Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda)
JPPGuseda adalah jurnal yang menerbitkan artikel ilmiah di bidang pendidikan. Jurnal ini diterbitkan oleh Program Studi Pendidikan Guru Sekolah Dasar, Universitas Pakuan. JPPGuseda memberi kesempatan bagi para pelaku pendidik untuk mempublikasikan artikelnya, yang berkaitan dengan pendidikan, pengajaran, dan bidang pembelajaran khususnya di lingkungan Sekolah Dasar serta akan dipublikasikan secara online. Publikasi secara elektronik akan menambah kekayaan informasi dan pengetahuan ilmiah terutama dari penelitian. Jurnal ini diterbitkan dua kali setahun.
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230 Documents
<![CDATA[PERAN METODE PEMBELAJARAN TERHADAP KUALITAS BELAJAR MATERI SEJARAH HINDU-BUDDHA DAN ISLAM DI INDONESIA ]]>
<![CDATA[Salsabila, Suzahra]]>;
<![CDATA[Sari, Lala Karmila]]>;
<![CDATA[Arifin, Muh. Husen]]>;
<![CDATA[Wahyuningsih, Yona]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol 4, No 3 (2021): Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.55215/jppguseda.v4i3.4758
<![CDATA[THE ROLE OF LEARNING METHODS ON THE QUALITY OF LEARNING HINDU-BUDDHIST AND ISLAMIC HISTORY MATERIALS IN INDONESIAThe achievement of learning objectives is one of the objectives of the learning method. In this case the learning method is used to realize the design that has been prepared. The purpose of this paper is that educators can implement several different methods in social studies learning in material about the heritage of Hinduism, Buddhism, and Islam in Indonesia. The method in this writing uses a literature study method, where researchers use existing books, magazines, articles, and journals that are related and relevant to the research topic taken. The results of this study are methods that can be used and improve the quality of learning in social studies learning material heritage of Hinduism, Buddhism, and Islam in Indonesia, namely the discussion method, simulation method, assignment method, Mind Mapping, field trip method.]]>
<![CDATA[MEMBANGKITKAN SIKAP NASIONALISME BAGI GENERASI MUDA MELALUI IMPLEMENTASI PENDIDIKAN NILAI-NILAI PANCASILA ]]>
<![CDATA[Maola, Putri Sofiatul]]>;
<![CDATA[Dewi, Dinie Anggraeni]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol 4, No 3 (2021): Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.55215/jppguseda.v4i3.4768
<![CDATA[GENERATING AN ATTITUDE OF NATIONALISM FOR THE YOUNG GENERATION THROUGH THE IMPLEMENTATION OF PANCASILA VALUES EDUCATIONThe research aims to arouse an attitude of nationalism in the spirit of youth through the implementation of Pancasila values. As, Pancasila is the basis of the State which should be instilled in the soul of each individual, especially the younger generation. This research was conducted using a qualitative method through a descriptive analytic approach, in which the theory or basis of discussion was taken from the results of literature studies such as books, articles and journals. In this era of globalization, there have been many changes in the tantalizing patterns of human life in the world in terms of technology, communication and dress, so this globalization can have positive and negative impacts. As the nation's successor, we must be able to filter out the negative effects of globalization by implementing or applying Pancasila values, this can be achieved by fostering an attitude of nationalism, one of which is loving domestic products. In Pancasila, there are many noble values that reflect the nation's culture. These values are reflected in each of the precepts in Pancasila. Therefore, through the implementation of Pancasila values, it is hoped that it can become a reference for the younger generation who are the nation's successors who are still guided by Pancasila in life.]]>
<![CDATA[IMPLEMENTASI PEMBELAJARAN PENDIDIKAN AGAMA ISLAM PADA ANAK BERKEBUTUHAN KHUSUS (DIFABEL) PADA MASA PANDEMI COVID-19 ]]>
<![CDATA[Nurhasanah, Neneng]]>;
<![CDATA[Rukajat, Ajat]]>;
<![CDATA[Arifin, Zaenal]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol 4, No 3 (2021): Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.55215/jppguseda.v4i3.4743
