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[Problem Based Learning (Pbl) By Scaffolding and Reading Guide Model Strategies Toward the Quality of Learning ]]>
<![CDATA[Hidayanto, Oktafian Endi]]>;
<![CDATA[Wiyanto, Wiyanto]]>;
<![CDATA[Purwanti, Eko]]>
<![CDATA[ Journal of Primary Education Vol 10 No 3 (2021): September 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i2.44380
<![CDATA[The level of student success in the learning process depends on the attention and interest of students. Application of appropriate learning models is expected to increase student interest in learning. The purpose of this study was to determine the effect of implementing the Problem Based Learning (PBL) model of the scaffolding strategy and reading guide on student learning activities and outcomes. This type of research is quantitative in the form of a quasi-experimental. The samples used were SDN Wonosari 02, SDN Wonosari 03, and SDN Tambakaji 02 Semarang. The sampling technique used non-probability sampling in the form of purposive sampling. The average activity value of the experimental class 1 is 76.44, the experimental class 2 is 73.87. The average post-test score for the experimental class 1 is 76.44, the experimental class 2 is 73.87. This shows that the activity and post-test scores of the experimental class I that apply the PBL scaffolding strategy model are better than those of the experimental class 2 who apply the PBL model of the reading guide strategy. The application of the scaffolding strategy in the form of giving cues, keywords and giving learning assignments that are tiered according to the level of student development makes students more independent in solving their own problems through teacher guidance. This study implies that the PBL scaffolding strategy model can be applied in the learning process.]]>
<![CDATA[The Influence of Direct Reading Thinking Activity (DRTA) Strategy and Know-Want to Know-Learned (KWL) Strategy on Reading Comprehension Skills ]]>
<![CDATA[Wijaya, Prasetya Andika]]>;
<![CDATA[sutarto, Joko]]>;
<![CDATA[Zulaeha, Ida]]>
<![CDATA[ Journal of Primary Education Vol 10 No 3 (2021): September 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i3.44381
<![CDATA[Reading skills become important role to support his success in the academic field as well as in his daily life. Therefore, for effective learning to be needed the right reading strategy. The aims of this study was to analyze the influence of using the KWL strategy and the DRTA strategy on the reading comprehension skills of fourth grade students. The research design used is a quantitative model in the form of Quasy Experimental Design with a comparative approach. The data collection techniques in this study are test and non-test techniques. The non-test technique in this study used the methods of observation, documentation, and questionnaires. The main indicator measured in this study was comprehension reading skills, which were measured using rubric assessments. The data analysis technique used a prerequisite test, as well as N-gain test, and independent sample t test. The analysis used is comparative analysis, which compares the effectiveness of KWL strategy and DRTA strategy. Based on the results of the study, the DRTA strategy had a positive effect on students' reading comprehension skills by 73.8%, while the KWL strategy also has 64.2%. The DRTA strategy has a positive effect on the reading comprehension results of students by 71.9% and while the KWL strategy has 63.4%. Reading comprehension skills by applying the DRTA strategy obtained an average of 85.6 while the KWL strategy obtained an average of 74.7. It can be concluded that the DRTA strategy has more a positive effect on reading comprehension skills than KWL strategy.]]>
<![CDATA[Developing Of Writing Enrichment Book Based On The Local Wisdom Value Of Javanese Poetry (Geguritan) ]]>
<![CDATA[Subagyo, Subagyo]]>;
<![CDATA[Supriyanto, Teguh]]>;
<![CDATA[Yusuf, Amin]]>
<![CDATA[ Journal of Primary Education Vol 10 No 3 (2021): September 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i3.44438
<![CDATA[Javanese poetry (geguritan) learning still does not get maximum attention because there are no (geguritan) books that are integrated with local wisdom values. This research is to integrate Javanese poetry (geguritan) with the value of local wisdom contained in the enrichment book. This study aims to develop an enrichment book for writing Javanese poetry (geguritan) containing the value of local wisdom; produce a valid enrichment book; test the acceptance of the enrichment book and test the effectiveness of learning to write geguritan using the developed enrichment book. This research uses the model of Research and Development (R and D)The results showed that The results showed that enrichment book was valid with a score of 3.10was valid with a score of 3.10; the acceptance test of this enrichment book is 77.56% and the learning effectiveness test using this enrichment book is effective with an average value of 87.63. Based on the results of the study, it can be concluded that the geguritan writing enrichment book is effective to be applied in elementary schools and is able to improve the quality of learning]]>
<![CDATA[Development of Problem-Solving-Based Science Teaching Materials to Improve Students Critical and Logical Thinking Skills ]]>
<![CDATA[Sari, Sasmita]]>;
<![CDATA[Sutarto, Joko]]>;
<![CDATA[Lisdiana, Lisdiana]]>
<![CDATA[ Journal of Primary Education Vol 10 No 3 (2021): September 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i3.48278
