FONDATIA
Fondatia : Jurnal Pendidikan Dasar (e-ISSN : 2579-6194) adalah publikasi interdisipliner penelitian asli dan artikel tentang Pendidikan Dasar. Jurnal ini diterbitkan oleh Pendidikan Guru Madrasah Ibtidaiyah (PGMI) Sekolah Tinggi Ilmu Tarbiyah (STIT) Palapa Nusantara Lombok - NTB yang terbit dua kali (2x) dalam setahun yaitu bulan Maret dan September. Jurnal ini bertujuan untuk menyediakan forum untuk pemahaman ilmiah tentang bidang pendidikan dan memainkan peran penting dalam mempromosikan proses yang mengakumulasi pengetahuan, nilai-nilai, dan keterampilan.
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<![CDATA[Analisis Kualitas Instrumen Tes Hasil Belajar IPAS Materi Wujud Zat dan Perubahannya ]]>
<![CDATA[Surya, Adi Darma]]>;
<![CDATA[Sumarno, Sumarno]]>;
<![CDATA[Muhtarom, Muhtarom]]>
<![CDATA[ FONDATIA Vol 7 No 2 (2023): JUNI ]]>
Publisher : <![CDATA[Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara ]]>
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DOI: 10.36088/fondatia.v7i2.3190
<![CDATA[The instruments used to measure student learning outcomes, especially in science learning at the elementary school level, are required to be of good quality and have been tested. This study aims to determine the quality of the science achievement test instrument for class IV SD, especially in the matter of matter and its changes based on content validity, reliability, discriminating power and level of difficulty of the test. The subjects of this study were lecturers, class teachers and fourth grade elementary school students. The approach used in this research is descriptive quantitative. Quantitative data analysis techniques were used to determine the quality level of the instrument based on empirical data while qualitative data were used to determine the category level of validity, reliability, discriminatory power and level of test difficulty. The results showed that the quality of the 30-item 100% validity of the test instrument for elementary science class IV material form of matter and its changes with a reliability of 0.901 (very good category). Based on the differentiating power test, there are 1 item in the Very Good category, 16 items in the moderate category, 13 items in the good category. Meanwhile, based on the difficulty index of the test, there are 2 items in the easy category, 27 items in the moderate category, and only 1 item in the difficult category. Thus, overall the test instrument has good quality and is feasible and can be used to measure students' learning outcomes in science learning on material form of matter and its changes]]>
<![CDATA[Inovasi Strategi Pembelajaran Daring oleh Guru Sekolah Dasar di Kabupaten Bantul ]]>
<![CDATA[Nashrulloh, Muhammad Iqbal]]>;
<![CDATA[Ramandhika, Ravi Dwi]]>;
<![CDATA[Prastowo, Andi]]>
<![CDATA[ FONDATIA Vol 7 No 2 (2023): JUNI ]]>
Publisher : <![CDATA[Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara ]]>
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DOI: 10.36088/fondatia.v7i2.3196
<![CDATA[The selection of learning strategies by teachers has a great impact on the implementation of the learning process. However, the implementation of online learning as a result of the Covid-19 pandemic makes teachers have to determine various appropriate strategies for the smooth implementation of learning in the midst of this pandemic. This study aims to explain the innovation of learning strategies by class teachers at SDIT Salsabila 3 Banguntapan Bantul during the implementation of online learning. This research uses qualitative research methods with data collection techniques through interviews. The results of the study showed that an effective strategy in the context of this study was that elementary school teachers carried out online learning using learning videos. Teachers also use various applications such as whatsapp and virtual applications for videocalls such as google meet to deliver learning materials. The use of these various applications must also be followed bythe development of material that is interesting, concise, and easy to understand by students so that the learning objectives and learning completion of students can be achieved optimally. The last important thing that must be done by teachers to maximize the learning process is to establish communication with the guardians of students.]]>
<![CDATA[Internalisasi Nilai Karakter Berbasis Ideologi Keagamaan di Lembaga PAUD Berafiliasi NU ]]>
<![CDATA[Umam, Nasrul]]>;
<![CDATA[Islamy, Aufrina Nur]]>;
<![CDATA[Bariroh, Bariroh]]>
<![CDATA[ FONDATIA Vol 7 No 2 (2023): JUNI ]]>
Publisher : <![CDATA[Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara ]]>
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DOI: 10.36088/fondatia.v7i2.3390
