cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Fitria Dwi Prasetyanigntyas
Contact Email
jlj@mail.unnes.ac.id
Phone
+6282225990248
Journal Mail Official
jlj@mail.unnes.ac.id
Editorial Address
Jl. Bringin Raya No. 15, Karanganyar, Ngaliyan, Semarang
Location
Kota semarang,
Jawa tengah
INDONESIA
Joyful Learning Journal
Published by Universitas Negeri Semarang
ISSN : 22526366     EISSN : 2775295X     DOI : https://doi.org/10.15294/jlj
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Joyful Learning Journal publishes research articles on the development of innovative and creative learning media, the effectiveness of a learning model, the comparison of a learning activity in elementary school, the relationship of a learning concept as well as conceptual studies on basic education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 672 Documents
 12   13   14   15   16 
HUBUNGAN MINAT BACA DAN KEBIASAAN MEMBACA DENGAN KEMAMPUAN MEMBACA PEMAHAMAN Setyowati, Risa Tikdia
Joyful Learning Journal Vol 6 No 2 (2017): Joyful Learning Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v6i2.15764

Abstract

Abstrak Penelitian ini bertujuan untuk: (1) menguji hubungan antara minat baca dan kebiasaan membaca dengan kemampuan membaca pemahaman; (2) menentukan besarnya kontribusi minat baca dan kebiasaan membaca dengan kemampuan membaca pemahamansiswa kelas V SD, Gugus Suroto, Kecamatan Mungkid, Kabupaten Magelang. Penelitian ini merupakan penelitian korelasi dengan menggunakan 77 sampel, dipilih menggunakan teknik propotional random sampling. Penelitian ini adalah penelitian korelasi. Sampel pada penelitian ini adalah siswa kelas V SD, Gugus Suroto, Kecamatan Mungkid, Kabupaten Magelang sebanyak 77 siswa. Dipilih menggunakan teknik propotional random sampling. Teknik pengumpulan data menggunakan angket tertutup, dokumentasi dan tes. Analisis dan uji prasyarat dilakukan dengan uji normalitas, linieritas dan multikolinieritas. Pengujian hipotesis dilakukan dengan analisis korelasi sederhana, korelasi ganda, regresi linier sederhana, regresi linier ganda dan korelasi ganda. Hasil penelitian ini adalah minat baca dan kebiasaan membaca berhubungan positif dan signifikan dengan kemampuan membaca pemahaman sebesar 55% pada siswa kelas V SD di Gugus Suroto (r=0,746, R= 0,556). Kesimpulan dari penelitian ini adalah terdapat hubungan antara minat baca dan kebiasaan membaca dengan kemampuan membaca pemahaman pada siswa kelas V SD Gugus Suroto Kecamatan Mungkid Magelang This research was aimed to: 1) testing correlation between reading interest, reading habbit with the ability of reading comprehension; 2) discover the contribution reading interest and reading habbit with the ability of reading comprehension on fifth grade class students at State Elementary School of Suroto Cluster Mungkid sub-district Magelang regency.It was a correlational research using 77 samples, selected using proportional random sampling technique. Instruments used to collect data were test,interview, and documentation. Data was analyzed using a descriptive analysis. The pre-condition test was conducted by normality, linearity, and multikolinierity tests. The hypothesis examination was conducted by a simple correlation, simple linier regresion, multiple correlations and multiple linier regresion. This research result was reading interest (X1) and reading Habbit (X2) jointly positively and significantly related to the reading comprehension (Y) amount 55% on fifth grade class students at state elementary school of Suroto Cluster (r=0,746 and R2= 0,556). There was a correlation of reading interest, reading habbit and the ability of reading comprehension on fifth grade class students at State Elementary School of Suroto Cluster Mungkid sub-district Magelang regency.
KEEFEKTIFAN MODEL LEARNING CYCLE DAN INQUIRY TERHADAP HASIL BELAJAR IPA KELAS V Wulandari, Santi
Joyful Learning Journal Vol 6 No 2 (2017): Joyful Learning Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v6i2.15838