<![CDATA[IMPLEMENTATION OF ISLAMIC RELIGIOUS EDUCATION LEARNING FOR CHILDREN WITH SPECIAL NEEDS (DISABLED) DURING THE COVID-19 PANDEMICThis study aims to determine the extent to which PAI has been implemented in children with special needs during the COVID 19 pandemic. It has been almost fifteen months since we have been hit by the COVID 19 pandemic which has had a significant impact on major changes in the world of education throughout the world, including Indonesia. During the pandemic, everyone began to adjust to the technology used to support the learning process during the COVID 19 pandemic. The COVID 19 pandemic period itself provides challenges as well as problems for all elements of education including parents, teachers and students. In particular, teachers are required to find a learning model formulation that is effective, efficient and can be understood by all students today. The research method used is an analytical method with a qualitative approach. The research process includes making research questions and procedures that are still provisional in nature, collecting data on preparatory settings, inductive data analysis, building partial data into themes, and then providing interpretations of the meaning of data. The final activity is to build reports into a flexible structure. The research subjects themselves took the Alam Amani Private Elementary School, Karawang. This research shows that the implementation of Islamic Education learning for children with special needs during the COVID 19 pandemic, in addition to adjusting the children's abilities, it also adapts to the parents' abilities because it must be admitted that providing teaching to students with special needs has its own challenges.]]>
<![CDATA[PENGARUH MODEL PROBLEM BASED LEARNING TERHADAP KEMAMPUAN KOGNITIF DAN KETERAMPILAN BERPIKIR KRITIS MATERI IPA SISWA KELAS V SD DI KECAMATAN HERLANG KABUPATEN BULUKUMBA ]]>
<![CDATA[Sarimuddin, Sarimuddin]]>;
<![CDATA[Muhiddin, Muhiddin]]>;
<![CDATA[Ristiana, Evi]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol 4, No 3 (2021): Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.55215/jppguseda.v4i3.4864
<![CDATA[THE EFFECT OF THE PROBLEM BASED LEARNING MODEL ON THE COGNITIVE ABILITIES AND CRITICAL THINKING SKILLS OF ELEMENTARY SCHOOL STUDENTSResearch has been done with the aim to knowing there is or not a significant positive effect of the problem based learning model on students cognitive abilities and critical thinking skills. To achieve the aim, this research was carried out using Pretest-Postest Control Group Design of research which belongs to the type of true experiment research. The results of the study showed the students' cognitive ability data included parametric data groups so tested with Independent Sample T-Test and critical thinking skills of students including nonparametric data groups so tested with Mann-Whitney obtained significance scores of 0.04 and 0.04 or less than 0.05, meaning the hypothesis was accepted. Wilcoxon's follow-up test as a pretest-posttest rank comparison test between the control class and the experiment showed that the experimental class's significance scores of both cognitive ability and critical thinking skills of students were 0.00 and 0.00 or less than 0.05, respectively, and included smaller than the significance of the control classes of 0.11 and 0.03 respectively which meant the hypothesis was accepted. Thus it can be concluded that there are a significant positive influence of the Problem Based Learning model on students' cognitive abilities and critical thinking skills.]]>
<![CDATA[DEVELOPMENT OF QUALITY INSTRUMENTS AND DATA COLLECTION TECHNIQUES ]]>
<![CDATA[Sukmawati, Sudarmin, Salmia]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol 6, No 1 (2023): JPPGuseda (Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar) ]]>
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DOI: 10.55215/jppguseda.v6i1.7498
<![CDATA[Data collection methods and tools are the techniques and tools used in research to collect various data which are processed quantitatively or qualitatively, then arranged systematically. Data collection is defined as research activities that aim to collect field data needed to answer research questions in qualitative research or to test hypotheses in quantitative research. Research instruments are tools that use various types of information in research to be collected, processed quantitatively or qualitatively and then arranged systematically. Qualitative researchers as human instruments function to determine research focus, select informants as data sources, collect data, assess data quality, analyze data, interpret data and make conclusions on all stimuli from the environment that must be estimated to be meaningful or not for research. Quantitative research uses test instruments, non-test instruments and test inventories. For disclosure of facts to become data, the instruments used must be of good quality in the sense of being valid and reliable so that the data obtained will be in accordance with the facts or circumstances when collecting, studying, studying the problem under study]]>
