Journal of Primary 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.
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<![CDATA[The Effectiveness of Think Talk Write Models on Student Motivation and Thinking Ability ]]>
<![CDATA[Siwi, Laras Grahita]]>;
<![CDATA[Sugiyo, Sugiyo]]>;
<![CDATA[Utomo, Udi]]>
<![CDATA[ Journal of Primary Education Vol 10 No 1 (2021): March 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i1.27759
<![CDATA[The ability to think critically is an important component in facing the era of society 5.0. There needs an effort to optimize these abilities for students in the context of learning in elementary schools. The purpose of this study was to analyze the effectiveness of the Think Talk Write (TTW) cooperative learning model on students' motivation to learn high-order thinking skills. The type of research used is quantitative research with a quasi-experimental type. Data collection techniques used higher-order thinking skills tests, questionnaires, interviews, and documentation. The data analysis uses quantitative analysis techniques. Quantitative data analysis techniques include independent sample t-test and paired sample t-test. The research subjects were 76 students. The results showed that the TTW type of cooperative model was effective against learning motivation and higher-order thinking skills. This is indicated by the higher-order thinking average score in the experimental class is higher than the average score in the control class. This research concludes is that learning with the TTW cooperative model is effective and has a positive effect on students' learning motivation and higher-order thinking]]>
<![CDATA[The Effectiveness of Guided Inquiry with SETS vision to Improve Communication Skills and Understanding of Science Concepts ]]>
<![CDATA[Nikmah, Alfiyatun]]>;
<![CDATA[Saptono, Sigit]]>;
<![CDATA[Sulistyorini, Sri]]>
<![CDATA[ Journal of Primary Education Vol 10 No 1 (2021): March 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i1.27794
<![CDATA[This research aims to analyze the effectiveness of the Guided Inquiry Model with SETS (Science, Environment, Technology, and Society) vision on communication skills and understanding the concept of science. This research design is quasi-experimental design. The data were obtained from a test and the experimental report assessment rubric. The analysis data was used quantitative analysis technique i.e effect size test, N-gain test, average difference test, and simple linear regression test. The result of the effect size value of the experimental class is 1.30 in the high category, while the control class is 0.59 in the moderate category. The mean score of the students' experimental reports was higher classically in the experimental class, namely 71 and 60 in the control class. The guided inquiry learning model with SETS vision is effective in improving students' understanding of science concepts. This is indicated by the average N-gain experiment 57.80> 39.70 N-control control and the average difference test results show the value of Asymp Sig. (2-tailed) of 0,000. (0.000 <0.05). Learning that familiarizes students with scientific thinking, finding concepts and connecting concepts with everyday life and communicating their thoughts both orally and in writing trains reasoning skills. This reasoning ability can develop communication skills in students and build understanding of concepts. This study concludes that learning the SETS Vision Guided Inquiry Model is effective in improving communication skills and understanding of science concepts]]>
<![CDATA[The Implementation of Jemparingan Games in Kulon Progo Regency, Yogyakarta (A Case Study at Pembina Wates State Kindergarten) ]]>
<![CDATA[Islammeiliani, Dinna]]>;
<![CDATA[Dewanti Handayani, Sri Sularti]]>;
<![CDATA[Aeni, Kurotul]]>
<![CDATA[ Journal of Primary Education Vol 10 No 1 (2021): March 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i5.43829
<![CDATA[Jemparingan is a traditional Mataram style archery sport activity typical Yogyakarta Palace. This study intends to analyze the implementation of Jemparingan sport and its benefits in early childhood. The place of the research is Pembina Wates State Kindergarten, Kulon Progo Regency, Yogyakarta. The method of this research is a qualitative case study approach. The subjects are children in grades A and B. Data collection techniques are observation, interview, and documentation. For data analysis was used Miles and Huberman theory, namely data reduction, data presentation, and conclusions. The results of this study were the Jemparingan game as a play and learning activity in Pembina Wates State Kindergarten, which effectively trained children's focus, fine motor skills; train focus of the eye; increase concentration; confident; and build the character of the child in the kindergarten from an early age. The conclusion of this research is Jemparingan sport can be a fun game, effectively increasing child’s skill, and introducing Yogyakarta's local culture to children from an early age.]]>
<![CDATA[Bio-Conservation Learning Model Development With Waste Management Topic to Empower Environmental Awareness Character of Primary School Students ]]>
<![CDATA[Ariati, Theodora Prahereni Novi]]>;
<![CDATA[Saptono, Sigit]]>;
<![CDATA[Ellianawati, Ellianawati]]>
<![CDATA[ Journal of Primary Education Vol 10 No 1 (2021): March 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i1.44476