Abstract

Abstrak Penelitian ini dilatarbelakangi oleh belum optimalnya hasil belajar siswa kelas V SDN Gugus Pangeran Cendono Kudus pada pelajaran IPA. Penelitian ini bertujuan untuk menguji keefektifan model Learning Cycle dan Inquiry dibandingkan Explicit Instruction terhadap hasil belajar IPA siswa kelas V SDN Gugus Pangeran Cendono Kudus. Penelitian ini adalah penelitian eksperimen semu berdesain NonequivalentControl Group Design. Pengambilan sampel berteknik purposive sampling. Data analisis menggunakan uji t dengan rumus independent sample t test dengan taraf signifikasi 5% (0,05). Hasil penelitian menunjukan; (1) rata-rata nilai posttest kelas eksperimen I lebih besar dibandingkan kelas kontrol. Mean posttest kelas eksperimen I sebesar 80,864 dan mean posttest kelas kontrol sebesar 71,333.; (2) rata-rata nilai posttest kelas eksperimen II lebih besar dibandingkan kelas kontrol. Mean posttest kelas eksperimen II sebesar 76,129 dan mean posttest kelas kontrol sebesar 71,333.; dan (3) rata-rata nilai posttest kelas eksperimen I lebih besar dibandingkan kelas eksperimen II. Mean posttest kelas eksperimen I sebesar 80,864 dan mean posttest kelas eksperimen II sebesar 76,129. Simpulan model Learning Cycle lebih efektif diterapkan pada pembelajaran IPA siswa kelas V SDN Gugus Pangeran Cendono Kudus The background of the research was the result in science of achivement for fifth grade not yet optimum. The purpose of this research was to examine the effectiveness of model Learning Cycle and Inquiry in science teachingeducation on the education achievement for fifth grade of state elementary school Pangeran Cendono Kudus. This research used quasi experimental with nonequivalent control group design. The technical sampling is purposive sampling.Data analysis used the average difference test with a formula independent sample t test with significance level of 5% (0.05). The resultsof research showed that; (1) the first experimental class posttest mean higher than the control class. The first experimental class posttest mean is 80,864 and the control posttest mean is 71,333.; (2) the second experimental class posttest mean higher than the control class. The second experimental class posttest mean is 76,129 and the control class posttest mean is 71,333.; and (3) the first experimental class posttest mean higher than the second experimental class. The first experimental class posttest mean is 80,864 and the second experimental class posttest mean is 76,129. The conclusion of this research was Learning Cycle model more effective used for science teaching education in fifth grade of state elementary school Pangeran Cendono Kudus.
KEEFEKTIFAN MODEL PEMBELAJARAN VISUAL AUDITORY KINESTETHIC TERHADAP HASIL BELAJAR MENGIDENTIFIKASI CERITA ANAK KELAS V Guniasari, Monika
Joyful Learning Journal Vol 6 No 1 (2017): Joyful Learning Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v6i1.15859