<![CDATA[Internalization of ideology-based character values in PAUD institutions affiliated with Nahdlatul Ulama is the main thing as well as being the spirit of education. Administrators in charge of central education are concerned about compiling rules for establishing moral principles. However, only as a blueprint without any follow-up or assessment to gauge its effectiveness. Based on this phenomena, this study seeks to understand how RA Diponegoro 71 Banjarparakan internalizes religious ideology-based character values. This study is a case study-style qualitative investigation. Data collected through observation, interviews, and documentation procedures along with the snowball sampling approach. Source triangulation is then used to verify the accuracy of the data. Through the processes of data reduction, data display, and data verification, data were evaluated. The study's findings are as follows: 1) Tawasuth (moderate), tasamuh (tolerance), tawazun (balanced), i'tidal (perpendicular), and amar ma'ruf nahi munkar (calling on goodness and preventing evil) are character values based on religious ideology in RA Diponegoro 7 Banjarparakan. 2) Internalization of character values is carried out through habituation and learning in class. Habituation occurs on a daily, weekly, and annual basis. As for the design, carrying out, and evaluating learning activities: 3) An sufficient curriculum and supportive parents help the internalization of ideology-based character ideals. The internalization of character values must take into account the variations in student characteristics.]]>
<![CDATA[Pengaruh Flashcard terhadap Hasil Belajar Materi Keragaman Tanaman Khas, Suku Bangsa, Tarian Indonesia di Sekolah Dasar ]]>
<![CDATA[Mardani, Sinta Pramida]]>;
<![CDATA[Halidjah, Siti]]>;
<![CDATA[Kresnadi, Hery]]>
<![CDATA[ FONDATIA Vol 7 No 2 (2023): JUNI ]]>
Publisher : <![CDATA[Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara ]]>
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DOI: 10.36088/fondatia.v7i2.3396
<![CDATA[The purpose of this study is to investigate the impact of flashcard learning media on student learning outcomes in grade III SDN 02 Sungai Raya on the topic of a variety of characteristic flora, ethnic groups, and regional dances of Indonesia. Experiments, quasi-experimental design study formats, and experimental designs with non-equivalent control groups were utilized. This study's population consists entirely of grade III SDN 02 Sungai Raya students. This study's sample consisted of class III A (28 students) as an experimental class and class III B (28 students) as a control class. The data gathered is in the form of student learning outcomes in both classrooms, provided directly by students. The approach used for data gathering is a measuring technique with data collecting instruments in the form of multiple-choice test questions. In addition, the t-test will be used to do the analysis. Based on the analytical findings, (tcount3,786) > (ttable1,674), implying that H0 is rejected. So there is a difference in the learning results of pupils taught using flashcard learning media and those taught without. This difference was subsequently examined using effect size, obtaining an ES of 0.90 with a high criterion. In grade III SDN 02 Sungai Raya, flashcard learning effects student learning results on the material of diversity of characteristic flora, ethnic groups, and regional dances of Indonesia.]]>
<![CDATA[Pengembangan Media Lupas (Ludo IPAS) di Kelas IV SD Negeri 28 Pontianak Selatan ]]>
<![CDATA[Novada, Cristine]]>;
<![CDATA[Kartono, Kartono]]>;
<![CDATA[Salimi, Asmayani]]>
<![CDATA[ FONDATIA Vol 7 No 2 (2023): JUNI ]]>
Publisher : <![CDATA[Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara ]]>
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DOI: 10.36088/fondatia.v7i2.3402
<![CDATA[This study aims to develop and produce valid, practical and effective Lupas (Ludo IPAS) learning media by using the type of research and development (Research and Development), using mixed methods (mix methods) and the ADDIE model, namely analysis, design, development, implementation, and evaluation. Implementation was carried out at SDN 28 South Pontianak on Class IV students as many as 27 respondents. The results of the research are in the form of Lupas (Ludo IPAS) media product development in learning "How to Get All Our Needs". The acquisition of material validity results of 86% is categorized as "very valid" and the acquisition of media validity of 91% is categorized as "very valid". The acquisition of the level of practicality by students of 82% is categorized as "very practical" and by teachers of 86% is categorized as "very practical". While the acquisition of effectiveness of 85% is categorized as "Effective". Based on the overall acquisition, it can be seen that the Lupas (Ludo IPAS) media is valid, practical and effective for use in learning activities on the material "How to Get All Our Needs" in grade IV elementary school.]]>