<![CDATA[This research was conducted because of the needs to empower the studensts’ environmental awareness character. This research aims to develop a bio-conservation learning model with waste management topics adapted from Project Based Learning model (PjBL) and inquiry and determine the influences of the bio-conservation learning model toward learning outcomes and students environmental awareness. This research is an ADDIE Research and Development. The model consists of Analysis, Design, Development, Implementation, and Evaluation. The subjects consisted of 93 third graders of 02 Santo Antonius Primary School.. The techniques of collecting data were interview, observation, questionnaire, and documentation. The product was a module for teachers with several contents, such as the bio-conservation model's characteristics, goals, and syntaxes. The validation result obtained a percentage of 88.6%. The N-gain of the first experimental group was 0.072 with high criteria. On the other hand, the second experimental group obtained a percentage of 0.514 with moderate criteria. The understanding of environmental awareness attitude was obtained by using a questionnaire and observational sheets. The obtained criteria were categorized high, with average scores of questionnaire 87.2% and observation 85.9%. This research showed the influence of learning outcomes and environmental awareness attitude after using the bio conservation model. The model implementation's emerging characters were waste management and 3R activities (Recycle, Reuse, and Reduce).]]>
<![CDATA[Development of Rembang Regency Ethnoscience-Based Integrated Thematic Teaching Material to Improve Concept Mastery ]]>
<![CDATA[Anis, Meutia]]>;
<![CDATA[Sarwi, Sarwi]]>;
<![CDATA[Rozi, Fahrur]]>
<![CDATA[ Journal of Primary Education Vol 10 No 1 (2021): March 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i1.45203
<![CDATA[School plays an important role in introducing local culture by integrating culture as ethnoscience learning material. This study aimed to determine the process of developing Rembang Regency ethnoscience-based integrated thematic book to improve students' concept mastery. This study applied the R&D method by using Borg & Gall design. Data were collected through observation, interview, test, and questionnaire, and the subjects of this study were fourth grader of elementary school consisting of two experimental classes. The data were analyzed by applying feasibility, effectiveness, and practicality test of learning tool. The result of this study indicated that each indicator of ethnoscience-based thematic learning material was in very valid criteria with an average score of 90.4 (scale 0-100). Ethnoscience-based thematic learning material was effective to improve students' mastery of concept, this was proved by the completeness which reached 100%, the enhancement result was in the moderate category, and students' response was in the very high category. The result of the study proved that students were pleased and motivated during the ethnoscience-based learning process so that their concept mastery increased. From data analysis, it could be concluded that the development of ethnoscience-based integrated-thematic teaching material could improve students' mastery of concept.]]>
<![CDATA[Early Childhood Language Development of Gadget Users Viewed from Behavioristic Theory ]]>
<![CDATA[Kusmanto, Desi Ariani]]>;
<![CDATA[Prihatin, Titi]]>;
<![CDATA[Sugiyo Pranoto, Yuli Kurniawati]]>
<![CDATA[ Journal of Primary Education Vol 10 No 1 (2021): March 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i1.45233
<![CDATA[Nowadays, gadgets can be utilized as a tool to stimulate children’ language growth and development. The research is intended to determine the response of early childhood due to the use of gadgets screen as a stimulus for children's language development viewed from behavioristic theory. There are 3 subjects in this research, namely early childhood aged 30-50 months. This research method employs a naturalistic approach. The result reveals that gadgets as a stimulus for early childhood language development viewed from behavioristic theory show different responses, namely 2 children give a negative response and 1 child with a positive response. The negative response is the child experiences speech delays, while the positive response is the child master’s foreign vocabulary and is more expressive in retelling what the child watches from the gadget. Furthermore, it can be concluded that gadget as a stimulus for language development generates negative and positive responses for early childhood, so that adults should be judicious in facing the children by paying attention in some cases, such as timing in using gadgets, content, types of assistance, and giving them many proportions to interact directly.]]>
<![CDATA[Creative Thinking Ability Based on Self Efficacy on an Independent Learning Through Google Classroom Support ]]>
<![CDATA[Dewi Mashitoh, Nur Livia]]>;
<![CDATA[Sukestiyarno, YL.]]>;
<![CDATA[Wardono, Wardono]]>
<![CDATA[ Journal of Primary Education Vol 10 No 1 (2021): March 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i1.45248
<![CDATA[Junior high school students need to be accustomed to thinking creatively. The 2015 TIMSS results show that the creative thinking ability of junior high school students still need to be optimized. This research aimed to discuss creative mathematical thinking ability based on sel efficacy on an independent learning through Google Classroom support. This research employed qualitative descriptive design. The population of this research was the students of class VIII. The subjects of the research were 6 students of class VIII selected based on three categories of self efficacy, they were: high, medium, and low. Two students were found in the high self-efficacy category, two students from the medium self-efficacy category and two students from the low self-efficacy category. The results of this research showed that students with high self-efficacy level were able to complete the four qualifications of creative thinking abilities, they were fluency, flexibility, originality, and elaboration. Students with the medium self-efficacy level were still having difficulty showing up ideas to determine the unusual way of being used. Students with low self-efficacy level had difficulty in understanding the problem so that it is only able to meet one qualification of creative thinking ability that is fluency. Based on the explanation of the results of this research, it can be concluded that no student with low self efficacy level has a high score of creative thinking ability]]>