Abstract

Pembelajaran bahasa Indonesia materi mengidentifikasi cerita anak pada siswa kelas V SD, Gugus Ahmad Yani, Kecamatan Kota Kudus kurang efektif, sehingga hasil belajar dan aktivitas belajar siswa belum maksimal. Penelitian ini bertujuan untuk mengetahui keefektifan model pembelajaran VAK terhadap hasil belajar mengidentifikasi cerita anak pada siswa kelas V SD, Gugus Ahmad Yani, untuk mengetahui aktivitas belajar siswa dalam pembelajaran mengidentifikasi cerita anak dengan model VAK pada siswa kelas V SD, Gugus Ahmad Yani. Jenis penelitian ini adalah penelitian eksperimen dengan desain quasi experimental design dan bentuk desain non equivalent control group design. Pengambilan sampel dilakukan dengan teknik purposive sampling. Sampel penelitian terdiri atas SD 1 Purwosari sebagai kelas eksperimen dan SD 2 Purwosari sebagai kelas kontrol. Analisis data menggunakan uji t-test, dan uji n-gain. Hasil penelitian menunjukkan bahwa model VAK efektif digunakan pada pembelajaran mengidentifikasi cerita anak. Dibuktikan dengan uji t-test menunjukkan thitung> ttabel,yaitu 2,064>1,980 dengan signifikansi (0,042 <0,05). Hasil uji n-gain menunjukkan kelas eksperimen 0,341 kriteria sedang dan kelas kontrol 0,217 dengan kriteria rendah. Hasil persentase aktivitas belajar siswa pada kelas eksperimen 83,66% kriteria sangat tinggi dan kelas kontrol 68,19% kriteria tinggi. Sehingga didapat kesimpulan model VAK lebih efektif terhadap hasil belajar mengidentifikasi cerita anak siswa kelas V SD, Gugus Ahmad Yani. Keefektifan model VAK diharapkan mampu menjadi pertimbangan bagi guru kelas V SD Gugus Ahmad Yani untuk menerapkan model VAK pada pembelajaran bahasa Indonesia materi mengidentifikasi cerita anak. This study was inspired by the ineffectiveness of Indonesian language subject teaching with the materials of identifying children stories on the fifth grade students of Elementary School Cluster Ahmad Yani, Kudus City. Therefore, this study was aimed at knowing the effectiveness of VAK learning model towards students' learning activity as well as the learning achievement in identifying children stories on the fifth grade students of Elementary School Cluster Ahmad Yani. This study belonged to experimental study with quasi experimental and nonequivalent control group design. The sample was decided by using purposive sampling technique. It resulted Elementary School Purwosari 1 as the experimental class, while Elementary Schools Purwosari 2 as the control class. The data coming from these two classes were analyzed by using t-test, and n-gain test. The result showed that the VAK model was effective to be used in teaching identifying children stories materials. It proved by the t-test result which showed that tccount>ttable with the value of 2.064>1.980 with significance (0.042 < 0.05). Moreover, the n-gain test resulted that the experimental class achieved 0.341 point with fair criterion, while the control class achieved 0.217 point with low criterion. In addition, it was known that the percentage of students' learning activity in experimental class was as many as 83.66% with very high criterion, and the control class was as many as 68.19% with high criterion. Thus, it could be concluded that the VAK learning model was effective to be used in teaching identifying children stories materials. Accordingly, by seeing the effectiveness of this learning model could be considered to be implemented by the teachers of the fifth grade of Elementary School Cluster Ahmad Yani to teach the same materials.
KEEFEKTIFAN MODEL TGT NHT BERBASIS TEORI VAN HIELE TERHADAP HASIL BELAJAR MATEMATIKA Bestari, Laksmita Aulia
Joyful Learning Journal Vol 6 No 1 (2017): Joyful Learning Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v6i1.16303

