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 Guided Discovery in Distance Learning to Improve Scientific Literacy Competencies of Primary School Students ]]>
<![CDATA[Anggriani, Agustin]]>;
<![CDATA[Sarwi, Sarwi]]>;
<![CDATA[Masturi, Masturi]]>
<![CDATA[ Journal of Primary Education Vol 9 No 5 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i4.42600
<![CDATA[This study aims is to determine the effectiveness of the guided discovery model in distance learning to improve students' scientific literacy competencies. The method used in this study was an experimental method with a pretest-posttest one group design. The research subjects were fifth grade students from three schools  Primary School A, Primary School B, and Primary School C  in Kudus Regency, Central Java, Indonesia. Sampling was determined using purposive sampling technique. Data collection techniques used scientific literacy tests. The data analyses used were paired sample t-test, one-way ANOVA test and n-gain test. The results of the paired sample t-test showed that there were significant differences in the mean scores of scientific literacy competences before and after the guided discovery model was applied. The one-way ANOVA test showed that there was a significant difference in the mean score between the three primary schools studied. Students at Primary School B, located in suburban area, scored the highest on average in scientific literacy competencies, followed by Primary School C students in urban area and Primary School A students in remote area. Based on the n-gain test, two primary school has high criteria with score 0.74 and 0.73 for school B and C, respectively. And the other one has moderate criteria for School A with n-gain score is 0.59. That means, guided discovery model is effective to improve the scientific literacy competencies on primary school student in Kudus Regency, Central Java, Indonesia.]]>
<![CDATA[The Effectiveness of The Constructivist Learning Model Using Children Learning In Science (CLIS) Type in Improving Science Learning Outcomes ]]>
<![CDATA[Sari, Dwi Resmi Novita]]>;
<![CDATA[Wardani, Sri]]>;
<![CDATA[Mulawarman, Mulawarman]]>
<![CDATA[ Journal of Primary Education Vol 9 No 5 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i5.42932
<![CDATA[In primary schools, students are given lessons that can be used to develop their character and various potentials, one of them is science subjects. The CLIS model can be used as an alternative learning model in teaching science because it contains constructivist learning elements that lead to meaningful learning. The purpose of this study was to analyze the effectiveness of the constructivist learning model using Children Learning In Science (CLIS) type in improving student learning outcomes. This study used a quasi-experimental method. The sample was taken using a random cluster technique were students of grade V SDN 2 Patikraja as the control class and students of grade V SDN 1 Notog as the experimental class. The data analysis used was a one-sample proportion test, N-Gain analysis, and independent-sample t-test. The results show that the use of the CLIS constructivist learning model is effective in improving student learning outcomes compared to learning with the expository method. This is evidenced by the increase in student scores before and after the implementation of the CLIS constructivist learning model is in the medium category, students in experimental class achieve classical completeness >75%, and the average learning outcomes of the experimental class is higher than the control class, as well as students shows positive responses. So this research can be helpful for the students and the teachers in learning sains.]]>
<![CDATA[Students’ Concepts Understanding Through Inquiry Learning Model Based on Local Wisdom in the Theme of "Heat and Its Transfer" ]]>
<![CDATA[Nadhifatul A’yun, Silva]]>;
<![CDATA[Alimah, Siti]]>;
<![CDATA[Dharma Putra, Ngurah Made]]>
<![CDATA[ Journal of Primary Education Vol 9 No 5 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i5.42966
<![CDATA[This study aims to analyze the improvement and profile of students' conceptual understanding through a local wisdom-based inquiry model. This research used mixed method with a sequential explanatory design. The population in this study were all class 5 students from six elementary schools in Mayong Jepara. The selection of sample of this study used simple random sampling technique. The study has two sample of class 5 of SD Negeri 2 and SD Negeri 3 Mayong Lor with 27 student and 30 student as the sample, respectively. The first stage is a quantitative method in the form of a true-experimental design with a pre-test and post-test control group design type. Data collection was used test, to know the understanding of the student on heat transfer concept. Then completed using documentation and interview for qualitative stage. Then for data analysis was used n-gain test and description according to Miles and Hubermans models. Based on the conceptual understanding score shows the average score obtained by the experimental class student was increased from 51.48 to 77.41 and the control class obtained an average increase from 52.33 to 66.00. The results of the average difference test of students’ conceptual understanding show that the sig. (2-tailed) value generated is 0.001 < 0.05, it indicates H0 is rejected, which means that there is a difference in conceptual understanding between the inquiry class and the local wisdom-based inquiry class. The profile of concept understanding on each indicator of class 5 students on the theme of heat and its transfer through the inquiry model as a whole is included in the good category with a percentage of 79.32 and the results of the interviews showed that students are easier to understand the material conveyed through direct observation to the roof tile manufacturing company.]]>
