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HUBUNGAN INTENSITAS BERMAIN GAME ONLINE TERHADAP MOTIVASI BELAJAR SISWA KELAS V SD 2 KARANG BENER Muzdalifah, Muzdalifah; Roja, Vebby Meilia; Maharani , Fara Fatika; Niklah, Wardatutsani Latifun; Ardianti, Sekar Dwi; Ismaya, Erick Aditia
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 5 No 2 (2024): Desember 2024
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/pendas.v5i2.4829

ABSTRACK This research aims to determine the relationship between the intensity of playing online games and the learning motivation of class V students at SD 2 Karang Bener, Kudus Regency. The correlation method is the method used in this research using a quantitative correlation approach. The population in this study was all class V students at SD 2 Karang Bener, totaling 8 students. The samples taken were all fifth grade students at SD 2 Karang Bener, because the population was less than 10 students. The data collection method used was a questionnaire. The questionnaires used were online game playing intensity questionnaires and learning motivation questionnaires consisting of 10 question items. Results based on the Rank Spearman correlation statistical test of the relationship between the intensity of playing online games and learning motivation showed that the Spearman Rank correlation test I results obtained a Correlation Coefficient value of 0.291, meaning the correlation between the two variables was very weak and a significance value of 0.484 (p>0.05) was obtained. Because the p-value is > 0.05, the test decision is that Ho is accepted and HÎ± is rejected. So it was concluded that there was no relationship between the intensity of playing online games and the learning motivation of SD 2 Karang Bener students. Conclusions based on these results are expected for teachers and parents to pay more attention to their children, especially including children's activities in using technology, which is currently developing increasingly rapidly, especially in generating student motivation and achievement through technological developments.

MEMBANGUN PEMAHAMAN YANG MENDALAM DALAM PEMBELAJARAN DENGAN PRINSIP UNDERSTANDING BY DESIGN (UBD) Namus, Avelina Ova; Choirunnisa, Atika Salma; Hidayati, Annisa Nur
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 5 No 2 (2024): Desember 2024
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/pendas.v5i2.5236

When designing a lesson plan, the first steps involve setting learning objectives, outlining instructional steps, and creating assessments. However, in practice, teachers often focus on covering all material without revisiting which content will be taught. This study aims to provide deeper insights into lesson planning using the Understanding by Design (UbD) framework. This research is a literature review that describes UbD or Backward Design principles. It draws on various sources such as articles, journals, and relevant documents. The study focuses on UbD-based learning. The findings indicate that UbD can be implemented by identifying desired outcomes, assessment results, and lesson plans. UbD-based learning has proven effective in classroom settings. The benefits of UbD include enhancing students' ability to apply knowledge, empathize, think critically, and develop self-awareness. Within the UbD framework, teachers act as instructional designers, analyzing basic competencies and determining achievement indicators based on those competencies' characteristics.

STRATEGI EFEKTIF DALAM PENGAJARAN DI SEKOLAH DASAR MELALUI PEMETAAN KARAKTERISTIK PESERTA DIDIK Huda, Ikmal Choirul; Renny Kumalasari, Mega
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 5 No 2 (2024): Desember 2024
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/pendas.v5i2.5332

This study explores effective teaching strategies in elementary schools through student characteristic mapping. Understanding the unique nature of each student is essential to designing inclusive and effective learning experiences. This study examines key aspects of student characteristics, including physical, intellectual, emotional, social, moral, spiritual, talents/interests, and family/cultural background. By mapping these areas, teachers can better tailor their instruction to meet the diverse needs of students. This study highlights differentiated instruction as an effective approach to applying insights from student characteristic mapping. This strategy, called differentiated instruction, allows teachers to tailor content, processes, and products based on students’ learning styles, readiness, and interests. This paper discusses the urgency of student characteristic mapping in elementary education, where basic skills and attitudes are developed. It outlines specific steps for implementing differentiated instruction, including in-depth student identification, lesson planning, method selection, and ongoing evaluation. Case studies from Indonesian elementary schools demonstrate the positive impact of this approach on student engagement and improved learning outcomes. Overall, student characteristic mapping provides a foundation for creating more responsive, inclusive, and student centered learning environments in elementary education.

PENDEKATAN UNDERSTANDING BY DESIGN SEBAGAI STRATEGI PENGEMBANGAN KUALITAS PEMBELAJARAN DI SEKOLAH DASAR Sariyanti, Sariyanti; Indarwati, Dwi; Darmawan, Indra
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 5 No 2 (2024): Desember 2024
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/pendas.v5i2.5391

This article discusses the Understanding by Design (UbD) approach, which focuses on designing learning by starting with the desired goals, then determining the evaluation methods, and finally planning the steps of instruction. This approach, known as Backward Design, differs from other instructional design methods that typically place assessment at the end of the learning process. UbD consists of three main stages: 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences and instruction. The first stage involves formulating learning goals based on the needs of the learners. In the second stage, assessments are designed to align with the learning goals, providing important feedback for both students and teachers. The third stage involves planning and executing effective learning activities, with the teacher playing a crucial role in creating engaging learning experiences. The implementation of UbD within the Merdeka Curriculum demonstrates that this approach supports the quality of education by focusing on student-centered learning, enhancing engagement and motivation, and facilitating more targeted instruction. This article aims to provide guidance and references for teachers in applying the UbD approach in the learning process, thereby advancing education in Indonesia.

