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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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The Effectiveness of Problem-Based Learning Model Assisted by Interactive Video in Improving Science Literacy of Students in Elementary School Agesti Purnaning Putri; Sigit Saptono; Udi Utomo
Journal of Primary Education Vol 11 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v11i2.59301

Abstract

Science learning in elementary schools requires competent teachers and adequate learning facilities. This study aims to analyze the effectiveness and determine the responses of teachers and students to the application of the interactive video with PBL model in improving the scientific literacy of fifth-grade elementary school. This study used a quasi-experimental research design. The samples of this study were 18 students of class V SD Lerep 02 as the experimental class, and class V SDN Lerep 05 as the control class as many as 21 students. Data were collected using interview techniques, questionnaires, observations, and scientific literacy tests. Data analysis techniques using descriptive test, paired test, N-gain, independent t-test, and response analysis were also carried out to determine student and teacher responses to the applied learning model. The results of this study indicate that 1) the application of the interactive video with PBL model is effective in improving the scientific literacy of fifth grade elementary school students. These results are shown by the experimental class scientific literacy results which are significantly higher than that of the control class with an average value of 84.22% and the results of observations show that 60% of students in each post-learning scientific literacy can increase. 2) Students gave a very good response to the application of the interactive video with PBL model with an average response score of 87.22%. So, it can be concluded that the PBL learning model assisted by interactive video is effective in improving scientific literacy of students in elementary school.
Implementation of Supplement Teaching Materials Based on Problem Based Learning to Improve Concept Mastery and Health Care Attitudes Elis Risyanti; Lisdiana Lisdiana; Wiwi Isnaeni
Journal of Primary Education Vol 11 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v11i2.52345

Abstract

Learning with the 2013 curriculum requires the use of various learning resources, learning media and teaching materials that vary to support the learning process.. These results of the students being constrained in learning the material because the material in the book is too little, so it is difficult to understand. This study aims to analyze the effect of PBL-based supplementary teaching materials on the concept mastery and health care attitude. This study used a quasi-experimental method with nonequivalent control group research design. The samples used were VA and VB SDIT Tazkia Insani classes. The instruments used were tests, attitude scale sheets, observation sheets, interviews, and notes. The results showed that after being given action in the experimental class, students' concept mastery and health care attitudes increased. The conclusions of this study are 1) PBL-based supplementary teaching materials on human respiration affect mastery of concepts. 2) Supplements of PBL-based teaching materials on human respiration influence health care attitudes. 3) Supplements of PBL-based teaching materials on human respiration have a received a positive response from teachers and students. 4) Supplements of PBL-based teaching materials on human respiration have a relationship between concept mastery and health care attitudes
Animated Video Media for Flood Disaster Mitigation for Fifth Grade Elementary School Students Aditiya Aditiya; Hamdan Tr Atmaja; Deby Luriawati
Journal of Primary Education Vol 11 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v11i2.52512

Abstract

Media are very necessary in the learning process. This research focused on the development of video learning media for flood disaster relief as preliminary knowledge for fifth-grade students. The purposes of this study are to use need analysis, questionnaires from media and material experts, and pre-test and post-test questions. The collected sample were from a total of 16 students, fifth-grade, SD Labschool Unnes, Gajahmungkur district. The research methods applied were Research and Development with data collection using interview guides, teacher-student needs questionnaires, teacher-student effectiveness questionnaires, and validation questionnaires from media and material experts to guide the development of research and development by determining necessity and relevance, and pre-test and post-test. The tests aim to determine the effectiveness of animated video media in mitigating flood disasters. The data survey concluded that the existence and development of learning media was necessary and suitable to use based on validation evaluations by media experts. On the other hand, material experts achieved a percentage of 87%, which is included in the very practical category. Based on the t-test results, it can be said that the computed t is larger than the table t (7.121 > 1.753). It was rejected and it was accepted. The results of the t test showed that there was a significant influence of using animated video media for flood disaster mitigation on student learning outcomes. The results of the N-Gain Test show the difference between the average value of Pre-test and Post-test is 23,438 and the N-Gain Value is 0,5119, which means it is included in the medium criteria. So, it can be concluded that there is an improvement in Pre-test and Post-test learning outcomes with moderate criteria. The benefits of this research are to improve students’ knowledge about the material, to describe and explain about the media, to examine the media validity, and to understand the media effectiveness.
The STEM-based Mathematics Module Development to Improve Numerical Literacy and Learning Self-Directness of Fifth Graders Purniawan Purniawan; Isti Hidayah; YL Sukestiyarno
Journal of Primary Education Vol 11 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v11i2.69616

