Trapsila: Jurnal Pendidikan Dasar
Journal Trapsila focuses on theoretical issues and pedagogical practices in elementary education. The Journal welcomes submissions on all aspects of Elementary Education in the form of articles that report original research, analyze practice, discuss local and national policy and initiatives, offer a comparative perspective on research and policy and report on major research projects. Journal Trapsila contains research publications in the field of Elementary Education, including Civic education, Character Building, Bahasa Indonesia, English Language, Mathematics, Science, Social Science, Arts, Instructional Media, Learning Technology, and Elementary School children Psychology. The focus and scope of this journal are: Elementary education research. Elementary school learning. Elementary school literation. Elementary school learning media. Curriculum development in Elementary school.
Articles
145 Documents
<![CDATA[Kemampuan Literasi Sains Mahasiswa PGSD Universitas PGRI Adi Buana Surabaya ]]>
<![CDATA[JUNIARSO, TRIMAN]]>
<![CDATA[ Trapsila: Jurnal Pendidikan Dasar Vol 1, No 01 (2019) ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Sains, Universitas Wijaya Kusuma Surabaya ]]>
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DOI: 10.30742/tpd.v1i01.668
<![CDATA[Science literacy is a person's ability to understand science so that it is able to apply (Dani, 2009). Students who have scientific literacy skills can either apply their knowledge to solve problems in everyday life both in private, social or global (OECD, 2009). This study aims to describe the scientific literacy skills of PGSD students, the first semester of the University of PGRI Adi Buana Surabaya. Science literacy tests are adapted from PISA 2012 questions and consulted with experts. Students are given 50 minutes to solve the test questions given. Student answers were then analyzed and described based on nominal, functional, procedural, and multidimensional categories. From the results of the analysis it was found that the scientific literacy skills of the first semester PGSD students were in the nominal category (41.25%), functional categories (38.42%), procedural categories (21.18%), and the remainder in the multidimensional category.]]>
<![CDATA[EVALUASI PEMBELAJARAN TEMATIK DENGAN PENILAIAN AUTENTIK DI SDN PASAR BARU 1 KOTA TANGERANG ]]>
<![CDATA[Magdalena, Ina]]>;
<![CDATA[Banowati, Anggun Mila]]>;
<![CDATA[Safitri, Reni]]>;
<![CDATA[Wahyuningsih, Eka Nur]]>
<![CDATA[ Trapsila: Jurnal Pendidikan Dasar Vol 2, No 01 (2020) ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Sains, Universitas Wijaya Kusuma Surabaya ]]>
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DOI: 10.30742/tpd.v2i01.888
<![CDATA[Penelitian ini bertujuan untuk mendapatkan informasi yang komperehensip mengenai evaluasi pembelajaran tematik dengan menggunakan penilaian autentik di SDN Pasar Baru 1 Kota Tangerang. Hasil temuan sebagai berikut : pada kegiatan evaluasi belajar pembelajaran tematik dengan penilaian autentik penilaian nya menggunakan taksonomi bloom yang terdapat C1 sampai C6. Dalam pelaksanaan pembelajaran autentik tidak selalu berjalan mulus. Ada bebreapa kendala diantaranya yaitu dari aspek guru atau pengajarnya yang masih ada beberapa yang kurang kreatif dalam proses belajar mengajar. Hal ini yang menyebabkan penilaian autentik sendiri sulit dilakukan. Untuk mengatasinya guru harus dibekali kemampuan untuk membuat metode atau media pembelajaran yang lebih kreatif dan beragam yang dapat membuat pembelajaran lebih aktif, sehingga meminimalisir kendala dalam penilaian autentik ini terjadi.]]>
<![CDATA[Upaya Meningkatkan Kemampuan Menulis Tegak Bersambung Melalui Contoh di Buku Halus dan Drill pada Peserta Didik Kelas I SDN Jajartunggal III Surabaya ]]>
<![CDATA[WIDYANINGRUM, RIZKY]]>
<![CDATA[ Trapsila: Jurnal Pendidikan Dasar Vol 1, No 01 (2019) ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Sains, Universitas Wijaya Kusuma Surabaya ]]>
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DOI: 10.30742/tpd.v1i01.722
