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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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Analysis of Communication Skills and Empathy of Fifth-Grade Students of Elementary Schools through ICT-based Learning
Journal of Primary Education Vol 8 No 6 (2019): July 2019
Publisher : Universitas Negeri Semarang

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Abstract

The 21st-century skills are needed by students in learning and adapting to the rapid development of technology. This study aims to analyze the communication skills and students’ empathy after ICT-based learning. The method employed in this study was pre-experimental with one group pretest-posttest design. The sample consisted of 131 students in the fifth grade of primary schools. The techniques of data collection were observation and questionnaires. The data was analyzed using descriptive quantitative analysis. The results showed that the average score of communication skills for Sub Theme 1 to Sub Theme 3 lessons increased from 76 to The average score of students’ empathy for Sub Theme 1 to Sub Theme 3 lessons increased from 76 to 97. The results indicated that the average score of communication skills and students’ empathy was above the Minimum Mastery Criteria (>75). The students performed a positive response to ICT-based learning. Based on the results, it can be concluded that communication skills and empathy of the fifth-grade students of primary schools increase through ICT-based learning.
Analysis of Fraction Conceptual Understanding Towards Thematic-Realistic Learning Based on Students’ Character of Curiosity
Journal of Primary Education Vol 8 No 6 (2019): July 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v9i3.33229

