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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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Development of Rembang Regency Ethnoscience-Based Integrated Thematic Teaching Material to Improve Concept Mastery Anis, Meutia; Sarwi, Sarwi; Rozi, Fahrur
Journal of Primary Education Vol 10 No 1 (2021): March 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v10i1.45203

Abstract

School plays an important role in introducing local culture by integrating culture as ethnoscience learning material. This study aimed to determine the process of developing Rembang Regency ethnoscience-based integrated thematic book to improve students' concept mastery. This study applied the R&D method by using Borg & Gall design. Data were collected through observation, interview, test, and questionnaire, and the subjects of this study were fourth grader of elementary school consisting of two experimental classes. The data were analyzed by applying feasibility, effectiveness, and practicality test of learning tool. The result of this study indicated that each indicator of ethnoscience-based thematic learning material was in very valid criteria with an average score of 90.4 (scale 0-100). Ethnoscience-based thematic learning material was effective to improve students' mastery of concept, this was proved by the completeness which reached 100%, the enhancement result was in the moderate category, and students' response was in the very high category. The result of the study proved that students were pleased and motivated during the ethnoscience-based learning process so that their concept mastery increased. From data analysis, it could be concluded that the development of ethnoscience-based integrated-thematic teaching material could improve students' mastery of concept.
Early Childhood Language Development of Gadget Users Viewed from Behavioristic Theory Kusmanto, Desi Ariani; Prihatin, Titi; Sugiyo Pranoto, Yuli Kurniawati
Journal of Primary Education Vol 10 No 1 (2021): March 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v10i1.45233

Abstract

Nowadays, gadgets can be utilized as a tool to stimulate children’ language growth and development. The research is intended to determine the response of early childhood due to the use of gadgets screen as a stimulus for children's language development viewed from behavioristic theory. There are 3 subjects in this research, namely early childhood aged 30-50 months. This research method employs a naturalistic approach. The result reveals that gadgets as a stimulus for early childhood language development viewed from behavioristic theory show different responses, namely 2 children give a negative response and 1 child with a positive response. The negative response is the child experiences speech delays, while the positive response is the child master’s foreign vocabulary and is more expressive in retelling what the child watches from the gadget. Furthermore, it can be concluded that gadget as a stimulus for language development generates negative and positive responses for early childhood, so that adults should be judicious in facing the children by paying attention in some cases, such as timing in using gadgets, content, types of assistance, and giving them many proportions to interact directly.
Creative Thinking Ability Based on Self Efficacy on an Independent Learning Through Google Classroom Support Dewi Mashitoh, Nur Livia; Sukestiyarno, YL.; Wardono, Wardono
Journal of Primary Education Vol 10 No 1 (2021): March 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v10i1.45248

Abstract

Junior high school students need to be accustomed to thinking creatively. The 2015 TIMSS results show that the creative thinking ability of junior high school students still need to be optimized. This research aimed to discuss creative mathematical thinking ability based on sel efficacy on an independent learning through Google Classroom support. This research employed qualitative descriptive design. The population of this research was the students of class VIII. The subjects of the research were 6 students of class VIII selected based on three categories of self efficacy, they were: high, medium, and low. Two students were found in the high self-efficacy category, two students from the medium self-efficacy category and two students from the low self-efficacy category. The results of this research showed that students with high self-efficacy level were able to complete the four qualifications of creative thinking abilities, they were fluency, flexibility, originality, and elaboration. Students with the medium self-efficacy level were still having difficulty showing up ideas to determine the unusual way of being used. Students with low self-efficacy level had difficulty in understanding the problem so that it is only able to meet one qualification of creative thinking ability that is fluency. Based on the explanation of the results of this research, it can be concluded that no student with low self efficacy level has a high score of creative thinking ability
The Effectiveness of Think Talk Write Models on Student Motivation and Thinking Ability Siwi, Laras Grahita; Sugiyo, Sugiyo; Utomo, Udi
Journal of Primary Education Vol 10 No 1 (2021): March 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v10i1.27759

