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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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Penerapan Pembelajaran dengan Pendekatan Saintifik di TK Negeri Pembina Nalumsari Jepara
Journal of Primary Education Vol 6 No 1 (2017): April 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i1.14512

Abstract

Rumusan masalah dalam penelitian ini adalah: Bagaimana perencanaan, pelaksanaan dan evaluasi pembelajaran dengan pendekatan saintifik yang dilakukan oleh TK Negeri Pembina Nalumsari dan Apa saja hambatan dan solusi guru dalam menerapkan pembelajaran dengan pendekatan Saintifik pada TK Negeri Pembina Nalumsari. Penelitian ini menggunakan pendekatan kualitatif melalui study kasus. Teknik pengumpulan data menggunakan wawancara mendalam, study dokumentasi dan observasi. Hasil penelitian menunjukkan bahwa penerapan pembelajaran dengan pendekatan saintifik memerlukan perencanaan yang matang. Perencanaan dilakukan dengan mengikuti berbagai diklat, seminar dan pelatihan juga membuat Prota, Prosem, RPPM dan RPPH sesuai usia anak, pelaksanaan pembelajaran saintifik menggunakan model sentra, Evaluasi yang dilakukan oleh kepala sekolah meliputi evaluasi ketercapaian program, evaluasi KBM, evaluasi materi dan bahan ajar serta evaluasi sarana prasarana. Adapun faktor penghambat dan solusinya adalah: (1) terbatasnya ruang, memanfaatkan halaman kelas dan lingkungan luar sebagai tempat pembelajaran, (2) terbatasnya modul, memanfaatkan layanan internet, (3) terbatasnya APE, memanfaatkan bahan bekas.Formulation of the problem in this research is : how is the planning, implementation and evaluation of learning with a scientific approuch carried out by TK Negeri Pembina Nalumsari and what are the barriers and solutions of teachers in implementing the learning scientific approuch to the kindegarten Negeri Pembina Nalumsari. This study used a qualitative approach through case study. Data collection technique used in-depth interviews, observation and documentation study. The results showed that the application of learning the scientific approach requires careful planning. Planning is done by following a variety of training, seminar and training also makes Prota, Prosem, RPPM and RPPH child's age; implementation of scientific learning center model; Evaluations are conducted by the principal achievement of the program includes evaluation, evaluation of teaching and learning, evaluation materials and teaching materials as well as evaluation of infrastructure; The inhibiting factor and the solution is: (1) limited space, utilizing the class pages and outdoor environment as a place of learning, (2) limited the module, take advantage of Internet services, (3) limited APE, utilizing scrap materials
Pengembangan Workbook Sains untuk Meningkatkan Keterampilan Proses dan Hasil Belajar Siswa SMP
Journal of Primary Education Vol 6 No 1 (2017): April 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i1.14596

