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[Predict-Observe-Explain Strategy with Group Investigation Effect on Students’ Critical Thinking Skills and Learning Achievement ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 4 (2019): May 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study aimed to identify the effect of Predict-Observe-Explain (POE) learning strategy with Group Investigation (GI) model on students’ learning achievement and critical thinking skills. The method used was Quasi Experimental Design type Control Group Pre-test – Post-test. Instrument for assessing learning achievement was test, while critical thinking skills were measured with observation sheets. Content and construct validity were used to make the instruments valid and reliable. Data analysis techniques used were independent t-test, one tail (right) test, N-gain test, analysis of observation sheet with checklist formula, and product moment correlation test. The study showed that the implementation of POE learning strategy with GI model had significantly effected students’ learning achievement and critical thinking skills. Data analysis showed tvalue was 73.42 which meant the experiment class had higher score than control class. N-gain mean score for experiment class was 0.18, meanwhile control class was 0.9. There were nine students’ critical thinking skill profiles which were showed significantly from the observation sheets. Critical thinking skills were also correlated significantly to students’ learning achievement. The implementation of POE strategy with GI model in providing benefits to train students to find their new knowledge, to improve their learning achievement and critical thinking skill, as well as to improve the quality of learning was discussed.]]>
<![CDATA[Implementation of Guided Discovery Based Thematic Learning Modules to Improve Independence and Learning Achievement ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 4 (2019): May 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study aims to analyze the effect of integrative thematic modules based on the guided discovery in increasing independence and learning achievement. This study applied research and development (R & D) method which refers to the ten steps developed by Borg, and Gall. The test subjects were the fourth-grade students at SD N 1 Teluk and SD N 4 Teluk. The data collection was done using interviews, observation, questionnaires, and tests. The data analysis technique used in this study was descriptive analysis, ANOVA, and t-test. The results of the study showed that: guided discovery integrated thematic learning module that is produced effectively to improve independence and student independence and learning achievement. The students’ independence and learning achievement increases significantly based on paired t-test at a 0.05 level of significance (sig. (2 tailed) = 0.000 < a = 0.05).]]>
<![CDATA[Concept Mastery of Ethnoscience-Based Integrated Science and Life Skills Development of Elementary School Students ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 4 (2019): May 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Observation in SDN Slawi Kulon 03 shows that concept mastery of the elementary students’ science is still poor and the life skills that are the basic of the students' character have not been fully explored. Students are also still not familiar with the cultural characteristics of their region. This study aims to see the increase in concept mastery of ethnoscience-based integrated science and the development of elementary students' life skills using guided inquiry learning. This experimental study uses the design of one group pre-test - post test. The sample of the research is the fourth-grade students of SDN Slawi Kulon 03 and SDN Blubuk 06 Tegal. The data collection was using observation technique, written test, and documentation. The results show an increase in concept mastery of ethnoscience-based integrated science and the development of life skills significantly when the teacher used guided inquiry learning in both schools.]]>
<![CDATA[An Analysis of Mathematical Literacy Ability Viewed from the Goal Orientation ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 4 (2019): May 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[The purpose of this study was to analyze the ability of mathematical literacy viewed from the student goal orientation in the Osborn Model with the REACT Strategy. The research method used is Mixed Methods with a concurrent embedded model of quantitative method become primary. The population in this study were all students of SMP N 14 Semarang. Meanwhile, the samples taken for this study were grade VII-I students using the Osborn Model learning with REACT Strategy (experimental class), and grade VII-E students using the Discovery Learning (control class) by purposive sampling, while the subjects of the qualitative study were 6 selected students from class VII-I consisting of two students each in high, medium, and low mastery goal and performance goal. Data collection technique was done through quantitative data collection using tests, and qualitative data collection using questionnaires and interviews. The results showed: that the average test (tvalue = 4.03 > tvalue = 1.669), the different proportional test (zvalue = 2.04 > ztable = 1.64), the average difference test (tvalue = 3.45 > tvalue) = 1.669), and the different proportional tests (zvalue = 4.21 > ztable = 1.78) Based on the results of the study, therefore it can be concluded that literacy ability of students using the Osborn Model learning with REACT Strategy were better than the students who use Discovery Learning and students with mastery goals were able to master mathematical literacy ability very well compared to students with performance goals.]]>
<![CDATA[Implementation of Contextual Based Teaching Materials on Various Work Themes of Primary School Students ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 4 (2019): May 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study aimed to analyze the hypothetical model and analyze the effectiveness of the use of teaching materials. The research design used in this study is research and development. The study was conducted in elementary schools in the District Diponegoro Force Gringsing Batang with research subjects fourth-grade learners at three elementary schools SDN Yosorejo, SDN Krengseng 2, and SDN Sidorejo 1. Sources of research data derived from the expert of experts, education professionals, and learners, The data collection method used measurement scales and tests. Teaching materials developed using seven syntax contextual learning model that integrates seamlessly with the theme of learning various jobs. The results of product validation by expert gets an average value of 3.34 with a percentage of 83.58%. It shows that the product of teaching materials in this study deserves to be tested further. The results showed that an increase in outcomes after using the instructional materials with N-Gain test results on a limited scale trial of 0.55 with category and 0.50 on the results of the use of teaching materials are also categorized as moderate.]]>
