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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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Influence of CTL Model by Using Monopoly Game Media to The Students’ Motivation and Science Learning Outcomes
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.v6i2.17559

Abstract

The backround of research is still textual learning and limited learning media in Karanganyar Elementary School that affected to students learning outcomes. The aim of the study is to know the influence of CTL by using Monopoly game to the motivation and the science learning outcome. This study uses Quasy Experimental Research with pretest-posttest control group design. Data of the research was conducted by using multiple choice test and Questionnaire. The Data was analyzed by using descriptive analyzing, gain score and t-test. The result showed that : (1) there is the difference between the students’ learning outcomes in the teaching learning process through CTL by using Monopoly media and the students’ learning outcomes in the teaching learning process without Monopoly Media (N-Gain = 0,71); (2) there is the difference between the students’ learning outcomes in the teaching learning process through CTL by using Monopoly media and the students’ learning outcomes in the teaching learning process through CTL without Monopoly Media (tcount = 7,876 > ttable (2,042)), and The students’ learning motivation improvement of experimental class is higher than the control class, before treatment it was 51%, and after treatment it was 86%. (3) the result of Multiple linear regression test in the students’ science learning outcomes Colum was 0,000 and the students’ learning motivation Colum was 0,000. This significant result is lower than The significant 0, 05. It showed that there is effect of CTL Method by using Monopoly game media to the students’ motivation and Science learning outcomes.
Keefektifan Model Project Based Learning Terbimbing untuk Meningkatkan Keterampilan Proses Sains dan Hasil Belajar IPA
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.v6i2.17561

Abstract

Latar belakang yang mendorong penelitian ini adalah hasil belajar kognitif siswa yang belum memenuhi kriteria ketuntasan minimal serta pembelajaran belum mengoptimalkan keterampilan proses sains. Tujuan penelitian ini adalah untuk menguji keefektifan model PjBL terbimbing untuk meningkatkan hasil belajar kognitif siswa dan keterampilan proses sains siswa. Penelitian kuantitatif ini dalam bentuk quasy experimental design dengan jenis non equivalent control group design. Kelas eksperimen dikenai pembelajaran menggunakan model PjBL terbimbing, kelas kontrol dikenai pembelajaran menggunakan model PjBL. Subjek penelitian 55 siswa kelas V SD N Kleteran I dan SDN Banaran. Data berupa hasil belajar kognitif dan psikomotor keterampilan proses sains siswa dikumpulkan melalui observasi, tes dan dokumentasi. Penelitian menunjukkan hasil sebagai berikut: (1) terdapat perbedaan hasil belajar kognitif antara kelompok siswa yang mengikuti model PJBL terbimbing dengan kelompok siswa yang mengikuti model pembelajaran PJBL, diperoleh nilai thitung = 2.32. Nilai ini lebih besar dari ttabel yang sebesar 1.67. (2) Terdapat perbedaan keterampilan proses sains antara kelompok siswa yang mengikuti model pembelajaran PjBL terbimbing dengan yang mengikuti model pembelajaran PjBL (thitung = 3.18 > t tabel = 1.67). Peningkatan hasil belajar dan keterampilan proses yang menggunakan model PjBL terbimbing lebih baik dari pada PjBL. Jadi model PjBL efektif untuk meningkatkan hasil belajar dan keterampilan proses siswa.Background to conduct this study is the students’ cognitive learning result which has not fulfilled minimum mastery criteria and the learning process which has not optimized science process skills. The research problems of this study are does guided PjBL model effective for improving students’ cognitive learning result? does guided PjBL model effective to optimize students' science process skills? The purpose of this study is to test the effectiveness of guided PjBL model to improve students’ cognitive learning result and students' science process skills. This quantitative research was in the form of quasy experimental design (quasi-experiment) with nonequivalent control group design types (classes are experimental and control). Experimental class, in the learning process was using guided PjBL model subjected learning, while, the learning process in control class was using PjBL model. The research subject were 55 students of V graders in SD N Kleteran I and SDN Banaran, it was determined by using purposive sampling technique. Data was in the form of cognitive and psychomotoric students' learning result of science process skills, it was collected through observation, test, and documentation. The result of this study are as follows: (1) there are differences in cognitive learning result between groups of students who follow guided PjBL model and group of students who follow PjBL model, the value (tcalculate = 2:32> ttable = 1.67), (2) there are differences in learning result between the science process skills of students who take guided PjBL model and group of students who take PjBL model (tcalculate = 3:18> ttable = 1.67). The conclusions of the study are guided PjBL model is effective to improve and science process skills and students’ learning result.
Keefektifan Simulasi dalam Pembelajaran Kewirausahaan Bagi Anak Usia Dini
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.v6i2.17562

