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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 73 Documents
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Search results for , issue "Articles in Press" : 73 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
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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
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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.
Critical Thinking Skills and Learning Outcomes by Improving Motivation in the Model of Flipped Classroom Kurnianto, Bagas; Wiyanto, Wiyanto; Haryani, Sri
Journal of Primary Education Articles in Press
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Abstract

The study was based on students' high motivation for gadgets but low in learning. The renewal of learning based on active, innovative, creative, efficient and fun learning (PAIKEM) that is the Flipped Classroom model and additional variables (motivation) is required to improve the process of critical thinking skills and student learning outcomes. The purpose of this study was to analyze the effectiveness and influence of the Flipped Classroom Model towards the ability to think critically and student science learning outcomes of students by increasing their motivation. The method used in this study was an experiment with the Control Group Post-test – Only Design. The sample comprised of 121 students from 4 elementary schools in Pati. The data collection consisted of performance tests to measure critical thinking skills and learning outcomes while questionnaires to measure student’s learning motivation. The data were analyzed using the average difference test and single line regression. The analysis result of the average difference test showed that Asymp. Sig. (2-tailed) of 0.000 and result of single line regression Asymp. Sig. (2-tailed) of 0.000 (sig < 0.05). The results in this study showed that Model Flipped Classroom learning is effective in improving the ability of critical thinking, science learning outcomes and student motivation, there is positive influence between learning motivation and critical thinking skills and student learning outcomes science.
The Interaction of Learning Model and Learning Style in Improving Students Learning Outcomes Oktari, Senny Widia; Atmaja, Hamdan Tri; Rifai RC, Achmad
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Abstract

The purpose of this study was to determine the interaction between learning models (problem-based learning and inquiry-based learning) and learning styles in improving students learning outcomes (cognitive, affective, and psychomotor). The research method applied in this study was quantitative descriptive by using data analysis techniques of validity test, reliability test, difficulty level test, normality test, homogeneity test, and two-way ANOVA test. The data collection techniques used were tests in the form of descriptive questions, and non-tests in the form of cooperative attitude observation sheets, and student learning style questionnaire sheets. The subjects in this study were 48 students who were divided into two groups. The first group consisted of 24 students using the problem-based learning model, and the second group consisted of 24 students using the inquiry-based learning model. The results of the study showed that: There is an interaction between learning models and learning styles in improving the learning outcomes in the cognitive and affective domains. There is no interaction between learning models and learning styles in improving psychomotor domains. The learning model of inquiry-based learning was more effective to be used in the learning than the problem-based learning models in improving student learning outcomes (cognitive, affective, and psychomotor) in the class with heterogeneous student learning styles (visual, auditory, and kinesthetic).
Parental Involvement in School Program at Bintang Juara Early Childhood Education (ECE) Juwita, Tusifa; Suminar, Tri; Handayani, Sri Sularti Dewanti
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Abstract

This research aims to study and analyze parents’ involvement at school in the Early Childhood Education program. This research was conducted in Bintang Juara Early Childhood Education. The data were obtained from the principal, class teachers, parents, and related documents. This research applied a qualitative approach case study design. The result showed that first, there are various forms of parental involvement in Early Childhood Education. Second, there are positive results of parents’ involvement towards children, parents, teachers, and school programs, such as facilitating the access of school marketing, enhancing children learning, increasing parents’ learning motivation, supporting program achievement, becoming knowledge and information sharing a place, tightening the family relationship. Third, there are supporting and inhibiting factors affecting parents’ involvement, namely internal factor (readiness, parents’ personality, school, and children) and external factor (social, politic, and economic). Fourth, there are effective efforts to support parental involvement in Early Childhood Education programs such as effective and proactive communication, providing suitable time, and creating a friendly environment. These results become the reflection and evaluation subject to school concerning the progress of implemented programs. For parents, they gain a comprehensive image of school partnership parenting education to attain optimum child’s development.
Students’ Mathematical Problem-Solving Ability at Realistic Mathematics Education (RME) Huda, Muhammad Jamalul; Florentinus, Totok Sumaryanto; Nugroho, Sunyoto Eko
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Abstract

This study aims to determine the effectiveness of the Realistic Mathematics Education model on mathematics problem-solving ability of students and analyze the mathematical problem-solving ability of students based on Polya steps. The method used is the sequential explanatory mixed-method design. The sample in this study is the fourth-grade students of Public Elementary School Bintoro 8 and the fourth-grade students of Public Elementary School Bintoro 9. Quantitative data were analyzed using a t-test and N-gain test based on the value of mathematical problem-solving ability. Qualitative data were analyzed through five procedures: data collection, triangulation, reduction, data presentation, and verification. The results showed that the average difference of mathematical problem-solving ability of students experimental class is better than the control class, improvement of mathematics problem-solving ability of students in the experimental class is higher than the control class. In the high category, students can apply the measures to see, plan, d, and check it well. In the medium category students can apply the measures see, plan, do and check, but there is an error in the operation so that the results of any settlement, while in the low category of students has not concluded.
Social Interaction Patterns in Inclusive Education of Elementary School Retnoasih, Putri; Rachman, Maman; Raharjo, Tri Joko
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Abstract

