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JIPD (Jurnal Inovasi Pendidikan Dasar)
Published by Universitas Katolik Indonesia Santu Paulus Ruteng
ISSN : 25410202     EISSN : 2598408X     DOI : -
Core Subject : Humanities, Science, Education, Social,
Humanities Education Library & Information Science Social Sciences Other
Jurnal Inovasi Pendidikan (JIPD) diterbitkan sejak tahun 2017 oleh Program Studi Guru Sekolah Dasar UNIKA Santu Paulus Ruteng. Jurnal ini terbit dua kali setahun pada bulan Juli dan Januari. Berisi Tulisan hasil telaah kepustakaan dan penelitian bidang pendidikan dan pembelajaran dosen Program Studi Pendidikan Guru Sekolah Dasar UNIKA Santu Paulus Ruteng dan para pemerhati bidang pendidikan pada umumnya dan secara khusus di bidang pendidikan dasar.
Arjuna Subject : -
Articles 171 Documents
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FLIP, FANTASI FLIPPED CLASSROOM PADA WHATSAPP DAN COLOUR NOTE MENULIS CERITA FANTASI MASA PANDEMI sumirah; Rahayu Pristiwati; Subyantoro H. Banawa
JIPD (Jurnal Inovasi Pendidikan Dasar) Vol. 6 No. 1 (2022): JIPD (Jurnal Inovasi Pendidikan Dasar)
Publisher : PGSD UNIKA SANTU PAULUS RUTENG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jipd.v6i1.927

Abstract

This study aims to describe the activity of 7th grade junior high school students writing fantasy story texts during the covid-19 pandemic via whatsapp and color notes using the Flipped Classroom learning model. The method that the writer uses in this research is descriptive quantitative. This study uses an online classroom action research procedure with whatsApp learning media and color notes. The subject of this research is the students' writing skills of fantasy story texts. The research data collection technique used test and non-test techniques consisting of observation of student activity and interviews, journals, and documentation. The results showed an increase in test results by 22%, from 76.4 in cycle 1 to 88.43 in cycle 2. In addition, the learning process and student behavior became more active, creative, and confident.
ANALISIS PROSES PEMBELAJARAN LITERASI DAN NUMERASI DASAR INKLUSIF SELAMA PANDEMI COVID-19 Widodo, Arif; Haryati, Linda feni; Syazali, Muhammad; Indraswati, Dyah; Anar, Ashar Pajarungi
JIPD (Jurnal Inovasi Pendidikan Dasar) Vol. 6 No. 1 (2022): JIPD (Jurnal Inovasi Pendidikan Dasar)
Publisher : PGSD UNIKA SANTU PAULUS RUTENG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jipd.v6i1.928

Abstract

Inclusive learning is one solution amid the diverse abilities of students in schools, especially in the areas of literacy and numeracy. This study aims to analyze the implementation of inclusive literacy and numeracy learning in elementary schools. The focus of the study in this research is whether the school has implemented inclusive learning well? how is inclusive learning done? what are the obstacles faced by teachers in implementing inclusive learning? This research uses a descriptive qualitative approach. The use of this approach is based on a description of the teacher's behavior, perceptions, motivations, and actions during the implementation of inclusive literacy and numeracy-based learning. Data collection methods in this study include interviews, observation, and documentation. The instruments in this study include observation sheets for data collection in the field, interview guidelines conducted to confirm the learning activities carried out, and documents found in the field. The data analysis process includes the stages of data reduction, data presentation, and concluding. The results of the study found that schools had implemented inclusive literacy and numeracy learning well. The learning stages include building student readiness, reading stories/substations, and learning according to level. The biggest obstacles faced by teachers in inclusive literacy and numeracy learning are that some students refuse to be grouped based on level, the number of students who experience hyperactivity disorders, and protests from parents when students are grouped to a lower level.
PENGEMBANGAN MEDIA ICT BERBASIS VIDEO ANIMASI PADA PEMBELAJARAN BAHASA INDONESIA DI SD Indah Mafazatin Nailiah; Erwin Rahayu Saputra
JIPD (Jurnal Inovasi Pendidikan Dasar) Vol. 6 No. 1 (2022): JIPD (Jurnal Inovasi Pendidikan Dasar)
Publisher : PGSD UNIKA SANTU PAULUS RUTENG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jipd.v6i1.976