Abstract

Penelitian ini bertujuan untuk mengetahui keefektifan simulasi dalam pembelajaran kewirausahaan bagi anak usia dini. Jenis penelitian yang dilakukan adalah penelitian eksperimen dengan desain eksperimen quasi-experimental design tipe nonequivalent control group design. Keefektifan simulasi dilihat dari hasil belajar anak meliputi aspek kognitif, afektif dan psikomotorik. Instrumen pengumpulan data aspek kognitif berupa lembar soal kewirausahaan anak usia dini dan data aspek afektif-psikomotorik berupa lembar observasi jiwa kewirausahaan anak. Hasil penelitian menunjukkan bahwa simulasi kewirausahaan berupa serangkaian kegiatan bermain peran sesuai tiga bagian proses ekonomi (mikroekonomi) yaitu produksi, distribusi dan konsumsi terbukti efektif dalam pembelajaran kewirausahaan bagi anak usia dini. Keefektifan simulasi terbukti dari hasil uji Two Related Samples Wilcoxon dan uji Mann Whitney U-Test serta dikuatkan oleh hasil uji Gain Ternormalisasi dan analisis penilaian berbasis perkembangan yang menunjukkan hasil belajar anak kelompok eksperimen lebih tinggi dibandingkan kelompok kontrol. Saran, materi kewirausahaan dapat digali lebih lanjut selain dari pendekatan mikroekonomi.This study is aimed for understanding of simulation effectivity in entrepreneurship education for pre-school children. The conducted research is quasi-experimental design with nonequivalent control group design type. Simulation effectivity is observed from student’s study report, including cognitive, affective, and psychomotoric aspecs. Instrumen used for cognitive data observation is pre-school student entrepreneurship test sheet, and for affective-psychomotoric data is using student’s entrepreneurship spirit test sheet. Result of this research is showing entrepreneurship simulation in form of serial of economy three parts process (microeconomy) role playing game, which are production, distribution, and consumption, is proven to be effective in entrepreneurship learning for pre-school students. Simulation’s effectiveness is verified using Two Related Samples Wilcoxon and Mann Whitney U-Test, which also reinforced by Normalized Gain test and Development based Assessment Analysis. Those tests resulting in increased performance of experimental student group compared to students in control group. For suggestion, entrepreneurship learning material can be further being studied aside from microeconomy approach.
Pengaruh Problem Based Learning Melalui Demonstrasi dan Diskusi terhadap Kemampuan Verbal
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.v6i2.17567

Abstract

Penelitian bertujuan untuk menganalisis pengaruh problem based learning (PBL) melalui demonstrasi dan diskusi terhadap kemampuan verbal dengan keaktifan sebagai variabel moderator. Jenis penelitian adalah penelitian eksperimen dengan rancangan pretest-postest. Populasi penelitian adalah kelas V SD se-Kecamatan Banyubiru tahun 2016/2017. Sampel diambil dengan teknik purposive sampling. Keaktifan siswa digunakan sebagai variabel moderator. Metode yang digunakan adalah tes, wawancara tidak terstruktur, skala sikap, dan dokumentasi. Teknik analisis data dengan uji validitas, reliabilitas, tingkat kesukaran, uji normalitas, uji homogenitas, uji one sample t-test, uji two sample t-test, uji N-gain, dan uji korelasi sederhana. Hasil penelitian menunjukkan: (1) terdapat perbedaan nyata antara skor rata-rata kemampuan verbal siswa dengan skor KKM sesudah pembelajaran dengan PBL melalui demonstrasi, (2) tidak terdapat perbedaan nyata antara skor rata-rata kemampuan verbal siswa dengan skor KKM sesudah pembelajaran dengan PBL melalui diskusi, (3) terdapat perbedaan kemampuan verbal siswa sesudah penggunaan PBL melalui demonstrasi dengan melalui diskusi, dan (4) terdapat hubungan positif antara tingkat keaktifan terhadap kemampuan verbal siswa. Simpulan hasil penelitian adalah pembelajaran PBL melalui demonstrasi lebih baik dalam meningkatkan kemampuan verbal. PBL melalui demonstrasi mampu membantu siswa yang mengalami kesulitan dalam memahami soal cerita sehingga meningkatkan pemahaman siswa terhadap permasalahan pada soal cerita matematika.The objective of this study is to analyze the effect of problem based learning (PBL) through demonstration and discussion towards verbal skill and students’ activity as moderating variable. This type of study is experimental research with pretest-posttest design. The population of the study were the fifth grade elementary schools in Banyubiru District in the year of 2016/2017. Samples were taken by purposive sampling technique. The method used were test, unstructured interview, attitude scales, and documentation. Data analysis techniques by validity test, reliability, level of difficulty level, normality test, homogeneity test, one sample t-test, two sample t-test, N-gain test, and correlate bivariate test. The results of the study shows that: (1) there is significance difference in the average score of verbal skill with Minimum Mastery Criteria (MMC) score after being taught by using PBL through demonstration, (2) there isn’t significance difference score in the average of verbal skills with MMC score after being taught by using PBL through discussion, (3) there is significance difference of verbal skills after being taught by using PBL through demonstration and discusion, and (4) there is positive correlation of the level of activity and verbal skill. The conclusions are PBL through demonstration is better in improving verbal skill. PBL through demonstration will enhance students' understanding towards the problems that exist in mathematics word problems.
Pengembangan Model Cooperative Learning Melalui Chained Games untuk Meningkatkan Kemampuan Kerjasama Anak Usia 5-6 Tahun
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.v6i2.17568

