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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
The Effect of Theme-Based Storytelling and Flash Card on Nutritional Knowledge in Early Childhood Education Setiana, Yuni Nuraeni; Handayani, Oktia Woro Kasmini; Suminar, Tri
Journal of Primary Education Articles in Press
Publisher : Journal of Primary Education

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Abstract

The purpose of this study was to determine the effect of theme-based storytelling and flashcards nutrition knowledge in Early Childhood Education (ECE). This research was a quantitative research with quasi-experimental equivalent pre-test – post-test control group design. The population was Kindergarten Merpati group in Margorejo, Pati which have 251 children. The sampling technique was purposive sampling. The samples were Pertiwi Kindergarten Langenharjo (32 children), Pertiwi Kindergarten Dadirejo (32 children), Pertiwi Kindergarten Penambuhan (32 children). Data were obtained from non-test techniques consisting of interview, documentation, and observation. Observations were made to see the children' activities before and after intervention about nutritional knowledge through a questionnaire. The data were analyzed by paired sample t-test and one-way analysis of variance. Furthermore, post hoc tests were used to analyze the most optimal interventions. The results showed that the theme-based storytelling method improved children’ nutritional knowledge by 24.45%, the theme-based flashcard media improved children’ nutritional knowledge by 31.84%, the theme-based flashcard was the most influential intervention on children’ nutritional knowledge improvement.
The Implementation of CPS Learning Assisted with Problem Cards on The Ability to Solve Story Problems Retnowati, Fitri; Dwidayati, Nur Karomah; Dewi, Nuriana Rachmani
Journal of Primary Education Articles in Press
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Abstract

The purpose of this study is to obtain the ability of students in solving to solve story problems that fulfill learning (Creative Problem Solving) CPS assisted with problem cards is completely more than 75%, the ability to solve story problems that obtain CPS learning assisted with problem cards is better than classes that get learning using an example non-example type cooperative model, and to describe of the ability to solve student story problems. The type of research is quantitative descriptive with a quasi-experimental design. The research sample was all grade IV Public Elementary School Sekaran 01 Semarang. Data collection methods use tests and interviews. Quantitative analysis techniques include the completeness test and the average difference test. Finding shows that students who obtain learning with the CPS learning model assisted with the problem card media reach the ability to solve the story questions more than 75%, that is 90%, students who have the ability to solve story problems that obtain CPS learning by problem card media is better than students who obtain learning with the example-non-example type model, and students with the ability to solve high and medium criterion story problems are able to solve story problems with the four Polya steps, but students with the ability to complete medium criterion story problems have not yet written units, while students with the ability to solve low story criterion problems are still confused in distinguishing steps; plan, implement and recheck.
The Implementation of Discovery learning Assisted with Manipulative Teaching Tools on The Mathematical Understanding Concept of Students Sari, Intan Kurnia; Sutarto, Joko; Latiana, Lita
Journal of Primary Education Articles in Press
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Abstract

This study has a purpose of examining the differences in the improvement of the mathematical understanding concepts of students between the class using discovery learning assisted with manipulative teaching tools compared to the class using discovery learning without the manipulative teaching tools. This study was a quasi-experimental design study. The sampling technique was applied in this study is the purposive sampling technique, a sampling technique which conducted using certain considerations. Therefore, the samples were obtained Public Elementary School Dukuh 05 Salatiga as the experimental class and Public Elementary School Dukuh 01 Salatiga as the control class with a total of 54 students for each class. The data collection techniques in this study were used test of mathematical understanding concepts. The results showed that there was a difference in the improvement of the mathematical understanding concepts in the experimental class using the discovery of learning assisted with manipulative teaching tools. This is indicated by N-Gain score in the experimental class at 0.55, whereas, the control class at 0.29. This result is supported by the independent sample t-test, which shows that the sig. (2-tailed) is 0.000 < 0.05. The mathematical understanding concepts in the class using the discovery of learning assisted with manipulative teaching tools is higher. The implementation of the discovery learning assisted with manipulative teaching tools can be used as a solution for teachers in improving the mathematical understanding concepts of students.
Effect of Word Card Games and Picture Cards on the Introduction of The Concept of Beginning Reading and Writing in Early Childhood Ernawati, Pepti; Raharjo, Tri Joko; Sugiyo, Sugiyo
Journal of Primary Education Articles in Press
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Abstract