Abstract

Pengembangan Media Ict Berbasis Video Animasi Pada Pembelajaran Bahasa Indonesia Di SD. Penelitian ini bertujuan untuk mengetahui bagaimana mengembangkan media pembelajaran video animasi untuk Pembelajaran Bahasa Indonesia di SD, sehingga bisa menjadi solusi permasalahan terkait minat belajar siswa dan tingkat fokus siswa dalam kegiatan pembelajaran di sekolah dasar. Produk yang dikembangkan dalam penelitian ini yaitu media pembelajaran ICT berbasis video animasi melalui Canva dengan mengacu pada kurikulum 2013 untuk siswa sekolah dasar. Metode yang dilakukan pada penelitian ini adalah penelitian pengembangan. Adapun dalam mengembangkan produk media pembelajaran ICT ini menggunakan jenis model ADDIE yang mencakup lima langkah yaitu: tahapan analisis (analysis), perancangan (design), pengembangan (development), implementasi (implementation) dan evaluasi (evaluation). Sasaran uji coba produk yaitu siswa SD. Subyek penilaian produk terdiri atas satu ahli yaitu dosen sebagai ahli media. Hasil penelitian ini adalah mengembangkan media pembelajaran ICT berbasis video animasi melalui Canva pada Pembelajaran Bahasa Indonesia Kelas I SD. Dari hasil validasi implementasi, media pembelajaran ICT berbasis video animasi melalui Canva pada Pembelajaran Bahasa Indonesia Kelas I SD diperoleh hasil layak dan efektif digunakan sebagai media pembelajaran yang dikembangkan.
HAMBATAN DALAM PENERAPAN PENDEKATANSAINTIFIK DI SEKOLAH DASAR DAN UPAYA MENGATASINYA Madu, Fransiska Jaiman; Gilbertus L. Targan; Mariana Jediut
JIPD (Jurnal Inovasi Pendidikan Dasar) Vol. 6 No. 1 (2022): JIPD (Jurnal Inovasi Pendidikan Dasar)
Publisher : PGSD UNIKA SANTU PAULUS RUTENG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jipd.v6i1.1110

Abstract

The main issue discussed in this study is the obstacles that teachers experience in applying a scientific approach in elementary school. One of the main reasons for teacher barriers in applying scientific approaches is the limitation of teachers' pedagogical competence and the teacher's lack of understanding of the scientific approach. The purpose of this study is to describe the obstacles faced by teachers in applying a scientific approach in elementary school and efforts to overcome the obstacles faced by teachers in applying a scientific approach in elementary school. This type of research is literature study research. Data collection techniques using documentation techniques. The results showed that: 1) Teacher barriers in applying a scientific approach in elementary school are found in the five main characteristics of the scientific approach, namely: first, observing; teachers experience bullying because some students participate in observing the problems given by the teacher while there are still students who chat or tend to be quiet rather than observing the object given by the teacher; second, ask; teachers have difficulty because students are still less active in asking questions; third, collect information; teachers experience concern because the source of information that elementary students believe only comes from teachers; fourth, associating / reasoning, teachers experience concern when the implementation is announced to be less able or unable to think critically about something; fifth, communicate; Teachers experience bullying because students' speaking skills are still low and most students feel embarrassed to talk to their friends in front of the class. 2) Efforts to overcome the obstacles faced by teachers in applying a scientific approach in elementary school, namely; first, observe; the teacher must create a learning atmosphere that can create student curiosity, as well as can encourage students to observe; second, ask; teachers must know the right learning strategies to increase learning motivation, so that students are active to ask questions, express opinions, and master the material; third, collect information; increased learning facilities and facilities, aiming to facilitate teachers and students in the learning process, then teachers must know the characteristics of students in the midst of a large number of students; fourth, associating; the teacher's efforts in overcoming obstacles to the characteristics of socializing, the teacher makes discussions with small groups; fifth, communicate; Teachers accustom students to communicate the results of group and individual work in front of the class so that their abilities are trained and formed. Keywords: barriers to the application of scientific approaches
HUBUNGAN KOMPETENSI KEPRIBADIAN GURU DENGAN MOTIVASI BELAJAR SISWA DI SDI TIMUNG TAHUN 2021 Fabianus Hadiman Bosco; Mikael Nardi; Bernadeta Mulia
JIPD (Jurnal Inovasi Pendidikan Dasar) Vol. 6 No. 1 (2022): JIPD (Jurnal Inovasi Pendidikan Dasar)
Publisher : PGSD UNIKA SANTU PAULUS RUTENG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jipd.v6i1.1116