Abstract

This research aimed to identify the effectiveness of TGT based on Van Hiele theory compared to the NHT based on Van Hiele theory and STAD model as a controled class towards 5th grade students’ on mathematics learning result of Melati Elementary Schools, Kudus City. It was a Quasi Exsperimental research with Nonequivalent Control Group Design. The populations were all 5th grade students of Melati Elementary School, Kudus City. The sampling technique used was cluster random sampling. The samples were students of 5th class Karangmalang 1 Elementary School (1st experimental class), students of 5th class Karangmalang 3 Elementary School (2nd experimental class), and students of 5th class Karangmalang 2 Elementary School (control class). The result showed that TGT theory model based on Van Hiele was more effective than model of NHT based on Van Hiele theory and STAD model. The result revealed that the mean value of posttest in the 1st experimental class (85,25) was better than the 2nd experimental class (83,11) and control class (79,03). The result showed that the mean value of N-Gain 1st experimental class (0,80) was better than the 2nd experimental class (0,76) and control class (0,71). Penelitian ini bertujuan untuk mengetahui keefektifan model TGT berbasis teori Van Hiele dibandindgkan dengan model NHT berbasis teori Van Hiele dan STAD sebagai kelas kontrol terhadap hasil belajar Matematika siswa kelas V SDN Gugus Melati Kudus. Jenis penelitian yang digunakan adalah Quasi-Experimental dengan bentuk Nonequivalent Control Group Design. Populasi penelitian adalah siswa kelas V SDN Gugus Melati Kecamatan Gebog Kabupaten Kudus. Teknik pengambilan sampel menggunakan cluster random sampling. Sampel yang digunakan siswa kelas V SDN 1 Karangmalang (kelas eksperimen 1), siswa kelas V SDN 3 Karangmalang (kelas eksperimen 2), dan siswa kelas V SDN 2 Karangmalang (kelas kontrol). Hasil penelitian menunjukkan model TGT berbasis teori Van Hiele lebih efektif dari model NHT berbasis teori Van Hiele dan model STAD. Rata-rata hasil postest kelas eksperimen 1 sebesar 85,25, kelas eksperimen 2 sebesar 83,11 sedangkan pada kelas kontrol sebesar 79,07. Rata-rata N-Gain pada kelas eksperimen 1 sebesar 0,80, pada kelas eksperimen 2 sebesar 0,76, sedangkan pada kelas kontrol sebesar 0,71 sehingga peningkatan hasil belajar kelas eksperimen 1 dikategorikan tinggi, kelas eksperimen 2 dikategorikan tinggi, dan pada kelas kontrol dikategorikan tinggi.
PENGEMBANGAN MEDIA DIORAMA BERBASIS PROJECT BASED LEARNING PADA PEMBELAARAN IPA KELAS V setiawan, erwin rahayu
Joyful Learning Journal Vol 6 No 2 (2017): Joyful Learning Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v6i2.16345

Abstract

Abstrak Tujuan dari penelitian ini adalah untuk mengetahui kelayakan dan keefektifan media diorama IPApada materi peristiwa alam. Penelitian pengembangan (R&D) ini diadaptasi dari model pengembanganSugiyono. Hasil pengembangan media divalidasi oleh ahli media dan ahli materi. Untuk uji skala kecil dipilih 6siswa kelas V SDN Gunungsari dan uji skala besar di SDN 2 Candisari dengan jumlah 23 siswa. Data penelitianini diperoleh observasi, tes, angket dan dokumen. Teknik analisis data menggunakan analisis data produk,analisis data awal/uji persyaratan analisis, uji t, dan uji gain. Hasil penelitian menunjukan bahwa media dioramalayak untuk digunakan. Dari hasil validasi materi diperoleh persentase sebesar 90% kriteria sangat layak dan ahlimedia mendapat persentase 88,3% kriteria sangat layak, dan tanggapan guru mendapat rerata persentase sebesar91,25% kriteria sangat layak. Tanggapan siswa mendapat rerata persentase 86% kriteria sangat layak. Hasilbelajar pretest dan posttest dihitung menggunakan N-Gain mengalami peningkatan sebesar 0,36 dengan kategorisedang. Berdasarkan uji hipotesis dengan uji t-test (Paired Samples Test), pada output diketahui Sig (2-tailed) =0,000 < 0,05 maka Ho ditolak, artinya terdapat perbedaan secara signifikan hasil belajar IPA sebelum dansesudah menggunakan media diorama berbasis PjBL. Kesimpulannya media diorama berbasis PjBL yangdikembangkan, layak dan efektif digunakan dalam pembelajaran IPA kelas V SDN 2 Candisari. Abstract The purpose of this study was to determine the advisability and the effectiveness ofdiorama media in the subject of science in the natural event material. This study development (R &D) was adapted from the Sugiyono development model. Media development results was validatedby media experts and material experts. 6 students of the fifth grade of SDN Gunungsari waschoosen for small scale test, and 23 students of SDN 2 Candisari was choosen for large scale test.This research data obtained by observation, test, questionnaire and document. The data analysistechnique used product data analysis, initial data analysis / analysis requirements test, t test, andgain test. The result shows that diorama media was advisable to be used. From the result ofmaterial validation obtains criteria percentage of 90% that includes very advisable criteria and themedia expert gets a percentage of 88,3% that includes very advisable criteria, and the teacher'sfeedback gets an average percentage of 91,25% which includes very advisable criteria. The students'feedbacks get an average percentage of 86% which includes advisable criteria. Study results pretestand posttest are calculated by using the N-Gain has increased by 0,36 in the medium category.Based on the hypothesis test by t-test (Paired Samples Test) on the output is known Sig (2-tailed) =0,000 <0,05 that means Ho is rejected, it means there is a significant difference in Science learningoutcomes before and after using the diorama media based on the PjBL. In conclusion the dioramamedia based on the PjBL which is being developed is advisable and effectiveto be used in theScience learning to the fifth grade of SDN 2 Candisari.
HUBUNGAN MOTIVASI DAN DISIPLIN BELAJAR DENGAN HASIL BELAJAR IPS SISWA KELAS V Oktaviantoro, Rio Intan
Joyful Learning Journal Vol 6 No 4 (2017): Joyful Learning Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v6i4.16362

