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[Mathematical Connection Ability of Grade 8th Students’ in terms of Self-Concept in Problem Based Learning ]]>
<![CDATA[Kadir, Abdul]]>;
<![CDATA[Rochmad, Rochmad]]>;
<![CDATA[Junaedi, Iwan]]>
<![CDATA[ Journal of Primary Education Vol 9 No 3 (2020): May 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i3.37547
<![CDATA[MMathematical connections ability is a demand in mathematics education to develop mathematical ideas and problem-solving in one another. This study aims to find mathematical connection ability patterns in terms of self-concept. The research method used is mixed methods with concurrent embedded design, quantitative research analysis using true experimental design, while qualitative research analysis uses the Miles and Huberman model. The population in this study was eighth-grade students of SMP Negeri 13 Semarang, Indonesia, and sampling was done by random sampling technique. The results showed that the mathematical connection ability pattern in terms of mathematical self-concepts is diverse. It is found that there were two patterns of mathematical connection ability in subjects with high self-concept. In subjects with moderate self-concept, three patterns of mathematical connection ability subjects with low self-concept, three patterns of mathematical connection ability are found]]>
<![CDATA[The Implementation of Student Worksheet Based on STEM (Science, Technology, Engineering, Mathematics) and Local Wisdom to Improve of Critical Thinking Ability of Fourth Grade Students ]]>
<![CDATA[Prasadi, Anggi Hary]]>;
<![CDATA[Wiyanto, Wiyanto]]>;
<![CDATA[Suharini, Erni]]>
<![CDATA[ Journal of Primary Education Vol 9 No 3 (2020): May 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i3.37712
<![CDATA[The aim of this research is to analyze the effectiveness of students worksheet to improve of critical thinking ability of fourth grade student’s of SD N 5 Parakan Kauman based on STEM (Science, Technology, Engineering, Mathematics) and local wisdom. This research adopt the procedure of research and development that oriented in 4D model (Define, Design, Developed, and Disseminate). The research design used was one groups pretest-posttest design with the member of subject were 24 students. The research instrument used observation sheet, interview sheet, validity test, written test (pretest and posttest), and also questionnaire. The result of the research showed that students worksheet included in the effective enough category, which based on the calculation of N-Gain score was 62.7809 or 62.8 %, with a minimum score is 57.14 % and a maximum score 66.67 %. These scores showed the improvement of student thinking in solving problem aspect, with good and very good categories. The result of the teacher respondent is 67, it is in interesting category and the student respondent got 84 in average score, it is in very interesting category. It can be concluded that the implementation of student worksheet in STEM basic and local wisdom can be implemented in teaching learning activities, it also improve the ability of students’ critical thinking.]]>
<![CDATA[Development of Science Module SETS Approach to Strengthen Cognitive Learning Outcomes of Elementary School Students ]]>
<![CDATA[Candra, Rio]]>;
<![CDATA[Rahayu, Enni Suwarsi]]>;
<![CDATA[Putra, Ngurah Made Darma]]>
<![CDATA[ Journal of Primary Education Vol 9 No 3 (2020): May 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i3.37713
<![CDATA[At present, there is still a lack of teaching materials in Elementary Schools, specifically science that is suitable to the needs of students and encourages students to care about their environment. The purpose of this study is to develop a Natural Sciences module with the STSE (Science, Technology, Society, Environment) approach to strengthen cognitive learning outcomes in Elementary Schools. The method used is the research development of the modified Borg and Gall model, namely preliminary studies, development stages, and evaluation stages. The research subjects were grade IV students, Public Elementary School Kangkung 1 Mranggen. Data collection instruments used were observation sheets, tests, questionnaires, and documentation. Analysis of research with t-test and n-gain test to determine the comparison of modules, as well as improvement of learning outcomes. The results of the study that the Natural Sciences module, with the STSE approach, is valid for use. The results of trials with the t-test show the difference between the use of modules and student books, N-gain module usage scores 0.723 with a very high category. The practicality test shows a practical module so that students and teachers can accept it. The Science Module STSE approach can be used as a substitute for teaching material on the theme of the environment around Grade IV Elementary School.]]>
<![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 9 No 3 (2020): May 2020 ]]>
Publisher : <![CDATA[Journal of Primary Education ]]>
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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.]]>
<![CDATA[EXPRESSION ANALYSIS WITH SOCIO EMOTION ATTITUDE IN SINGING ACTIVITY OF 5-6-YEAR-OLD CHILDREN ]]>
<![CDATA[Fachriyyati, Dyah]]>;
<![CDATA[Hartono, Hartono]]>;
<![CDATA[Susilaningsih, Endang]]>
<![CDATA[ Journal of Primary Education Vol 9 No 3 (2020): May 2020 ]]>
Publisher : <![CDATA[Journal of Primary Education ]]>
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DOI: 10.15294/jpe.v9i3.37881