Abstract

This research is motivated by students sometimes not doing the assignments given by the teacher, students not being active in learning activities, students being lazy to take part in teaching and learning activities in class, students not being able to read, there are still students who play and disturb their friends while they are studying. In learning, teachers tend to focus on students who have good abilities, and teachers often ignore students who have less abilities. This study aims to determine whether there is a relationship between the teacher's personality competence and student learning motivation.This type of research is quantitative. The population of this study were all teachers and students at SDI Timung and the research sample was teachers at SDI Timung totaling 11 people and students totaling 50 people. Data collection techniques in this study using a questionnaire. This questionnaire was given to 50 students to assess the teacher's personality competence which consisted of 20 statements and student learning motivation was given to the students themselves which consisted of 20 statements. The results of the study obtained rcount = 0.71 while the value of rtable = 0.284. The significance of the relationship between teacher personality competence and student learning motivation is shown by rcount greater than rtable at degrees of freedom (dk) = 48 and alpha 5%, namely rcount 0.71>rtable = 0.284. This shows that there is a positive relationship between teacher personality competence and student learning motivation and a high relationship because the r value is in the coefficient interval 0.60-0.799. The contribution or contribution of the teacher's personality competence variable to student learning motivation is shown in the coefficient of determination. The result of the analysis of the coefficient of determination is 50.41%. This means that the contribution or contribution of the teacher's personality competence variable (X) with student learning motivation (Y) is 50.41% and 49.59% is influenced by other factors not examined in this study. Thus, it can be concluded that there is a positive relationship between the teacher's personality competence and student learning motivation. Keywords: Competence, Teacher Personality, and Learning Motivation
PERSEPSI GURU TENTANG PEMBELAJARAN DARING Mena Niman, Erna
JIPD (Jurnal Inovasi Pendidikan Dasar) Vol. 6 No. 1 (2022): JIPD (Jurnal Inovasi Pendidikan Dasar)
Publisher : PGSD UNIKA SANTU PAULUS RUTENG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jipd.v6i1.1121

Abstract

This study aims at revealing teacher perceptions and the impact of online learning during the Covid-19 pandemic. The research method used was survey research with a questionnaire as a data collection instrument. The results showed that teachers had a negative perception of online learning. This is evidenced by 92.3% of respondents' answers who consider online learning to be ineffective and only 7.7% of respondents' answers gave positive responses. This condition is mostly caused by the lack of face-to-face interaction between students and teachers, the network and the availability of inadequate online learning facilities and the lack of parental attention to the child's learning process. This research is useful for improving teacher learning strategies, the attention of parents and all parties directly involved in the education process of students.
KEMANDIRIAN BELAJAR PESERTA DIDIK KELAS V SEKOLAH DASAR SELAMA PEMBELAJARAN JARAK JAUH Bagus Putra Sanjaya; Wawan Setiawardani
JIPD (Jurnal Inovasi Pendidikan Dasar) Vol. 6 No. 2 (2022): JIPD (Jurnal Inovasi Pendidikan Dasar)
Publisher : PGSD UNIKA SANTU PAULUS RUTENG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jipd.v6i2.1168

Abstract

The outbreak of the Covid-19 pandemic has forced the government in the education sector to implement a distance learning policy. However, this policy is not easy to implement at the basic education level. Therefore, this study aims to determine the implementation of distance learning in students of class V UPTD SDN 2 Karangampel Kidul and the learning independence that is formed in students during distance learning. This study uses a phenomenological study design with participatory observation data collection techniques, in-depth interviews that are unstructured and open, and documentation. Participants in the study were students and teachers of class V UPTD SDN 2 Karangampel Kidul obtained through purposive sampling technique. The results showed that distance learning at UPTD SDN 2 Karangampel Kidul at the beginning of the pandemic was considered not optimal because of the limited use of learning media and the implementation of learning that was still oriented to assigning tasks. However, in the new school year, educators collaborate with each other in compiling materials by varying various applications and platforms, and taking advantage of the assignment book submission schedule to repeat difficult material, so that learning activities run optimally. The learning independence of students during distance learning is considered to have developed, which is indicated by 1) most of the students communicate with friends and educators either through social media or directly with confidence; 2) most of the students do the assignments at the beginning of the time after the teacher sends the assignments and uses their cellphones to study; 3) all students have the initiative when facing difficulties during distance learning such as taking lessons, asking family members, learning little by little when lazy, and doing their favorite activities after finishing studying; and 4) most of the students have aspirations and preferences for certain subjects, so that they excel and enjoy the distance learning process.
PENERAPAN MODEL PEMBELAJARAN DRTA (DIRECTED READING THINKING ACTIVITY) UNTUK MENINGKATKAN HASIL BELAJAR MEMBACA PEMAHAMAN SISWA SD NEGERI 209 SALOBULO KABUPATEN WAJO Lukman; Nur Ilmi; Widia Reskiani
JIPD (Jurnal Inovasi Pendidikan Dasar) Vol. 6 No. 2 (2022): JIPD (Jurnal Inovasi Pendidikan Dasar)
Publisher : PGSD UNIKA SANTU PAULUS RUTENG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jipd.v6i2.1222