Abstract

Siswa yang mempunyai motivasi belajar yang tinggi dan disiplin belajar yang baik maka tinggi pula hasil belajar IPS siswa. Berdasarkan penelitian yang dilakukan di SDN Gugus Patiunus Kecamatan Bonang Kabupaten Demak ditemukan masalah bahwa kurangnya motivasi belajar siswa sehingga disiplin belajar juga kurang dipahami oleh siswa. Hal tersebut menyebabkan hasil belajar yang didapatkan kurang optimal. Tujuan dalam penelitian ini adalah menguji hubungan yang positif dan signifikan antara motivasi dan disiplin belajar dengan hasil belajar IPS siswa kelas V SDN Gugus Patiunus Kecamatan Bonang Kabupaten Demak. Jenis penelitian ini adalah penelitian korelasion al. Dari hasil penelitian diperoleh: 1) hasil hitung > tabel (0,683 > 0,244) termasuk kategori kuat; 2) hasil hitung > tabel (0,663 > 0,244) termasuk kategori kuat; 3) hasil hitung > tabel (0,748 > 0,244) termasuk kategori kuat; 4) besar koefisien determinasi = 0,559504, ini berarti kontribusi motivasi belajar dan disiplin belajar terhadap hasil belajar siswa adalah 55,9% dan sisanya 44,1% disumbang oleh faktor-faktor lain. Sehingga dapat disimpulkan bahwa ada hubungan yang positif dan signifikan antara motivasi dan disiplin belajar dengan hasil belajar IPS siswa kelas V SDN Gugus Patiunus Kecamatan Bonang Kabupaten Demak. Students who have high learning motivation and good learning discipline then will be high result student learning ips. Based on research conducted at SDN Gugus Patiunus Sub-district Bonang, District Demak found the problem that the lack of student learning motivation so that the discipline of learning is also less understood by the students. This results in less than optimal learning outcomes. The purpose of this research is to test the positive and significant relationship between motivation and learning discipline with the learning outcomes of IPS students of grade V SDN Gugus Patiunus Sub- district Bonang District Demak. This type of research is correlational research. From the research results obtained: 1) hitung > tabel (0,683> 0,244) including strong category; 2) hitung > tabel (0,663> 0,244) including strong category; 3) hitung > tabel (0,748> 0,244) including strong category; 4) large coefficient of determination = 0,559504, this means the contribution of learning motivation and learning discipline to student learning outcomes is 55.9% and the remaining 44.1% was contributed by other factors. So it can be concluded that there was a positive and significant relationship between motivation and learning discipline with the results of learning IPS class V SDN Gugus Patiunus Sub-District Bonang District Demak.
HUBUNGAN FASILITAS BELAJAR DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR IPS SISWA KELAS V saputra, pria adi
Joyful Learning Journal Vol 6 No 1 (2017): Joyful Learning Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v6i1.16373

