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.
Articles
30 Documents
Search results for
, issue
"Vol 9 No 1 (2020): January 2020"
:
30 Documents
clear
<![CDATA[The Effectiveness of Learning Media to Introduce Sex Education among Early Childhood ]]>
<![CDATA[Putri, Farah Kamelia Ali]]>;
<![CDATA[Fakhruddin, Fakhruddin]]>;
<![CDATA[Utomo, Udi]]>
<![CDATA[ Journal of Primary Education Vol 9 No 1 (2020): January 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (441.985 KB)
|
DOI: 10.15294/jpe.v11i1.36049
<![CDATA[This research aimed to analyze the effectiveness of audio-visual media and serial images toward the improvement of the knowledge of sex education in early childhood. The research method used in this study was Mixed Method. Quantitative approach was used to obtain the effectiveness level of learning video media and serial images. The finding of this research expressed that the implementation of audio-visual media and serial images were still ineffective to be implemented through the learning activity. Those leaning media had the attractiveness, but students cannot optimally receive the message delivered. The effectiveness in this study was marked by the value of Sig. (2-tailed) 0.889 which was bigger than 0,05 (p > 0.05). The result of t-test independent sample testing concluded that the use of learning video and serial images was not effective to improve the knowledge of sex education in early childhood. It means that, there were no differences in the use of learning video and serial image toward the knowledge of early childhood sex education assigned in the value of t-count which was -0.140 with the probability Sig. (2-tailed) 0.889. Meanwhile, the qualitative approach was used to explain the ineffectiveness of learning video media and serial image.]]>
<![CDATA[Social Skill in Problem Based Learning with Sociocultural Insight ]]>
<![CDATA[Anwar, Khaerul]]>;
<![CDATA[Yusuf, Amin]]>;
<![CDATA[Mindyarto, Budi Naini]]>
<![CDATA[ Journal of Primary Education Vol 9 No 1 (2020): January 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (493.956 KB)
|
DOI: 10.15294/jpe.v11i1.36050
<![CDATA[The research aim is to analyze the influence and effectiveness of problem based learning model with sociocultural insight to student social skill. This quasi experimental research used nonequivalent control group design. The sample consisted of Primary School I Krangkeng students as the experimental group and Primary School II Krangkeng as the control group. They were taken by purposive sampling technique. The technique of collecting data was questionnaire. Then, it was analyzed by Paired Sample t-test and Independent Sample t-test. The findings showed that problem based learning with sociocultural insight could improve the students’ social skills. It was proven by social skill average improvement from pretest – 34.17 into posttest – 43.76, there was significant difference between experimental group – implementing problem based learning with sociocultural insight, and control group – implementing expository or conventional model. It was shown by the significant score, lesser than 0.05. It was 0.005 > 0.05 and 0.003 > 0.05.]]>
<![CDATA[The Training of Self-Help Eating Ability of the Autism Spectrum Disorder Student using Social Reinforcement Intervention in Early Childhood ]]>
<![CDATA[Fridolina, Elizabet Petra]]>;
<![CDATA[Deliana, Sri Maryati]]>;
<![CDATA[Pranoto, Yuli Kurniawati Sugiyo]]>
<![CDATA[ Journal of Primary Education Vol 9 No 1 (2020): January 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (584.94 KB)
|
DOI: 10.15294/jpe.v11i1.36055
<![CDATA[The deficit of help-self ability is one of the characteristic of individuals with autism. The impact of low self-help ability can result in delays in the child's growth and development tasks. This research aimed to analyze the effectiveness of social reinforcement towards the self-help eating ability of autism students. The research method used was single subject research with the design A-B-A. The subject on this study was a male autism student in class B of Kindergarten Talenta Semarang. This research was divided into three phases namely baseline A1 (observation) for 5 sessions, intervention B for 8 sessions, social reinforcement intervention given in this phase in the form of verbal praise, soft touch, and so on. The las phase is Baseline A2 which lasts for 4 sessions. The data analysis used was the data analysis inside the condition and among the conditions. To measure the ability of self-help eating autistic students, used 15 performance indicators which include activities before eating, at mealtime, and after eating. The finding of indikator performance in this Baseline A1 phase which obtained the range of data 6- 4,9 , intervention B phase obtained the rage of data 14-11, and the range of data in baseline A2 phase was 11-9. The tendency of the direction from baseline A1 phase to the intervention phase was flat then increased, meanwhile the intervention phase to the baseline A2 was increased then decreased. However the result of the changing of the level in baseline A1 phase to the intervention +5, meanwhile the intervention phase to the baseline A2 -3. Based on that data analysis result, it can be concluded that the treatment of social reinforcement intervention had the long-term effectiveness towards the self-help ability of autism student as long as it is maintained and conducted optimally.]]>
<![CDATA[A Study on the Influence of Personality and Social Competencies on the Performance of Kindergarten Teachers Based on the Principal's Assessment ]]>
<![CDATA[Utami, Dyah Retno Fitri]]>;
<![CDATA[Latiana, Lita]]>;
<![CDATA[Yuli Kurniawati Sugiyo Pranoto, Yuli Kurniawati Sugiyo Pranoto]]>
<![CDATA[ Journal of Primary Education Vol 9 No 1 (2020): January 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (557.713 KB)
|
DOI: 10.15294/jpe.v11i1.36057