Abstract

Modules are one of the teaching materials used to assist the learning process. This research developed a STEM-based mathematics module. This Research & Development (r&d) adopted the ADDIE method, consisting of five stages, starting from Analysis, Design, Development, Implementation dan Evaluation. The analysis phase begins by examining the demands for instructional materials. Followed by the Design stage, which entails defining objectives and materials, the Development stage, which entails making the design a reality, the Implementation stage, which entails determining the product's effectiveness, and the Evaluation stag. Collected the data with an interview, test, questionnaire, and observation. The number of respondents consisted of 37 learners in the academic year 2022/2023.The result showed that 1) the characteristics of the developed module had the focus to improve the numerical literacy and self-directedness of learners; 2) the module reliability was excellent with a very valid category; 3) The readability of the module was higher than 60% or categorized readable; 4) the module was practice proven with a percentage of 84% ; 5) and the module was effective and could influence the improvement of numerical literacy and learning self-directedness. Concluded that the STEM-based mathematics module development was effective to improve numerical literacy and learning self-directedness.
Student Learning Independence Through Flipped Classroom In Inclusive Elementary School Khafidhotul Khasanah; Farid Ahmadi; Endang Susilaningsih
Journal of Primary Education Vol 11 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v11i2.65797

Abstract

This study aims to describe the learning independence of fifth grade students of Inclusive Elementary School through flipped classroom learning model. The research method used is qualitative method. Data were collected using triangulation techniques and the results of the study put more emphasis on the results of data generalizations obtained from the results of questionnaires, observations, interviews, and field notes. Based on the research results, it can be concluded that 3 out of 16 learners (19%) have high learning independence, 7 out of 16 learners (44%) have moderate learning independence, and 3 out of 17 learners (19%) have low independence. Flipped classroom is quite effective to support the implementation of differentiated learning in inclusive classrooms since it helps teachers in dividing the time to provide differentiated learning for students with special needs while regular learners carry out deeper learning via activities. Providing learning tasks at home also helps to be efficient in teaching material in class and can increase parental involvement to actively help their children carry out independent learning tasks in pre-class activities. This is expected to increase students' learning independence in inclusive elementary school. .
The Effectiveness of Social Sciences Learning with Problem Based Learning (PBL) Assisted as Prezi Media on Critical Thinking Ability and Conceptual Understanding of Fifth Grade Elementary School Student Gesti Sekar Santiwi; Rusdarti Rusdarti; Wagiran Wagiran
Journal of Primary Education Vol 11 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v11i2.65508

Abstract

The purpose of this study was to improve critical thinking skills and conceptual understanding of fifth grade elementary school students in learning Social Sciences using the prezi media-assisted Problem Based Learning (PBL) model. The method used is quantitative research with experimental research types. The data collection instruments used were observation sheets, tests, and documentation. The subjects of this study were the fifth grade students of SDN Karangwuni 01 as the experimental class and the fifth grade students of SDN Karangwuni 03 as the control class. The results of the study show that the PBL model assisted by Prezi media is valid for use in social studies learning in fifth grade of elementary school. Effective in improving students' critical thinking skills, as evidenced by the acquisition of N-Gain is 0.69 in the medium category. The PBL model assisted by Prezi media is effective in increasing students' understanding of concepts. Evidenced by the acquisition of N-Gain is 0.72 in the high category. Based on these results, it can be concluded that social studies learning with the PBL model assisted by Prezi media is effective in improving critical thinking skills and conceptual understanding of elementary school students.
Implementation of Problem-Based Learning Model to Enhance Critical Thinking Skills on Force Material in Fourth Grade Elementary School. Reza Maulana; Endang Susilaningsih; Bambang Subali
Journal of Primary Education Vol 11 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v11i2.71738

Abstract

Learning about force material in natural science can be challenging for elementary school-age children due to its abstract nature. This poses a problem in the learning process, as force is essentially a concept that exists only in the human mind. The purpose of this study was to investigate the impact of the Problem-Based Learning (PBL) model on enhancing critical thinking skills in fourth-grade elementary school students, specifically in the context of force material. The study employed a quantitative experimental method (quasi-experimental) and involved a total sample of 50 students from SDN Tipar Bogor. The independent variable in this study was the utilization of the Problem-Based Learning model, while the dependent variables were the students' critical thinking ability and mastery of the minimum competency in force material. In this study, the data collection techniques were tests and observation. The results of the study revealed a significant difference in the average critical thinking ability of the experimental class, which was found to be 85.06. This indicates that the students in the experimental class successfully met the specified target, surpassing the minimum completeness criterion of 70. Based on the findings, it can be concluded that the implementation of the Problem-Based Learning (PBL) model significantly improved students' critical thinking skills in the context of force material. The control class achieved an average score of 75.08, meeting the minimum mastery criterion of 70. This indicates that the PBL model was effective in enhancing students' critical thinking abilities. The N-Gain results demonstrated a substantial increase of 0.75 in the experimental class, which falls under the high gain category. The obtained results can serve as a valuable reference for implementing the Problem-Based Learning (PBL) model in science education, particularly in teaching force material to elementary school students. The study suggests using the Problem-Based Learning (PBL) model for teaching force material to elementary school students. It effectively enhances critical thinking skills and is recommended for science education in elementary schools.
The Effectiveness of Manipulative Display Tool Assisted-Stay at Home Learning on the Students’ Problem Solving Laely Rizki Maulida; Isti Hidayah; Sunyoto Eko Nugraha
Journal of Primary Education Vol 11 No 3 (2022): September2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v11i3.65684