Abstract

Model cooperative learning melalui chained games dapat diterapkan untuk meningkatkan kemampuan kerjasama anak, sehingga anak dapat mengembangkan kemampuan sosial emosional khususnya dalam kegiatan pembelajaran dengan bermain. Tujuan penelitian ini adalah untuk mengetahui model faktual cooperative learning, pengembangan model cooperative learning melalui chained games, dan menentukan keefektifan model cooperative learning melalui chained games dalam meningkatkan kemampuan kerjasama anak. Metode penelitian ini merupakan penelitian pengembangan research & development (R&D). Desain ujicoba penelitian menggunakan pre-experimental design dengan bentuk one group pretest-posttest design. Teknik analisis data menggunakan pengujian nonparametrik yaitu uji wilcoxon. Hasilnya, model ini efektif dan praktis untuk meningkatkan kemampuan kerjasama anak. Dinyatakan efektif karena terdapat peningkatan dari pretest menuju posttest, dan dinyatakan praktis karena guru dan anak memberikan lebih banyak respon positif, sehingga dengan menggunakan model tersebut dapat meningkatkan kemampuan kerjasama anak usia 5-6 tahun. Kesimpulannya, bahwa model cooperative learning melalui chained games efektif dan praktis.Cooperative learning model through chained games can be applied to increase children teamwork capability, so children can develop their social emotional capability especially in the learning activities using games. The objectives of this research are to describe the factual model of cooperative learning, the development of cooperative learning through chained games, and the effectiveness of cooperative learning model through chained games to increasing children’s teamwork capability. This research method is research development, research & development (R&D). Pre-experimental design is the design of this research, which use one group pretest-posttest design. Data analysis using nonparametric test, which is wilcoxon test. The result is, this model is effective to increase children’s teamwork ability. Otherwise effective because there’s a kind of enhancement from pretest to posttest, and otherwise practical because teacher and students gave more positive response so that by using that model can increase the teamwork’s ability of 5-6 years old children. The conclusion is, cooprative learning model through chained games is effective and practical.
Manajemen Pembelajaran Tematik di Kelas Tinggi SD Percontohan Kabupaten Indramayu
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.v6i2.17570