<![CDATA[This research innovation is developing problem-solving-based science teaching materials that can help students solve problems in daily life and science and teaching materials can be tested for feasibility. This research is an important step in providing innovation in the development of science teaching materials and forming changes in the form an increase in students critical thingking and logical thingking skills. This research aims to develop problem-solving-based science teaching materials to improve the critical thinking and logical thinking skills of the learners. This Research & Development adopted Sugiyono’s model. The research design used was one groups pretest-posttest design with the member of subject were 58 students. The data collection techniques were interview, test, and questionnaire. The results of the interview show that there is a need for innovation in the development of science teaching materials. The results based on tes show that the problem-solving-based science teaching materials influenced the critical thinking and logical thinking skill improvements with the classical accomplishment 89%. The N-Gain score is 0.70, categorized high. The results based questinnaire show the teachers’ responses were 100% considered the material was very excellent. The results of the learners’ responses showed a percentage of 96.75% considered the material was very excellent. The content reliability, validity, display, and graph obtained a percentage of 86.54%, categorized as very reliable. Thus, the problem-solving-based teaching material was reliable for the learners to solve the lesson related to daily life. It could also improve the critical thinking and logical thinking skills of the learners.]]>
<![CDATA[The Effectiveness of Role-Playing Methods for Early Childhood Emotional Social Development and Independence ]]>
<![CDATA[Meilina, Henny]]>;
<![CDATA[Sugiyo, Sugiyo]]>;
<![CDATA[Astuti, Budi]]>
<![CDATA[ Journal of Primary Education Vol 10 No 3 (2021): September 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i3.48326
<![CDATA[This research is focusing on the development of early childhood character, especially social emotional and child independence. This study aims to analyze the effectiveness of role-playing learning for the development of emotional social attitudes and independence of early childhood. The research is an experimental method with a quasi-experimental type of research and pretest-posttest design. The research population is all Kindergarten students in the target area 5, Godong District, Central Java. The research sample are 22 children. Sampling used a suitability random draw technique. The data analysis technique used the statistical calculation of the Mann-Whitney test. The results of the study indicate that the themed role-play learning in collaboration to develop children's social emotional character obtained a mean value of 42.07 from the maximum score of 50. The development of self-reliance character, learning to play a role obtained a mean value of 33.82. This shows that role playing learning is more effective for developing social emotional characters compared to the development of students' independent character with a mean difference of 8.25.]]>
<![CDATA[The The Male Teachers’ Perceptions on Early Childhood Children’s Education about Wellbeing ]]>
<![CDATA[Seno, Seno]]>;
<![CDATA[Utanto, Yuli]]>;
<![CDATA[Sugiyo Pranoto, Yuli Kurniawati]]>
<![CDATA[ Journal of Primary Education Vol 10 No 3 (2021): September 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i2.48790
<![CDATA[The wellbeing of formal early childhood education teachers in Indonesia has been improving since the government issued a teacher certification program. The qualified teachers with an undergraduate degree of education could join the certification program for teachers. This research aims to reveal the meaning of wellbeing for male teachers of early childhood education. It applied survey and interview methods. The subjects consisted of 16 male teachers of early childhood education in Boyolali. The data were collected with Google Form. Then, it was continued by interviewing three male teachers. The data analysis was descriptive qualitative. The findings were the teaching experience for each different subject. The meaning of teaching is to motivate and to encourage the understanding of the teaching concept as a good deed. In this research, it referred to how the subjects perceived life as teachers and made it an everlasting deed to create a better generation for the country. There were 11 respondents who stated that being early childhood education teachers made them having well-being. Being early childhood education for the male teachers meant to have passion, values, and ideals. It could provide them various experiences such as being patient, providing excellent models as if they were the learners' parents, working while worshiping, contributing in the parenting field, and developing early childhood education]]>
<![CDATA[Mathematical Understanding and Self Confidence of Elementary School with Realistic Mathematics Education Model ]]>
<![CDATA[Sucahyo, Eko]]>;
<![CDATA[Kartono, Kartono]]>;
<![CDATA[Mulyono, Mulyono]]>
<![CDATA[ Journal of Primary Education Vol 10 No 3 (2021): September 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i3.49059
<![CDATA[Mathematical understanding is one of the important goals in learning. Students are not just memorizing but are expected to understand the concept of the subject matter itself. In developing mathematical abilities, especially mathematical understanding, students must have self-confidence in their abilities to avoid anxiety and doubt. This study aims to determine the effect of the Realistic Mathematics Education model on the mathematical understanding and self-confidence of fourth grade students. This study uses a combination method (Mixed Method) Concurrent Embedded design. The results showed that there was an effect of the Realistic Mathematics Education learning model on the mathematical understanding and self-confidence of the students who were shown to have successfully completed the mathematical understanding of 25 out of 30 students. Meanwhile, students who got individual scores 70 or 83.33% of the proportion who achieved the above mastery at least were 75% classically. The average mathematical understanding using Realistic Mathematics Education learning model with an average result percentage of 82.00%. Students' self-confidence influences mathematical understanding by 43.5% and 56.5% is influenced by other factors. Based on the results of the study, it can be concluded that the Realistic Mathematics Education model has a strong influence on students' mathematical understanding and self-confidence in elementary schools.]]>
