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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 24 Documents
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Search results for , issue "Vol 6 No 3 (2017): December 2017" : 24 Documents clear
Social Skills’s Analysis of Elementary Students in Strengthening Implementation of Character Education Restiyanti, Dwi; Sutarto, Joko; Suminar, Tri
Journal of Primary Education Vol 6 No 3 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (362.525 KB) | DOI: 10.15294/jpe.v6i3.21138

Abstract

Based on the results of interviews with class teachers it turns out there are some obstacles faced by teachers sometimes still difficult to civilize the character that has been implanted. This study aims to describe and analyze the social skills of elementary students in strengthening the implementation of character education. The research method used is qualitative research with descriptive approach. Techniques of collecting data using interviews, observation, and documentation. The data analysis used is interactive model analysis. The results showed that (1) students' social skills in integrated thematic learning as a whole is good, only the aspect of care for the environment that has not been maximized; (2) Implementation of character education is good, including planning, implementation, and evaluation carried out using five stages continuum; (3) There are supporting factors in the implementation of character are good figures, parent and good school communication, infrastructure, and extracurricular, while the inhibiting factors are the characteristics of different students, community environment, and the use of unattended gadgets
Kemampuan Berpikir Kreatif dalam Pembelajaran Model Connecting Organizing Reflecting Extending Ditinjau dari Kecerdasan Emosional Maftukhah, Nur Ajeng; Nurhalim, Khomsun; Isnarto, Isnarto
Journal of Primary Education Vol 6 No 3 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (474.723 KB) | DOI: 10.15294/jpe.v6i3.21141

Abstract

Penelitian ini bertujuan untuk: (1) mengetahui tingkat ketuntasan klasikal hasil belajar, mendeskripsikan perbedaan berpikir kreatif antara model CORE dengan model Ekspositori, dan mendeskripsikan pengaruh kecerdasan emosional terhadap berpikir kreatif; (2) menganalisis profil dan proses tahapan berpikir kreatif ditinjau dari kecerdasan emosional. Jenis penelitian ini adalah mixed method dengan desain penelitian concurrent embedded. Analisis kuantitatif menggunakan uji proporsi, independent sample t-test, dan uji regresi. Sedangkan analisis kualitatif meliputi data reduction, data display, dan conclusion drawing/verification. Hasil penelitian ini yaitu (1) Nilai kemampuan berpikir kreatif mencapai ketuntasan lebih dari 75%, kemampuan berpikir kreatif dengan model CORE lebih baik daripada dengan model ekspositori, dan terdapat pengaruh positif kecerdasan emosional terhadap kemampuan berpikir kreatif sebesar 80,2%. (2) Siswa dengan kecerdasan emosional tinggi mempunyai profil berpikir kreatif yaitu kreatif (TKBK 3), siswa dengan kecerdasan emosional sedang mempunyai profil berpikir kreatif yaitu cukup kreatif (TKBK 2), serta siswa dengan kecerdasan emosional rendah mempunyai profil berpikir kreatif yang berbeda kurang kreatif (TKBK 1), dan tidak kreatif (TKBK 0). (3) Siswa dengan kecerdasan emosional tinggi mampu melewati semua tahap berpikir kreatif dengan baik, siswa dengan kecerdasan emosional sedang mampu melewati tahapan berpikir kreatif, meskipun terdapat tahapan yang belum terlewati seperti tahap iluminasi, dan siswa dengan kecerdasan emosional rendah kurang mampu dalam melewati tahap kemampuan berpikir kreatif, hanya mampu melewati tahap persiapan.The purpose of this research are to (1) know the level of classical completeness of learning outcomes, describe the difference of creative thinking between CORE model with Expository model; and describe the influence of emotional intelligence on the creative thinking (2) analyze the profile and stage process of creative thinking viewed from emotional intelligence. Kind of this research is mixed method with concurrent embedded design. Quantitative analysis uses proportion test, independent sample t-test, and regression test. While the qualitative analysis includes data reduction, display data, and conclusion drawing/verification. The results of this research are (1) the value of creative thinking ability achieves completeness more than 75%, the creative thinking ability with learning CORE model is better than learning expository model, and there is a positive influence of emotional intelligence on creative thinking ability is 80.2%; (2) Students with high emotional intelligence have a profile of creative thinking ability is creative (TKBK 3), students with medium emotional intelligence have a profile of creative thinking ability is creative enough (TKBK 2), and students with low emotional intelligence have different a profile of creative thinking ability, less creative (TKBK 1) and not creative (TKBK 0); (3) Students with high emotional intelligence are able to pass through all stages of creative thinking ability well; students with medium emotional intelligence are able to pass through the stage of creative thinking ability, although there are several stages that have not been missed such as illumination stage; and students with low emotional intelligence are less able to pass through the stage of creative thinking ability, only able to pass the preparation stage
The Effectiveness of Model Learning Preser-X Assisted LKS Against Science Process Skills and Understanding Students Concept
Journal of Primary Education Vol 6 No 3 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i3.15531

