Pesona Dasar : Jurnal Pendidikan Dasar dan Humaniora
Jurnal Pesona Dasar focuses on educational research, especially research on primary education. It invites educational researchers from all regions of Indonesia to share their knowledge on the development of primary educational research. This journal is published twice a year in April and October.
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<![CDATA[PELATIHAN GURU SEKOLAH DASAR PADA MODEL PEMBELAJARAN KURIKULUM 2013: PRO DAN KONTRA ]]>
<![CDATA[Mislinawati., Mislinawati]]>;
<![CDATA[Fitriani, Suci]]>
<![CDATA[ Jurnal Pesona Dasar Vol 8, No 1 (2020): Jurnal Pesona Dasar Volume 8 Nomor 1 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/pear.v8i1.17061
<![CDATA[Most of teachers in Aceh have not applied innovative teaching models as suggested in the Curiculum 2013. Generally they teach without using curriculum models suggested in the 2013 curriculum. Teachers are not yet fully informed about the learning models, so teachers are difficulty and rarely apply in the learning process. Based on the problems experienced by these teachers, then the thing done to solve the problem is to provide training and mentoring activities. Subjects in this study teachers SDN Banda Aceh as many as 40 people. This study employed descriptive qualitative method. Training on the learning model based on the 2013 curriculum for two days includes: first day of theoretical training on learning model; The second day, the training to practice the learning model that will be developed. Further assistance in developing and practicing the model of learning in the classroom for four months. In the process of mentoring teachers guided from the process of making learning tools such as RPP, Media and LKS. The results showed that only 30% applied the models suggested in the curriculum 2013. Teachers' efforts in applying these models are demonstrated by the teacher's persistence from the process of making the lesson plan, it seems that the teachers who applied the models were enthusiastic in fixing model-based RPPs, looking at modules, designing the required media, and asking actively when something is poorly understood. Teachers are recommended to apply the 2013 curriculum learning models in order to have innovative classroom activities that can make the students active and enthusiastic. ]]>
<![CDATA[PERBANDINGAN HASIL BELAJAR SISWA PADA MATERI KERANGKA MANUSIA MELALUI MEDIA KERANGKA MANUSIA DAN MEDIA GAMBAR SISWA KELAS IV SDN LAMPEUNEURUT ACEH BESAR ]]>
<![CDATA[Humaira ,]]>;
<![CDATA[Sardinah ,]]>;
<![CDATA[M. Nasir M. Nasir Yusuf]]>
<![CDATA[ Jurnal Pesona Dasar Vol 3, No 3 (2015): April 2015 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengetahui perbandingan hasil belajar siswa kelas IV pada materi kerangka manusia melalui penggunaan media kerangka manusia dan media gambar di SDN Lampeuneurut Aceh Besar. Pendekatan yang digunakan dalam penelitian ini adalah kuantitatif dengan jenis penelitian eksperimen. Pemilihan sampel menggunakan teknik total sampling yang terdiri atas dua kelas yaitu; kelas IV-A yang berjumlah 29 orang dan kelas IV-B yang berjumlah 27 orang. Data yang diperoleh dianalisis dengan menggunakan rumus t-hitung. Hasil penelitian menunjukkan terdapat perbedaan hasil belajar antara siswa yang diajarkan dengan dengan menggunakan media kerangka manusia dan media gambar. Nilai rata-rata siswa kelas IV-A yang diajarkan dengan menggunakan media kerangka manusia sebesar 81,41 dan nilai rata-rata siswa kelas IV-B yang diajarkan dengan menggunakan media gambar yaitu 75,09. Hasil penelitian diperoleh menunjukkan nilai thitung = 2,2 dan ttabel = 2,021. Hal ini menunjukkan bahwa nilai thitung ttabel dan menyimpulkan bahwa hipotesis alternatif (ha) diterima yaitu “terdapat perbedaan hasil belajar pada materi kerangka manusia antara siswa kelas IV yang diajarkan melalui media kerangka manusia dan media gambar di SDN Lampeuneurut Aceh Besar”.]]>
<![CDATA[MODEL PROJECT CITIZENT DALAM MENINGKATKAN KECAKAPAN PENDIDIKAN KEWARGANEGARAAN PADA PENGEMBANGAN NILAI NILAI KARAKTER BUDAYA BANGSA ]]>
<![CDATA[Sulaiman., Sulaiman]]>;
<![CDATA[Nurmasyitah., Nurmasyitah]]>
<![CDATA[ Jurnal Pesona Dasar Vol 8, No 1 (2020): Jurnal Pesona Dasar Volume 8 Nomor 1 2020 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/pear.v8i1.17051