<![CDATA[The Evaluation of Character Education Strengthening Program Based on Kemataraman Culture at Elementary School in Kulon Progo Regency ]]>
<![CDATA[Wardhani, Ratri Shinta]]>;
<![CDATA[Wiyanto, wiyanto]]>;
<![CDATA[Hartono, Hartono]]>
<![CDATA[ Journal of Primary Education Vol 10 No 3 (2021): September 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i3.49169
<![CDATA[Kulon Progo is one of the regencies in the Special Region of Yogyakarta which has a Regional Regulation Number 65 of 2017 concerning Guidelines for the Implementation of Character Education Strengthening. The extracurricular culture of Kemataraman is one of the supporting activities for character development. The purpose of this study is to obtain a description of the planning, preparation, implementation, and achievements of the Kemataraman culture-based program. The research was conducted using a qualitative method with a program evaluation approach. The evaluation used CIPP model (Context, Input, Procces, Product) which is more comprehensive and effective to improve the program. Data were collected using in-depth interviews, document studies, and structured observation. The subject in this study were the Head of Education Office, the Head of Education Planning Section, Principals, class teachers, and art assistant teachers. The data analysis used Milles & Huberman analysis. The result of the study indicate that the objectives of the character education program based on Kemataraman culture have not been fully achieved. There is still gap between the forms of support by the government to schools as organizers and teachers as implementers. The researcher recommends the character education program based on Kemataraman culture at the Kulon Progo regency Elementary School to be continued with improvements.]]>
<![CDATA[Development of TPACK-Contained of Light Properties Teaching Materials for Grade IV Elementary School Students ]]>
<![CDATA[Iswanto, Iswanto]]>;
<![CDATA[Subali, Bambang]]>;
<![CDATA[Sutarto, Joko]]>
<![CDATA[ Journal of Primary Education Vol 10 No 3 (2021): September 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i3.49831
<![CDATA[The teaching materials used by students only based on student books and certain printed worksheets as learning resources and regardless the student’s character in delivering the materials. Teaching materials that have not been able to increase students’ interest in learning of our school. The purpose of this study was to develop teaching materials for the properties of light with Technological Pedagogical Content Knowledge (TPACK) approach in science learning, determine eligibility criteria, and the effect of implementing teaching materials to increase student interest in learning. The research model uses the Sugiyono (2018) development design which is modified into three stages, namely preliminary studies, development, and implementation. Data analysis techniques in the research process include feasibility analysis of teaching materials, N-gain test and Mann Whitney Nonparametric Test to determine the effect of teaching materials on student interest in learning. The results of the study show that (1) the results of validation by experts and practitioners of teaching materials on the properties of light charged with TPACK with an average of 89.53% with very feasible criteria (2) the results of implementing teaching materials can increase students' interest in learning science. This result is evidenced by the average N-gain of the experimental class students of 0.54 (moderate) and the control class students of 0.26 (weak). The results of the Mann Whitney Nonparametric Test obtained the Asymp Sig value < 0.05, then Ho was rejected, this means that there is a significant increase in student interest in learning by using teaching materials for the properties of light with TPACK contain.]]>
<![CDATA[The Effect of Project-Based Learning Making Dioramas from Inorganic Wastes on Elementary School to Enhance Student's Conceptual Understanding and Creativity ]]>
<![CDATA[Rudin, Raka Bachtian]]>;
<![CDATA[Raharjo, Tri Joko]]>;
<![CDATA[Budi Utomo, Kamsidjo]]>
<![CDATA[ Journal of Primary Education Vol 10 No 3 (2021): September 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i3.49927
<![CDATA[This study aims to determine the effect of Project-Based Learning on students' conceptual understanding and creativity. In this study, students will carry out a diorama project made from inorganic waste with the theme of the diversity of Indonesian society. This research is quantitative in the form of a Quasi-Experiment type One Group Pretest-Posttest Design. The selection of research samples using cluster sampling techniques. The number of respondents was 97 fourth-grade students at two elementary schools in Subang Regency. This research was conducted using blended learning considering the pandemic situation when the research was carried out. The data collection technique is triangulation which consists of tests, observations, and documentation. The data analysis used was N-Gain analysis, simple regression test, and hypothesis testing. The results obtained prove that there is a significant effect between the Project-Based Learning model on students' conceptual understanding and creativity. This is supported by the research findings on the T-Test about the effect of Project-Based Learning on conceptual understanding, it was found that t-count 9.32 > t-table 1.68 which showed a significant effect. Furthermore, the results of hypothesis testing using the T-test the effect of Project-Based Learning on creativity obtained tcount 9.29 > t-table 1.68 which shows there is a significant effect. The resulting Pearson correlation is 69% which is categorized as a strong influence. This is due to Project-Based Learning, which is an active learning model, so that students can freely express ideas in preparing projects, and there are new learning experiences that can add insight. Based on analysis, can be concluded that the Project-Based Learning can significantly affect on the student ability to understand conceps and creativity.]]>