<![CDATA[Flash Interactive Media to Improve the Mastery of Light Properties Concept ]]>
<![CDATA[Widyaningsih, Mitasari]]>;
<![CDATA[Samsudi, Samsudi]]>;
<![CDATA[Ellianawati, Ellianawati]]>
<![CDATA[ Journal of Primary Education Vol 9 No 5 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i5.42991
<![CDATA[The purpose of this study is to analyze the effect of flash interactive media in improving students' understanding of concepts in elementary schools. This type of research was mixed methods with an embedded experimental model design. Quantitative data analysis techniques on the variable understanding of the concept, namely the results of the analysis of the students' pretest and posttest questions by using paired sample t-test. The results of the analysis are then triangulated with the qualitative Focus Group Discussion (FGD) data and the results of the interviews. This study involved 54 students who were selected by using the nonprobability sampling technique: purposive sampling. The population consists of 31 public schools and 13 private schools. The results of this study show a significant increase in the concept of understanding in the form of an increase in the average score understanding of concepts by 17.82%. According to questionnaire data that has been distributed, teachers and students respond very well to learning using the flash interactive media. Students' motivation to learn accompanies an increase in their understanding of concepts. It appears that the application of flash interactive media in science learning has a positive impact on increasing motivation that has an impact on increasing students' conceptual understanding.]]>
<![CDATA[The Effectiveness of Zondag Mandaag's Game on the Improvement of Basic Movement and Early Childhood Character ]]>
<![CDATA[Pujiati, Sri]]>;
<![CDATA[Kustiono, Kustiono]]>
<![CDATA[ Journal of Primary Education Vol 9 No 5 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i5.43056
<![CDATA[The lack of learning that stimulates basic movements and early childhood character. This is due to several things including the teacher's lack of understanding about the classification of basic movements and the environment that is less supportive. This study aimed to analyze the effectiveness of Zondag Mandaag game on improving basic movements and early childhood character. The experimental design that was carried out in this study was the True Experimental in the form of a Pretest-Posttest Control Group Design to analyze quantitative data on the effectiveness of the Zondag Mandaag game on improving basic movements and early childhood character. The result shows that there is an increase in basic movements and characters of early childhood after treatment with Zondag Mandaag games. It is evidenced by the average results of the first test is 58.83 in the experimental class and 58 in the control class, while the average score of the final test for the experimental class is 75.5 and 63.83 for the control class which shows an increase of 16.67 in experimental class and 5.85 in the control class. Thus, it can be concluded that the Zondag Mandaag’s game is effective in improving the basic movements and character of early childhood]]>
<![CDATA[The Influence of Parental Attachment toward Early Childhood Children's Separation Anxiety ]]>
<![CDATA[Astuti, Umi]]>;
<![CDATA[Hartono, Hartono]]>;
<![CDATA[Sunawan, Sunawan]]>
<![CDATA[ Journal of Primary Education Vol 9 No 5 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i5.43210
<![CDATA[Most preschool children show incapabilities of overcoming anxieties so that they have negative emotions while parting with an intimate figure. This research examined parental attachment toward early childhood children's parting anxieties. The research population consisted of 793 participants aged 5-6 years old. The sampling technique was purposive sampling. It involved 185 early childhood children (87 boys and 98 girls). The data were collected through a questionnaire. The data technique used the Parental-Child Attachment-Child Survey questionnaire to measure parental attachment to children. Separation anxiety in early childhood was measured using the Children's Separation Anxiety Disorders (CSAS) questionaire. Each question item was read by the researcher to facilitate the children. The applied analysis was a simple linear regression. It was to analyze the parental attachment toward children's separation anxiety. The result shows Fcount = 15.26 < Ftable = 3.045 with a Sig value 0.000 < 0.05. It means high parental attachment lowered children's separation anxiety at schools. This child-parent intimacy supported adaptive social quality in a peer group. It also provided a positive foundation for their further development.]]>
<![CDATA[Mathematics Creative Thinking Skills in Problem-Based Learning Model Reviewed from Learners’ Curiosity and Gender ]]>
<![CDATA[Arifin, Mustofa]]>;
<![CDATA[Suyitno, Hardi]]>;
<![CDATA[Dewi (Nino Adhi), Nuriana Rachmani]]>
<![CDATA[ Journal of Primary Education Vol 9 No 5 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i5.43223
