Journal of Integrated Elementary Education
Journal of Integrated Elementary Education is a multi-disciplinary, peer-reviewed and open-access journal published online by the Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Walisongo Semarang, Indonesia in two issues a year (March and September). This journal invites researchers and academics to publish original and actual research results about teaching and learning at elementary school, such as: development of attitudes, knowledge and skills of students, teaching and learning models, technology utilization, learning evaluation, and teacher competencies development.
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145 Documents
<![CDATA[Teknik Pengelolaan Kelas Besar di Sekolah Dasar ]]>
<![CDATA[Juwita, Ratna]]>
<![CDATA[ Journal of Integrated Elementary Education Vol. 2 No. 2 (2022): September 2022 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia ]]>
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DOI: 10.21580/jieed.v2i2.10719
<![CDATA[Kemampuan mengelola kelas merupakan salah satu kompetensi yang menjadi salah satu masalah yang mempengaruhi kualitas proses pembelajaran. Penelitian kualitatif ini menggunakan wawancara dan observasi untuk mengetahui teknik guru dalam mengelola kelas besar di Sekolah Dasar. Hasil penelitian ini menunjukkan bahwa teknik guru dalam mengelola kelas besar adalah dengan cara memberikan contoh langsung kepada peserta didik untuk membersihkan kelas dan halaman sehingga suasa kelas bersih dan rapi, membiasakan peserta untuk selalu disiplin dalam pembelajaran tematik. Selain itu, perangkat pembelajaran dan sumber belajar yang digunakan juga cukup beragam, baik yang sederhana maupun yang digital. Ruang kelas juga dihias seindah mungkin dan karya siswa juga dipajang di dinding kelas. Guru juga selalu mengutamakan keaktifan peserta didik selama proses pembelajaran tematik. Sirkulasi udara tetap bersih karena jendela selalu dibuka dan dibersihkan setiap hari sebelum dan sesudah proses pembelajaran. Teknik pengelolaan kelas besar tersebut tekag mampu membuat peserta didik tetap fokus dalam pembelajaran tematik dan memberikan pengalaman belajar yang bermakna dan menyenangkan, sehingga diharapkan semua guru yang mengajar di kelas besar bisa menerapkan teknik pengelolaan kelas tersebut.Abstract: The ability to manage the class is one of the competencies that affects the quality of the learning process. This qualitative research uses interviews and observations to determine the teacher's techniques in managing large classes in elementary schools. The results of this study indicate that the teacher's technique in managing large classes is to give direct examples to students of how to clean the classroom and yard so that the classroom atmosphere is clean and tidy, familiarizing participants with the need to always be disciplined in thematic learning. In addition, the learning tools and learning resources used are quite diverse, both simple and digital. Classrooms are also decorated as beautifully as possible, and student work is also displayed on the classroom walls. Teachers also always prioritize the activeness of students during the thematic learning process. Air circulation is kept clean because the windows are always opened and cleaned every day before and after the learning process. The large class management technique is determined to be able to keep students focused on thematic learning and provide a meaningful and enjoyable learning experience, so it is hoped that all teachers who teach in large classes can apply these classroom management techniques.]]>
<![CDATA[Peningkatan Self-Leadership Siswa Madrasah Ibtidaiyah Melalui Experiential Learning ]]>
<![CDATA[Laili, Risqi Nur]]>;
<![CDATA[Nisak, Zeni Hafidotun]]>
<![CDATA[ Journal of Integrated Elementary Education Vol. 2 No. 1 (2022): March 2022 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia ]]>
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DOI: 10.21580/jieed.v2i1.10725