<![CDATA[THE INFLUENCE OF DISCOVERY LEARNING MODELS ON LEARNING RESULTS THEME 5 SUBTEMA 3 ]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol 5, No 3 (2022): Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) ]]>
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DOI: 10.55215/jppguseda.v5i3.6390
<![CDATA[This study aims to determine the effect of the Discovery Learning Model on Learning Outcomes Theme 5 Sub-theme Attitude of Heroism in class IV SDN Lebakwangi in the academic year 2021/2022. This study uses a quantitative research method through a two-group design quasi-experimental approach with Simple Random Sampling. The analytical technique used is the analysis prerequisite test which includes normality test, homogeneity test of variance, and hypothesis testing using t test. The results showed that there was an influence of the Discovery Learning Model on the Learning Outcomes of Theme 5 Sub-theme of Heroic Attitude. This can be seen from the N-Gain in the experimental class group with criteria 83 is very high, while the control class group gets an N-Gain value for criteria 76 is moderate. The completeness of learning outcomes obtained by the experimental group was 100% while in the control class group it was 71%. And the results of hypothesis testing that H0 is rejected and Ha is accepted because Tcount (2.72374) Ttable (2.00030). With this it can be concluded that the research has a positive and significant influence between "The Influence of the Discovery Learning Model on Learning Outcomes Theme 5 Sub-theme 3 Attitude of Heroism is 83 units". The results of this study are expected to provide new knowledge in the application of innovative learning models that can improve learning outcomes.]]>
<![CDATA[APPLICATION OF THE ADDIE MODEL IN DESIGNING DIGITAL TEACHING MATERIALS ]]>
<![CDATA[Diana Rossa Martatiyana, Herlina Usman, Hasanah Dewi Lestari]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol 6, No 1 (2023): JPPGuseda (Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar) ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.55215/jppguseda.v6i1.7494
<![CDATA[Teaching materials are one of the important components in the learning process. The right teaching materials must support the smooth running of learning activities. The use of teaching materials needs to be adjusted to the conditions and characteristics of students. In designing or developing teaching materials, it requires an appropriate development model to ensure the quality of teaching materials and support the learning process. The ADDIE model can develop teaching materials according to the needs of students with the first stage of analysis, design, develop, implement, and end with Evaluate whose stages are equipped with revision activities first. This model can be used to develop digital teaching materials. This article aims to find out the role of the ADDIE model in designing digital teaching materials. The benefits of this research are to provide an understanding of the application of the ADDIE model in designing teaching materials, especially digital teaching materials.Itishopedthatthisresearchcanbeusefulforallrelevantparties,especiallyeducationstakeholders. Thisresearchusesthemethod of literature study or literature review by analyzing, collecting data from scientific articles related to research topics and problems. The results showed that the application of the ADDIE model can help in designing and compiling good and effective digital teaching materials for use in the learning process and addie steps are more systematic to be applied.]]>
<![CDATA[ANALYSIS OF 21ST CENTURY SKILLS THROUGH THEMATIC LEARNING IN ELEMENTARY SCHOOLS ]]>
<![CDATA[Fitri Siti Sundari, Lina Novita, Eka Herlina]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol 6, No 1 (2023): JPPGuseda (Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar) ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.55215/jppguseda.v6i1.7499