Abstract

THE RELATIONSHIP BETWEEN LEARNING FACILITIES AND LEARNING MOTIVATION TOWARDS SOCIAL STUDY SUBJECT LEARNING ACHIEVEMENT OF THE FIFTH GRADE STUDENTS
HUBUNGAN KECERDASAN EMOSIONAL DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR PKN KELAS II Ulum, Ilham Rahayu
Joyful Learning Journal Vol 6 No 1 (2017): Joyful Learning Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v6i1.16406

Abstract

Tujuan penelitian ini adalah mengetahui hubungan kecerdasan emosional dan motivasi belajar terhadap hasilbelajar PKn. Penelitian ini menggunakan metode kuantitatif, desain penelitian korelasional. Populasi sebanyak 187siswa. Teknik pengambilan sampel menggunakan Proposionate Stratified Random Sampling, diperoleh sampel 126siswa. Teknik pengumpulan data menggunakan tes, angket, wawancara dan dokumentasi. Teknik analisis datamenggunakan analisis deskripstif, teknik analisis korelasi sederhana dan teknik analisis korelasi ganda. Hasilanalisis deskriptif menunjukkan kecerdasan emosional, motivasi belajar dan hasil belajar PKn dalam kategorisedang. Hasil analisis korelasi menunjukkan hubungan yang sangat kuat antara kecerdasan emosional terhadaphasil belajar PKn. Motivasi belajar mempunyai hubungan sangat kuat terhadap hasil belajar PKn. Kecerdasanemosional dan motivasi belajar secara bersama-sama berhubungan terhadap hasil belajar PKn dalam kategorisangat kuat. Simpulan penelitian ini terdapat hubungan yang positif dan signifikan antara kecerdasan emosionaldan motivasi belajar terhadap hasil belajar PKn siswa kelas II SD Gugus Gajahmada Kecamatan GajahmungkurKota Semarang. The purpose of this study was to determine the relationship of emotional intelligence and learning motivationtowards the learning achievement of PKn Subject. This study used quantitative approach and correlational researchdesign. The population involved were 187 students. Meanwhile the sampling technique used was ProportionateStratified Random Sampling. By this sampling technique, it was obtained 126 sample of students. From thesesample, the data were collected by using tests, questionnaires, interviews and documentation. Further, the dataanalysis techniques used were descriptive analysis, simple correlation analysis techniques and multiple correlationanalysis techniques. The results of descriptive analysis showed that emotional intelligence, learning motivation andthe learning achievement of PKn Subject were in the medium category. On the other hand, the result of correlationanalysis showed a very strong correlation between emotional intelligence and the learning achievement of PKnSubject. The same result was also obtained in the correlation between learning motivation with the learningachievement of PKn Subject. The last, emotional intelligence and learning motivation were together related to thelearning achievement of PKn Subject in very strong categories. The conclusion of this study was that there was apositive and significant relationship between emotional intelligence and learning motivation toward the learningachievement of PKn Subject by the second grade students of Elementary Schools Cluster Gajahmada,Gajahmungkur Subistrict, Semarang City.
MEDIA ANIMASI DUA DIMENSI PELAJARAN SBK MATERI MENGENAL KARYA KERAJINAN NUSANTARA rahayu, artika
Joyful Learning Journal Vol 6 No 1 (2017): Joyful Learning Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v6i1.16619