<![CDATA[Having competencies can create work professionalism and are reflected in the teaching performance performed by a teacher. These competence components include personality and social competencies. This study aims to analyze the influence of personality and social competencies of Kindergarten teachers in their teaching performance based on the principal's assessment. The samples were 101 school principals who assessed 173 kindergarten teachers. The research method used was quantitative with ex-post facto design. The data were collected through a questionnaire with a Likert scale. To determine the accuracy of the model, classical assumption testing was done which included normality test, multicollinearity test, and heteroscedasticity test. The analysis technique used was multiple regression analysis both partially and simultaneously. The results show that: first, there was a positive and significant influence between personality competence toward teacher performance with a significance of 41.8%. Second, there was a positive and significant influence between social competence toward teacher performance with a significant percentage of 47.8%. Third, there was a positive and significant influence between personality and social competencies toward teacher performance with a significant percentage of 51.9%. Through the results of these studies indicate that personal and social competence plays a role in the formation of teachers' performance, so it’s important for teachers to always try improve their ability to produce more optimal performance.]]>
<![CDATA[Mathematic Communication Ability Reviewed from Linguistic Intelligence in The Collaborative Learning by Using Think-Talk-Write (TTW) Strategy ]]>
<![CDATA[Setiyawati, Ninik]]>;
<![CDATA[Junaedi, Iwan]]>;
<![CDATA[Nugroho, Sunyoto Eko]]>
<![CDATA[ Journal of Primary Education Vol 9 No 1 (2020): January 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (652.175 KB)
|
DOI: 10.15294/jpe.v11i1.36058
<![CDATA[Mathematical communication ability are competencies that students must owned, but the reality shows that mathematical communication ability are still weak. One strategy that can be done to improve mathematical communication ability is a collaborative model with the TTW strategy. This study has purpose to determine the mathematical communication ability in terms of linguistic intelligence. This study applied a mixed method research with concurrent embedded design and a qualitative research as the primary method. The type of quantitative research used in this study was an experimental research with the Nonrandommized Control Group. The subjects in this study were Grade VII students of MTs Al Miftah Sindangjaya. The data analysis of Learning quality was assessed from the planning, implementation and evaluation stages. Based on data analysis, there were many variations of mathematical communication ability that found as a collaborative work of each group, such as (a) Students with high linguistic intelligence have reached all indicators of mathematical communication ability (b) Students with linguistic intelligence were able to master two indicators of mathematical communication ability well (c) Students with low linguistic intelligence were able to master one indicator of mathematical communication ability well. It can be concluded that TTW can provide good training of linguistic intelligence through collaborative learning. But, the students achievement on mathematical communication were varies tend to dependen their linguistic intelligence.]]>
<![CDATA[Mind Mapping to Improve Critical Thinking Skills and Learning Achievement of Elementary School Student ]]>
<![CDATA[ Journal of Primary Education Vol 9 No 1 (2020): January 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpe.v11i1.27773
<![CDATA[This research aims to find out differences of critical thinking skill and learning achievement among students taught by using mind mapping activitis. This quasi experimental research used non-equivalent control group design. The sample consisted of 50 students from 2 Primary Schools in Jati, Kudus district. Experimental class with 25 students were implementation problem based learning with mind mapping and Control class with 25 students used conventional learning with mind mapping. The data collection used was performance test. The techniques of analysing data were requirement using variance and N-gain tests. The findings showed that problem based learning model and mind mapping activities could improve critical thinking skill and learning achievement of student. The critical thinking skills in problem based learning classs obtained better than that of the convention class as well as than learning achievements. Based on the results of the study it can be concluded that problem based learning model by using mind mapping could improve critical thinking skill and social study learning achievement of student.]]>
<![CDATA[The Effect of The STAD Learning Model Aided by Students Worksheet to Improve Critical Thinking Skills of Students ]]>
<![CDATA[ Journal of Primary Education Vol 9 No 1 (2020): January 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpe.v11i1.35364
<![CDATA[This study aims to determine the ability of critical thinking skills of students before and after the implementation of STAD learning models assisted by Students worksheet to analyze the effect of STAD learning models assisted by Students worksheet (LKPD) on critical thinking skills. This study was Quasi-experimental research. The population of this study was grade IV students of Diponegoro Cluster in Brebes District consisting of 203 students. Samples were taken by random sampling technique, a total of 60 students. The data of this study were obtained from tests and observations. Data were analysed using t-test analysis. The results showed that there was an increase in critical thinking skills before and after the implementation of the STAD learning model assisted by Students worksheet with a score of 10.55 and Sig, of 0.000. There is an effect of the STAD Learning Model by Students worksheet on students' critical thinking skills with at value of 7.18 and a Sig of 0.000. It can be concluded that there is a positif influence of the ability of students to think critically, before and after the STAD learning. The worksheet-assisted STAD learning models can improve critical thinking skills of students significantly.]]>
