acceleration and two-leg skipping training on dribbling a football ball. There was a significant difference between the results of sprint acceleration training and two-leg skipping. It was concluded that the accelerated sprint and two-footed skipping methods could improve the ability to dribble the ball.]]>
<![CDATA[The Problems Implementing Academic Supervision in Pandemic and New Normal Period in Senior High School ]]>
<![CDATA[Febi Eldami Menda]]>;
<![CDATA[Yari Dwikurnaningsih]]>
<![CDATA[ Mimbar Ilmu Vol. 28 No. 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v28i1.58216
<![CDATA[Implementing academic supervision in schools has yet to be carried out optimally. Supervisors still need to follow up on the results of supervision. This research aims to analyze the problem of implementing academic supervision during the pandemic and the new normal. This type of research is qualitative. The research subjects were school principals and teachers. Data was collected through interviews, open questionnaires, FGDs, and documentation studies. The data analysis technique uses descriptive qualitative analysis. The results of this study indicate that during the pandemic academic supervision activities could not be carried out due to the problem of unsupported internet access, teachers' ability to operate IT was still low, especially teachers who were age adrift and school principals did not know for sure the mechanisms for implementing online supervision. In the new normal period, the problem with this academic supervision activity was that the preliminary meeting stage was sometimes not carried out, so teachers were usually given a sudden schedule of supervision activities, academic supervision activities had not used a variety of approaches and methods, and follow-up supervision had not been carried out. It was concluded that during the pandemic and new normal, the implementation of supervision still experienced problems that needed to be of concern to the school principal so that in the future, the implementation of supervision could be carried out more optimally.]]>
<![CDATA[Educational Game-Based Thematic Learning Media to Improve Student Learning Competence ]]>
<![CDATA[Yenni mesilina Haloho]]>;
<![CDATA[I Kadek Suartama]]>;
<![CDATA[I Komang Sudarma]]>
<![CDATA[ Mimbar Ilmu Vol. 28 No. 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v28i1.58764
<![CDATA[The limitations of interesting learning media on thematic subjects impact low student learning competence. To improve student learning competence, digital learning media is needed that is easy for students to access. This study aims to develop educational game-based thematic learning media to improve the learning competence of grade IV students. This research is developmental research using the Hannafin & Peck model. The research subjects were one content expert, one design expert, and one learning media expert, then three individual trials, six small group trials, and fifteen field trials. Data collection in this study was carried out using questionnaires and tests, with research instruments in the form of product validity test questionnaires and student learning outcomes tests. The data obtained in the study were then analyzed using quantitative descriptive analysis techniques and qualitative descriptive analysis methods. The research analysis results showed that the products developed were valid based on the results of content experts obtained at 95.50%, learning design experts obtained at 88.00%, learning media experts at 94.67%, individual trials at 92.67%, small group trials at 95.17%, and field trials 95.70%. Based on these results, it can be concluded that developing educational games in thematic subjects in class IV is classified as a very good qualification and is declared suitable for use in the learning process. ]]>
<![CDATA[21st Century Skills and Information Literacy in Indonesian Language and Literature Education Study Program ]]>
<![CDATA[Ni Putu Parmini]]>;
<![CDATA[Ida Bagus Rai Putra]]>;
<![CDATA[Mukhamdanah]]>;
<![CDATA[Ida Ayu Putu Aridawati]]>;
<![CDATA[I Wayan Sudiartha]]>
<![CDATA[ Mimbar Ilmu Vol. 28 No. 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/mi.v28i1.59441
<![CDATA[21st Century Skills and Information Literacy are very important to know about their development in the lecture process in tertiary institutions. Profiling has yet to be carried out to map this in the Indonesian Language and Literature Education Study Program. Therefore, this research aims to profile 21st Century Skills and Information Literacy in Indonesian Language and Literature Education. This type of research is mixed methods research using a Concurrent Embedded Design. The respondents were 30 undergraduate students of Indonesian Language and Literature Education. Methods of data collection using observation, interviews, and questionnaires. The research instruments used were questionnaires, interview guides, and observation sheets. Data were analyzed using the Mann-Whitney U Test. The study's results, namely critical thinking skills and problem-solving, communication and collaboration, creativity and innovation, and information literacy skills, still needed to be higher for most students. Only the Creativity and Innovation Skills skills differed significantly between the upper and lower semesters. The study findings are discussed, followed by a review of the implications for educational institutions, policymakers, and future research.]]>
