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
750 Documents
<![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.]]>
<![CDATA[EFFECTS OF LEARNING FACILITIES AND SCHOOL ENVIRONMENT THROUGH SELF-REGULATION ON THE LEARNING INTERESTS OF PRIMARY SCHOOL STUDENTS ]]>
<![CDATA[Rahmani Riyadi, M Ilham]]>;
<![CDATA[Sutarto, Joko]]>;
<![CDATA[Yusuf, Amin]]>
<![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.v9i3.39217
<![CDATA[Interest in learning is an important aspect for students in the teaching and learning process. Student learning interest arises influenced by various factors including learning facilities, the school environment and self-regulation. The purpose of this study is to determine the effect of learning facilities and the school environment through self-regulation on the learning interests of elementary school students. This research is a correlational study with a cross sectional study approach. There were 138 students taken as sampling from the total population. The instrument used was a questionnaire and data analysis was performed statistically, with multiple regression test. The results showed that learning facilities affect student learning interest. The school environment influences student interest in learning and self-regulation moderates the influence between learning facilities and the school environment on student interest in learning.]]>
<![CDATA[THE INFLUENCE OF GUIDED INQUIRY MODELS ON SCIENCE PROCESS SKILLS ]]>
<![CDATA[Puspito, Dhimas Rinda Adi]]>;
<![CDATA[Supardi, Kasmadi Imam]]>;
<![CDATA[Sulhadi, Sulhadi]]>
<![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.v9i3.39442
<![CDATA[Preliminary observations of researchers related to science process skills in grade IV elementary school showed low results. This is due to the learning methods carried out by the teacher still applying conventional learning so that students are passive in learning. The purpose f this research was; (1) to determine the effect of guided inquiry learning models on students 'science process skills and (2) determine the magnitude of the influence of guided inquiry learning models on students' science process skills. This research uses a quantitative research approach that is a quasi-experimental method with a research design used pretest-posttest control group design. This design involves two groups of subjects; guided inquiry model was employed in experimental class and the other class received conventional learning model. The results of this study indicate that the guided inquiry model influences students' science process skills and there are differences in students' science process skills between the experimental class and the control class. In conclusion, the guided inquiry model succeeded in improving the science process skills of students.]]>
<![CDATA[Critical Thinking Skills Reviewed from Communication Skills of the Primary School Students in STEM-Based Project-Based Learning Model ]]>
<![CDATA[oktavia, zaini]]>;
<![CDATA[Ridlo, Saiful]]>
<![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.v9i3.27573
<![CDATA[Critical thinking skills are important to practice early on in elementary school. It is believed that STEM based education could trigger the students to more critical. Individuals who have critical thinking skills will be able to communicate well. Many research results show that critical thinking skills can be stimulated by applying project-based learning in class. This research aims to describe critical thinking skills based on communication skills by using STEM-based Project-Based Learning. The research is a mixed-methods study. The population of this research consisted of fifth graders of Public Primary School 3 Pakis. The research instruments used were critical thinking skills tests, communication skills questionnaires and interview guidelines. The quantitative data was selected by purposive sampling technique. The qualitative data was based on the communication skills levels: high, moderate, and low. Based on the triangulation data it shows that students with high critical thinking skills reached the aspect of analyzing arguments; the moderate level could achieved simple aspects of explanation; while the lower level critical thinker only reaches the aspect of focusing questions. The STEM approach applied in project-based learning is able to encourage students to be able to communicate verbally and improve their critical thinking skills in solving problems.]]>
<![CDATA[The Effectiveness of Symbolic Modeling Learning to the Early Children’s Expressive Language Skills ]]>
<![CDATA[Asmiarti, Dwi]]>;
<![CDATA[Aeni, Kurotul]]>;
<![CDATA[Mulawarman, Mulawarman]]>
<![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.v9i3.39747
<![CDATA[Early children need language to express their ideas. Thus, they will need to master expressive language skills. This research aims to find out the effectiveness of the symbolic modeling learning model assisted by using a doll toward the early children’s expressive language skills. This is experimental research with a pretest-posttest control group design. The population of the research consisted of 30 children aged 5-6 years old in PGRI Sarimulyo and PGRI Sarimulyo 02 preschools. The data were taken by purposive sampling on 30 children aged 5-6 years old. The data collection technique was observation sheets of expressive language skills with a 1-4 liker scale. Wilcoxon test and the Mann Whitney test were applied to test the hypothesis. The result show that the symbolic modeling method assisted by a doll is effective for the students learning outcomes after being intervened. It proves that the symbolic modeling method assisted by a doll is effective to improve the expressive language skills of early childhood children at PGRI Sarimulyo Kindergarten]]>
<![CDATA[Implementation of Project -Based Learning Model (PjBL) Using STREAM-Based Approach in Elementary Schools ]]>
<![CDATA[Azizah, Wulan Aulia]]>;
<![CDATA[Sarwi, Sarwi]]>;
<![CDATA[Ellianawati, Ellianawati]]>
<![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.v9i3.39950
<![CDATA[Learning in 21st Century focuses on the development of students learning activities in order to increase their creativity through creative products. This study aims to describe the implementation of Project-based Learning model using STREAM-based approach (Science, Technology, Religion, Engineering, Art, and Mathematics) on students learning activities and the results of creative products made by students. The research method used was descriptive qualitative. The data source was chosen using purposive sampling technique. The research subjects are 3 elementary schools in Banjarmasin city, amounting to 80 students. Data collection techniques were done through observation and product assesment. The results showed that the implementation of the PjBL model using STREAM-based approach had an effect on increasing the result of students learning up to 92.1 (very good), and their activeness in learning activities made them become more creative in designing an interesting product. In this study there were 4 creative products created by the students namely drip irrigation, water cycle, water quality test, and religious-based picture story booklets. The implication of this research is a great opportunity for teachers in elementary schools to use PjBL model using STREAM-based approach in order to increase students’ interest, creativity, and social attitudes in learning.]]>