Abstract

Hasil observasi lapangan penelitian didasari belum tersedianya bahan ajar yang memfasilitasi keterampilan proses serta pembelajaran masih berpusat pada guru. Penelitian ini bertujuan mengembangkan bahan ajar berupa workbook sains untuk meningkatkan keterampilan proses, hasil belajar dan mengetahui tingkat kevalidan, kepraktisan serta keefektifan workbook sains. Jenis penelitian ini adalah Research and Development (R&D) dengan tahap define, design, develop dan dessiminate sedangkan desain uji coba menggunakan one group pretest-posttest. Produk penelitian ini berupa workbook sains dengan karakteristik 4 fitur antara lain: fitur identitas, fitur keterampilan proses, fitur gambar pendukung dan fitur hasil belajar. Keempat fitur tersebut sebagai upaya untuk meningkatkan kemampuan keterampilan proses dan hasil belajar pada materi klasifikasi zat dan perubahannya. Hasil penelitian diperoleh perangkat pembelajaran yang valid, efektif dan praktis. Valid karena skor kevalidan 87.8 termasuk pada kategori dapat digunakan tanpa revisi. Efektif dengan nilai gain sebesar 0,734 dan termasuk mempunyai nilai gain yang tinggi sedangkan tingkat kepraktisan workbook sains dilihat dari siswa memberikan respon positif terhadap produk dengan penilaian siswa sebagian besar “setuju”.The results of field observations based development research unavailability of teaching materials that facilitate skills and learning process is still centered on the teacher. This research aims to develop teaching materials in the form of science workbook to enhance the skills of the process, the learning outcomes and determine the level of validity, practicality and effectiveness of science workbook. This type of research is the Research and Development (R & D) with stage define, design, develop and dessiminate. Design of a test using one group pretest-posttest. Science research products in the form of a workbook with 4 characteristic features include: identifying feature, feature process skills, features and feature images support learning outcomes. The fourth feature is an attempt to improve the skills and learning outcomes in the classification of substances and materials changes. The results of this study obtained by the learning device is valid, effective and practical. Valid for a score of validity 87.8 included in the category can be used without revision. Effective with the value of N-gain of 0.734 and including having a high gain value while the level of science workbook practicality views of the students responded positively to the product with the assessment of students mostly "agree".
Keefektivan Penerapan Model Role Playing dan Paired Storytelling terhadap Aktivitas dan Hasil Belajar IPS
Journal of Primary Education Vol 6 No 1 (2017): April 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i1.14597

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan efektivitas model Role Playing dan model Paired Storytelling terhadap aktivitas dan hasil belajar IPS siswa sekolah dasar. Penelitian ini merupakan penelitian komperasi, dengan desain Pretest-Posttest Comparations Group Design. Sampel penelitian dipilih dengan teknik Random sampling. Sampel penelitian adalah siswa kelas V SDN Sambirejo 01 yang berjumlah 60 siswa, yang di random dibagi menjadi dua kelas yaitu kelas 30 siswa kelas eksperimen dengan model Role Playing dan 30 siswa kelas kontrol dengan model Paired Storytelling. Pengambilan data dilakukan dengan instrumen tes berbentuk pilihan ganda, dan instrumen non tes berupa wawancara tidak terstruktur, observasi, jurnal dan dokumentasi. Berdasarkan hasil analisis observasi aktivitas siswa kelas eksperimen pada setiap aspek aktivitas yang diamati menunjukkan adanya selisih persentase rata-rata skor yang lebih baik dibandingkan dengan kelas kontrol yaitu pada aspek listening activities terdapat selisih 40%, aspek visual activities selisih 23,3%, aspek oral activities 20%, aspek writing activities 6,3%, aspek mental activities 10%, aspek emotional activities 26,6%, aspek motor activities 33,4% dan aspek drawing activities 43,4%. Sedangkan hasil tes hasil belajar menunjukkan rata-rata ketuntasan klasikal pada kelas eksperimen sebesar 96,67%. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa penerapan model Role Playing lebih efektif meningkatkan aktivitas dan hasil belajar IPS pada siswa SD dibandingkan model Paired Storytelling.The objective of this study is to find out the differences in the effectiveness of Role Playing and Paired Storytelling model towards the activities and achievement of social subject of elementary school students. This study was comparations study, with pretest-posttest design Comparations Group Design. Samples were choosen by random sampling technique. The samples were students of V (Fifth) graders of 01 State Elementary School Sambirejo, there were 60 students, who were divided randomly into two classes: 30 students as experiments class taught by Role Playing model and 30 students as control class taught by Paired Storytelling model. Data collection was conducted with multiple choice test instruments, and non-test instruments, in the form of unstructured interviews, observations, journals and documentation. The results of the study showed that the experimental class was better in improving students’ activity and achievement than control class. Based on observation analysis result, students’ activity in the experimental class in every observed activity aspect showed the difference percentage of the average score, experimental class was better than control class, the aspect was in difference of listening activities of 40%, the difference aspects of visual activities of 23.3%, oral activities aspect of 20%, writing activities aspects of 6.3%, mental activities aspects of 10%, emotional activities aspects of 26.6%, motor activities aspects of 33.4% and drawing activities aspects of 43.4%. While, the achievement test results showed an average of the experimental class in classical studt completeness of 96.67%. Based on the result of those study, it can be concluded that the implementation of Role Playing Model is more effective than Paired Storytelling in improving activity and achievement of Social Study of Elementary School Students.
Peran Self Regulation dalam Memoderasi Pengaruh Pola Asuh Keluarga dan Lingkungan Sekolah terhadap Prestasi Belajar Siswa Sekolah Dasar
Journal of Primary Education Vol 6 No 1 (2017): April 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i1.14598