OPTIMALISASI PEMBELAJARAN BERDIFERENSIASI MELALUI STRATEGI” TAKE AND GIVE GIAT SELAKSA, BRAVO” Fitria, Fitria; Utami, Madya; Yuniarti, Yayuk; Trimurniyati, Pera; Yusnita, Ciya Nurma
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 5 No 2 (2024): Desember 2024
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/pendas.v5i2.5409

"The implementation of clinical supervision in the learning community "Take and give giat selaksa, Bravo" in the differentiated learning process aims to (1) improve the competence of teachers in compiling teaching modules that implement differentiated learning (2) optimize the implementation of differentiated learning for teachers. This Best Practice is implemented through several activities (1) clinical supervision, (2) sharing with colleagues in the learning community, (3) utilizing external learning resources, (4) joint practice in compiling teaching modules and implementing differentiated learning practices, and (5) sharing differentiated learning videos. The impact of clinical supervision in the learning community "Take and give giat selaksa, Bravo" in implementing differentiated learning includes (1) teachers competence in compiling teaching modules for differentiated learning increases (2) the differentiated learning process can improve in all classes. From the data analysis, it can be seen that implementing clinical supervision in the learning community was successful with most teachers achieving very good qualifications, indicating the effectiveness of this strategy in improving the quality of differentiated learning in this school.

PENGEMBANGAN KOMPETENSI MATEMATIKA MELALUI KEGIATAN KEBHINEKAAN: STUDI KASUS PEMBELAJARAN MAHASISWA MELALUI MODUL NUSANTARA PERTUKARAN MAHASISWA MERDEKA DI LEMBAH TUMPANG Setiawan, Rudy; Anwar, Moh. Farid Nurul
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 5 No 2 (2024): Desember 2024
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/pendas.v5i2.5410

This research discusses the development of mathematical competence through diversity activities, focusing on student learning through the Nusantara Module in the Independent Student Exchange Program in the Tumpang Valley. The background of this research is rooted in the importance of improving the quality of mathematics education and strengthening the values of diversity in the university environment. The purpose of this study was to investigate the effectiveness of Nusantara Module in improving the understanding and mathematical skills of students from various cultural and ethnic backgrounds. The research method used is a qualitative approach with interview, observation, and documentation analysis techniques. The results showed that learning through the Nusantara Module succeeded in building a deep understanding of mathematics and problem-solving skills among students, while appreciating cultural diversity. In addition, there is an increase in active participation, creativity, and enthusiasm for student learning in the context of diversity. In conclusion, the Nusantara Module in the context of the Independent Student Exchange Program not only improves mathematical competence, but also strengthens understanding of the values of diversity and cross-cultural cooperation. These findings provide the basis for the development of diversity-based learning strategies in higher education, supporting students' academic and social growth in a multicultural atmosphere.

HUBUNGAN INTENSITAS BERMAIN GAME ONLINE TERHADAP MOTIVASI BELAJAR SISWA KELAS V SD 2 KARANG BENER Muzdalifah, Muzdalifah; Roja, Vebby Meilia; Maharani , Fara Fatika; Niklah, Wardatutsani Latifun; Ardianti, Sekar Dwi; Ismaya, Erick Aditia
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 5 No 2 (2024): Desember 2024
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/pendas.v5i2.4829

ABSTRACK This research aims to determine the relationship between the intensity of playing online games and the learning motivation of class V students at SD 2 Karang Bener, Kudus Regency. The correlation method is the method used in this research using a quantitative correlation approach. The population in this study was all class V students at SD 2 Karang Bener, totaling 8 students. The samples taken were all fifth grade students at SD 2 Karang Bener, because the population was less than 10 students. The data collection method used was a questionnaire. The questionnaires used were online game playing intensity questionnaires and learning motivation questionnaires consisting of 10 question items. Results based on the Rank Spearman correlation statistical test of the relationship between the intensity of playing online games and learning motivation showed that the Spearman Rank correlation test I results obtained a Correlation Coefficient value of 0.291, meaning the correlation between the two variables was very weak and a significance value of 0.484 (p>0.05) was obtained. Because the p-value is > 0.05, the test decision is that Ho is accepted and HÎ± is rejected. So it was concluded that there was no relationship between the intensity of playing online games and the learning motivation of SD 2 Karang Bener students. Conclusions based on these results are expected for teachers and parents to pay more attention to their children, especially including children's activities in using technology, which is currently developing increasingly rapidly, especially in generating student motivation and achievement through technological developments.