<![CDATA[Types and Functions of Teacher Questions on Thematic Learning of Curriculum 2013 at Primary Schools ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 5 (2019): June 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Teachers question is a habitual activity for affect students' thinking skills in thematic learning of Curriculum 2013. The activity is believed able to improve the students’ thinking skills. Its levels at primary school, according to Anderson taxonomy, can be grouped into high and low-levels. This research has a purpose of finding out the types and functions of the teachers' question in learning at primary school that impact students’ thinking skills. This qualitative descriptive by using simak method to collect the data and advance technique to observe at school. Based on the observation, the most frequently used type of questions by the teacher at lower grade was a low-level question, such as a question to understand. For teachers in higher grades, the tendency of the type of question remembered the question. Both types of teacher questions provide a low-level impact on students' thinking skills. The function of the most frequently used question was checking to understand. The function of question inside of learning interaction depended on the context, such as background, situation, purpose, topic, and doers. Good question in the specific context of interaction could be a trigger to motivate students in strengthening their reasoning and learning.]]>
<![CDATA[Implementation of Ethnoscience-based Guided Inquiry Learning on The Scientific Literacy and The Character of Elementary School Students ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 5 (2019): June 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Building literacy education and students character in the 21st century began to be developed specifically in schools. The development of character education and the improvement of mastery literacy can be done by habituation and ethnoscience-based guided inquiry learning. The purpose of this study was to learn the implementation of ethnoscience-based guided inquiry learning on the literature and students character. The place of this research is at SDN 2 Wonosobo and SDN 5 Wonosobo, Wonosobo Regency. The type of research is a mixed method, with embedded experimental design. The sample in this study amounted to 56 students, for qualitative data samples, three samples were selected which obtained poor pretest (SP-1), moderate (SP-2), and high (SP-3) values. Data collection is done by test, observation, and documentation methods. The results of this study show a significant effect on the implementation of ethnoscience-based guided inquiry learning and the mastery of students literacy. This can be seen from the significance value of p (asymp. Sig. 2 tailed) of 0,000. The character development of students varied enough from SP-1, SP-2, and SP-3, and showed better development from each meeting. The conclusion in this study shows that ethnoscience-based guided inquiry learning gives a significant influence on the mastery of scientific literacy and the student's character.]]>
<![CDATA[The Implementation of Learning Instrument of Soil Forming Material with Cooperative Model Type of Team Assisted Individualization of Elementary School Students ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 4 (2019): May 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[This study has the purpose of improving the science process skills and cognitive learning outcomes of students after the Team Assisted Individualization (TAI) type of cooperative learning model was applied in forming soil material. The method of this study was experimental research. The instrument of this study was tests and non-tests. The results showed that the cooperative learning model of Team Assisted Individualization (TAI) could improve students' science process skills with the value obtained from the N-gain test of 0.72 (high) in the experimental class 1 and 0.76 (high) in the experimental class 2. The cognitive learning outcomes of students have increased by 0.54 (moderate) in the experimental classes 1 and 2 with the classical completeness of 86.1% and 88.89%. This study concluded that the implementation of the Team Assisted Individualization (TAI) learning model has effectively improved students' science process skills.]]>
<![CDATA[The Implementation of Guided Inquiry Learning Models on The Concept Mastery, Scientific Attitude, and Science Process Skill ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 5 (2019): June 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[The purpose abstract of this research is (1) analyze the mastery of the concepts in fourth grade in inquiry learning guided; (2) analyze the attitude fourth grade students in inquiry learning guided; (3) analyze the science process skills in fourth grade in inquiry learning’s guided; (4) analyze the different in mastery of concepts, science process skills and scientific attitudes between other students in fourth grade who learn using conventional learning with inquiry learning’s guided. The type of research which has used is quantitative quasi-experimental research method with nonequivalent control group design. The population of the study consist of all fourth-grade students who have ranked includes the Papak Group of Papak Group, Leuwimunding sub-district, Majalengka District. The sample has been selected through a purposive sampling technique, so SDN Rajawangi I was chosen as the control class and SDN Ciparai II as an experimental class. The techniques of data collection using non-test techniques, including interview guidelines, observation guidelines, and documentation. The result of the study show that (1) the application of the guide inquiry approach influences the mastery of concepts are increasing in the N-gain value in the medium category with a score of 0.61; (2) the application of the guide inquiry approach influences the mastery of concepts are increasing in the N-gain value in the medium category with a score of 0.64; (3) the application of the guide inquiry approach influences the science process skills, namely an increase in the N-gain value inquiry in the medium category a score of 0.64; (4) guided inquiry approach can improve mastery of concepts, scientific attitudes and science skill of science. The Sig score obtained is less than 0.05 so, it can be applied that there is mastery of concepts, scientific attitudes and science process skills of students after the guided inquiry approach has been applied with the media in the school environment.]]>
<![CDATA[Problem Solving Ability of The Fourth Grade Students in Problem Based Learning On Two Dimensional Figures ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 5 (2019): June 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[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.]]>