Abstract

Penelitian ini didasarkan pada beberapa siswa yang masih mendapat prestasi belajar yang rendah, meskipun pola asuh keluarga dan lingkungan sekolah yang ada dapat dikatakan baik. Variabel tambahan diperlukan untuk meningkatkan prestasi belajar yaitu self regulation. Tujuan dari penelitian ini adalah untuk mencari besaran pengaruh pola asuh keluarga, lingkungan sekolah dan self regulation terhadap prestasi belajar. Hasil dari penelitian adalah: (1) Terdapat pengaruh yang positif dan signifikan pola asuh keluarga terhadap prestasi belajar siswa, (2) Terdapat pengaruh yang positif dan signifikan lingkungan sekolah terhadap prestasi belajar, (3) Terdapat pengaruh yang positif dan signifikan self regulation terhadap prestasi belajar siswa, (4) Terdapat pengaruh yang positif dan signifikan pola asuh keluarga terhadap prestasi belajar siswa ditentukan oleh self regulation sebagai variabel moderator, (5) Tidak terdapat pengaruh yang positif dan signifikan pola asuh keluarga terhadap prestasi belajar siswa ditentukan oleh self regulation sebagai variabel moderator.This study was based on a few students who still have a low learning achievement althougt the family parenting style and school environment are considered to be good. Thus, additional variable this affect student’s achievement is needed which is named self-regulation. The purpose of this study is to find the relationship between family parenting style, school environment amd self-regulation on students’ achievement in elementary school. Result of the study are: (1) There is positive and significant relationship between parenting style and student achievement, (2) There is positive and significant relationship between school environmet and student achievement, (3) There is positive and significant relationship between self regulation and student achievement, (4) There is an influence on family parenting style and student achievement, it was determined by self regulation as a moderator variabel on the students, (5) There is an influence on school environment and student achievement, it was determined by self regulation as a moderator variabel on the students.
Pengembangan Perangkat Pembelajaran Menulis Deskriptif dengan Pendekatan SAVI Berbantuan Video Bagi Siswa SD
Journal of Primary Education Vol 6 No 1 (2017): April 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i1.14599