<![CDATA[Pengembangan Media Komik Digital pada Materi Siklus Air untuk Meningkatkan Hasil Belajar Siswa Kelas V SD Negeri 5 Pontianak Timur ]]>
<![CDATA[Haryanto, Henzi]]>;
<![CDATA[Kartono, Kartono]]>;
<![CDATA[Pranata, Rio]]>
<![CDATA[ FONDATIA Vol 7 No 2 (2023): JUNI ]]>
Publisher : <![CDATA[Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara ]]>
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DOI: 10.36088/fondatia.v7i2.3412
<![CDATA[The purpose of this study was to develop digital comic learning media on water cycle material as an effort to improve student learning outcomes. This research is a Research and Development (R&D) study by applying the ADDIE research stages. Data collection in this study was carried out through questionnaires, interviews, tests, validation, and questionnaire sheets. The subjects in this study involved 27 students for two months, starting from February-March 2023. The research findings show that digital comic products have gone through the stages of making, validation, and limited trials. The results of the material expert validation received a score of 3.30 with the label "feasible" while the media expert validation received a score of 4 with the label "very feasible". The pre-test results obtained a score of 62.03 and the post-test score increased and obtained a score of 72.59. The level of practicality of the use and presentation of digital comics learning water cycle material is 3.52 from students and 30 from class teachers with "very feasible" criteria. Based on the results of the study, it can be concluded that the use of digital comic learning media is effective in improving student learning outcomes.]]>
<![CDATA[Pengembangan Media Pembelajaran 3D Berbasis Microsoft Powerpoint Materi the Earth and Beyond Kelas V ]]>
<![CDATA[Purba, Hengky Tantri Badakara]]>;
<![CDATA[Kartono, Kartono]]>;
<![CDATA[Ghasya, Dyoty Auliya Vilda]]>
<![CDATA[ FONDATIA Vol 7 No 2 (2023): JUNI ]]>
Publisher : <![CDATA[Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara ]]>
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DOI: 10.36088/fondatia.v7i2.3414
<![CDATA[This research aims to develop relevant innovations in the form of 3D Learning Media on The Earth and Beyond material that are appropriate, effective, and get good responses from students for use in class V SDS Adicita Mulia Pontianak. This study uses the ADDIE development model which includes 5 steps, namely: Analysis, Design, Development, Implementation, Evaluation with a mixed method approach. The test subjects in this study were V grade students at the Adicita Mulia Pontianak Private Elementary School, with a total of 23 students. The results of the Research on the Development of 3D Learning Media are categorized as "Very Eligible" for use in learning activities. This can be seen from the results of product validation by the media expert validator with a value of 86%, as well as the material expert validator with a value of 93.18% and the students' responses to the learning media developed "Very Good" seen from the results of the student response questionnaire "83.59 % "The developed learning media is also considered "effective enough" to be used in learning. This can be seen from the results of measuring the effectiveness of media use with a value of "59.70%". So it can be concluded that Microsoft PowerPoint-Based 3D Learning Media is very feasible to develop and use in learning activities.]]>
<![CDATA[Pengembangan Media Pembelajaran Berbantu Google Sites pada Pembelajaran Tematik Tema 4 Subtema 1 Kelas V SDN 11 Pontianak Kota ]]>
<![CDATA[Wahfiudin, Muhamad]]>;
<![CDATA[Salimi, Asmayani]]>;
<![CDATA[Ghasya, Dyoty Auliya Vilda]]>;
<![CDATA[Halidjah, Siti]]>;
<![CDATA[Pranata, Rio]]>
<![CDATA[ FONDATIA Vol 7 No 2 (2023): JUNI ]]>
Publisher : <![CDATA[Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara ]]>
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DOI: 10.36088/fondatia.v7i2.3438
<![CDATA[Making learning media supported by Google sites for Theme 4, Sub Theme 1, Learning 1 material is the purpose of this research. Borg and Gall's development research used nine of the ten development steps, including potential problems, data collection, design, design validation, design revision, initial trial, product revision, trial use, and product revision. Quantitative data was obtained from the results of validator product evaluations and teacher and student responses to the media practicability questionnaire. Validators, teachers, and students provided suggestions and notes that became the source of qualitative data. Interview guidelines, questionnaires, and documentation are examples of research tools. The results of the assessment by media and material experts are used to determine the feasibility level of a learning media, while the teacher and student assessments are used to