<![CDATA[Learning Strategy of Pancasila and Citizenship Education on Students’ Character Development ]]>
<![CDATA[ Journal of Primary Education Vol 9 No 1 (2020): January 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpe.v11i1.35601
<![CDATA[This study aimed to analyze and describe the characters that can be developed in Pancasila and citizenship education. The research method used descriptive qualitative with a phenomenological design. The research subjects were the principal, teachers, and students. data analysis used Miles and Huberman, namely data collection, data reduction, display data and conclusions or verification. The results of the research showed that the learning implementation strategy of the Pancasila and citizenship education through habituation, communication, and role models which can develop religious, nationalist, independent, cooperation and integrity characters was very well in every process of teaching and learning in the classroom. Supporting and inhibiting factors in the implementation of Pancasila and citizenship education with character development include; supporting factors due to the existence of learning tools, the cooperation of the teacher component, the existence of student independence in every teaching and learning activity. The inhibiting factor was due to a number of learning tools could not provided in learning, many students in the classroom can hamper the process of teaching and learning activities in classroom.]]>
<![CDATA[Autism Service Center (ASC) Management: Role of Government Service for Autism Spectrum Disorder (ASD) Children ]]>
<![CDATA[ Journal of Primary Education Vol 9 No 1 (2020): January 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpe.v11i1.35603
<![CDATA[Based on the data from (klinikautis.com), the number of children with Autism Spectrum Disorder (ASD) in Indonesia increases by up to 134.000. Therefore, the government established a special program to take care of ASD children, namely Autism Service Center (ASC). ASC is a place for children who have psychological and physical disorders to get special education. The results of observation shows that many ASD children of Early Childhood Education in Blitar City were not handled well. The research aims to describe and analyze more deeply about the ASC program management as well as the inhibiting and supporting factors in the implementation of the ASC program in Blitar City. This research applied a qualitative research approach with a case study design. The data collection techniques used were observation, interview, and document study. The subjects of this research were the head of the ASC, educators/therapists, program implementing assistants, and students and their parents. Source and method triangulation were applied to check the validity. The data analysis was done through data reduction, data presentation, and conclusion drawing. The results showed that the management which consisted of planning, organizing, implementing, and controlling had been carried out systematically and efficiently. The inhibiting factors in the implementation of the program were parents who were less disciplined in selecting dietary for their children, home program was not run properly, and the time span of therapy was very short. Whereas the supporting factors were the supports from other agencies for the ASC program, the educators/therapists were capable in their field of expertise, and parents’ active-participation in parenting to increase their knowledge in taking care of ASD children.]]>
<![CDATA[Integrative Holistic Garden at Early Childhood Education to Reduce Children Stunting ]]>
<![CDATA[ Journal of Primary Education Vol 9 No 1 (2020): January 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jpe.v11i1.35606
<![CDATA[This study aims to analyze and to describe the planning, organizing, implementing and supervising of the integrative holistic early childhood education garden program at Marsudirini Fioretti Kindergarten. This research used qualitative method and study case approach. The data resources were obtained from the mentors who were the headmaster of the kindergarten, teachers, and parents. The techniques of data collections were observation, interview and documentation. Integrative holistic garden at early childhood education is a program of growth and development services combined to meet the nutritional intake which is in accordance with the stage of age development of the child as an effort to support the independency of institutions and learning laboratories for children. The results of this study are that the planning for the integrative holistic garden at early childhood education is quite good with the preparation of the plantation program, funding and development of sub-activity plans, but organizing part is less effective in the distribution of tasks and setting schedules, for that, the implementation of direction, motivation and coordination needs to be done as well as the preparation for facilities. So that, the integrative holistic garden program could be more effective. The garden supervision from Marsudrini Kindergarten and related government regarding the program has been carried out but there is still a lack of follow-up in the form of guidance that is necessary in the management of garden products for the fulfillment of children's nutrition, supporting the independency of institutions and learning laboratories for children.]]>