Abstract

Pembelajaran menulis deskriptif yang dilakukan belum mengoptimalkan panca indera dan menggunakan media video. Guru sering hanya menggunakan media gambar pada proses pembelajarn. Oleh sebab itu diperlukan pembelajaran menulis deskriptif yang dapat mengoptimalkan potensi siswa yaitu menggunakan SAVI. Rumusan masalah adalah bagaimana hasil analisis kebutuhan, prototipe, uji validitas dan efektivitas mengenai perangkat pembelajaran menulis deskriptif. Penelitian ini menggunakan model Research and Development (R&D) sesuai pendapat Borg dan Gall. Penelitian dilakukan pada tiga kelas yaitu kelas uji coba untuk memperoleh data awal dalam pengembangan perangkat pembelajaran menulis deskriptif dengan pendekatan SAVI berbantuan video. Kelas eksperimen dan kelas kontrol untuk membandingkan apakah perangkat yang dikembangkan valid dan efektif. Hasil analisis kebutuhan berasal dari empat SD yaitu SD N Wonosari 03, SD N Karang ayu 02, SD N Kuningan 01, dan SD N Sadeng 03 menunjukkan nilai rata-rata 87% guru sangat membutuhkan perangkat menulis deskriptif. Prototipe yang dikembangkan berupa silabus, RPP, LKPD, video pembelajaran, soal tes dan buku petunjuk guru. Hasil validasi perangkat pembelajaran menunjukan skor akhir (Sa) ≥ 3,25 dengan kriteria valid dan baik sekali. Skor keefektifan pembelajaran diperoleh dari nilai ketuntasan klasikal sudah melebihi (Tk) ≥ 75 % peserta didik yaitu 81 % (30 dari 37 peserta didik), nilai rata-rata hasil belajar kelas eksperimen sebesar 80,27 serta 21 siswa dinyatakan sangat aktif dan 16 siswa. Hasil pengembangan perangkat pembelajaran dapat disimpulkan valid dan efektif. Perlu adanya penyesuaian terhadap kurikulum yang terbaru.Learning to write descriptive do not optimize the use of the senses and video media. Teachers only using media images in the learning process. Therefore it is necessary to write a descriptive study to optimize the potential of the students are using the SAVI. The formulation of the problem is how the results of requirements analysis, prototyping, test the validity and effectiveness of the learning device descriptive writing. This study uses a model of Research and Development (R & D) in accordance with the opinion Borg & Gall. The study was conducted in three classes, namely class tests to obtain preliminary data on the development of learning to write descriptive video-assisted SAVI. Experimental class and control class to compare whether a device developed valid and effective. The results of the needs analysis results from four elementary School SD N Wonosari 03, SD N Karang Ayu 02, SD N Kuningan 01, dan SD N Sadeng 03 shows the average value of 87% of teachers in dire need of descriptive writing devices. The prototype developed in the form of a syllabus, lesson plans, LKPD, instructional video, test questions and guide teachers. Learning device validation results showed the final score (Sa) ≥ 3.25 with valid criteria and splendidly. Scores obtained from the learning effectiveness of classical completeness value has exceeded (Tk) ≥ 75% of learners is 81% (30 of 37 students), the average value of the results of experimental class learning at 80.27, and 21 students expressed very active and 16 students. The result of the development of learning tools can be inferred valid and effective. Necessary adjustments to the latest curriculum.
The Effectiveness of Model Learning Preser-X Assisted LKS Against Science Process Skills and Understanding Students Concept
Journal of Primary Education Vol 6 No 3 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i3.15531

Abstract

This study aims to know the effectiveness of worksheet-assisted Preser-X model to science process skillss and concept understanding in third grade of primary student on energy material. The research was conducted in Elementary School of Bategede 01 Nalumsari Jepara academic year 2016/2017. The method was Quasi Eksperimental Design. The sample was taken by using saturated sampling. The data were collected such as science process skills with observation and worksheet instrument, and concept understanding with test instrument. The data were analyzed by using one sample t-test for achievement tested for science process skills, proportion test for achievement of classical mastery, independent t test for difference test, simple linear regression for influence test, and N-gain for improvement test. The result showed average score of science process skills was 77% categorized skilled. Classical mastery of concept understanding was obtained 93,10%. There was difference between concept understanding between experimental class and control class and there was influence of science process skills and concept understanding. The improvement in concept understanding in medium category with the percentage 58,62% . The study concluded that the application of worksheet-assisted preser-X models more effective against science process skills and concept understanding of primary students.
Using SETS Approach on Cognitive Learning Achievement and Naturalist Intelligence of Elementary School Fourth Grade Students
Journal of Primary Education Vol 6 No 3 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i3.15549