Abstract

This study aims to know the effectiveness of worksheet-assisted Preser-X model to science process skillss and concept understanding in third grade of primary student on energy material. The research was conducted in Elementary School of Bategede 01 Nalumsari Jepara academic year 2016/2017. The method was Quasi Eksperimental Design. The sample was taken by using saturated sampling. The data were collected such as science process skills with observation and worksheet instrument, and concept understanding with test instrument. The data were analyzed by using one sample t-test for achievement tested for science process skills, proportion test for achievement of classical mastery, independent t test for difference test, simple linear regression for influence test, and N-gain for improvement test. The result showed average score of science process skills was 77% categorized skilled. Classical mastery of concept understanding was obtained 93,10%. There was difference between concept understanding between experimental class and control class and there was influence of science process skills and concept understanding. The improvement in concept understanding in medium category with the percentage 58,62% . The study concluded that the application of worksheet-assisted preser-X models more effective against science process skills and concept understanding of primary students.
Using SETS Approach on Cognitive Learning Achievement and Naturalist Intelligence of Elementary School Fourth Grade Students
Journal of Primary Education Vol 6 No 3 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i3.15549

Abstract

The purpose of this research was to compare the effectiveness of guided inquiry learning with SETS approach and lecturing on cognitive learning achievement and naturalist intelligence of fourth grade elementary school students. This research used quasy experimental design, pretest-postest control group type design with guided inquiry learning SETS approach as independent variable. The dependent variable is the cognitive learning achievement and naturalist intelligence. The results of this research found that the students' cognitive learning achievement increases after being teached by using guided inquiry learning SETS approach that compare to discussion and lecturing. There is significant difference of learning achievements that apply the guided inquiry learning with SETS approach compared to the discussion and lecturing. Guided inquiry learning is more effective in improving cognitive learning achievement of fourth grade students. There is a high naturalist intelligence on the application of guided inquiry learning with SETS approach on science subject. It is suggested to teachers to apply guided inquiry learning with SETS approach in order to improve cognitive learning and naturalist intelligence. The use of guided inquiry learning with SETS approach should be priopritized in learning.
Analysis of Science Literacy Learning with Scientific Inquiry Approach in Increasing Science Competence of Students
Journal of Primary Education Vol 6 No 3 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i3.21049

Abstract

This study aims to describe the implementation of learning, to analyze the effectiveness of learning, students' competency science profile, and teacher and student responses toward science literacy learning with scientific inquiry approach. The research method used is Mix Method with concurrent embedded model of quantitative method become primary with research subjects are science teachers and students of class VII SMPN 1 Lilirilau and MTs DDI Pattojo Soppeng Regency, South Celebes Province. The results shows that (1) the implementation of learning is very good with 86% the average percentage of implementation. (2) The effectiveness of learning is shown on student's learning completeness classically that is 90% of students reach KKM value. These results have reached the established criteria of 75%. The average increase in students' science competence is 0.69 in the medium category. The students' competency profile based on PISA criteria appears dominant in the explanation of scientific phenomena, whereas based on the criteria of science literacy dominant in science as the body of knowledge. (4) The teacher's response toward scientific literacy learning was positive with an average score of 3.83, and (5) students' responses toward scientific literacy learning are quite positive with an average score of 3.22 out of a maximum score of 4.00.
Effect of Tematic Learning Inquiry Method Based on Peer Assessment on Activity and Result Learning Student Grade IV
Journal of Primary Education Vol 6 No 3 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i3.21051

Abstract

The purpose of this study was to analyze the influences of thematic learning of inquiry method based on peer assessment on activity and result of student learning of class IV. This type of research used true experimental with pretest-posttest control group design. The subjects of the study were fourth grade students of SD Negeri 01 Sidosari, Pekalongan. Based on the results of analysis of research data after getting treatment in the experimental class, and the control class was not treated with the prerequisite test of normality and homogeneity. The parametric statistic test used t-test analysis (one party) was obtained tcount = 0, 001> ttable = 0, 005 and the result of student activity analysis obtained tcount = 0, 002> ttable = 0, 005. Thus it can be concluded that inquiry method based on peer assessment has an effect on student activity and result of student learning. The suggestion of this study takes into account time allocation, attention to student activity, peer assessment based inquiry method is not only limited to thematic learning.
Students’ Character in Social Interaction at SDI-Qu Al Bahjah Boarding School
Journal of Primary Education Vol 6 No 3 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i3.21068