<![CDATA[The Effectiveness of Think Talk Write Models on Student Motivation and Thinking Ability ]]>
<![CDATA[Siwi, Laras Grahita]]>;
<![CDATA[Sugiyo, Sugiyo]]>;
<![CDATA[Utomo, Udi]]>
<![CDATA[ Journal of Primary Education Vol 10 No 1 (2021): March 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpe.v10i1.27759
<![CDATA[The ability to think critically is an important component in facing the era of society 5.0. There needs an effort to optimize these abilities for students in the context of learning in elementary schools. The purpose of this study was to analyze the effectiveness of the Think Talk Write (TTW) cooperative learning model on students' motivation to learn high-order thinking skills. The type of research used is quantitative research with a quasi-experimental type. Data collection techniques used higher-order thinking skills tests, questionnaires, interviews, and documentation. The data analysis uses quantitative analysis techniques. Quantitative data analysis techniques include independent sample t-test and paired sample t-test. The research subjects were 76 students. The results showed that the TTW type of cooperative model was effective against learning motivation and higher-order thinking skills. This is indicated by the higher-order thinking average score in the experimental class is higher than the average score in the control class. This research concludes is that learning with the TTW cooperative model is effective and has a positive effect on students' learning motivation and higher-order thinking]]>
<![CDATA[The Effectiveness of Guided Inquiry with SETS vision to Improve Communication Skills and Understanding of Science Concepts ]]>
<![CDATA[Nikmah, Alfiyatun]]>;
<![CDATA[Saptono, Sigit]]>;
<![CDATA[Sulistyorini, Sri]]>
<![CDATA[ Journal of Primary Education Vol 10 No 1 (2021): March 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpe.v10i1.27794
<![CDATA[This research aims to analyze the effectiveness of the Guided Inquiry Model with SETS (Science, Environment, Technology, and Society) vision on communication skills and understanding the concept of science. This research design is quasi-experimental design. The data were obtained from a test and the experimental report assessment rubric. The analysis data was used quantitative analysis technique i.e effect size test, N-gain test, average difference test, and simple linear regression test. The result of the effect size value of the experimental class is 1.30 in the high category, while the control class is 0.59 in the moderate category. The mean score of the students' experimental reports was higher classically in the experimental class, namely 71 and 60 in the control class. The guided inquiry learning model with SETS vision is effective in improving students' understanding of science concepts. This is indicated by the average N-gain experiment 57.80> 39.70 N-control control and the average difference test results show the value of Asymp Sig. (2-tailed) of 0,000. (0.000 <0.05). Learning that familiarizes students with scientific thinking, finding concepts and connecting concepts with everyday life and communicating their thoughts both orally and in writing trains reasoning skills. This reasoning ability can develop communication skills in students and build understanding of concepts. This study concludes that learning the SETS Vision Guided Inquiry Model is effective in improving communication skills and understanding of science concepts]]>
<![CDATA[Analysis of The Effect of Ice Breaking on Interpersonal Development of Early Childhood ]]>
<![CDATA[Saniy, Mawari Melati Almas]]>;
<![CDATA[Hartono, Hartono]]>;
<![CDATA[Sarwi, Sarwi]]>
<![CDATA[ Journal of Primary Education Vol 10 No 1 (2021): March 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i3.37727
<![CDATA[Early childhood education is essentially education that is held to facilitate the growth and development of children as a whole or emphasize the development of all aspects of the child's personality, especially interpersonal aspects. The purpose of this study is to analyze the effect of ice breaking on the interpersonal development of early childhood. This study was used a quantitative approach or quasi-experimental research designs. The data collection method was used observation and documentation. Data analysis techniques was used the t-test with the help of SPSS 23.0 for windows. The results showed that there were differences in interpersonal abilities of young children before and after ice-breaking activities. The pretest value of interpersonal aspects of early childhood in the control and the experimental class has a probability value of 0.000 > 0.05. While the post - test interpersonal aspects of early childhood in the control class and the experimental class have a probability value of 0.000 < 0.05. Increased interpersonal aspects of early childhood before and after the ice-breaking activity around of 72.34%. It was concluded that the hypothesis was accepted that there was a significant increase in the development of interpersonal aspects of the age of 5-6 years through ice-breaking activities.]]>