The purpose of this study was to determine the effect of word card games and picture cards on the introduction of the concept of beginning reading and writing in early childhood. The type of research used in this study is experiments in the form of quasi-experimental design. The research sample was students of Kindergarten Pertiwi 1 Karangtalun, Sragen as the experimental class and Kindergarten Pertiwi 1 Kalikobok, Sragen as a control class. The data analysis technique uses the N-gain test and the independent sample t-test.The results of this study are word card game on the introduction of the concept of reading early childhood shows that the average percentage of 83% is included in very good criteria, picture card game on the introduction of the concept of reading early childhood shows that the average percentage of 76% is included in good criteria, word card game on the introduction of the concept of writing the beginning of early childhood shows an average percentage of 83% included in very good criteria, picture card game on the introduction of the concept of writing the beginning of early childhood in the experimental class shows that the average percentage of 72% is included in good criteria, there are differences in the effect of word card games and picture cards on the introduction of the concept of reading and writing beginning of early childhood students with students who do not use word card games and picture cards. Thus, it can be concluded that the word card games and picture cards game can enhance early childhood reading and writing skills.
The Effect of Project-Based Learning Integrated STEM Toward Critical Thinking Skill Gandi, Apriati Sri Kuwita; Haryani, Sri; Setiawan, Deni
Journal of Primary Education Articles in Press
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Abstract

The global challenge needs people who can solve the problem in everything. Students can't solve the problem well. It caused by the lesson only for memorizing, so student’s critical thinking skill is not yet maximum. This study aims to identify the effect of project-based learning integrated STEM toward critical thinking skill of students. The method of this study was quasi-experimental with pre-test – post-test control group design. Sampling technique was used nonprobability sampling. Data collection technique used description test critical thinking skill. Data analysis used N-gain score test and t-test. The result of t-test student’s critical thinking skill showed sig (2-tailed) 0.002 it means there was a different average in critical thinking skill between experiment class and control class. The average of experiment class was higher than the control class. It showed that the implementation of project-based learning lesson integrated STEM affected towards student’s critical thinking skill.
An Analysis of Critical Thinking Ability of Elementary School Students Through Model Contextual Teaching and Learning on Social Learning Syah, Imam Ma`arif; Suyahmo, Suyahmo; Utomo, Cahyo Budi
Journal of Primary Education Articles in Press
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Abstract

Critical thinking ability of students in learning social science has not been measured in the learning process. The purpose of this study tests the effectiveness of the model Contextual Teaching and Learning (CTL) toward the students’ critical thinking ability, describe the process of analysis of students’ critical thinking ability. This type of study was a mixed-method, with sequential explanatory design. Samples of this study were grade V Public Elementary School 01 Rajekwesi, Jepara and Public Elementary School 01 Datar, Jepara. The data collection was conducted by a test, interview, and documentation. Quantitative data analysis techniques using the test and qualitative data analysis techniques with the triangulation of the data in the form of tests, interview, and documentation. The results showed that CTL model learning effectively improved critical thinking ability. Result of the average different test of the independent table column sig test sample (2-tailed) of 0.00 ˂ 0.05, this means that H1 accepted, the average critical thinking ability of CTL class is better than the expository class. Classical completeness of test results of the CTL class 80.95% students achieve at grade expository minimum completeness criteria (MCC), and that is equal to 76%. Test results of the average increase of the critical thinking ability in the classroom CTL by 30.33 and the expository class of 17.76. The description of the critical thinking ability of students in the expository class that belong to the criteria of good were the indicators of reasons and inference, which included in the criteria of moderate were an indicator of focus, situation, clarity, and overview. Meanwhile, in the classroom with CTL that belong to the good criteria were indicators of reasons, inference, focus, situation, clarity, whereas the overview included in the criteria of moderate.
The Effectiveness of Discovery Learning Model using Audio-Visual Media Zauma, Fathi Falaha; Samsudi, Samsudi; Prasetyo, Andreas Priyono Budi
Journal of Primary Education Articles in Press
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Abstract