Abstract

Background of this study is the low level of curiosity and conceptual understanding of fourth grade students of State Elementary Schools in Kendal Regency on mathematics subjects. The objectives of this study are (1) to know the effect of the character of curiosity towards of conceptual understanding obtained by students (2) to know the ability of students to understand fraction concepts after experiencing thematic-realistic learning. The method used was mixed method with sequential explanatory model. The sample in the research were all IV grade. While, the techniques of data analysis were t-test and z score test. The results of this study indicate that (1) there is a significant effect of the character of curiosity towards ability of mathematical conceptual understanding obtained by students (2) The implementation of thematic-realistic learning is able to significantly improve students' ability of mathematical conceptual understanding than the class that use conventional learning.
The Influence of Collaboration of Discovery Learning and ARIAS on Students' Critical Thinking Abilities
Journal of Primary Education Vol 8 No 6 (2019): July 2019
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of the study was to analyze the influence of discovery learning model, ARIAS model, and the collaboration of the discovery learning and ARIAS model on the critical thinking ability of the fifth-grade elementary school students. This study applied a quantitative method in the form of quasi-experimental design using pre-test and post-test scores. The samples in this study were taken by using purposive sampling technique. There were three elementary schools participated in this study, and they were the fifth-grade students at Public Elementary School Kebonagung 2, the fifth-grade students at Public Elementary School Kebonagung 3 and the fifth-grade students at Public Elementary School Prigi 2. The data collection techniques used were descriptive test questions. The results showed that there was an influence of discovery learning model, ARIAS, and the collaboration of the discovery learning and ARIAS model on the critical thinking ability of students. The average value of students' critical thinking skills tests using discovery learning models = 79.38 (good category). The average value of the students' critical thinking skills test on the implementation of the ARIAS model = 85.12 (good category). The average value of the application of the collaboration of discovery learning and ARIAS model = 89.03, included in the excellent category.
The Effectiveness of the Two Stay Two Stray Model using Pocket Number Media in Social Sciences Subjects
Journal of Primary Education Vol 8 No 6 (2019): July 2019
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study was to determine the effectiveness of the Two Stay Two Stray (TSTS) learning model using Number Pocket media on social studies subjects in grade IV Public Elementary School 01 Adipala, Cilacap. The method in this study was an experimental method with a sample of grade IV A as an experimental class and grade IV B as a control class. The sampling technique was applied in this study is research design was used pre-test – post-test control group design. The data collection techniques to determine the increased in the interest using the student learning interest is questionnaires, whereas, to measure the achievement of students using evaluation questions (pre-test – post-test). Based on the results of the hypothesis test, interest data and student achievement showed that 2.805 > 2.06, therefore, it can be said that there are differences in the interest and learning achievement between the control class and the experimental class. Based on the results of the student learning interest data showed that the significance value (0.000 < 0.05). Meanwhile, the results of the student achievement test hypothesis showed that the significance value (0.000 < 0.05). Based on these data, it can be concluded that the application of the TSTS model assisted with Number Pocket media is more effective on students' interest and learning achievement in social studies subjects in grade IV.
The Effect of Theme-Based Storytelling and Flash Card on Nutritional Knowledge in Early Childhood Education
Journal of Primary Education Vol 8 No 6 (2019): July 2019
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study was to determine the effect of theme-based storytelling and flashcards nutrition knowledge in Early Childhood Education (ECE). This research was a quantitative research with quasi-experimental equivalent pre-test – post-test control group design. The population was Kindergarten Merpati group in Margorejo, Pati which have 251 children. The sampling technique was purposive sampling. The samples were Pertiwi Kindergarten Langenharjo (32 children), Pertiwi Kindergarten Dadirejo (32 children), Pertiwi Kindergarten Penambuhan (32 children). Data were obtained from non-test techniques consisting of interview, documentation, and observation. Observations were made to see the children' activities before and after intervention about nutritional knowledge through a questionnaire. The data were analyzed by paired sample t-test and one-way analysis of variance. Furthermore, post hoc tests were used to analyze the most optimal interventions. The results showed that the theme-based storytelling method improved children’ nutritional knowledge by 24.45%, the theme-based flashcard media improved children’ nutritional knowledge by 31.84%, the theme-based flashcard was the most influential intervention on children’ nutritional knowledge improvement.
The Implementation of CPS Learning Assisted with Problem Cards on The Ability to Solve Story Problems
Journal of Primary Education Vol 8 No 6 (2019): July 2019
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study is to obtain the ability of students in solving to solve story problems that fulfill learning (Creative Problem Solving) CPS assisted with problem cards is completely more than 75%, the ability to solve story problems that obtain CPS learning assisted with problem cards is better than classes that get learning using an example non-example type cooperative model, and to describe of the ability to solve student story problems. The type of research is quantitative descriptive with a quasi-experimental design. The research sample was all grade IV Public Elementary School Sekaran 01 Semarang. Data collection methods use tests and interviews. Quantitative analysis techniques include the completeness test and the average difference test. Finding shows that students who obtain learning with the CPS learning model assisted with the problem card media reach the ability to solve the story questions more than 75%, that is 90%, students who have the ability to solve story problems that obtain CPS learning by problem card media is better than students who obtain learning with the example-non-example type model, and students with the ability to solve high and medium criterion story problems are able to solve story problems with the four Polya steps, but students with the ability to complete medium criterion story problems have not yet written units, while students with the ability to solve low story criterion problems are still confused in distinguishing steps; plan, implement and recheck.
The Implementation of Discovery learning Assisted with Manipulative Teaching Tools on The Mathematical Understanding Concept of Students
Journal of Primary Education Vol 8 No 7 (2019): September 2019
Publisher : Universitas Negeri Semarang