Abstract

The purpose of this research was to reveal the kinds of character that being developed in schools and social interaction. A qualitative case study design was employed in this study. The subjects of this study were the principle of the school, students' supervisor, and students. This research used interviews, observations, and documentary study. Interactive models of analysis was used to analyze the the data. The findings of this research are (1) characters that are being developed in SDI-Qu Al Bahjah Boarding School Cirebon are religious character, discipline, and autonomy; (2) Strategies that used to develop students' characters in the boarding school are habit development, modeling given by the principles and students' supervisors, and students' motivation building; (3) three interactions found in the boarding school namely interaction between murokibahas students 'supervisors and students, interaction between murokibahand SDI-Qu Al Bahjah, and interaction among students. Those three belong to associative interactions of social interaction that involves cooperation in developing students' character in SDI-Qu Al Bahjah Boarding School Cirebon.
Analysis of Mathematical Problem Solving Abilities in Terms of Students' Motivation and Learning Styles
Journal of Primary Education Vol 6 No 3 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i3.21069

Abstract

The purpose of this research is: (1) obtain a picture of the quality of implementation of the model PBL on the ability of solving mathematical problem for the material volume cubes and blocks as well as the surface area of cubes and blocks in class V SD N Karangwotan 02 Pucakwangi Pati, (2) identify the mathematical problem solving ability of students in class V SD N Karangwotan 02 Pucakwangi Pati terms of learning motivation after the application of PBL models, and (3) identify the mathematical problem solving ability of students in class V SD N Karangwotan 02 Pucakwangi Pati terms of learning style after the application of PBL models.This research is a qualitative descriptive study. Analysis of the quality of the learning process judged from phase: (1) planning, (2) implementation, and (3) assessment. While data analysis is done through data reduction, data presentation, and drawing conclusions. The results showed that: (1) the quality of learning by using the model PBL Scientific approach to the achievement of an increase in mathematical problem solving ability of students in class V SD N Karangwotan 02 in both categories, (2) students with learning motivation high, medium, and low have the same pattern differ in resolving mathematical problem solving Polya steps, and (3) the student's learning style visual, auditory, and kinesthetic also both have different patterns in solving a mathematical problem solving with Polya steps.
The Influence of Self and Peer Assessment on Science Learning
Journal of Primary Education Vol 6 No 3 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i3.21070

Abstract

Environmental conditions around the individual is very influential in this type of social learning patterns. The aims of this study were to identify the influence of self and peer assessment on science learning. This research used post test only control design. The result of the analysis of data Showed that; (1) 50% of the 30 students in the experimental class were able to do a self-assessment activities well; 56.67% of the 30 students in the experimental class were able to do peer assessment activities well; and 26.67% of the 30 students in the control class were able to do self-assessment activities well. (2) 100% of the 30 students in the experimental class were able to do a self-assessment of the science learning outcomes well; 93.3% of the 30 students in the experimental class were able to do peer assessment of the science learning outcomes well; and 73.3% of the 30 students in the control were able to obtain a good score of science learning outcomes according to the teacher assessment. The result results show that the application of self and peer assessment has an effect on students' learning activity and outcomes. The conclusion is that the application of self and peer assessment has an effect learning of science. It is necessary to exercise this assessment periodically during the learning activity. The research should combine students' assessment with that of reviews their teacher by 50% to obtain accurate learning outcomes.
School Readiness: Readiness Children Seen from The Whole Aspect of Early Childhood Development
Journal of Primary Education Vol 6 No 3 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i3.21072

Abstract

This research aims to describe and analyze “The Readiness of Children in the age 5-6 Years of Entering Primary School” from some aspects which includes (1) readiness of morality aspects and religious values, (2) readiness of physical aspects of motor, (3) readiness of cognitive aspects, (4) readiness of language aspects, (5) readiness of social-emotional in PAUD Cerdas Based on the Natural Environment. The type of this research is qualitative research. The data were collected using observation, interview, and documentation study. Data credibility is checking by source triangulation techniques and methods. The analysis was done by using type of interactive in data analysis according to Miles and Huberman. The result of this research shows that the readiness of morality aspects and religious values, the readiness of physical aspects of motor, the readiness of cognitive aspects, the readiness of language aspects, and the readiness of social – emotional in PAUD Cerdas has been ready as expected so it makes possible to the children to continue the education in elementary school and implict in annual plan activities which has been programmed into the school curriculum. According to the research, the advice for the parrents is recognize the standard of achievement of all aspects of the children in the age 5-6 years, so it is same with all that used by teacher at school. The advice for school is design a special curriculum which related with the base of the school that has been running.

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