<![CDATA[Character development which is an effort to realize the mandate of the Pancasila and the Preamble to the 1945 Constitution is motivated by the reality of the national problems that are developing at this time, such as: disorientation and not living the values of Pancasila; the limitations of integrated policy tools in realizing the values of Pancasila; shifting ethical values in the life of the nation and state; waning awareness of national cultural values; the threat of national disintegration; and the weakening of the nation's independence (National Policy Master Book for the Development of the Nation's Cultural Character 2010-2025). To support the realization of the ideals of character development as mandated in the Pancasila and the Preamble to the 1945 Constitution and to overcome the current national problems, the Government has made character development as one of the national development priority programs. That spirit is implicitly emphasized in the National Long-Term Development Plan (RPJPN) for 2005-2015, where character education is placed as a foundation for realizing the vision of national development, namely "realizing a society of noble, moral, ethical, cultured, and civilized based on the Pancasila philosophy. " One model that can develop national cultural character values through citizenship education is the Project citizen model, which is a portfolio-based learning model. Through this model students are not only invited to understand scientific concepts and principles, but also develop their ability to work cooperatively through empirical practice learning activities. thus learning will be increasingly challenging, activating and more meaningful ]]>
<![CDATA[PENGARUH KECERDASAN LOGIS-MATEMATIS TERHADAP HASIL BELAJAR IPA SISWA KELAS VI DI SD NEGERI 10 KOTA BANDA ACEH ]]>
<![CDATA[Fauzi Fauzi.]]>;
<![CDATA[Monawati Monawati.]]>
<![CDATA[ Jurnal Pesona Dasar Vol 7, No 1 (2019): Jurnal Pesona Dasar Volume 7 Nomor 1 April 2019 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/jn.v%vi%i.13535
<![CDATA[This study aims to determine the effect of logical-mathematical intelligence on science learning outcomes of sixth-grade students at SD Negeri 10 Banda Aceh. This study used a quantitative approach with a type of associative research. The samples in this study were 28 of sixth-grade students consisting of 14 male students and 14 female students. Samples were taken using cluster sampling. Data collection using tests was conducted to measure logical-mathematical intelligence and documentation of science learning outcomes. The data analysis technique used was a simple regression analysis. The data was processed using f-test statistics with a significant level of α = 0.05 using SPSS ver. 23, the results obtained as much as 20.2% were influenced by logical-mathematical intelligence and 79.8% were influenced by other factors. Therefore the result obtained was thus Ho was rejected and Ha was accepted. It could be concluded that there was a significant influence between logical-mathematical intelligence on science learning outcomes of sixth-grade students at SD Negeri 10 Banda Aceh. ]]>
<![CDATA[PENGEMBANGAN PERANGKAT PEMBELAJARAN UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA SEKOLAH DASAR ]]>
<![CDATA[Mahlianur rahman]]>
<![CDATA[ Jurnal Pesona Dasar Vol 1, No 1 (2017): APRIL 2017 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[This study aims to (1) produce a SETS kit that is feasible to the creative thinking of Elementary School (2) find out the effectiveness of the SETS kit to the creative thinking. This study is a research and development refering to the opinion of Borg Gall. The design of learning kits consists of 9 steps, including (1) research and information collection; (2) planning; (3) developing preliminary form of draft product; (4) preliminary field testing; (5) main product revision; (6) main field testing; (7) operational product testing; (8) operational field testing; and (9) final product revision. Subjects were students of Elementary School 3 Kota Fajar. The results show that the learning kit is effective to creative thinking of students according to the material expert and learning expert with excellent ratings category. Based on the result show that there are significant differences in creative thinking of students who take the study with SETS kits with those who do not use learning kits.]]>
<![CDATA[KENDALA GURU DALAM MENERAPKAN MODEL-MODEL PEMBELAJARAN BERDASARKAN KURIKULUM 2013 PADA SD NEGERI 62 BANDA ACEH. ]]>
<![CDATA[Mislinawati Mislinawati.]]>;
<![CDATA[Nurmasyitah Nurmasyitah.]]>
<![CDATA[ Jurnal Pesona Dasar Vol 6, No 2 (2018): Jurnal Pesona Dasar Volume 6 Nomor 2 Oktober 2018 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.17969/rtp.v%vi%i.12194