Abstract

Abstrak Tujuan penelitian ini untuk mengetahui pengembangan, kelayakan dan keefektifan media Animasi Dua Dimensi mata pelajaran SBK sebagai media yang layak dan untuk meningkatkan hasil belajar kognitif kelas IV. Jenis penelitian ini adalah penelitian pengembangan menggunakan metode Research and Development . Populasi penelitian ini adalah peserta didik kelas IV SDN 1 Kedunggading, SDN 1 Mojo, dan SDN 1 Ringinarum. Teknik pengumpulan data menggunakan angket, wawancara, dokumentasi, observasi, dan tes. Analisis data menggunakan uji validitas, Reliabilitas, Normalitas, Homogenitas, N-gain, dan t-Test. Hasil Penelitian menunjukan bahwa, penilaian pakar ahli materi sebesar 94,23% (sangat layak) dan ahli media sebesar 92,85% (sangat layak). Media yang dikembangkan mampu meningkatkan ketuntasan klasikal 29,57% menjadi 100%. Jadi, dapat disimpulkan bahwa Media Animasi Dua Dimensi Mata Pelajaran SBK Materi Mengenal Karya Kerajinan Nusantara di Kelas IV SD layak digunakan. This research was intended to know the development, feasibility and effectiveness of two dimensions animation media for teaching SBK subject as the feasible media for improving cognitive learning achievement of the fourth grade level. To achieve this objective, this research used Research and Development method by involving the fourth grade students of State Elementary School (SDN) Kedunggading 1, SDN Mojo 1, and SDN Ringinarum 1. Further, the data collection techniques used were questionnaire, interview, documentation, observation, and test. The data collected were analyzed by using validity, reliability, normality, homogeneity, N-gain, and t-tests. The results showed that these media achieved 94.23% from material experts with very feasible criterion, and 92.85% from media experts with very feasible criterion. Also, the developed media could improve classical completeness from 29.57% to 100%. Therefore, it can be concluded that the two dimensions animation media in SBK subject learning with the topic of recognizing national handicraft works for the fourth grade students are feasible.
PENGEMBANGAN BAHAN AJAR BERBASIS PROBLEM BASED LEARNING PADA PEMBELAJARAN IPA Umaroh, Umi
Joyful Learning Journal Vol 6 No 2 (2017): Joyful Learning Journal
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jlj.v6i2.16702

Abstract

AbstrakPenelitian bertujuan menghasilkan bahan ajar berkarakteristik Problem Based Learning, mengkajikevalidan, keefektifan, serta kepraktisan bahan ajar berbasis Problem Based Learning. Jenis penelitianResearch and Development (R&D). Metode penelitian dari Sugiyono; analisis tahap potensi dan masalah,pengumpulan data, desain produk, validasi desain, revisi desain, uji coba produk, uji coba pemakaian danproduk akhir. Subjek penelitian adalah siswa dan guru kelas V SD Gugus Ki Hajar Dewantara Rembang.Teknik pengambilan sampel menggunakan teknik simple random sampling. Teknik pengumpulan datamenggunakan wawancara, tes, kuesioner, dan dokumentasi. Hasil penelitian menunjukkan; produk bahan ajaryang dikembangkan valid dan layak, persentase kelayakan isi 83,3% (layak), aspek kelayakan penyajian 87,5%(sangat layak), aspek kelayakan model Problem Based Learning 85,7% (sangat layak), aspek kelayakankegrafikan 87,5% (sangat layak), dan aspek kelayakan kebahasaan 80% (layak). Berdasarkan uji t dengan nilaisignifikansi 0.000 < 0,05 dan uji gain yang bernilai 0,42 dengan kategori sedang berarti bahan ajar efektifdigunakan. Bahan ajar berbasis Problem Based Learning praktis digunakan, persentase respon guru secaraklasikal 84,1% (positif), persentase respon siswa secara klasikal 86,8% (sangat positif). Simpulan penelitian,bahan ajar yang dikembangkan berkarakteristik Problem Based Learning, valid untuk digunakan, efektifmeningkatkan hasil belajar siswa dan praktis digunakan dalam pembelajaran. AbstractThis research aimed to produce learning material based on problem based learning, to know validity,effectiveness, and the eligibility of learning material. This research was Research and Development (R & D),used the model of Sugiyono which consist of potential and problem analysis, data collection, productdesigning, product validation, product revision, product testing, operational testing, and final product. Thesubject of this research were students and teachers of class V at SD Ki Hajar Dewantara Rembang cluster. Thesampling technique used simple random sampling. The data collection technique used interview, test,questionnaire and documentation. The result showed: the teaching material which developed was valid andproper, percentage of content eligibility was 83,3% (valid), serving eligibility was 87,5% (very valid),graphical eligibility was 87,5% (very valid), problem based learning model eligibility was 85,7% (very valid),and language eligibility was 80% (valid). Based on t-test significance value which was 0,000 < 0,05 and gaintest was 0,42 with medium criteria, material learning was effective. Material learning based on problem basedlearning was practical to be used, the classical percentage from teacher which was 84,1% (positive) andstudent’s response percentage which was 86,8% (very positive). The conclusion of this research were learningmaterial was developed based on problem based learning valid to be used, effective to improve learningoutcomes, and practice to be used in learning.

