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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 750 Documents
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Problem Solving Ability of The Fourth Grade Students in Problem Based Learning On Two Dimensional Figures Primadoni, Ade Bagus; Suharini, Erni; Mulyono, Mulyono
Journal of Primary Education Articles in Press
Publisher : Journal of Primary Education

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Abstract

This study has the purpose of testing the effectiveness of the Problem Based Learning (PBL) model on the problem-solving ability of two-dimensional figures. This study applied experimental research with a pre-test – post-test control design model. The population of this study was all of the fourth-grade students of SDN in Batangpretepurposive sampling. The sample of this study was the fourth-grade students of SDN Karangtengah 01 and the fourth-grade students of SDN Kemiri 06. The instrument of data collection used was an essay test. The analysis technique used for analyzing the data was a statistical test of paired sample t-test. The results of this study indicated that the PBL model has effectively improved the students' problem-solving abilities. This is indicated by (1) The classical completeness of problem solving abilities of students in the experimental class using PBL models which reached up to 75%, (2) The average of problem-solving abilities of students in the experimental class with PBL models was more than the average of problem-solving ability of students in the control class using the expository learning models, sig α = 5%, with sig. (2-tailed) of 0.018 since 0.018 < 0.05. therefore, the result is significant, (3) the results of the increase in problem solving ability of the experimental class students using PBL models was indicated by the result of pre-test with the percentage of learning completeness of 51%. whereas, the rest of 49% students did not complete the achievement, then the result of post-test with the result of learning completeness at 80% and the rest of 20% students did not complete, sig α = 5%, with sig. (2-tailed) obtained a score of 0.000 < 0.05. Therefore, it can be concluded that the PBL model is effective on problem-solving abilities of students in the fourth-grade elementary school at two dimension figures material.
Keyword Based Learning in Writing Poetry Skills with Influence of Students’ Motivation and Teaching Skills of Teachers Ulum, Muhammad Saiful; Wahyudin, Agus; Haryadi, Haryadi
Journal of Primary Education Vol 7 No 2 (2018): August 2018
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Abstract

The purpose of this study is to analyze the effectiveness and influence of keyword-based learning skills of writing poetry with the mediation of students’ learning motivation and the moderation of teachers' teaching skills. The experimental design used was the posttest only design control group. The sample of this research is 75 students from 4 elementary schools in Mejobo Kudus district. Data collection techniques used performance tests writing poetry and questionnaires. Data analysis technique is classical assumption test include normality test and heteroscedasticity test and hypothesis test include average difference test, path analysis and moderating variable test. The results of the study showed that (1) effective keyword-based learning improves poetry writing skills, (2) keyword-based learning has a positive effect on poetry writing skill through student learning motivation and moderated teacher's teaching skill with skill findings of variation as the most optimal skill. The conclusion of the research are the effectiveness of keyword-based learning in improving students’ writing poetry skills and positive effect of the learning strategy in directly or indirectly mode on poetry writing skill with the mediation of student's learning motivation and teacher's teaching moderation.
Ethnomatematics Contain In Problem Based Learning to Improve Students Understanding about Geometry by Using Concept Of Cultural Buildings in Semarang Hariyadi, Slamet; Sugiyo, Sugiyo; Masrukan, Masrukan
Journal of Primary Education Vol 7 No 2 (2018): August 2018
Publisher : Journal of Primary Education

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Abstract

The purpose of this research was to analyze the model of Problem Based Learning based on ethnomatematics of cultural buildings in Semarang improving understanding of geometrical concepts of the fourth grade students’ of SD Negeri Candi 01 Semarang. The type of research was quantitative with true-experimental design by using pretest-posttest control design models. The subjects’ were 60 students of the fourth grade of elementary school that were divided proportially into a control group and an experimental group. The data collection technique used was essay test. The effectiveness was indicated from classical completeness with minimum completeness criteria (KKM), difference of average understanding of experimental and control class, improvement of understanding of geometry concept of experimental class. The results showed that (1) the understanding of the concept of geometry by using Problem Based Learning contained ethnomatematics of cultural building in Semarang has reached the classical completeness of 75%; (2) the average understanding about geometry concept of the experimental class with the learning model of Problem Based Learning contained ethnomatematics  of cultural buildings in Semarang is better than the average understanding of the concept of geometry with the learning of Problem Based learning in the control group; (3) there is a difference in the understanding of the concept of geometry before and after the learning through Problem Based Learning contained ethnomatematics of cultural buildings in Semarang. In conclusion, the use of the Problem Based Learning contained ethnomatematics of cultural buildings in Semarang is effective in improving students' understanding of geometrical concept.
The Aggressive Behaviour in Elementary School and Factors Can Be Influence Mayasari, Oktaviana Arista; Yusuf, Amin; Nugroho, Sunyoto Eko
Journal of Primary Education Articles in Press
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Abstract