<![CDATA[This study aims to improve students' writing skills through the application of sampling and drill techniques to student participants. This technique is one form of developing skills learning found in four aspects of Indonesian language learning by combining letter by letter, thus forming a word and sentence. The type of research conducted is Class Action Research. The subjects of this study were first grade students of Jajartunggal III Surabaya Elementary School. This research was preceded by preliminary observations, followed by planning learning, implementation, observation per cycle and ending with evaluation. The activity is carried out with 2 cycles, with the hope that students' upright writing skills will increase. The results of upright writing learning through the model of giving examples in notebooks and drills to class I students are characterized by an increase in the average value of student. The average value of students in pre-action activities with an increase of 60. The condition experienced an increase in the average value of students in cycle 1 which is equal to 75 and the percentage of completeness by 55%. However, this increase has not yet reached the target set previously. Then after proceeding to 2nd cycle the average value in recurring writing learning increased by 81.2 with a percentage of completeness of 84%. This shows that the previously set target has been reached so that the research is stopped in 2nd cycle.]]>
<![CDATA[Pengembangan Media Evaluasi Hearsmon Berbasis SEL (Social Emotional Learning) dalam Pembelajaran IPA Materi Sistem Pendengaran Bagi Siswa SD ]]>
<![CDATA[Kismiati, Dyah Aniza]]>
<![CDATA[ Trapsila: Jurnal Pendidikan Dasar Vol 2, No 01 (2020) ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Sains, Universitas Wijaya Kusuma Surabaya ]]>
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DOI: 10.30742/tpd.v2i01.848
<![CDATA[This study aims to develop a media evaluation based on monopoly games combined with the values of Social Emotional Learning (SEL) on hearing system material for Grade IV Primary School students. This type of research is a Research and Development (RnD) with ADDIE design (Analysis, Design, Develop, Implement, and Evaluate). The stages carried out for this research are limited to the Development stage. The results of this study are in the form of a monopoly evaluation media, hereinafter referred to as Hearsmon, which contains test instruments related to the hearing system material for grade IV students. The values of Social Emotional Learning (SEL) developed through this media include personal dimensions (self-awareness, self-efficacy, self-management) and social dimensions (respect for others).]]>
<![CDATA[Penerapan Model Pembelajaran Tematik Tema Lingkungan dengan Pendekatan Kontekstual untuk Meningkatkan Hasil Belajar Siswa Kelas 1 SDN Babatan IV Surabaya ]]>
<![CDATA[winingsih, rahayu]]>
<![CDATA[ Trapsila: Jurnal Pendidikan Dasar Vol 2, No 02 (2020) ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Sains, Universitas Wijaya Kusuma Surabaya ]]>
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DOI: 10.30742/tpd.v2i02.1136
<![CDATA[Penelitian ini mempunyai beberapa tujuan yaitu sebagai berikut: (1) mendiskripsikan cara penerapan model pembelajaran tematik tema lingkungan dengan pendekatan kontekstual pada siswa kelas I di SDN Babatan IV Surabaya, (2) mendiskripsikan dampak peningkatan aktivitas siswa kelas I di SDN Babatan IV Surabaya, (3) mendiskripsikan dampak peningkatan tercapainya standar nilai ketuntasan belajar siswa kelas I di SDN Babatan IV Surabaya.Rancangan yang digunakan dalam penelitian ini adalah menggunakan metode kualitatif dengan metode Penelitian Tindakan Kelas (PTK). Dalam PTK ini dilaksanakan dalam dua siklus dalam setiap siklusnya dilaksanakan dalam 2 hari. Subyek penelitian ini adalah siswa kelas 1 SDN Babatan IV Surabaya dengan jumlah 30 siswa. Instrumen yang digunakan adalah observasi, dokumentasi, dan wawancara. Evaluasi yang dilakukan menggunakan tes hasil dan proses.Hasil penelitian model pembelajaran tematik tema lingkungan ini dapat meningkatkan hasil belajar pada siswa kelas 1 SDN Babatan IV Surabaya. Hal ini ditunjukkan dengan perolehan hasil formatif yang meningkat yaitu dari skor hasil rata-rata 43,3% pada siklus I ke 83,3% pada siklus II. Serta pada siklus II ini sudah mencapai nilai ketuntasan belajar diatas 75%, sehingga kegiatan siklus II di hentikan. Dampak dari penerapan metode pembelajaran tematik ini dapat meningkatkan tingkat aktivitas belajar siswa, standart nilai ketuntasan belajar siswa, dan cara menerapkan pembelajaran tematik. Berdasarkan hasil penelitian ini disarankan kepada guru untuk dapat menerapkan model pembelajaran tematik di kelas I. Kata Kunci: Model Pembelajaran Tematik, Pendekatan Kontekstual, Hasil Belajar. ]]>