Page 14 of 68 | Total Record : 672

 12   13   14   15   16 

Filter by Year

2012 2023


Reset
Filter By Issues
All Issue Vol 12 No 4 (2023): Joyful Learning Journal: Desember 2023 Vol 12 No 3 (2023): Joyful Learning Journal: September 2023 Vol 12 No 2 (2023): Joyful Learning Journal: June 2023 Vol 12 No 1 (2023): Joyful Learning Journal: March 2023 Vol 11 No 4 (2022): Joyful Learning Journal: Desember 2022 Vol 11 No 3 (2022): Joyful Learning Journal: September 2022 Vol 11 No 2 (2022): Joyful Learning Journal: Juni 2022 Vol 11 No 1 (2022): Joyful Learning Journal: Maret 2022 Vol 10 No 4 (2021): Joyful Learning Journal: Desember 2021 Vol 10 No 3 (2021): Joyful Learning Journal: September 2021 Vol 10 No 2 (2021): Joyful Learning Journal: Juni 2021 Vol 10 No 1 (2021): Joyful Learning Journal: Maret 2021 Vol 9 No 4 (2020): Joyful Learning Journal Vol 9 No 3 (2020): Joyful Learning Journal Vol 9 No 2 (2020): Joyful Learning Journal Vol 9 No 1 (2020): Joyful Learning Journal Vol 8 No 4 (2019): Joyful Learning Journal Vol 8 No 3 (2019): Joyful Learning Journal Vol 8 No 2 (2019): Joyful Learning Journal Vol 8 No 1 (2019): Joyful Learning Journal Vol 7 No 4 (2018): Joyful Learning Journal Vol 7 No 3 (2018): Joyful Learning Journal Vol 7 No 2 (2018): Joyful Learning Journal Vol 7 No 1 (2018): Joyful Learning Journal Vol 6 No 4 (2017): Joyful Learning Journal Vol 6 No 3 (2017): Joyful Learning Journal Vol 6 No 2 (2017): Joyful Learning Journal Vol 6 No 1 (2017): Joyful Learning Journal Vol 4 No 3 (2015): Joyful Learning Journal Vol 4 No 2 (2015): Joyful Learning Journal Vol 4 No 1 (2015): Joyful Learning Journal Vol 3 No 4 (2014): Joyful Learning Journal Vol 3 No 3 (2014): Joyful Learning Journal Vol 3 No 2 (2014): Joyful Learning Journal Vol 3 No 1 (2014): Joyful Learning Journal Vol 2 No 3 (2013): Joyful Learning Journal Vol 2 No 2 (2013): Joyful Learning Journal Vol 2 No 1 (2013): Joyful Learning Journal Vol 1 No 2 (2012): Joyful Learning Journal Vol 1 No 1 (2012): Joyful Learning Journal More Issue