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Abstract

This study has a purpose of examining the differences in the improvement of the mathematical understanding concepts of students between the class using discovery learning assisted with manipulative teaching tools compared to the class using discovery learning without the manipulative teaching tools. This study was a quasi-experimental design study. The sampling technique was applied in this study is the purposive sampling technique, a sampling technique which conducted using certain considerations. Therefore, the samples were obtained Public Elementary School Dukuh 05 Salatiga as the experimental class and Public Elementary School Dukuh 01 Salatiga as the control class with a total of 54 students for each class. The data collection techniques in this study were used test of mathematical understanding concepts. The results showed that there was a difference in the improvement of the mathematical understanding concepts in the experimental class using the discovery of learning assisted with manipulative teaching tools. This is indicated by N-Gain score in the experimental class at 0.55, whereas, the control class at 0.29. This result is supported by the independent sample t-test, which shows that the sig. (2-tailed) is 0.000 < 0.05. The mathematical understanding concepts in the class using the discovery of learning assisted with manipulative teaching tools is higher. The implementation of the discovery learning assisted with manipulative teaching tools can be used as a solution for teachers in improving the mathematical understanding concepts of students.
Effect of Word Card Games and Picture Cards on the Introduction of The Concept of Beginning Reading and Writing in Early Childhood
Journal of Primary Education Vol 8 No 7 (2019): September 2019
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study was to determine the effect of word card games and picture cards on the introduction of the concept of beginning reading and writing in early childhood. The type of research used in this study is experiments in the form of quasi-experimental design. The research sample was students of Kindergarten Pertiwi 1 Karangtalun, Sragen as the experimental class and Kindergarten Pertiwi 1 Kalikobok, Sragen as a control class. The data analysis technique uses the N-gain test and the independent sample t-test.The results of this study are word card game on the introduction of the concept of reading early childhood shows that the average percentage of 83% is included in very good criteria, picture card game on the introduction of the concept of reading early childhood shows that the average percentage of 76% is included in good criteria, word card game on the introduction of the concept of writing the beginning of early childhood shows an average percentage of 83% included in very good criteria, picture card game on the introduction of the concept of writing the beginning of early childhood in the experimental class shows that the average percentage of 72% is included in good criteria, there are differences in the effect of word card games and picture cards on the introduction of the concept of reading and writing beginning of early childhood students with students who do not use word card games and picture cards. Thus, it can be concluded that the word card games and picture cards game can enhance early childhood reading and writing skills.
The Effect of Project-Based Learning Integrated STEM Toward Critical Thinking Skill
Journal of Primary Education Vol 8 No 7 (2019): September 2019
Publisher : Universitas Negeri Semarang

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Abstract

The global challenge needs people who can solve the problem in everything. Students can't solve the problem well. It caused by the lesson only for memorizing, so student’s critical thinking skill is not yet maximum. This study aims to identify the effect of project-based learning integrated STEM toward critical thinking skill of students. The method of this study was quasi-experimental with pre-test – post-test control group design. Sampling technique was used nonprobability sampling. Data collection technique used description test critical thinking skill. Data analysis used N-gain score test and t-test. The result of t-test student’s critical thinking skill showed sig (2-tailed) 0.002 it means there was a different average in critical thinking skill between experiment class and control class. The average of experiment class was higher than the control class. It showed that the implementation of project-based learning lesson integrated STEM affected towards student’s critical thinking skill.
An Analysis of Critical Thinking Ability of Elementary School Students Through Model Contextual Teaching and Learning on Social Learning
Journal of Primary Education Vol 8 No 7 (2019): September 2019
Publisher : Universitas Negeri Semarang

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Abstract

Critical thinking ability of students in learning social science has not been measured in the learning process. The purpose of this study tests the effectiveness of the model Contextual Teaching and Learning (CTL) toward the students’ critical thinking ability, describe the process of analysis of students’ critical thinking ability. This type of study was a mixed-method, with sequential explanatory design. Samples of this study were grade V Public Elementary School 01 Rajekwesi, Jepara and Public Elementary School 01 Datar, Jepara. The data collection was conducted by a test, interview, and documentation. Quantitative data analysis techniques using the test and qualitative data analysis techniques with the triangulation of the data in the form of tests, interview, and documentation. The results showed that CTL model learning effectively improved critical thinking ability. Result of the average different test of the independent table column sig test sample (2-tailed) of 0.00 ˂ 0.05, this means that H1 accepted, the average critical thinking ability of CTL class is better than the expository class. Classical completeness of test results of the CTL class 80.95% students achieve at grade expository minimum completeness criteria (MCC), and that is equal to 76%. Test results of the average increase of the critical thinking ability in the classroom CTL by 30.33 and the expository class of 17.76. The description of the critical thinking ability of students in the expository class that belong to the criteria of good were the indicators of reasons and inference, which included in the criteria of moderate were an indicator of focus, situation, clarity, and overview. Meanwhile, in the classroom with CTL that belong to the good criteria were indicators of reasons, inference, focus, situation, clarity, whereas the overview included in the criteria of moderate.

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