The study aims to identify forms of aggressive behavior which are usually displayed by elementary students and analyze the influence of peer interaction, school discipline and authoritarian parenting on the aggressiveness of elementary school students in 4th and 5th grade at Elementary School 2 Bacin and Elementary School 3 Bacin Kudus. Quantitative research uses experimental research methods and comparative causal approaches. The sample selection uses purposive sampling technique.  The sample characteristics used were students of grade IV-V Elementary School 2 Bacin and Elementary School 3 Bacin Kudus, based on screening raised by authoritarian parenting. Data collection uses observation and questionnaire scale. Data analysis using multiple linear regression with the help of SPPSS 21 for Windows. Based on the results of the study, the most common form of aggressiveness is physical aggression in the form of fights between students that trigger violence. The results of the study also showed that there was a significant influence among peer interaction, school discipline and authoritarian parenting on aggressive behavior simultaneously (Fvalue = 3.920 > from Ftable = 2.81). The results of partial hypothesis testing showed that peer interaction and authoritarian parenting had a positive but not significant effect on students' aggressive behavior. School discipline has a negative and significant effect on students' aggressive behavior. Peer interactions, school discipline, and authoritarian parenting explain aggressive behavior by 20.4 %, while 79.6% are influenced by other factors such as ethological, sociological, genetic, situational influences and media violence.
Teacher Problematics in Applying Authentic Assessment in Curriculum 2013 of Class IV State Elementary School in Serang Subdistrict Fadillah, Asriyatun; Slamet, Achmad; Haryani, Sri
Journal of Primary Education Articles in Press
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Abstract

This study aims to analyze the teacher's understanding of authentic assessment, analyze the process of applying authentic assessment, identify teacher problems in applying authentic assessments and the efforts of teachers and principals to address teacher problems in applying authentic judgments. The type of research is qualitative research and phenomenological research design. The subject from this study were grade IV teachers and the elementary school principals in Serang Subdistrict. Data collection techniques used are structured interview methods, observation, and documentation. The technique of checking the validity of the data uses source and method triangulation techniques. Data analysis techniques carried out during the study include data reduction, data presentation, and conclusions. The results showed that the teacher  understanding of authentic assessment was good but not maximal, the teacher used the assessment instrument in accordance with the guidelines in Curriculum 2013, the application of authentic Public Elementary School in Serang Subdistrict had gone well, but some things were still constrained, teacher problems in applying authentic assessment, teacher efforts are questioned and answer with colleagues, seeking information from other sources, following the data update  and workshops, training and training using computer. The principal's efforts are as follows: understanding the difficulties of the teacher, finding examples of appraisal applications, finding friends to explain, giving the assessment manual giving supervision to the teacher and giving evaluations to the teacher.
Implementation of SAVI Learning Model Through Practicum Activities Towards Students Science Learning Outcomes Urip, Umayah; Supriyadi, Supriyadi; Mulyono, Sungkowo Edy
Journal of Primary Education Articles in Press
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Abstract

The study aims to explain the influence of implementation of SAVI learning models through practicum activities toward 4th-grade students outcomes in science learning. The research methodology used was quasi-experimental with the nonequivalent pretest-posttest control group design. The research results show that the implementation of SAVI learning has a significant influence on improving cognitive, affective, and psychomotor of students. The cognitive, affective, and psychomotor aspect of a student of practicum class gained better scores than that of the control class. It was indicated from the treatment by using the SAVI learning model through practicum activities in the experimental class while the control class was treated using the expository model.  The affective domain learning outcomes achieved scores of 83.7; the cognitive domain learning outcomes with 76.48 points and psychomotor domain learning outcomes get scores of 84. Based on the results of the research that has been obtained, it can be concluded that the ability of students to conclude the results of the practicum can be improved by using the application of the SAVI learning model.
Implementation of Problem-Based Learning Model with Ethnomathematics Nuance Towards Students’ Problem-Solving Ability and Mathematics Anxiety Patmara, Reza; Wahyudin, Agus; Susilaningsih, Endang
Journal of Primary Education Articles in Press
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Abstract