<![CDATA[Penelitian ini membahas bagaimana penerapan experiential learning dalam meningkatkan karakter self leadership siswa Madrasah Ibtidaiyah. Penelitian tindakan kelas model Kemmis dan Mc. Taggart digunakan dengan 3 siklus untuk menerapkan empat tahap experiential learning dalam setiap siklusnya. Pengumpulan data penelitian menggunakan observasi, wawancara, kuesioner, dan tes karakter self leadership. Hasil uji t antara tes awal dengan tes akhir pada siklus I memperoleh nilai probabilitas sebesar 0,001. Hasil uji pada siklus II dan siklus III memperoleh nilai probabilitas sebsesar 0,000. Artinya terdapat perbedaan yang signifikan antara hasil tes awal dan tes akhir pada setiap siklusnya. Hasil rata-rata uji efektifitas N Gain pada siklus I adalah 24,45%, siklus II adalah 66,83%, dan siklus III adalah 77,93%. Artinya efektifitas penerapan experiental learning dalam dalam meningkatkan self leadership mengalami peningkatan dari tidak efektif menjadi cukup efektif dan efektif. Kunci keberhasilan penerapan experiental learning adalah pada kesiapan guru dalam memberikan pengalaman nyata kepada siswa dan melakukan pengawasan terhadap aktivitas siswa.In English: This study discusses how to apply experiential learning in improving the self-leadership character of Madrasah Ibtidaiyah students. Kemmis and Mc's model of classroom action research. Taggart is used with three cycles to apply four stages of experiential learning in each cycle. Collecting research data uses observation, interviews, questionnaires, and self-leadership character tests. The t-test result between the pre-test and the post-test in the first cycle obtained a probability value of 0.001. The test results in cycle II and cycle III obtained a probability value of 0.000. So, there is a significant difference between the pre-test and post-test results in each cycle. The average results of the N Gain effectiveness test in the first cycle were 24.45%, the second cycle was 66.83%, and the third cycle was 77.93%. This means that the effectiveness of experiential learning in improving self-leadership has increased from ineffective to quite effective and effective. The key to the success of implementing experiential learning is the readiness of teachers to provide real experiences to students and supervise student activities.]]>
<![CDATA[Peningkatan Kemampuan Pemahaman Konsep Perkalian Melalui Penggunaan Media Tutup Botol pada Siswa Kelas 2 Madrasah Ibtidaiyah ]]>
<![CDATA[Wati, Emy Eko]]>;
<![CDATA[Purwanti, Kristi Liani]]>
<![CDATA[ Journal of Integrated Elementary Education Vol. 2 No. 1 (2022): March 2022 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia ]]>
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DOI: 10.21580/jieed.v2i1.10778
<![CDATA[Penelitian ini bertujuan untuk meningkatkan pemahaman konsep perkalian dua bilangan pada Tema “Bermain di Lingkunganku” melalui penggunaan media tutup botol pada siswa kelas 2 di Madrasah Ibtidaiyah Tarbiyatul Khairat Kota Semarang. Hal yang mendasari peneliti melakukan penelitian ini adalah karena hasil belajar perkalian sebagai penjumlahan berulang pada sebagian besar peserta didik masih di bawah Kriteria Ketuntasan Minimal (KKM). Penelitian ini menggunakan penelitian tindakan kelas (PTK) dengan 2 siklus. Setiap siklus meliputi perencanaan, pelaksanaan, pengamatan, evaluasi dan refleksi. Teknik pengumpulan data yang digunakan tes. Hasil penelitian menunjukkan bahwa pelaksanaan pembelajaran dengan media tutup botol dan teori Bruner dapat meningkatkan hasil belajar peserta didik dengan rata-rata ketercapaian dari 66% pada siklus 1 menjadi 97% pada siklus 2. Jadi dapat disimpulkan bahwa penggunaan tutup botol dengan menerapkan teori Bruner dapat meningkatkan pemahaman siswa kelas 2 terhadap konsep perkalian dua bilangan sebesar 97%. In English: This study aims to improve understanding of the concept of multiplication of two numbers on the theme "Playing in My Environment" through bottle cap media for grade 2 students at Madrasah Ibtidaiyah Tarbiyatul Khairat Semarang. The thing that underlies the researchers doing this research is that the results of learning multiplication as repeated addition in most students are still below the Minimum Completeness Criteria (KKM). This research uses classroom action research (CAR) with two cycles. Each cycle includes planning, implementation, observation, evaluation, and reflection. The data collection technique used is the test. The results showed that the implementation of learning with bottle cap media and Bruner's theory could improve student learning outcomes with an average achievement of 66% in cycle 1 to 97% in cycle 2. So, using bottle caps by applying Bruner's theory can improve 2nd-grade students' understanding of the concept of multiplication of two numbers is 97%.]]>
<![CDATA[Studi Kasus Pembelajaran Tematik Integratif Berbasis Gender di Madrasah Ibtidaiyah ]]>
<![CDATA[Chaerunnisa, Luq Yana]]>
<![CDATA[ Journal of Integrated Elementary Education Vol. 2 No. 1 (2022): March 2022 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia ]]>
