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Journal of Primary Education
Published by Universitas Negeri Semarang
ISSN : 22526404     EISSN : 25024515     DOI : -
Core Subject : Education,
Education
Journal of Primary Education publishes research articles results and conceptual studies in field of elementary mathematics education, science, Indonesian languange and social studies for primary education level. Journal of Primary Education publishes research studies employing a variety of qualitative and/or quantitative methods and approaches in the field of primary education.
Arjuna Subject : -
Articles 22 Documents
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Search results for , issue " Articles in Press" : 22 Documents clear
An Analysis of Mathematical Literacy Ability Viewed from the Goal Orientation Sari, Ane Armitha Permata; Waluya, St. Budi; Aji, Mahardika Prasetya
Journal of Primary Education Articles in Press
Publisher : Journal of Primary Education

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Abstract

The purpose of this study was to analyze the ability of mathematical literacy viewed from the student goal orientation in the Osborn Model with the REACT Strategy. The research method used is Mixed Methods with a concurrent embedded model of quantitative method become primary. The population in this study were all students of SMP N 14 Semarang. Meanwhile, the samples taken for this study were grade VII-I students using the Osborn Model learning with REACT Strategy (experimental class), and grade VII-E students using the Discovery Learning (control class) by purposive sampling, while  the subjects of the qualitative study were 6 selected students from class VII-I consisting of two students each in high, medium, and low mastery goal and performance goal. Data collection technique was done through quantitative data collection using tests, and qualitative data collection using questionnaires and interviews. The results showed: that the average test (tvalue = 4.03 > tvalue = 1.669), the different proportional test (zvalue = 2.04 > ztable = 1.64), the average difference test (tvalue = 3.45 > tvalue) = 1.669), and the different proportional tests (zvalue = 4.21 > ztable = 1.78) Based on the results of the study, therefore it can be concluded that literacy ability of students using the Osborn Model learning with REACT Strategy were better than the students who use Discovery Learning and students with mastery goals were able to master mathematical literacy ability very well compared to students with performance goals.
Implementation of Contextual Based Teaching Materials on Various Work Themes of Primary School Students Rismaningtyas, Arista; Slamet, Achmad; Pranoto, Yuli Kurniawati Sugiyo
Journal of Primary Education Articles in Press
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Abstract

This study aimed to analyze the hypothetical model and analyze the effectiveness of the use of teaching materials. The research design used in this study is research and development. The study was conducted in elementary schools in the District Diponegoro Force Gringsing Batang with research subjects fourth-grade learners at three elementary schools SDN Yosorejo, SDN Krengseng 2, and SDN Sidorejo 1. Sources of research data derived from the expert of experts, education professionals, and learners, The data collection method used measurement scales and tests. Teaching materials developed using seven syntax contextual learning model that integrates seamlessly with the theme of learning various jobs. The results of product validation by expert gets an average value of 3.34 with a percentage of 83.58%. It shows that the product of teaching materials in this study deserves to be tested further. The results showed that an increase in outcomes after using the instructional materials with N-Gain test results on a limited scale trial of 0.55 with category and 0.50 on the results of the use of teaching materials are also categorized as moderate.
Types and Functions of Teacher Questions on Thematic Learning of Curriculum 2013 at Primary Schools Meida, Amelia Annis; Zulaeha, Ida; Alimah, Siti
Journal of Primary Education Articles in Press
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Abstract

Teachers question is a habitual activity for affect students' thinking skills in thematic learning of Curriculum 2013. The activity is believed able to improve the students’ thinking skills. Its levels at primary school, according to Anderson taxonomy, can be grouped into high and low-levels. This research has a purpose of finding out the types and functions of the teachers' question in learning at primary school that impact students’ thinking skills. This qualitative descriptive by using simak method to collect the data and advance technique to observe at school. Based on the observation, the most frequently used type of questions by the teacher at lower grade was a low-level question, such as a question to understand. For teachers in higher grades, the tendency of the type of question remembered the question. Both types of teacher questions provide a low-level impact on students' thinking skills. The function of the most frequently used question was checking to understand. The function of question inside of learning interaction depended on the context, such as background, situation, purpose, topic, and doers. Good question in the specific context of interaction could be a trigger to motivate students in strengthening their reasoning and learning.
Implementation of Ethnoscience-based Guided Inquiry Learning on The Scientific Literacy and The Character of Elementary School Students Alim, Alim; Sarwi, Sarwi; Subali, Bambang
Journal of Primary Education Articles in Press
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Abstract