<![CDATA[Creative thinking skills are important to be trained in mathematics learning because solving math problems cannot be separated from these skills. This research described learners’ mathematics creative thinking skills reviewed by curiosity and gender. This research is sequential explanatory research with a mixed methods with quantitative and qualitative approaches. Thirty-five learners of the 10th graders learning group were given a curiosity test to discover their curiosity types. They were stimulated by problem-based learning to develop their mathematics creative thinking skills. The findings showed that learners had various mathematics, creative thinking skills. They were proven by epistemic, perceptual curiosity, and perceptual curiosity diverse learners for both males and females. They were creative. The male learners with epistemic curiosity diverse categories were also creative while the female was very creative. Based on this research, the mathematical creative thinking ability of female gender students with the epistemic curiosity type is more dominant than perceptual curiosity.]]>
<![CDATA[The Relationship between Parents' Learning Motivation and Socio-Economic Status with Science Learning Achievement ]]>
<![CDATA[Krido Bangun Nugroho, Dwi Kodrat]]>;
<![CDATA[Raharjo, Tri Joko]]>;
<![CDATA[Utomo, Udi]]>
<![CDATA[ Journal of Primary Education Vol 9 No 5 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i5.43239
<![CDATA[Motivation has a strategic role in one's learning activities; besides, parents' socio-economic conditions also affect the educational process. This study aimed to find out the relationship between learning motivation and socio-economic status of parents with science learning achievement. This research used post facto method with a quantitative research design. The research data from 85 students was taken using questionnaires and tests. Testing the instrument was done by testing the validity and reliability testing. The data analysis technique used descriptive analysis, analysis prerequisite test, hypothesis testing. The results showed a relationship between learning motivation and parents’ socio-economic status that affected science learning achievement. The results of the linearity test showed that the learning motivation Fcount was 0.664 > 0.05, the economic status of the parents was 0.977 > 0.05, so the learning motivation and economic status of the parents towards learning achievement were linear. The results of hypothesis testing using the t test obtained t count of 4,875 and t table of 1,988, then t count > t table. It can be concluded that partially the motivation to learn and parents' socio-economic status has a strong relationship with science learning achievement.]]>
<![CDATA[The Effect of Mind Mapping-Assisted Problem-Based Learning (PBL) Model on Science Process Skills of Fifth Graders ]]>
<![CDATA[Anratriningrum, Rifka Ayu]]>;
<![CDATA[Edy Mulyono, Sungkowo]]>
<![CDATA[ Journal of Primary Education Vol 9 No 5 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i5.43266
<![CDATA[Science learning model directs students to learn concept understanding and scientific principle. Scientific principle in science learning relate to investigation or experiment to drill science process skills that can develop critical thinking and problem-solving abilities. Process skills are students' abilities to manage what has been gained in teaching and learning activities. The purpose of this study was to analyze the effect of using the Mind Mapping, Problem Based Learning (PBL) model, and Problem Based Learning model assisted by Mind Mapping on students' science process skills. The research method used quantitative research in the form of quasi experimental design. The sample of this study were students of 5th grade with 30 students as experimental class, 24 students as control-1 class, and 28 students as control-2 class. The data collection techniques used in this study were written test, observation, and documentation. The results of the analysis showed that simultaneously a learning model affected students' science process skills by 13%. This study had also showed that of the three models that had been used, problem-based learning assisted by mind mapping model was the most effective model for improving students' science process skills compared to problem-based learning model or mind mapping model]]>
<![CDATA[Development of Maritime Insight Learning Tools for Ocean Literacy in Children Aged 5-6 Years Old ]]>
<![CDATA[Sahriana, Nanang]]>;
<![CDATA[Suminar, Tri]]>;
<![CDATA[Sugiyo Pranoto, Yuli Kurniawati]]>
<![CDATA[ Journal of Primary Education Vol 9 No 5 (2020): December 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i5.43530
<![CDATA[Indonesia as an archipelagic country should be introduced to early childhood. Therefore, it is necessary to develop maritime insight learning tools for children in coastal areas. The objectives of this research were to develop maritime insight learning tools for ocean literacy in children aged 5-6 years old and to analyze the effectiveness of the learning tools. The learning tools were in the form of semester program, weekly and daily lesson plan, teaching materials, and learning media and were developed by following the conditions and characteristics of the coastal areas. Research & Development with one group pretest-posttest design were conducted in six kindergartens with 80 students at Konawe Utara Regency, Southeast Sulawesi. The research also involved education experts, practitioners, and teachers of that areas as research subjects. Data collection instruments used were observation sheets, questionnaires, tests, and documentation. The results showed that the maritime insight learning tools is valid for use. The result of trials with t-test showed there were an increase in the ocean literacy skills of students after using maritime insight learning tools with n-Gain scores of 0.69 with the category medium on a limited scale trial and 0.70 with the high category in wide scale trial. It concluded that development of the maritime insight learning tools was effective for improving ocean literacy in children aged 5-6 years old]]>