Abstract

The purpose of this research was to compare the effectiveness of guided inquiry learning with SETS approach and lecturing on cognitive learning achievement and naturalist intelligence of fourth grade elementary school students. This research used quasy experimental design, pretest-postest control group type design with guided inquiry learning SETS approach as independent variable. The dependent variable is the cognitive learning achievement and naturalist intelligence. The results of this research found that the students' cognitive learning achievement increases after being teached by using guided inquiry learning SETS approach that compare to discussion and lecturing. There is significant difference of learning achievements that apply the guided inquiry learning with SETS approach compared to the discussion and lecturing. Guided inquiry learning is more effective in improving cognitive learning achievement of fourth grade students. There is a high naturalist intelligence on the application of guided inquiry learning with SETS approach on science subject. It is suggested to teachers to apply guided inquiry learning with SETS approach in order to improve cognitive learning and naturalist intelligence. The use of guided inquiry learning with SETS approach should be priopritized in learning.
Perception of Primary School Teachers towards the Implementation of Project Based Learning
Journal of Primary Education Vol 6 No 2 (2017): August 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i2.17552

Abstract

The research focuses to study the perception of primary school teacher on project based learning. The teacher's perception of project based learning is related to the way the teacher designs and implements project based learning. This research aims to: (1) assess the teacher's perception on the implementation of project based learning in primary school, and (2) to study how the teacher interprets project based learning in the implementation. The result of this research shows that: (1) every teacher has a different perception on the implementation of project based learning. Teacher's perception is seen from the understanding of meaning, role of the teacher, role of the student, the required components to be prepared, the urgency and the advantages, as well as the assessment used by the teacher. (2) The teacher's perception on the implementation of project based learning is closely related to the way the teacher interprets project based learning. The interpretation of project based learning in terms of its implementation, use of guidance, defining problem, defining project, and the context of implementation. Based on the results, it can be concluded that teacher's perception on the implementation of project based learning in primary school has special characteristics which derive different interpretations of project based learning conducted in the pilot project primary school.
The Analysis of Requirements Developing Teaching Materials in Writing Folklore with Javanesse Language Based on Local Wisdom
Journal of Primary Education Vol 6 No 2 (2017): August 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i2.17555

Abstract

This study aims to describe and analyze the requirement developing of teaching materials in writing folklore with javanesse languagebased on local wisdom according to the perception of teachers and students of fourth grade elementary school. The research method used is R & D four-D models by Thiagarajan. The stages of research are define, design, development, and dissemination. The analysis is using qualitative analysis and quantitative analysis. The results showed that teachers and learners need teaching materials that are developed based on aspects of contents or materials, presentation aspects, linguistic aspects, and graphics aspects. (1) The developed teaching material consists of folklore material originating from the local area with the content of local wisdom in the form of Javanese values or ethics, (2) The teaching materials are equipped with the beginning, the contents, and the end with the systematic presentation of the material (3) The language used is a simple and communicative Javanese language; (4) A4-size teaching materials and complited with colored illustrations in accordance with the folklore theme.
The Analysis of Mathematical Literacy on Realistic Problem-Based Learning with E-Edmodo Based on Student’s Self Efficacy
Journal of Primary Education Vol 6 No 2 (2017): August 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i2.17556

Abstract

This study aims to: (a) analyze the effectiveness of the realistic approach of project-based learning with E-Edmodo as a media, which is proven if the mathematical literacy ability of the experimental class: (1) passes the classical completion as at least 75% of the students reach minimum score of 70; (2) is better than the control class; (3) is increasing, (b) analyze the mathematical literacy ability of the experimental class based on student’s self efficacy. The mixed method was used in this study. The subject of the qualitative study was the students of class VII C (experimental class) and class VII A (control class), while the subjects of the qualitative study were 6 selected students from class VII C consisting of two students each in high, medium, and low self-efficacy groups. The data collection techniques included observation, test, interview and documentation. Based on the data analysis, it can be concluded that: (1) Realistic project-based learning with E-Edmodo was effective, shown by the achievement of classical completion, the average mathematical literacy ability of the experiment class students was higher than the control class, and there was improvement of mathematical literacy ability on Realistic project-based learning with E-Edmodo by 62%. (2) Students with high self-efficacy achieved excellent level of mathematical literacy ability, while students with medium self-efficacy achieved good mathematical literacy ability, and students with low self-efficacy achieved sufficient degree of literacy mathematics ability.

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