MEMBANGUN PEMAHAMAN YANG MENDALAM DALAM PEMBELAJARAN DENGAN PRINSIP UNDERSTANDING BY DESIGN (UBD) Namus, Avelina Ova; Choirunnisa, Atika Salma; Hidayati, Annisa Nur
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 5 No 2 (2024): Desember 2024
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/pendas.v5i2.5236

When designing a lesson plan, the first steps involve setting learning objectives, outlining instructional steps, and creating assessments. However, in practice, teachers often focus on covering all material without revisiting which content will be taught. This study aims to provide deeper insights into lesson planning using the Understanding by Design (UbD) framework. This research is a literature review that describes UbD or Backward Design principles. It draws on various sources such as articles, journals, and relevant documents. The study focuses on UbD-based learning. The findings indicate that UbD can be implemented by identifying desired outcomes, assessment results, and lesson plans. UbD-based learning has proven effective in classroom settings. The benefits of UbD include enhancing students' ability to apply knowledge, empathize, think critically, and develop self-awareness. Within the UbD framework, teachers act as instructional designers, analyzing basic competencies and determining achievement indicators based on those competencies' characteristics.

STRATEGI EFEKTIF DALAM PENGAJARAN DI SEKOLAH DASAR MELALUI PEMETAAN KARAKTERISTIK PESERTA DIDIK Huda, Ikmal Choirul; Renny Kumalasari, Mega
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 5 No 2 (2024): Desember 2024
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/pendas.v5i2.5332

This study explores effective teaching strategies in elementary schools through student characteristic mapping. Understanding the unique nature of each student is essential to designing inclusive and effective learning experiences. This study examines key aspects of student characteristics, including physical, intellectual, emotional, social, moral, spiritual, talents/interests, and family/cultural background. By mapping these areas, teachers can better tailor their instruction to meet the diverse needs of students. This study highlights differentiated instruction as an effective approach to applying insights from student characteristic mapping. This strategy, called differentiated instruction, allows teachers to tailor content, processes, and products based on students’ learning styles, readiness, and interests. This paper discusses the urgency of student characteristic mapping in elementary education, where basic skills and attitudes are developed. It outlines specific steps for implementing differentiated instruction, including in-depth student identification, lesson planning, method selection, and ongoing evaluation. Case studies from Indonesian elementary schools demonstrate the positive impact of this approach on student engagement and improved learning outcomes. Overall, student characteristic mapping provides a foundation for creating more responsive, inclusive, and student centered learning environments in elementary education.

PENDEKATAN UNDERSTANDING BY DESIGN SEBAGAI STRATEGI PENGEMBANGAN KUALITAS PEMBELAJARAN DI SEKOLAH DASAR Sariyanti, Sariyanti; Indarwati, Dwi; Darmawan, Indra
JURNAL ILMIAH PENDAS: PRIMARY EDUCATION JOURNAL Vol 5 No 2 (2024): Desember 2024
Publisher : Program Studi PGSD, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/pendas.v5i2.5391

This article discusses the Understanding by Design (UbD) approach, which focuses on designing learning by starting with the desired goals, then determining the evaluation methods, and finally planning the steps of instruction. This approach, known as Backward Design, differs from other instructional design methods that typically place assessment at the end of the learning process. UbD consists of three main stages: 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences and instruction. The first stage involves formulating learning goals based on the needs of the learners. In the second stage, assessments are designed to align with the learning goals, providing important feedback for both students and teachers. The third stage involves planning and executing effective learning activities, with the teacher playing a crucial role in creating engaging learning experiences. The implementation of UbD within the Merdeka Curriculum demonstrates that this approach supports the quality of education by focusing on student-centered learning, enhancing engagement and motivation, and facilitating more targeted instruction. This article aims to provide guidance and references for teachers in applying the UbD approach in the learning process, thereby advancing education in Indonesia.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Ilham Syahrul Jiwandono

Contact Email
ilham_jiwandono@unram.ac.id

Phone
+6285856114498

Journal Mail Official
jurnalpendas@unram.ac.id

Editorial Address
Program Studi PGSD, Jurusan Ilmu Pendidikan, FKIP Universitas Mataram, Jalan Brawijaya No. 22, Kota Mataram, Provinsi Nusa Tenggara Barat

Location
Kota mataram,

Nusa tenggara barat

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Ilham Syahrul Jiwandono

Contact Email ilham_jiwandono@unram.ac.id

Phone +6285856114498

Journal Mail Official jurnalpendas@unram.ac.id

Editorial Address Program Studi PGSD, Jurusan Ilmu Pendidikan, FKIP Universitas Mataram, Jalan Brawijaya No. 22, Kota Mataram, Provinsi Nusa Tenggara Barat

Location Kota mataram, Nusa tenggara barat INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Ilham Syahrul Jiwandono

Contact Email
ilham_jiwandono@unram.ac.id

Phone
+6285856114498

Journal Mail Official
jurnalpendas@unram.ac.id

Editorial Address
Program Studi PGSD, Jurusan Ilmu Pendidikan, FKIP Universitas Mataram, Jalan Brawijaya No. 22, Kota Mataram, Provinsi Nusa Tenggara Barat

Location
Kota mataram,

Nusa tenggara barat

INDONESIA