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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
Implementation of Problem-Based Learning Model with Ethnomathematics Nuance Towards Students’ Problem-Solving Ability and Mathematics Anxiety Patmara, Reza; Wahyudin, Agus; Susilaningsih, Endang
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 effectiveness and influence of the problem-based learning model with ethnomathematics nuance towards problem-solving ability and mathematics anxiety. The type of research used is a mixed method with concurrent embedded research design. The technique of collecting data uses a problem-solving ability test, questionnaires, interviews, and documentation. Data analysis technique using quantitative and qualitative analysis techniques. Quantitative data analysis techniques include proportion test, average difference test, direct effect test, moderating variable test, and Triangulation of qualitative data. The subject of research amounted to 78 students. The results showed that (1) The problem-based learning model with mathematical nuances effectively increased the average problem-solving ability to reach 75% classical completeness with zvalue = 1.64 > ztable = 1.64, (2) The average score of problem-solving in experiment class was 74.6 and control class was 68.9 with tvalue = 2.56 > ttable = 1.99, (3) There was a positive direct effect of model problem-based learning with ethnomathematics nuance on problem-solving ability with tvalue = 84.11 at the level of 0.00, (4) Mathematics anxiety can strengthen the influence of problem-based learning with ethnomathematics nuance on problem-solving ability was 0.002 at sig level of 0.02, (5) Student with low anxiety can complete all of problem-solving stages, students wih moderate anxiety can understand the problem develop a plan, but less able to carry out the plan, and students with high anxiety can understand problems, but less able to develop a plan and implement a plan.
Local Wisdom Learning Approach Towards Students Learning Outcomes Febriani, Ema Rahma; Sudarmin, Sudarmin; Alimah, Siti
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 differences between Gusjigang learning approach and conventional learning on student learning outcomes. The type of research used was a quantitative research method with a nonequivalent control group design. The population consisted of all fourth-grade students of Madrasah Ibtidaiyah TBS Kudus Regency. The sample was selected through a purposive sampling technique, so that class IV B was selected with 23 students as the experimental group and class IV C with 23 students as the control group. The data collection technique uses test techniques, namely the pre-test and post-test questions in the form of multiple choices and brief descriptions. The results obtained in the experimental class, namely the class that in the experimental class that experienced learning with the local wisdom model, Gusjigang gained an increase in learning outcomes by 83 in the high category. The N-Gain results in the control class are students who are taught with conventional learning, students who get low n-gain results are 56%, students who get moderate N-gain results are 44%, and none of the students achieves n-gain results high. Whereas in the experimental class, the students who were taught using Gusjigang's local wisdom-based learning, students who got a low n-gain result of 9%, students who got a moderate n-gain of 56%, and students who achieved a high n-gain of 35 %. This shows that the acquisition of student learning outcomes in the experimental class is better than that of the control class.

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