<![CDATA[This study aims to determine the constraints faced by teachers at implementing learning models based on the 2013 curriculum at SD Negeri 62 Banda Aceh. The approach used at this study is qualitative. The subject of SD 62 Banda Aceh teacher research was 20 people. Data collection is done by observation techniques through mentoring learning and interviews. Furthermore, all data is processed with the stages of qualitative data analysis, namely data reduction, data presentation, and drawing conclusions. Based on the results of data analysis, the constraints faced by teachers at implementing the 2013 curriculum learning model is in preparing the lesson plan (RPP) the teacher writes the learning model, but the teacher does not write down the syntax in the model, this is because the teacher does not understand the learning steps accordingly the syntax that exists in the learning model. so that teachers are less able to stimulate students to find out for themselves the problems that exist in the learning material, in fact the role of teachers is more dominant than students. Students are not given the opportunity to find their own concepts that are being discussed, as well as in the classroom management teachers are less able to direct students who are less able to be actively involved, and teachers do not get around the available time. The conclusions of this study are that the teacher has not applied the suggested learning in the 2013 curriculum because the teacher does not understand the existing syntax so they less motivated to implement it.]]>
<![CDATA[MEMBANGUN KEMBALI SIKAP NASIONALISME BANGSA INDONESIA DALAM MENANGKAL BUDAYA ASING DI ERA GLOBALISASI ]]>
<![CDATA[M. Husin Affan]]>
<![CDATA[ Jurnal Pesona Dasar Vol 3, No 4 (2016): Oktober 2016 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Nilai kebudayaan yang menjadi karakteristik bangsa Indonesia, seperti gotong royong, silahturahmi, ramah tamah dalam masyarakat menjadi keistimewaan dasar yang dapat menjadikan individu-individu masyarakat Indonesia untuk mencintai dan melestarikan kebudayaan bangsa sendiri. Tapi karakteristik masyarakat Indonesia yang dikenal sebagai masyarakat yang ramah dan sopan santun kini mulai pudar sejak masuknya budaya asing ke Indonesia yang tidak bisa diseleksi dengan baik oleh masyarakat Indonesia. Maka, dalam hal ini pemerintah memiliki peranan penting untuk mempertahankan nilai-nilai kebudayaan Indonesia dalam kehidupan masyarakatnya karena nilai-nilai kebudayaan dari leluluhur merupakan filosofi hidup pada tiap daerahnya meskipun tanpa bantuan teknologi. Nilai-nilai budaya tersebut bukan berarti mengharuskan kita untuk bersikap tertutup terhadap budaya asing, namun nilai dan makna filosofi kebudayaan Indonesia harus dijadikan sebagai sumber inspirasi dan kreatifitas. Berikut ini adalah beberapa cara mempertahankan kebudayaan Indonesia agar tidak terpengaruh oleh kebudayaan asing yang bersifat negatif, 1) Menumbuhkan semangat nasionalisme yang tangguh, misal semangat mencintai produk dan kebudayaan dalam negeri. 2) Menanamkan dan mengamalkan nilai-nilai Pancasila dengan sebaik- baiknya. 3) Menanamkan dan melaksanakan ajaran agama dengan sebaik- baiknya. 4) Selektif terhadap kebudayaan asing yang masuk ke Indonesia. 5) Memperkuat dan mempertahankan jatidiri bangsa agar tidak luntur. Dengan begitu masayarakat dapat bertindak bijaksana dalam menentukan sikap agar jatidiri serta kepribadian bangsa tidak luntur karena adanya budaya asing yang masuk ke Indonesia khususnya.]]>
<![CDATA[EVALUASI STATUS GIZI DAN PRESTASI BELAJAR PADA MURID SEKOLAH DASAR NEGERI SAMAR KILANG KABUPATEN BENER MERIAH TAHUN PELAJARAN 2012/2013 ]]>
<![CDATA[Diana Mayasari]]>;
<![CDATA[M. Nasir Yusuf]]>;
<![CDATA[Nyak Amir]]>
<![CDATA[ Jurnal Pesona Dasar Vol 2, No 3 (2014): Oktober 2014 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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<![CDATA[Tujuan penelitian ini adalah untuk mengevaluasi status gizi dan prestasi belajar pada murid Sekolah Dasar Negeri Samar KilangKabupaten Bener Meriahtahun pelajaran 2012/2013, yang menjadi sampel dalam penelitian ini adalah murid kelas IV (Empat), V (Lima), dan VI (Enam) dengan jumlah murid sebanyak 38 (47,5%) orang murid laki-laki, 42 (52,5%) murid perempuan, dengan jumlah keseluruhannya adalah sebanyak 80 orang. Penelitian ini menggunakan penelitian kualitatif dengan menggunakan statistik Deskriptif/Deduktif. Berdasarkan hasil analisis dapat disimpulkan bahwa: (1) Presentase status gizi 38 orang (47,5%) murid yang mengalami kategori status gizi kurus dan 42 orang (52,5%) murid yang status gizinya normal dengan nilai rata-rata adalah 18,57 dan termasuk kedalam kategori baik/normal. (2) Tingkat prestasi belajar 36 orang (45%) murid yang berkategori cukup dan 44 orang (55%) yang berkategori baik dengan nilai rata-rata adalah 7,06 dan termasuk kedalam kategori baik.]]>