determine the practicality level of a learning media. The average media expert validation score of 4.4 which meets the criteria of "very valid" puts the product in the "very feasible" category for use in the field. The material expert validation results get an average of 4.2 with the criteria "very valid" which means the product is included in the "very feasible" category for use in the field. The results of the evaluation of the practicality of learning media by small groups obtained an average of 3.31 with the criteria "very practical". The results of the evaluation of the practicality of learning media by large groups obtained an average of 3.39 with the criteria "very practical". The media obtained an average score of 3.78 with the criteria of "very practical" according to the teacher's assessment of its practicality.]]>
<![CDATA[Pengembangan Modul Pembelajaran Kimia Berbasis PBL untuk Sekolah Penggerak Fase F SMA/MA pada Materi Hidrolisis Garam ]]>
<![CDATA[Naibaho, Sriwahyuni]]>;
<![CDATA[Suryani, Okta]]>
<![CDATA[ FONDATIA Vol 7 No 2 (2023): JUNI ]]>
Publisher : <![CDATA[Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara ]]>
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DOI: 10.36088/fondatia.v7i2.3441
<![CDATA[This study aims to determine the level of validity and practicality of the chemistry learning module which was developed as teaching material for Sekolah Penggerak especially for salt hydrolysis material. This learning module is structured using the problem-based learning model, as a solution that is being faced by teachers in the Kurikulum Merdeka to carry out problem-based learning. The research method used is development with the Plomp model developed by Tjeerd. The stages of this development research consisted of initial investigations, prototype design and assessment, with the type of data used namely primary data collected through validation and practicality instruments. Module validation data was obtained from 3 chemistry lecturers at UNP and 2 chemistry teachers at SMAN 15 Padang, while the practicality data for the module came from 2 chemistry teachers at SMAN 15 Padang and 20 Phase F students at SMAN 15 Padang. The results of research on module development obtained an average value of Aikens'v validity of 0.86 with a valid category, while the results of module practicality by teachers obtained an average percentage of 92% with a very practical category and the average result of the practicality percentage by students was 91% in the very practical category. Based on the results found and also the one to one evaluation that was carried out before, it can be concluded that this chemistry module can already be used in the implementation of learning for Sekolah Penggerak. This learning module is expected to be one of the solutions for teachers to carry out learning in accordance with the demands of the Kurikulum Merdeka in Sekolah Penggerak to create students who are creative, independent and think critically.]]>
<![CDATA[Analisis Kedisiplinan Siswa dalam Pembelajaran PAI Kelas V SD Pembangunan Laboratorium UNP ]]>
<![CDATA[Nasution, Suryadi Ahmad]]>;
<![CDATA[Ikhlas, Al-]]>
<![CDATA[ FONDATIA Vol 7 No 2 (2023): JUNI ]]>
Publisher : <![CDATA[Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara ]]>
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DOI: 10.36088/fondatia.v7i2.3442
<![CDATA[This research was conducted to analyze how students are disciplined in learning PAI in grade 5, including how students are disciplined in learning PAI, what are the factors that influence student discipline in learning PAI, as well as how teachers instill student discipline in learning PAI. The method used by researchers in this study is a qualitative method with a descriptive approach. This research was conducted at UNP Laboratory Development Elementary School. Data collection techniques that researchers use are observation, interviews, and documentation. The results of the study showed that the discipline of students in learning PAI in class V could not be said to be disciplined, because some students still violated disciplinary rules in the classroom and school regulations, among the indiscipline carried out by students, namely often being late for school, going in and out of class when learning is still going on, not doing homework, and not paying attention to learning. Factors that influence student discipline in learning PAI can be seen from 2 factors, namely internal factors there are some students whose interest and motivation are lacking in learning PAI in class V, then the environment where they live also has a bad effect on students. And the teacher's way of instilling student discipline in PAI learning is that the teacher pays less attention and rewords so that students are less enthusiastic about matters related to PAI learning, besides that the teacher also doesn']]>