Abstract

The use of manipulative display tool is able to draw the interest of the students and, at the same time, motivate them to pay attention to the learning process. The manipulative display tool itself may serve as an aid to deliver or to explain the mathematical concepts correctly. In addition to the problem, and specific to the context of the study, the problem-solving capacity of the students in SD Negeri Banjarsari the District of Ajibarang the Regecy of Banyumas is still low. The study aims to identify the effectiveness of the manipulative display tool assisted-stay at home learning against problem-solving skills of the students. In conducting the study, the method that has been implemented is the mixed method. The study used the sequential explanatory design using the sequential combination of the quantitative and the qualitative research method. The number of the subjects in the study consist of 88 respondents. The quantitative samples for the study are gathered through the cluster random sampling technique while the qualitative samples for the study are gathered through the purposive sampling technique. Furthermore, the data gathering method that has been used in the study consists of test, questionnaire, interview, and documentation. After the data have been gathered, the data are analysed by using the independent sample t-test and the N-gain test. Based on the results of the study, it is found that there have been differences on the mathematical problem-solving learning results between the students in the experimental group and the control group with the significance value .000 < 0.05. in addition, it is also found that the pre-test and the post-test results of the experimental group have increased namely 0.59 and 0.38 as these results belong to the moderate category. Hence, these findings show that the improvement on the learning results has been influenced by the effective of the manipulative display tool-assisted stay at home learning and the open-ended questions.
Analysis of Reading Literacy Habituation and Development Stages to Increase Students' Reading Interest in Grade II SDN Pudakpayung 01 Semarang Almira Jovankova Yunan; Tri Joko Raharjo; Arief Yulianto
Journal of Primary Education Vol 11 No 3 (2022): September2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v11i3.69440

Abstract

Entering the 21st century, students are expected to have the ability to understand information and apply various critical and creative thinking techniques when reading, writing, and solving problems. One of the policies carried out by the Semarang city administration is the implementation of the School Literacy Movement (GLS) and optimizing mobile libraries as a central facility. This study aims to analyze the school's strategy in increasing the Reading Literacy Habituation and Development stage to increase students' reading interest and to analyze the teacher's influence on students in the Reading Literacy Habituation and Development stage to increase students' reading interest in class II at SDN Pudakpayung 01 Semarang. The method used in this research is descriptive qualitative method. Data collection techniques in this study were interviews with class II principals and teachers, grade II students, observation, and documentation. From the results of observing the constraints on the stage of reading literacy comprehension in elementary schools at SDN Pudakpayung 01 Semarang City, that is, most of the students who are still in class II feel lazy to read is still quite high. Meanwhile, even in high grades, there are still many students who are less motivated to read or write. Reading literacy is not just talking 5 about 15 minutes of reading a book. Reading interest literacy is not only influenced by internal factors in school, students' reading interest is also influenced by external factors, namely parents.
Implementation of Guided Inquiry Model with MURDER Strategy to Improve Elementary School Students' Science Process Skills Arif Mishbah Suryawanto; Bambang Subali; Sri Haryani
Journal of Primary Education Vol 11 No 3 (2022): September2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v11i3.72385

Abstract

Science learning is an educational activity that emphasizes the development of students' abilities and skills in learning. One crucial skill that students need to master in the learning process is science process skills. Science process skills enable students to independently discover concepts from various learning sources through exercises conducted during the learning process. This study aims to determine the effectiveness of the guided inquiry model with the MURDER strategy in improving students' scientific process skills. The method used in this study was quasi-experimental. The sample consisted of fifth-grade students from SDN 262 Panyileukan, Bandung City with 50 students in the experimental group and 50 students in the control group. The research results showed that the average post-test score obtained by the experimental group was 84.45, which was higher compared to the control group's score of 72.71. Additionally, the n-gain test results for the experimental group yielded a score of 0.58, while the control group had a score of 0.31. In conclusion, the guided inquiry model with the MURDER strategy was effective in improving students' science process skills.

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