The objective of this study is to determine the form of patterns of social interaction in inclusive education at Public Elementary School Sudirman Ambarawa. The method of this research was qualitative. The focus of the study examined the social interactions that occurred between Children with Special Needs with their peers, normal students, teachers, principals in forming patterns of social interaction. The research subjects were eight Children with Special Needs in the III grade and IV grade, four normal students in the III grade and IV grade of Public Elementary School Sudirman Ambarawa. The technique of collecting data used in-depth interviews, observations, and documentation. The validity technique of this research data used triangulation method and source triangulation. Data analysis techniques used the interactive analysis model of Miles and Huberman. The results of this study indicate that the pattern of social interaction in elementary school takes place in harmony. It is obtained from the efforts of the teacher to instill the value of tolerance, cooperation, and respect for students who are guided by Vygotsky's social learning theory. Previously, it conducted the identification of social interaction aspects based on Blummer's symbolic interactionism theory and George Homans's social exchange theory. So that it can be concluded that a pattern of harmonious social interaction is formed in Public Elementary School Sudirman Ambarawa, referring to a circle pattern that shows the freedom of each member to relate to any party in their group.
Mathematics Critical Thinking Reviewed from Self-efficacy and Motivation of Learning in Arias Learning Riyanto, Onwardono Rit; Waluya, St. Budi; Mariani, Scolastika
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Abstract

The ability to think critically and mathematically is the most important goal taught in mathematics learning. The purpose of this study was: analyzing the increase in critical thinking skills, describing the increase in critical thinking skills in terms of self-efficacy, and describing the increase in critical thinking skills in terms of learning motivation. The type of research was mixed methods research, with a sequential explanatory strategy. The sample of this research was the VII-A grade students of Public Junior High School 8 Cirebon City. Data collection was done by test, observation, and interview. Quantitative data were obtained from tests, and qualitative data were obtained from observations and interviews. Quantitative results are then triangulated with qualitative data. The results showed that there was an increase in critical thinking skill through the ARIAS model; students with high self-efficacy had high critical thinking skills; students with medium self-efficacy had medium or low critical thinking skills. Students with low self-efficacy had medium or low critical thinking skill; learning motivation has a strong relationship with critical thinking. Students with high learning motivation have high critical thinking skills. Students with medium learning motivation have medium critical thinking skills. Students with low learning motivation have low critical thinking skills.
Mathematical Communication Skills Viewed from Self Regulated Learning (SRL) using LAPS-Heuristic Model with Guilford Approach Rofiah, Siti; Waluya, St. Budi; Hidayah, Isti
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Abstract

This study has the purpose of determining the quality of the learning using LAPS-Heuristic model with Guilford approach in achieving the students' mathematical communication skill and their skills patterns viewed from self-regulated learning (SRL). The research method used was a mixed method with an explanatory sequential design. The first stage was quantitative data collection, and it was done using questionnaires to categorized the subject and tests. The next stage was qualitative data collection, and it was done using triangulation techniques such as questionnaires, tests, and interviews. Based on the analysis and discussion, it can be concluded that: the learning with the LAPS-Heuristic model with Guilford approach is categorized in a very good quality in achieving the mathematical communication, seen from the classical completeness of the experimental class which is more than 75%, the classical completeness is better, the average of mathematical communication skill is better, the n-gain increased in the medium category, the mathematical communication skills in subjects with high SRL tend to meet the aspects of writing information, making mathematical models, and drawing diagrams very well; subjects with moderate SRL tend to fulfill aspects of writing information, making mathematical models, and drawing diagrams quite well; subjects with low SRL tend to have lack aspects of writing information, making mathematical models and drawing diagrams.
Effectiveness of PBL Models Assisted by Interactive Video on Problem-Solving Abilities of Elementary School Students Cordeanita, Yunisha Maria; Rusdarti, Rusdarti; Khafid, Muhammad
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Abstract

The purpose of this study was to analyze the effectiveness of PBL models assisted by interactive videos on students' problem-solving abilities. The type of research used was quantitative research with the design of the control group pre-test post-test. The study population consisted of all fourth-grade students in the Kartini Group of Kudus City. The sample was selected through a purposive sampling technique so that the fourth grade of Elementary School Glantengan was selected which amounted to 27 students as the experimental group and fourth-grade Elementary School 4 Panjunan which amounted to 29 students as the control group. Data collection techniques use test techniques. The results of this study indicate that the classical completeness of the problem-solving ability of the experimental class reaches 92.5% with an average value of 83.52. The results of the analysis of problem-solving abilities in the experimental class showed that the indicator of understanding the problem had increased from 54% to 83%. The indicator for planning has increased from 56% to 82%. The indicator of solving problems has increased from 59% to 80%. The checking indicator has increased from 58% to 81%. The experimental class N-gain score scores reached 0.62 with a moderate category.

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