Abstract

The ability to think critically is an important component in facing the era of society 5.0. There needs an effort to optimize these abilities for students in the context of learning in elementary schools. The purpose of this study was to analyze the effectiveness of the Think Talk Write (TTW) cooperative learning model on students' motivation to learn high-order thinking skills. The type of research used is quantitative research with a quasi-experimental type. Data collection techniques used higher-order thinking skills tests, questionnaires, interviews, and documentation. The data analysis uses quantitative analysis techniques. Quantitative data analysis techniques include independent sample t-test and paired sample t-test. The research subjects were 76 students. The results showed that the TTW type of cooperative model was effective against learning motivation and higher-order thinking skills. This is indicated by the higher-order thinking average score in the experimental class is higher than the average score in the control class. This research concludes is that learning with the TTW cooperative model is effective and has a positive effect on students' learning motivation and higher-order thinking
The Effectiveness of Guided Inquiry with SETS vision to Improve Communication Skills and Understanding of Science Concepts Nikmah, Alfiyatun; Saptono, Sigit; Sulistyorini, Sri
Journal of Primary Education Vol 10 No 1 (2021): March 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v10i1.27794

Abstract

This research aims to analyze the effectiveness of the Guided Inquiry Model with SETS (Science, Environment, Technology, and Society) vision on communication skills and understanding the concept of science. This research design is quasi-experimental design. The data were obtained from a test and the experimental report assessment rubric. The analysis data was used quantitative analysis technique i.e effect size test, N-gain test, average difference test, and simple linear regression test. The result of the effect size value of the experimental class is 1.30 in the high category, while the control class is 0.59 in the moderate category. The mean score of the students' experimental reports was higher classically in the experimental class, namely 71 and 60 in the control class. The guided inquiry learning model with SETS vision is effective in improving students' understanding of science concepts. This is indicated by the average N-gain experiment 57.80> 39.70 N-control control and the average difference test results show the value of Asymp Sig. (2-tailed) of 0,000. (0.000 <0.05). Learning that familiarizes students with scientific thinking, finding concepts and connecting concepts with everyday life and communicating their thoughts both orally and in writing trains reasoning skills. This reasoning ability can develop communication skills in students and build understanding of concepts. This study concludes that learning the SETS Vision Guided Inquiry Model is effective in improving communication skills and understanding of science concepts
Analysis of The Effect of Ice Breaking on Interpersonal Development of Early Childhood Saniy, Mawari Melati Almas; Hartono, Hartono; Sarwi, Sarwi
Journal of Primary Education Vol 10 No 1 (2021): March 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v9i3.37727

Abstract

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.
Expression Analysis with Socio Emotion Attitude in Singing Activity of 5-6-Year-Old Children Fachriyyati, Dyah; Hartono, Hartono; Susilaningsih, Endang
Journal of Primary Education Vol 10 No 1 (2021): March 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v9i3.37881

Abstract

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.
Playing Percussion to Develop Physical-Motor and Emotional Skills of a Cerebral Palsy Child Nur Wulan, Gytta Ayu; Deliana, Sri Maryati; Sugiyo Pranoto, Yuli Kurniawati
Journal of Primary Education Vol 10 No 1 (2021): March 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v9i3.39213

Abstract

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.
Effects of Learning Facilities and School Environment through Self-regulation on the Learning Interests of Primary School Students Rahmani Riyadi, M Ilham; Sutarto, Joko; Yusuf, Amin
Journal of Primary Education Vol 10 No 1 (2021): March 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v9i3.39217

Abstract

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.
The Influence of Guided Inquiry Models on Science Process Skills Puspito, Dhimas Rinda Adi; Supardi, Kasmadi Imam; Sulhadi, Sulhadi
Journal of Primary Education Vol 10 No 1 (2021): March 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v9i3.39442

Abstract

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.

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