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DOI: 10.21580/jieed.v2i1.10854
<![CDATA[Tujuan penulisan artikel ini adalah untuk mengetahui pelaksanaan pembelajaran tematik integratif berbasis gender di Madrasah Ibtidaiyah Semarang. Instrumen penelitian ini menggunakan wawancara dan dokumentasi. Teknik datanya menggunakan model Miles and Huberman. Hasil penelitian menunjukkan bahwa guru mengintegrasikan pendidikan berbasis gender melalui pilihan tema yang tepat dan refleksi terhadap peran dan tanggungjawab laki-laki dan perempuan dalam kehidupan keluarga dan lingkungan sekitarnya. Selain itu, Sekolah juga telah mengkampanyekan slogan berbasis gender dan menyedediakan sarana dan prasarana yang ramah gender, seperti penyediaan kamar mandi untuk laki-laki dan perempuan. Namun demikian, belum ada kebijakan dan kurikulum yang diberikan oleh sekolah untuk meningkatkan pemahaman gender kepada guru. Hasil penelitian memberikan saran untuk memperluas sosialisasi standar dan nilai-nilai sekolah ramah gender serta implikasinya dalam pembelajaran tematik integratif yang dilaksanakan oleh pendidik dan stakeholders lainnya.In English: This article aims to determine the implementation of gender-based integrative thematic learning at Madrasah Ibtidaiyah Semarang. The research instrument uses interviews and documentation. The data technique uses the Miles and Huberman model. The results show that teachers integrate gender-based education through choosing the right theme and reflecting on the roles and responsibilities of men and women in family life and the surrounding environment. In addition, the school has campaigned for a gender-based slogan and provided gender-friendly facilities and infrastructure, such as the provision of bathrooms for boys and girls. However, there are no policies and curricula provided by schools to improve gender understanding for teachers. The study results suggest expanding the socialization of gender-friendly school standards and values and their implications in integrative thematic learning by educators and other stakeholders.]]>
<![CDATA[Working Situation and Research Willingness: A Case of Primary School Teachers in The Southeast of China ]]>
<![CDATA[Gan, Huo-Hua]]>
<![CDATA[ Journal of Integrated Elementary Education Vol. 2 No. 1 (2022): March 2022 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia ]]>
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DOI: 10.21580/jieed.v2i1.11184
<![CDATA[Based on the pursuit of research-oriented teachers, this study temped to understand whether school teachers have the time, willingness, and demands to conduct research while teaching. A qualitative survey was conducted among primary school mathematics teachers in southern Fujian province, the Southeast of China, through Questionnaires Star, and 102 texts were obtained. The survey found that primary school mathematics teachers' average daily work time in the sample was about 10 hours. The work contents were cumbersome and diverse, including rigid and semi-rigid tasks, and a social control mode of short-term responsibility with limited personal autonomy was found. The lesson preparation adopted the modification and imitation mode, and the classroom teaching conducted preset adjustment orientation. The research awareness and innovation ability of lesson preparation and teaching were insufficient, but the overall willingness to do research was very high. Teaching-based empirical research was their favorite, aiming at improving personal, professional rank, and student achievement. The reasons for not wanting to do research were mainly busy work, lack of theoretical literacy, and expecting mentors to lead or team up with famous teachers. As such, some recommendations were put forward.]]>
<![CDATA[Linear and Separate Calibration Methods of Equating Continuous Assessment Scores of Public and Private Elementary Schools ]]>
<![CDATA[OLANIGAN, Nofisat Adeola]]>;
<![CDATA[Adediwura, Alaba Adeyemi]]>;
<![CDATA[OGUNSANMI, Olawale Ayoola]]>
<![CDATA[ Journal of Integrated Elementary Education Vol. 2 No. 2 (2022): September 2022 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia ]]>
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DOI: 10.21580/jieed.v2i2.11677