Abstract

Penelitian ini dilatarbelakangi oleh banyaknya kendala yang dihadapi guru dalam melaksanakan pembelajaran tematik di SD kelas tinggi. Penelitian ini bertujuan untuk menganalisis: (1) Perencanaan pembelajaran tematik di SD kelas tinggi (2) Pelaksanaan pembelajaran tematik di SD kelas tinggi (3) Penilaian pada pembelajaran tematik di SD kelas tinggi (4) Hubungan antara perencanaan dengan pelaksanaan pembelajaran tematik di SD kelas tinggi (5) Hubungan pada perencanaan dengan penilaian pembelajaran tematik di SD kelas tinggi. Penelitian ini menggunakan metode survey dan sampling purposive sebagai teknik penentuan sample. Subyek penelitian adalah seluruh wali kelas untuk kelas IV, V dan VI SD percontohan di kabupaten Indramayu, terdiri atas 14 SD, sebanyak 45 responden. Variabel penelitian adalah: Perencanaan (variabel independen), Pelaksanaan pembelajaran (variabel dependen) dan pelaksanaan evaluasi (variabel dependen). Teknik pengumpulan data menggunakan angket. Hasil penelitian menunjukkan bahwa penyelenggaraan pembelajaran tematik di SD kelas tinggi di Indramayu berjalan baik. Hasil kuesioner menunjukkan 60% responden mengembangkan perencanaan pada kategori baik, 49% responden melaksanakan pembelajaran pada kategori baik dan 64% responden melaksanakan evaluasi pada kategori baik. Terdapat hubungan yang signifikan antara perencanaan dengan pelaksanaan pembelajaran dengan nilai Pearson Correlation sebesar 0.906. Terdapat hubungan yang signifikan antara perencanaan dengan penilaian dengan nilai Pearson Correlation 0.889.This research is motivated by the many obstacles faced by teachers in implementing the thematic learning in the upper grades of elementary school. The aims of the research are to analyze: (1) The thematic lesson plan in the upper grades of Elementary School, (2) The thematic learning mplemented in the upper grades of Elementary School, (3) The evaluation of thematic learning in upper grades of Elementary School, (4) the correlation between lesson plan and learning process in upper grades of Elementary School, (5) the correlation between learning process and evaluation in upper grades of Elementary School. This study uses survey as a method and purposive sampling technique in choosing the sample. The research subjects are all the teachers of IV, V and VI grades in pilot project elementary school of Indramayu district. They consist of 14 schools within 45 respondents. The variabels are: Planning (as independent), learning process (as dependent) and evaluation (as dependent). The result shows that the implementation of thematic learning in upper grades in Indramayu works well. The questionnaires result show that 60% of respondents planned the learning well, 49% of all respondents implemented thematic learning well and 64% do the evaluation well. There is a significant correlation between lesson plan and learning process by 0.906 value of Pearson Correlation. So that the correlation of learning process and the evaluation is correlated significantly by 0.889 value of Pearson correlation.
Cooperative Learning dengan Pendekatan Metakognitif Bermuatan Muwashofat pada Pembelajaran Matematika Sekolah Islam Terpadu
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.v6i2.17571