Abstract

Penelitian ini dilatar belakangi oleh hasil belajar siswa kelas V SD Negeri 209Salobulo Kabupaten Wajo yang belum mencapai standar ketuntasan belajar minimum(SKBM). Tujuan penelitian ini adalah meningkatkan proses dan hasil belajar membacapemahaman siswa melalui penerapan model pembelajaran DRTA (Directed ReadingThinking Activity) di kelas V SD Negeri 209 Salobulo Kabupaten Wajo. Penelitian inimerupakan penelitian tindakan kelas (PTK) dan menggunakan pendekatan kualitatif. Subjek dalam penelitian ini adalah guru dan siswa kelas V SD Negeri 209 Salobulo yang berjumlah 20 siswa terdiri dari 12 siswa perempuan dan 8 siswa laki-laki. Fokus dari penelitian ini yaitu fokus proses dan fokus hasil. Penelitian ini terdiri dari 2 siklus dan setiap siklus terdiri dari 1 kali pertemuan. Teknik pengumpulan data yang digunakan yakni observasi, tes, dan dokumentasi. Pada siklus I hasil observasi guru berada pada kategori baik (B), untuk hasil observasi siswa berada pada kategori cukup (C) dan hasil tes belajar siswa berada pada kategori cukup (C). Pada siklus II hasil observasi guru berada pada kategori baik (B), untuk hasil observasi siswa berada pada kategori baik (B) dan hasil tes belajar siswa menunjukkan ketuntasan dikategori baik (B). Kesimpulannya yaitu penelitian ini menunjukkan bahwa dengan penerapan model pembelajaran DRTA (Directed Reading Thinking Activity) dapat meningkatkan proses dan hasil belajar membaca pemahaman siswa kelas V SD Negeri 209 Salobulo Kabupaten Wajo Kata kunci: Model DRTA, hasil belajar, dan membaca pemahaman
PENGEMBANGAN METODE INKUIRI PADA PEMBELAJARAN PKN KELAS V SEKOLAH DASAR Asti Islamiati; Erwin Rahayu Saputra
JIPD (Jurnal Inovasi Pendidikan Dasar) Vol. 6 No. 2 (2022): JIPD (Jurnal Inovasi Pendidikan Dasar)
Publisher : PGSD UNIKA SANTU PAULUS RUTENG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jipd.v6i2.1267

Abstract

In this era, having critical thinking skills is a skill that must be possessed by everyone because it is one of the life skills. However, in reality not everyone has the ability to think critically. So we need an innovation to help train or develop critical thinking skills starting from education in elementary schools. The development of innovation is carried out in one of the lessons, namely Civics in class V Elementary School by involving the inquiry method which aims to train students' critical thinking skills in posing a problem and solving it. This study uses a research and development approach with a class action method. Based on the results obtained that as many as 80% of students are able to pose problems and as many as 70% of students provide solutions to the problems posed. The development of the inquiry method shows students' critical thinking skills in Civics learning with socio-cultural discussions in Indonesia.
PENGEMBANGAN MEDIA AJAR VISUAL “SAMBUNG PIPA” TERHADAP SISWA AUTISM SPECTRUM DISORDER (ASD) PADA PEMBELAJARAN TEMATIK KELAS 1 SEKOLAH DASAR Annifa Salja; Muhammad Husni; Abdul Aziz
JIPD (Jurnal Inovasi Pendidikan Dasar) Vol. 6 No. 2 (2022): JIPD (Jurnal Inovasi Pendidikan Dasar)
Publisher : PGSD UNIKA SANTU PAULUS RUTENG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36928/jipd.v6i2.1286

Abstract

Development of Visual Teaching Media “Connecting Pipes” to Autism Spectrum Disorder (ASD) Students in Class 1 Thematic Learning at MI Hamzanwadi No. 1 Pancor Academic Year 2021/2022, Proposal, Primary School Teacher Education Study Program (PGSD) Faculty of Education (FIP) Hamzanwadi University. This research was conducted with the aim of developing a visual teaching media “Connect Pipes” to Autism Spectrum Disorder (ASD) students in grade 1 thematic learning using the Borg and Gall research design which consists of 10 steps and then simplified into 7 steps, namely: (1) doing needs analysis, (2) planning, (3) initial product development, (4) limited testing, (5) revision of product test results, (6) main product test, (final product revision). This research was conducted on an autistic student in grade 1 who experienced barriers to communication, behavior and interaction. The research instrument used a material expert validation sheet, a media expert validation sheet and the responses of teachers and school principals. The results of the material expert validation test got a score of 97 in the range of scores X> 83.94 with the "very good" category. The results of the media expert validation test got a score of 93 in the range of scores X> 83.94 with the "very good" category. Based on the results of interviews with teachers and principals, the resource persons stated that the visual teaching media "Connect Pipes" is able to accommodate the needs of autistic students in the learning process because the material is easily accepted and the display is able to attract students' attention. So that it can be concluded, the visual teaching media "Connect Pipes" as a support for learning for autistic students is valid and effective as a tool that makes it easier for students to understand the material in thematic books. Keywords: Visual media development, autism students, pipe connection.

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