<![CDATA[Peningkatan Penguasaan Konsep Energi Melalui Implementasi Pendekatan Keterampilan Proses ]]>
<![CDATA[Masrah, Masrah]]>
<![CDATA[ Trapsila: Jurnal Pendidikan Dasar Vol 1, No 02 (2019) ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Sains, Universitas Wijaya Kusuma Surabaya ]]>
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DOI: 10.30742/tpd.v1i02.815
<![CDATA[The process skills approach is the management of learning activities by getting students actively involved. It is expected to be able to overcome problems that occur in students, namely difficulties in understanding the concept of learning science. This research is a class action research in two cycles. The study was conducted at SDN 004 / V Kuala Tungkal in class IV-B with a total of 32 students. To test the successful implementation of the process skills approach 10 questions were used for each cycle. Data obtained from test results, observations, and interviews with students. The results showed the average student score increased from 40.63 in pre-cycle to 50.63 in cycle I and 66.88 in cycle II. Based on interviews conducted, students feel better when learning with a process skills approach because they feel that’s more fun. Keywords: Conceptual understanding, energy, procces skills approach.]]>
<![CDATA[Pengembangan Media Pembelajaran Boneka Tangan Mata Pelajaran Bahasa Indonesia Materi Menyimak Dongeng Pada Siswa Kelas II Sekolah Dasar ]]>
<![CDATA[Krisanti, Rosaria Yulinda]]>;
<![CDATA[Suprihatien, Suprihatien]]>;
<![CDATA[Suryarini, Diah Yovita]]>
<![CDATA[ Trapsila: Jurnal Pendidikan Dasar Vol 2, No 02 (2020) ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Sains, Universitas Wijaya Kusuma Surabaya ]]>
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DOI: 10.30742/tpd.v2i2.918
<![CDATA[AbstractThe lack of teaching effectiveness in teaching learning activity made students felt bored easily and noisy in the classroom. To resolve that problem needed teaching media used in learning process, one of them was puppet that developed as learning media completed with the stage to show the location of the story. This medium was used for understanding fairy tale material to intermediate grade 2. This writing used the development of Addie model (analysis, design, development, implementation, and evaluation). According to this unable condition to do a research, so this research ended in validity step as a measurement of worthiness using puppet medium for understanding fairy tale material. The worthiness of the validity media result was 94%, whereas validity material result in the first validator was 88,3% and the second was 86,6%. According to that validity result, we could conclude that teaching media using puppet could be used for understanding fairy tail material for intermediate grade 2. Keywords: media development of hand puppets, Indonesian language learning, listening to fairy tales.]]>
<![CDATA[Implementasi Media Audio Visual untuk Meningkatkan Kemampuan Menulis Teks Eksplanasi ]]>
<![CDATA[Suprianto, Edy]]>
<![CDATA[ Trapsila: Jurnal Pendidikan Dasar Vol 1, No 02 (2019) ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Sains, Universitas Wijaya Kusuma Surabaya ]]>
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DOI: 10.30742/tpd.v1i02.810
<![CDATA[This research is a class action research. The research aims to reduce problems in class VI-C SDN 004/V Kuala Tungkal, here is the low ability to write explanatory texts. These problems are reduced by implementing audiovisual media. The results showed an increase in the average score of students in the four aspects measured, namely (1) aspects of the content, the average score of students has increased from 18.77 to 26.30; (2) structural aspects, the average score of students has increased from 14.70 to 17.63; (3) vocabulary aspects, the average student score has increased from 12.33 to 16.30; (4) sentence aspects, the average student score has increased from 13.77 to 16.83; and (4) mechanical aspects, the average student score has increased from 7.23 to 8.33. Keywords: audio-visual media, writing, explanatory text.]]>
<![CDATA[PENINGKATAN KETERAMPILAN SOSIAL MELALUI PENERAPAN MODEL TIME TOKEN PADA SUBTEMA KEUNIKAN DAERAH TEMPAT TINGGALKU KELAS IV MI AL-AZHAR MENGANTI GRESIK ]]>
<![CDATA[Agustin, Nurul]]>
<![CDATA[ Trapsila: Jurnal Pendidikan Dasar Vol 2, No 01 (2020) ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Sains, Universitas Wijaya Kusuma Surabaya ]]>