Abstract

Rendahnya kemampuan pemecahan masalah matematika siswa di antaranya dipengaruhi oleh kualitas perangkat pembelajaran yang digunakan guru saat di kelas. Penelitian ini bertujuan menghasilkan perangkat pembelajaran kooperatif STAD dengan pendekatan metakognitif bermuatan muwashofat untuk meningkatkan kemampuan pemecahan masalah matematika dan sikap itqon siswa sekolah dasar Islam terpadu yang valid, praktis, dan efektif. Penelitian pengembangan ini menggunakan modifikasi model 4D, dengan tahap define, design, dan develop. Perangkat pembelajaran meliputi silabus, rencana pelaksanaan pembelajaran, lembar kerja peserta didik, bahan ajar, dan tes kemampuan pemecahan masalah matematika. Hasil penelitian adalah: (1) hasil penilaian validator menunjukkan perangkat pembelajaran memenuhi kriteria valid; (2) hasil uji coba terbatas menunjukkan perangkat pembelajaran memenuhi kriteria praktis, yaitu: (a) keterlaksanaan perangkat pembelajaran baik; (b) respon peserta didik positif; (c) respon guru positif; (3) implementasi perangkat pembelajaran memenuhi kriteria efektif, yaitu: (a) hasil tes kemampuan pemecahan masalah mencapai ketuntasan minimal; (b) rata-rata kemampuan pemecahan masalah matematika kelas eksperimen lebih baik daripada kelas kontrol; (c) kemampuan pemecahan masalah matematika dan sikap itqon siswa meningkat. Berdasarkan hasil tersebut disimpulkan bahwa pengembangan perangkat pembelajaran kooperatif STAD dengan pendekatan metakognitif bermuatan muwashofat valid, praktis, dan efektif.Low ability of mathematical problem solving among students affected by the quality of learning devices that teachers use in the classroom. The purpose of this study to produce devices cooperative learning STAD with metacognitive approach contain of muwashofat to improve math problem-solving ability and attitudes itqon of students in Islamic elementary school valid, practical, and effective. The type of research is the development by a modification of the 4D model, with phase define, design, and develop. The learning devices consist of syllabus, lesson plan, worksheet students, texbooks, and math problem-solving ability test. This study results as follows: (1) assessment from the experts validation the mathematics learning devices are valid; (2) the data analysis of the experiment for the practicality criteria is practical, because it meets the following criteria: (a) implementation of learning device is very good; (b) the students response is positive, and (c) the teachers response is positive; (3) the results of qualified for the effectiveness criteria: (a) problem solving ability test results has achieved minimum criteria (b) the average math problem solving ability of students experimental class is better than the control class, and (c) there is an increase in math problem-solving ability and attitudes itqon. For this reason, it can be conclude that the development of learning devices cooperative learning STAD with metacognitive approach contain of muwashofat are valid, practical, and effective.
The Development of Mathematics Mobile Learning Media to Improve Students’ Autonomous and Learning Outcomes
Journal of Primary Education Vol 8 No 1 (2019): January 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to (1) develop mobile learning as mathematics learning media; (2) test the practicality of the developed mathematics mobile learning media; and (3) test the effectiveness of mathematics mobile learning media that is developed towards the autonomous and learning outcomes of elementary school students. This type of research is research and development by adapting the ADDIE model. Product assessment is carried out by media experts, material experts, information technology experts, peer reviewers and trial. The research data was collected through a media assessment questionnaire and tests, then analysed with N-Gain and t-test. The results of this study are: (1) mathematics mobile learning media has been well structured by getting input from media expert validators, material experts, information technology experts, peer reviewers and students; (2) mathematics mobile learning media is considered feasible to be used in learning, in terms of material aspects, media aspects and students' test results, and (3) there is a significant increase between the autonomous and learning outcomes of students who take learning using mathematics mobile learning media with conventional learning. The results of this study indicate that the mathematics mobile learning media is feasible and effective to be used in elementary mathematics learning.
The Effectiveness of Role Playing Based Entrepreneurial Pedagogy Approach on The Values of Entrepreneurship in Elementary School
Journal of Primary Education Vol 8 No 1 (2019): January 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v8i1.19644

Abstract

The purpose of this research was to analyze the effectiveness of role playing based entrepreneurial pedagogy approach on the values of entrepreneurship. The research method applied in this research was quantitative method of quasi-experimental with Nonequivalent Control Group Design model. Supported by observations conducted during the learning process by using role playing entrepreneurial pedagogy approach. Samples of this research were students of grade V of SDN Pelemkerep 1 and SDN Pelemkerep 2 in Jepara City. They were then divided into two groups of experimental design. SDN Pelemkerep 1 was taken as the experimental group using a role playing based on entrepreneurship pedagogy approach and SDN Pelemkerep 2 was taken as the control group using the expository method. The total number of sampel taken were 80 students. The technique of collecting data was done by using questionnaires and observation using indicators of creative, cooperative and independent. The results of the research showed that role playing based entrepreneurial pedagogy approach is effective in fostering the entrepreneurial values. It is indicated by the test results of independent sample t-test with (Sig. 0.000) smaller than 0.005. To support the data of questionnaire, the score acquire from the observation data showed a significant improvement with an excellent category for the experimental class in the 1st meeting at 38.95, 2nd meeting at 63.59, 3rd at 93.85. Role playing based entrepreneurial pedagogy approach can be using by teachers to inculcate entrepreneurial values implicitly in the learning process in the classroom in order to create fun and effective learning.
Analysis of Parenting and Involvement of Parents in Early Childhood
Journal of Primary Education Vol 8 No 3 (2019): March 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The family is the first place for children to gain knowledge. The concept of early childhood education within the family is children’s first education. Therefore family should act as their tutor to make them a high-quality person and grow by their age stages. This study aims to analyze parent’s involvement and parenting in children’s daily life. This parenting model is an actual effort made by the parent to improve children’s learning activities. This parenting model is implemented in the school environment to encourage children to be independent and ready to pursue their education. This study employed a qualitative phenomenological approach and collected the data from observation, interviews, and several documents. The result showed the occurrence of democratic parenting model, in which parents let their children express themselves freely but with certain limitations. Active collaboration between parents and schools through parenting activities in school is proved to be beneficial for both to assess the growth of children in school and children became more engaged in school activities.

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