<![CDATA[PENGARUH PENDEKATAN PEMBELAJARAN CONTEXTUAL TEACHING AND LEARNING DAN KREATIVITAS PESERTA DIDIK TERHADAP HASIL BELAJAR IPA KELAS V DI SDN 147 KOTA JAMBI ]]>
<![CDATA[Lina Herlina]]>
<![CDATA[ Jurnal Pesona Dasar Vol 7, No 2 (2019): Jurnal Pesona Dasar Volume 7 Nomor 2 Oktober 2019 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/pear.v7i2.14757
<![CDATA[Learning approach is the first step toward the learning process that based, inspires and becomes a background of learning methods with specitif theoretical scope. CTL is learning that related daily life context to find new insight. The end of this research is to know the result of the e examination result in Primary School. The sampling use non probability sampling technic. It was based on researched subjective asessment toward students characteristic. The data collection used test and non test technic (quesioner). This researdh is quasi experimental research. The subject war the students of V grade of SDN 147/IV Jambi City consisting of experimental class 5A and controll class 5B, the number of participants is 61 students. The research result showed: 1) CTL approach give more significant effect than expository methode approch towards the learning result, 2) the students with higher creativity have higher learning result than students with low creativity, 3) the students with higher creativity using CTL approach have higher natural science learning research than students with high creativity using expository learning menthode, 4) learner who have low creativity are taught to approach CTL higher learning results of students who are teaching method in ekspository, 5) there is no significant interarctive effects betwen CTL approach and expositoty methode and teh creativity of natural science learning result. Based on the result: it is highly reconed that teachers, expecially natural science teachers in Primary School to apply CTL approach in their learning process and give space for the development of student creativity. ]]>
<![CDATA[PENGARUH METODE PEMBELAJARAN COURSE REVIEW HORAY BERBANTU PERMAINAN PUZZLE TERHADAP HASIL BELAJAR TEMATIK SISWA KELAS IV SD NEGERI BENDUNGAN SEMARANG ]]>
<![CDATA[Leviatun Khasanah]]>;
<![CDATA[Qoriati Mushafanah]]>;
<![CDATA[Muhajir Muhajir.]]>
<![CDATA[ Jurnal Pesona Dasar Vol 6, No 1 (2018): Jurnal Pesona Dasar Vol 6 No 1 ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/pear.v6i1.10695
<![CDATA[This research was motivated by the low learning outcomes thematic fourth grade students of SD Negeri Bendungan Semarang. This is due to the lack of creativity of teachers in active learning methods, creative, innovative, and fun. The problem of this research is there any influence teaching methods Course Review Horay assisted Puzzle game on learning outcomes thematic my goal Scene 6 Subtheme 2 Amazingly my ideals fourth grade students of SD Negeri Bendungan Semarang ?. Goals to be achieved in this research is to determine the effect of teaching methods Course Review Horay assisted Puzzle game on learning outcomes thematic Cita-citaku Scene 6 Subtheme 2 Hebatnya Cita-citaku fourth grade students of SD Negeri Bendungan Semarang . This study uses a quantitative method Pre-Experimental Design with the form of One-group pretest-posttest Design Subjects in this study were all fourth grade students of SD Negeri Bendungan Semarang 2017/2018 school year numbered 36 students. The data in this study were obtained through testing. The results of this study states that the average value posttest (82) has increased from an average pretest score (58). Thus an increase in thematic learning outcomes of students with learning methods Course Review Horay assisted Puzzle.Hasil game hypothesis on the cognitive aspects of student learning outcomes showed that t_count t_table, that is 12,487 2,030 so Ha is received so that it can be concluded that the teaching methods Course Review Horay assisted Puzzle game affects the outcome of the thematic study of fourth grade students of SD Negeri Bendungan Semarang. ]]>