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DOI: 10.30742/tpd.v2i01.913
<![CDATA[AbstrakPembelajaran pada subtema Keunikan Daerah Tempat Tinggalku di MI Al-Azhar Menganti Gresik masih ada siswa yang suka mengejek teman yang kurang tepat dalam menjawab pertanyaan dari guru, masih ada siswa yang suka berkata kasar atau meremehkan teman jika ada yang meminjam peralatan tulis, masih ada siswa yang tidak mau bekerja sama dengan siswa lainnya, dan kurangnya interaksi antar guru dan siswa, siswa dengan siswa yang lain dikarenakan guru masih berbasis teacher centered karena masih didominasi oleh guru dan kurang melibatkan siswa dalam proses belajar mengajar. Guru juga kurang menggunakan dan model pembelajaran sehingga siswa merasa bosan dan cenderung mengabaikan penjelasan materi dari guru. Sehingga bukan hanya mempengaruhi hasil belajar siswa yang rendah serta mempengaruhi keterampilan sosial siswa.Oleh karena itu, peneliti melakukan pembaruan penyajian pembelajaran melalui penerapan model Time Token untuk meningkatkan keterampilan sosial siswa.Tujuan yang hendak dicapai mendiskripsikan aktivitas siswa dan mendiskripsikan peningkatan keterampilan sosial siswa dalam penerapan model Time Token. Hasil analisis data menunjukkan bahwa pada aktivitas siswa pada siklus I mencapai 68,5% dan pada siklus II meningkat menjadi 85,5%. Begitu juga pada keterampilan sosial siswa pada siklus I mencapai 78% dengan kategori Baik dan pada siklus II meningkat menjadi 87% dengan kategori sangat Baik.Berdasarkan hasil tersebut dapat disimpulkan pembelajaran pada subtema Keunikan Daerah Tempat Tinggalku melalui penerapan model Time Token dapat meningkat dengan kategori sangat baik. Berdasarkan hasil tersebut, dapat disimpulkan bahwa melalui penerapan model Time Token keterampilan sosial siswa dapat ditingkatkan. Kata Kunci : Keterampilan Sosial, Model Time Token ]]>
<![CDATA[Keefektifan Model Pembelajaran Kooperatif Tipe TGT (Team Games Tournament) pada Pokok Bahasan Pecahan Sederhana Kelas III SDN Tanjungsari 1 Sidoarjo ]]>
<![CDATA[RAHMADANI, APRIANTI]]>
<![CDATA[ Trapsila: Jurnal Pendidikan Dasar Vol 1, No 01 (2019) ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Sains, Universitas Wijaya Kusuma Surabaya ]]>
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DOI: 10.30742/tpd.v1i01.724
<![CDATA[In elementary school learning is a time of planting a foundation to build fundamental concepts that will later be developed for the next learning material. Effective and fun learning can help students to understand concepts in mathematics, one of which is simple fraction operations. Simple fractions are included that are difficult for some students to understand. This can be seen from the number of students who sit at the high level of elementary school some have not mastered the subject of this simple fraction, so that they have many difficulties in learning higher mathematical topics. Through effective learning models and teacher guidance is expected to help students learn simple fractions. This study aims to show the effectiveness of the TGT (Team Games Tournament) cooperative learning model on the subject of simple fractions class III SDN Tanjungsari I Sidoarjo. Indicators of learning effectiveness include four aspects, namely mastery learning outcomes, teacher activities, student activities, and student responses. Data collection used in this study is a test method for completeness of learning outcomes, teacher activity observation methods, student activity observation methods, and student questionnaire methods for student responses. The results of this study (1) The completeness of student learning outcomes in class III of SDN Tanjungsari I Sidoarjo is said to be complete with a percentage of 82.60% (2) The percentage of teacher activity is included in the high category with a percentage value of 81.6% (3) The percentage of class student activities III SDN Tanjungsari I Sidoarjo included in the category of active student activities with a percentage value of 85.4% (4) The response of students in class III SDN Tanjungsari I Sidoarjo was positive with a percentage of 60% providing strong support and 40% providing very strong support. So that the TGT (Team Games Tournament) type of cooperative learning model on the subject of simple class III fractions at SDN Tanjungsari 1 Sidoarjotakes place effectively.]]>