<![CDATA[The process of singing is related to the social process of the child's emotions with the environment, and the social process of emotions involves changes in one's relationships with others, changes in emotions and personalities. This research aims to analyze the singing expression of children in the teaching and learning process at Tarbiyatul Athfal Kindergarten, Krapyak, Jepara. The subjects consisted of early childhood students in Class B or within 5-6-year-old age interval at Tarbiyatul Athfal Kindergarten by taking 3 classes in which each of them represented by 3 students of each category. Thus, there were 9 students taken as the subjects. The research methodology was a qualitative approach. Examine the child's expression when singing in the learning process, how the teacher's role in leading and directing the learning process and see how the child's expression is produced from singing. The findings concerning the singing expression of the children were each child had different expressions while singing. Each expression showed different socio-emotional attitudes. Some students indifferently accepted the song as learning media. Thus, they seemed sufficiently active in learning. In contrast, children were not interested in the song. It showed that children were less active in receiving a lesson from the teacher. The research conclusion shows three student categories in learning. They are (1) active students in learning when singing activities that children are always cheerful, excited and complete their assignments according with their teacher?s directions (2) sufficiently active students, the children are less cheerful and excited, their body?s movement is very limited, so it can affect in their enthusiasm to complete the assignments, (3) less active students in learning, children are not at all interested in the songs provided, they have their world that they like. The research benefits are as reference for further researchers to find out student categories in learning which is adjusted to the obtained expression while singing and having socio-emotional attitudes obtained from the activity.]]>
<![CDATA[The Effectiveness Analysis of Discovery Learning Assisted by Interactive Video toward Social Study Critical Thinking Skills of Primary School ]]>
<![CDATA[Nurma’ardi, Hilda Dhaniartika]]>;
<![CDATA[Rusdarti, Rusdarti]]>;
<![CDATA[Murwatiningsih, Murwatiningsih]]>
<![CDATA[ Journal of Primary Education Vol 9 No 3 (2020): May 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i3.37935
<![CDATA[Critical thinking skills must be owned by primary school students to face the 21st-century learning era. It can be trained in schools by implementing a discovery learning model in learning processes. This research aims to analyze and find out how discovery learning effectiveness assisted by interactive video toward critical thinking skills of Social study for fourth graders. The research methodology was quasi-experimental research while the technique of sampling was purposive sampling. In this research, Public Primary School 02 Pringapus functions as control group which was intervened by discovery learning and Public Primary School 01 Pringapus functions as experimental group which was intervened by discovery learning assisted by interactive video. The techniques of collecting data were critical thinking skill question, questionnaire, interview, and documentation. The results of classical accomplishment showed that the result of control group was 54.84% with average score 70. Meanwhile, the experimental group obtained 96.67%, with average score 76.67. The results of n-gain score of control group was 0.34 while the experimental group was 0.42. Both of them were categorizeed moderate. The findings showed that discovery learning implementation assisted by interactive video was effective in improving social study critical thinking skills of primary school students. This research is expected to be basis of developing and improving social study critical thinking skills for primary school students.]]>
<![CDATA[Analysis of Mathematical Literacy Skills through PMRI Approaches of Elementary School Students ]]>
<![CDATA[Wigati, Trinil]]>;
<![CDATA[Wardono, Wardono]]>;
<![CDATA[Purwanti, Eko]]>
<![CDATA[ Journal of Primary Education Vol 9 No 3 (2020): May 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i3.39212
<![CDATA[Students’ low mathematics literacy skills are due to the lack of students' skills to solve mathematical problems related to the real world. The objective of this study is to analyse the improvement of mathematics literacy skills of fifth-grade elementary school students and describe the mathematical literacy skills of elementary students through the PMRI approach. The method used was a mixed method with concurrent embedded design to analyse quantitative data on the quality of the PMRI approach and qualitative data to analyse the mathematical literacy skills of fifth-grade elementary school students. The results show that by using the PMRI approach, classical mastery learning can be achieved and the average students’ mathematical literacy skills are higher than the expository model. It is shown from the classical completeness results , it is 2.065> 0.4678. Therefore, the proportion of students who learn through the PMRI approach reaches more than 75%. While the data analysis of mathematics literacy skills of fifth-grade elementary school students has good ability in expressing mathematical ideas, turning problems into mathematical models, using strategies, symbols and tools correctly, and can make conclusions.]]>
<![CDATA[PLAYING PERCUSSION TO DEVELOP PHYSICAL-MOTOR AND EMOTIONAL SKILLS OF A CEREBRAL PALSY CHILD ]]>
<![CDATA[Nur Wulan, Gytta Ayu]]>;
<![CDATA[Deliana, Sri Maryati]]>;