Building literacy education and students character in the 21st century began to be developed specifically in schools. The development of character education and the improvement of mastery literacy can be done by habituation and ethnoscience-based guided inquiry learning. The purpose of this study was to learn the implementation of ethnoscience-based guided inquiry learning on the literature and students character. The place of this research is at SDN 2 Wonosobo and SDN 5 Wonosobo, Wonosobo Regency. The type of research is a mixed method, with embedded experimental design. The sample in this study amounted to 56 students, for qualitative data samples, three samples were selected which obtained poor pretest (SP-1), moderate (SP-2), and high (SP-3) values. Data collection is done by test, observation, and documentation methods. The results of this study show a significant effect on the implementation of ethnoscience-based guided inquiry learning and the mastery of students literacy. This can be seen from the significance value of p (asymp. Sig. 2 tailed) of 0,000. The character development of students varied enough from SP-1, SP-2, and SP-3, and showed better development from each meeting. The conclusion in this study shows that ethnoscience-based guided inquiry learning gives a significant influence on the mastery of scientific literacy and the student's character.
The Implementation of Learning Instrument of Soil Forming Material with Cooperative Model Type of Team Assisted Individualization of Elementary School Students Wulandari, Lili; Widodo, Joko; Sulhadi, Sulhadi
Journal of Primary Education Articles in Press
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Abstract

This study has the purpose of improving the science process skills and cognitive learning outcomes of students after the Team Assisted Individualization (TAI) type of cooperative learning model was applied in forming soil material. The method of this study was experimental research. The instrument of this study was tests and non-tests. The results showed that the cooperative learning model of Team Assisted Individualization (TAI) could improve students' science process skills with the value obtained from the N-gain test of 0.72 (high) in the experimental class 1 and 0.76 (high) in the experimental class 2. The cognitive learning outcomes of students have increased by 0.54 (moderate) in the experimental classes 1 and 2 with the classical completeness of 86.1% and 88.89%. This study concluded that the implementation of the Team Assisted Individualization (TAI) learning model has effectively improved students' science process skills.
The Implementation of Guided Inquiry Learning Models on The Concept Mastery, Scientific Attitude, and Science Process Skill Gumilar, Rena Prihatna; Wardani, Sri; Lisdiana, Lisdiana
Journal of Primary Education Articles in Press
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Abstract

The purpose abstract of this research is (1) analyze the mastery of the concepts in fourth grade in inquiry learning guided; (2) analyze the attitude  fourth grade students in inquiry learning guided; (3) analyze the science process skills in fourth grade in inquiry learning’s guided; (4) analyze the different in mastery of concepts, science process skills and scientific attitudes between other students in fourth grade who learn using conventional learning with inquiry learning’s guided. The type of research which has used is quantitative quasi-experimental research method with nonequivalent control group design. The population of the study consist of all fourth-grade students who have ranked includes the Papak Group of Papak Group, Leuwimunding sub-district, Majalengka District. The sample has been selected through a purposive sampling technique, so SDN Rajawangi I was chosen as the control class and SDN Ciparai II as an experimental class. The techniques of data collection using non-test techniques, including interview guidelines, observation guidelines, and documentation. The result of the study show that (1) the application of the guide inquiry approach influences the mastery of concepts are increasing in the N-gain value in the medium category with a score of 0.61; (2) the application of the guide inquiry approach influences the mastery of concepts are increasing in the N-gain value in the medium category with a score of 0.64; (3) the application of the guide inquiry approach influences the science process skills, namely an increase in the N-gain value inquiry in the medium  category  a score of 0.64; (4) guided inquiry approach can improve mastery of concepts, scientific attitudes and science skill of science. The Sig score obtained is less than 0.05 so, it can be applied that there is mastery of concepts, scientific attitudes and science process skills of students after the guided inquiry approach has been applied with the media in the school environment.
Problem Solving Ability of The Fourth Grade Students in Problem Based Learning On Two Dimensional Figures Primadoni, Ade Bagus; Suharini, Erni; Mulyono, Mulyono
Journal of Primary Education Articles in Press
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Abstract