The purpose of this study was to analyze the effectiveness and influence of the problem-based learning model with ethnomathematics nuance towards problem-solving ability and mathematics anxiety. The type of research used is a mixed method with concurrent embedded research design. The technique of collecting data uses a problem-solving ability test, questionnaires, interviews, and documentation. Data analysis technique using quantitative and qualitative analysis techniques. Quantitative data analysis techniques include proportion test, average difference test, direct effect test, moderating variable test, and Triangulation of qualitative data. The subject of research amounted to 78 students. The results showed that (1) The problem-based learning model with mathematical nuances effectively increased the average problem-solving ability to reach 75% classical completeness with zvalue = 1.64 > ztable = 1.64, (2) The average score of problem-solving in experiment class was 74.6 and control class was 68.9 with tvalue = 2.56 > ttable = 1.99, (3) There was a positive direct effect of model problem-based learning with ethnomathematics nuance on problem-solving ability with tvalue = 84.11 at the level of 0.00, (4) Mathematics anxiety can strengthen the influence of problem-based learning with ethnomathematics nuance on problem-solving ability was 0.002 at sig level of 0.02, (5) Student with low anxiety can complete all of problem-solving stages, students wih moderate anxiety can understand the problem develop a plan, but less able to carry out the plan, and students with high anxiety can understand problems, but less able to develop a plan and implement a plan.
Local Wisdom Learning Approach Towards Students Learning Outcomes Febriani, Ema Rahma; Sudarmin, Sudarmin; Alimah, Siti
Journal of Primary Education Articles in Press
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Abstract

The purpose of this study was to; analyze the differences between Gusjigang learning approach and conventional learning on student learning outcomes. The type of research used was a quantitative research method with a nonequivalent control group design. The population consisted of all fourth-grade students of Madrasah Ibtidaiyah TBS Kudus Regency. The sample was selected through a purposive sampling technique, so that class IV B was selected with 23 students as the experimental group and class IV C with 23 students as the control group. The data collection technique uses test techniques, namely the pre-test and post-test questions in the form of multiple choices and brief descriptions. The results obtained in the experimental class, namely the class that in the experimental class that experienced learning with the local wisdom model, Gusjigang gained an increase in learning outcomes by 83 in the high category. The N-Gain results in the control class are students who are taught with conventional learning, students who get low n-gain results are 56%, students who get moderate N-gain results are 44%, and none of the students achieves n-gain results high. Whereas in the experimental class, the students who were taught using Gusjigang's local wisdom-based learning, students who got a low n-gain result of 9%, students who got a moderate n-gain of 56%, and students who achieved a high n-gain of 35 %. This shows that the acquisition of student learning outcomes in the experimental class is better than that of the control class.
Critical Thinking Skills and Learning Outcomes by Improving Motivation in the Model of Flipped Classroom Kurnianto, Bagas; Wiyanto, Wiyanto; Haryani, Sri
Journal of Primary Education Articles in Press
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Abstract

The study was based on students' high motivation for gadgets but low in learning. The renewal of learning based on active, innovative, creative, efficient and fun learning (PAIKEM) that is the Flipped Classroom model and additional variables (motivation) is required to improve the process of critical thinking skills and student learning outcomes. The purpose of this study was to analyze the effectiveness and influence of the Flipped Classroom Model towards the ability to think critically and student science learning outcomes of students by increasing their motivation. The method used in this study was an experiment with the Control Group Post-test – Only Design. The sample comprised of 121 students from 4 elementary schools in Pati. The data collection consisted of performance tests to measure critical thinking skills and learning outcomes while questionnaires to measure student’s learning motivation. The data were analyzed using the average difference test and single line regression. The analysis result of the average difference test showed that Asymp. Sig. (2-tailed) of 0.000 and result of single line regression Asymp. Sig. (2-tailed) of 0.000 (sig < 0.05). The results in this study showed that Model Flipped Classroom learning is effective in improving the ability of critical thinking, science learning outcomes and student motivation, there is positive influence between learning motivation and critical thinking skills and student learning outcomes science.
The Interaction of Learning Model and Learning Style in Improving Students Learning Outcomes Oktari, Senny Widia; Atmaja, Hamdan Tri; Rifai RC, Achmad
Journal of Primary Education Articles in Press
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Abstract

The purpose of this study was to determine the interaction between learning models (problem-based learning and inquiry-based learning) and learning styles in improving students learning outcomes (cognitive, affective, and psychomotor). The research method applied in this study was quantitative descriptive by using data analysis techniques of validity test, reliability test, difficulty level test, normality test, homogeneity test, and two-way ANOVA test. The data collection techniques used were tests in the form of descriptive questions, and non-tests in the form of cooperative attitude observation sheets, and student learning style questionnaire sheets. The subjects in this study were 48 students who were divided into two groups. The first group consisted of 24 students using the problem-based learning model, and the second group consisted of 24 students using the inquiry-based learning model. The results of the study showed that: There is an interaction between learning models and learning styles in improving the learning outcomes in the cognitive and affective domains. There is no interaction between learning models and learning styles in improving psychomotor domains. The learning model of inquiry-based learning was more effective to be used in the learning than the problem-based learning models in improving student learning outcomes (cognitive, affective, and psychomotor) in the class with heterogeneous student learning styles (visual, auditory, and kinesthetic).

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