<![CDATA[Sugiyo Pranoto, Yuli Kurniawati]]>
<![CDATA[ Journal of Primary Education Vol 9 No 3 (2020): May 2020 ]]>
Publisher : <![CDATA[Journal of Primary Education ]]>
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DOI: 10.15294/jpe.v9i3.39213
<![CDATA[Cerebral palsy is derived from a word ?cerebral?, meaning a brain, and ?palsy?, meaning disability. Cerebral palsy is a disability condition influencing movements and body positions of an individual. This research aims to analyze the influence of physical-motor and emotional skills of a child with cerebral palsy at before, during, and after being intervened to play percussion. This research is a single-subject experimental research. The finding showed that playing percussion was proven able to improve the physical-motor and emotional skills of a cerebral palsy child. The average result on baseline 1 period, done within 5 sessions, was 38%. It improved during the intervention period that was done during 5 sessions. It was 61%. The improvement could be seen on the baseline 2, done within 6 sessions. It was 77.5%. Therefore, there was significant improvement between before and after intervention with 39.5%. This research is expected to be the basic research in developing instruments to develop learning or skills for a cerebral palsy child.]]>
<![CDATA[Mathematics Creative Thinking Skill Reviewed by Students’ Metacognitions on Creative Problem Solving Learning Model Implementation ]]>
<![CDATA[Hardini Kurniani, Khoirida]]>;
<![CDATA[Dwijanto, Dwijanto]]>;
<![CDATA[Dwidayati, Nur Karomah]]>
<![CDATA[ Journal of Primary Education Vol 9 No 3 (2020): May 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i3.39214
<![CDATA[C Creative Problem Solving (CPS) learning model supports students to focus on learning and skill processes. CPS learning, students could select, process, and develop their responses in solving a problem creatively. Metacognition plays an important role in CPS since it could monitor students in selecting and using strategy to improve further cognitive performance. This research aims to find out effectiveness of CPS learning model on mathematics creative thinking skill reviewed from students’ metacognitions. This mixed method research used sequential explanatory design. The population consisted of VIII graders at SMP N 4 Kudus. The samples consisted of experimental class with CPS learning and control class with discovery learning. The first stage of thr research was quantitative data collection. It were done using test and questionnaires to categorized the subject. The next stage was qualitative data collections which were done by using questionnaires and interview. Data of quantitative data were triangulated with the qualitative data to gain the goal of the research. The findings showed that CPS model was effective to improve creative thinking skill reviewed from students’ metacognitions. Students with high metacognition in the experimental class are more creative than the control class. CPS learning can improve students' creative thinking through the stages of idea finding to acceptance finding, because students can find new ideas and choose the right solution from some of the ideas they have. Mathematics creative thinking skill of the students with high metacognition shown form the students’ ability in writing problem solving skill of creative questions logically and could provide other notions. Students with medium category have the similar achievement but can correct errors; meanwhile students with low metacognition can wrote problem solving skill of creative questions quite logically and still have problems in giving ideas.]]>
<![CDATA[The Influence of Literacy and Read Aloud Activities on the Early Childhood Education Students’ Receptive Language Skills ]]>
<![CDATA[Eko Priyantini, Lely Diah]]>;
<![CDATA[Yusuf, Amin]]>
<![CDATA[ Journal of Primary Education Vol 9 No 3 (2020): May 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i3.39216
<![CDATA[Stimulation on language development aspects is greatly needed since humans’ life may not be separated from language use and acquisition. This research aims at examining the influence of literacy and read aloud activities on the early childhood education students’ receptive language skills. This research is a correlational quantitative study conducted with a survey approach. The research population was the students of Early Childhood Education Institutions in South Purwokerto District, Banyumas Regency. There were 54 Early Childhood Education Institutions in South Purwokerto District divided into 7 groups/clusters. The sampling of this research was conducted by using the Slovin’s formula with the total samples of 115 students of Early Childhood Education Institutions. The data was collected through observation and then descriptively analyzed in percentages using multiple regression analysis supported with SPSS 23.0. The research results showed that literacy activities influenced the Early Childhood Education students’ receptive language skills with the t-count value of 6.620 at the significance of 0.000. Read aloud activities also influenced the Early Childhood Education students’ receptive language skills with the t-count value of 8.066 at the significance of 0.000. Literacy and read aloud activities significantly influenced the Early Childhood Education students’ receptive language skills with the f-count value of 70.386 at the significance of 0.000 and the total influence of 55.5%. Thus, it is suggested that literacy and read aloud activities should be continuously made to improve the Early Childhood Education students’ receptive language skills.]]>