<![CDATA[1st century skills are skills related to critical thinking skills and are learning behaviors related to problem solving. The development of the 21st century is characterized by the sophistication of the field of technology, this sophistication has an impact on a variety of information that can be accessed quickly by anyone and anywhere. Skills in the 21st century are needed so as not to be left behind by developments in science and technology. Therefore teachers must have creativity and innovation in managing learning, so that students can develop their abilities in facing the 21st century. This study aims to analyze 21st century skills in learning. Qualitative description method is used to present the findings. Data collection techniques used observation sheets, interviews, and documentation studies on learning tools, especially lesson plans. Data processing was carried out using triangulation techniques, where data were analyzed, reduced, and described. The results of the analysis of the observation of the learning process found that teachers have carried out learning that leads to higher-order thinking skills and 21st century skills. Even so, teachers are still unable to apply all 4C skills in learning activities. This happens because teachers do not fully understand 21st century skills and assume that these skills are the same as higher order thinking. Therefore efforts are needed to develop teacher abilities through training or workshops on 21st Century skill.]]>
<![CDATA[PROFILE OF LEARNING LITERACY AND NUMERACY FOR STUDENTS OF ELEMENTARY SCHOOL THROUGH CAMPUS TEACHING 3 ACTIVITIES ]]>
<![CDATA[Amriani Amir, Asri Mulya Ashari, Warsidah, Mega Sari Juane Sofiana, Gusti Eva Tavita]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol 5, No 3 (2022): Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) ]]>
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DOI: 10.55215/jppguseda.v5i3.6394
<![CDATA[Literacy and numeracy are basic human abilities and skills in accessing and understanding everyday life phenomena, including reading, viewing, simple counting, and speaking activities. This study aimed to examine the literacy and numeracy abilities of class 3 students at Elementary School SDN No. 16 North Pontianak through Campus Teaching 3. The research was conducted using a descriptive qualitative method, where primary and secondary data were collected and then described along with factual documentation in the field. We are interviews with the principal and third-grade teachers and students of the KM3 team assigned to the class as primary data. At the beginning of the activity, several students were not fluent in reading and arithmetic. It was caused by online learning at home during the Covid 19 pandemic. The activity's end showed that all 33 students had completed reading and writing skills. They can solve thematic problems through the ability to read, count, write and listen to reading material. They were able to deal with primary operations in math, such as adding, subtracting, dividing, and multiplying numbers. ]]>
<![CDATA[ANALYSIS OF 21ST CENTURY SKILLS THROUGH THEMATIC LEARNING IN ELEMENTARY SCHOOLS ]]>
<![CDATA[Fitri Siti Sundari, Lina Novita, Eka Herlina]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol 6, No 1 (2023): JPPGuseda (Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar) ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.55215/jppguseda.v6i1.7495
<![CDATA[21st century skills are skills related to critical thinking skills and are learning behaviors related to problem solving. The development of the 21st century is characterized by the sophistication of the field of technology, this sophistication has an impact on a variety of information that can be accessed quickly by anyone and anywhere. Skills in the 21st century are needed so as not to be left behind by developments in science and technology. Therefore teachers must have creativity and innovation in managing learning, so that students can develop their abilities in facing the 21st century. This study aims to analyze 21st century skills in learning. Qualitative description method is used to present the findings. Data collection techniques used observation sheets, interviews, and documentation studies on learning tools, especially lesson plans. Data processing was carried out using triangulation techniques, where data were analyzed, reduced, and described. The results of the analysis of the observation of the learning process found that teachers have carried out learning that leads to higher-order thinking skills and 21st century skills. Even so, teachers are still unable to apply all 4C skills in learning activities. This happens because teachers do not fully understand 21st century skills and assume that these skills are the same as higher order thinking. Therefore efforts are needed to develop teacher abilities through training or workshops on 21st Century skills.]]>