This study has the purpose of testing the effectiveness of the Problem Based Learning (PBL) model on the problem-solving ability of two-dimensional figures. This study applied experimental research with a pre-test – post-test control design model. The population of this study was all of the fourth-grade students of SDN in Batangpretepurposive sampling. The sample of this study was the fourth-grade students of SDN Karangtengah 01 and the fourth-grade students of SDN Kemiri 06. The instrument of data collection used was an essay test. The analysis technique used for analyzing the data was a statistical test of paired sample t-test. The results of this study indicated that the PBL model has effectively improved the students' problem-solving abilities. This is indicated by (1) The classical completeness of problem solving abilities of students in the experimental class using PBL models which reached up to 75%, (2) The average of problem-solving abilities of students in the experimental class with PBL models was more than the average of problem-solving ability of students in the control class using the expository learning models, sig α = 5%, with sig. (2-tailed) of 0.018 since 0.018 < 0.05. therefore, the result is significant, (3) the results of the increase in problem solving ability of the experimental class students using PBL models was indicated by the result of pre-test with the percentage of learning completeness of 51%. whereas, the rest of 49% students did not complete the achievement, then the result of post-test with the result of learning completeness at 80% and the rest of 20% students did not complete, sig α = 5%, with sig. (2-tailed) obtained a score of 0.000 < 0.05. Therefore, it can be concluded that the PBL model is effective on problem-solving abilities of students in the fourth-grade elementary school at two dimension figures material.
The Aggressive Behaviour in Elementary School and Factors Can Be Influence Mayasari, Oktaviana Arista; Yusuf, Amin; Nugroho, Sunyoto Eko
Journal of Primary Education Articles in Press
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Abstract

The study aims to identify forms of aggressive behavior which are usually displayed by elementary students and analyze the influence of peer interaction, school discipline and authoritarian parenting on the aggressiveness of elementary school students in 4th and 5th grade at Elementary School 2 Bacin and Elementary School 3 Bacin Kudus. Quantitative research uses experimental research methods and comparative causal approaches. The sample selection uses purposive sampling technique.  The sample characteristics used were students of grade IV-V Elementary School 2 Bacin and Elementary School 3 Bacin Kudus, based on screening raised by authoritarian parenting. Data collection uses observation and questionnaire scale. Data analysis using multiple linear regression with the help of SPPSS 21 for Windows. Based on the results of the study, the most common form of aggressiveness is physical aggression in the form of fights between students that trigger violence. The results of the study also showed that there was a significant influence among peer interaction, school discipline and authoritarian parenting on aggressive behavior simultaneously (Fvalue = 3.920 > from Ftable = 2.81). The results of partial hypothesis testing showed that peer interaction and authoritarian parenting had a positive but not significant effect on students' aggressive behavior. School discipline has a negative and significant effect on students' aggressive behavior. Peer interactions, school discipline, and authoritarian parenting explain aggressive behavior by 20.4 %, while 79.6% are influenced by other factors such as ethological, sociological, genetic, situational influences and media violence.
Teacher Problematics in Applying Authentic Assessment in Curriculum 2013 of Class IV State Elementary School in Serang Subdistrict Fadillah, Asriyatun; Slamet, Achmad; Haryani, Sri
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Abstract

This study aims to analyze the teacher's understanding of authentic assessment, analyze the process of applying authentic assessment, identify teacher problems in applying authentic assessments and the efforts of teachers and principals to address teacher problems in applying authentic judgments. The type of research is qualitative research and phenomenological research design. The subject from this study were grade IV teachers and the elementary school principals in Serang Subdistrict. Data collection techniques used are structured interview methods, observation, and documentation. The technique of checking the validity of the data uses source and method triangulation techniques. Data analysis techniques carried out during the study include data reduction, data presentation, and conclusions. The results showed that the teacher  understanding of authentic assessment was good but not maximal, the teacher used the assessment instrument in accordance with the guidelines in Curriculum 2013, the application of authentic Public Elementary School in Serang Subdistrict had gone well, but some things were still constrained, teacher problems in applying authentic assessment, teacher efforts are questioned and answer with colleagues, seeking information from other sources, following the data update  and workshops, training and training using computer. The principal's efforts are as follows: understanding the difficulties of the teacher, finding examples of appraisal applications, finding friends to explain, giving the assessment manual giving supervision to the teacher and giving evaluations to the teacher.
Implementation of SAVI Learning Model Through Practicum Activities Towards Students Science Learning Outcomes Urip, Umayah; Supriyadi, Supriyadi; Mulyono, Sungkowo Edy
Journal of Primary Education Articles in Press
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Abstract

The study aims to explain the influence of implementation of SAVI learning models through practicum activities toward 4th-grade students outcomes in science learning. The research methodology used was quasi-experimental with the nonequivalent pretest-posttest control group design. The research results show that the implementation of SAVI learning has a significant influence on improving cognitive, affective, and psychomotor of students. The cognitive, affective, and psychomotor aspect of a student of practicum class gained better scores than that of the control class. It was indicated from the treatment by using the SAVI learning model through practicum activities in the experimental class while the control class was treated using the expository model.  The affective domain learning outcomes achieved scores of 83.7; the cognitive domain learning outcomes with 76.48 points and psychomotor domain learning outcomes get scores of 84. Based on the results of the research that has been obtained, it can be concluded that the ability of students to conclude the results of the practicum can be improved by using the application of the SAVI learning model.

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