The learning model is one of the factors that influence student learning outcomes. The purpose of this study was to determine the effectiveness of learning outcomes based on students' motivation in thematic learning with The Discovery Learning Model assisted by audio-visual media with the theme of Our Friends Environment in elementary schools. This type of research is quantitative with quasi-experimental research (quasi-experiment). This study uses a pre-test – post-test nonequivalent control group design with two class research objects consisting of a control class (Public Elementary School Kalipancur 2, Semarang) and an experimental class (Public Elementary School Purwoyoso 4, Semarang). The sample consisted of 72 students. This data collection technique uses N-Gain analysis. The results of this study are an increase in learning outcomes based on motivation significantly. Obtained an average increase in learning outcomes of 87.4% in the very good category. The average skill of 75.8% is in the very good category. An average motivation of 86% is in the very good category. The average N-Gain test of 0.602 is in the medium category. The conclusion of this research is an increase in student learning outcomes after participating in thematic learning with The Discovery Learning Model assisted by audio-visual media. Motivation accompanies an increase in student learning outcomes.
Development of Cooperative Learning Model Assisted by Lotto Educative Media to Improve Emotional Social Early Childhood Sofiah, Sofiah; Kustiono, Kustiono; Awalya, Awalya
Journal of Primary Education Articles in Press
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Abstract

Emotional social skills need to be owned by early childhood so that it is easy for there to socialize with friends. The purpose of this study is to describe a cooperative learning model for early childhood, describing cooperative learning model design assisted by lotto educational media to improve social-emotional early childhood and describe the final model of the effectiveness of cooperative learning development models assisted by lotto educational media to improve social-emotional early childhood. The research method used is research and development research. Data analysis techniques using paired sample t-test and independent sample t-test. The research subjects were teachers, and kindergarten students aged 5-6 years. The instrument is based on the level of achievement of social emotional development in early childhood. The results of the observations show that when learning in the classroom, teachers still rarely apply cooperative-based learning that can improve socialization activities among students. The results of this model are useful and practical for improving social-emotional early childhood. The children's social-emotional improvement in the experimental class and the social-emotional average of the experimental class children were better than the control class. The benefits of this study can add information and knowledge to the broader community and early childhood about cooperative learning models assisted by lotto educational media to improve social-emotional early childhood.
The Effectiveness of PBL and TPS Models on Learning Outcomes and Confidence Attitudes Januarsi, Dian; Florentinus, Totok Sumaryanto; Khafid, Muhammad
Journal of Primary Education Articles in Press
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Abstract

This study aims to determine and analyze the improvement of learning outcomes and students' self-confidence with PBL and TPS models. This study uses an experimental research design with two group pre-test - post-test designs. The study population was fourth-grade students at Elementary School in East Pekalongan sub-district. Samples were taken by random sampling technique obtained by 114 children from Public Elementary School Klego 01 as many as 61 students, and Public Elementary School Poncol 2 as many as 53 students. Research data were taken from tests and observations. The data were analysed using t-test analysis, with SPSS 23 software. The results showed PBL models are more effective than TPS models on learning theme VIII sub-theme 3 learning 3 with t-test sig values < 0.05. The research concludes that the PBL and TPS models are effective in improving learning outcomes and students' self-confidence. The PBL model is more effective than the TPS model in improving student learning outcomes and self-confidence.
The Effectiveness of Cooperative Model CIRC Type Assisted by Schoology on The Mathematical Literacy Ability of Junior High School Students Fitriana, Dewi; Wardono, Wardono; Dwijanto, Dwijanto
Journal of Primary Education Articles in Press
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Abstract

The purpose of this study was to determine the effectiveness of cooperative model CIRC type assisted by Schoology on the mathematical literacy ability. Schoology in this research is a free web-based education application which allows teachers to give lessons to students digitally. This study method applied in this research was a quantitative method of quasi-experimental with Nonequivalent Control Group Design model. The population of this study was the grade VII students of Public Junior High School 5 Kudus. Sampling was done by using simple random sampling. Data collection technique was used mathematical literacy ability tests, observation, and documentation, respectively. This study was analyzed using t-test. The results show that the mathematical literacy ability using the cooperative model CIRC type assisted by Schoology has reached 75% of classical completeness, the average mathematical literacy ability using the cooperative model CIRC type assisted by Schoology was better than the average mathematical literacy ability using the expository learning model, the proportion of students 'mathematical literacy ability using the cooperative learning model CIRC type assisted by Schoology was more than the proportion of students' mathematical literacy ability using the expository learning model. The average of total teaching skills and activities of students in mathematics learning was in very good criteria.

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