<![CDATA[This study determined the mean ability estimates of students in public and private secondary schools when their scores are equated through linear equating, and it examined which of the equating methods is more efficient. This study adopted a descriptive research design. The population for the study comprised 24,874 candidates that registered and sat for the 2016 June/July National Examinations Council (NECO) mathematics examination in Ogun State. A sample of 1139 candidates were selected from both public and private schools using the multi-stage sampling procedure. The research instruments used for the study were secondary data sources. The data was analyzed using Multidimensional Item Response Theory (MIRT), Separate and Linear Equation. The results showed that private school candidates’ ability score (x̅ = -0.001, SD = 0.961), (x̅= -0.001, SD = 0.961) was higher than public school candidates’ ability score (x̅= -0.865, SD = 1.058), (x̅= -0.626, SD = 0.970) when equated using separate calibration and linear equating methods respectively and that the difference observed in the ability estimate of examinees from public school and private school were significant (t 1138 = - 14.431, p < 0.05) and (t 1138 = -10.876, p < 0.05) when their scores were equated with each of the equating methods. However, the results showed that the linear equating method was more efficient.]]>
<![CDATA[The Related Variables and the Reading Proficiency Level of Grade Six Pupils ]]>
<![CDATA[Maleon, Jeremie Monter]]>
<![CDATA[ Journal of Integrated Elementary Education Vol. 2 No. 2 (2022): September 2022 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia ]]>
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DOI: 10.21580/jieed.v2i2.11750
<![CDATA[This study describes the relationship between the respondents’ reading proficiency level as demonstrated in their Lexile Scores and the following variables: Respondent- related Factors, Teacher Factors, School Factors, and Home Factors. The Theory of Performance (ToP) by Don Elger served as the basis to develop the research instrument, i.e., survey questionnaire. Seventy (70) grade six pupils were authorized by a private school in the Philippines to become the respondents of the study. Correlated with the aforementioned factors were the pupils’ reading Lexile Scores provided by Scholastic Philippines. The data were processed through the SPSS software using the Pearson Product- Moment Correlation Coefficient formula. Results revealed that among the four sets of factors, only Home Factors have a significant relationship with the Lexile Scores of the respondents. Furthermore, specific factors such as gender and mother’s occupation relate with the pupils’ reading proficiency level.]]>
<![CDATA[The Utilization of Text Summary Techniques to Improve Students’ Reading Comprehension Skills ]]>
<![CDATA[Avivah, Avivah]]>;
<![CDATA[Hilmiyati, Fitri]]>;
<![CDATA[Khaeroni, Khaeroni]]>
<![CDATA[ Journal of Integrated Elementary Education Vol. 2 No. 2 (2022): September 2022 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia ]]>
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DOI: 10.21580/jieed.v2i2.12635
<![CDATA[This study aims to improve students’ reading comprehension skills using the text summarization technique in the 5th grade of SDN Kasunyatan. The subjects of this classroom action research (CAR) involved forty students. The data was collected using learning observation, reading comprehension tests, and documentation. The analysis of these data uses both qualitative and quantitative descriptive approaches. This study uses a text summarization technique as an action. The text summarization technique has four syntaxes. First is monitoring, which means that students read the text until they understand the reading material. Next is trimming down to take keywords from each paragraph, then combining these keywords and creating mind mapping. The last is calling; it means that students rewrite all things they remember about the reading text. This research shows that the text summarization techniques improved students’ reading comprehension skills, indicating an increase for each indicator.]]>
<![CDATA[Pengaruh Media Pembelajaran Buku Cerita Bergambar Terhadap Minat Baca Siswa Kelas III Madrasah Ibtidaiyah ]]>
<![CDATA[Hidaya, Zahra Yuniar Panca]]>;
<![CDATA[Laily, Idah Faridah]]>;
<![CDATA[Ummah, Inayatul]]>
<![CDATA[ Journal of Integrated Elementary Education Vol. 2 No. 2 (2022): September 2022 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia ]]>
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DOI: 10.21580/jieed.v2i2.13058
<![CDATA[Abstrak: Penelitian ini menggunakan pendekatan kuantitatif deskriptif dengan desain penelitian pre-experimental desain menggunakan One Group Pretest-Postest. Teknik pengumpulan data dalam penelitian ini menggunakan observasi, angket dan tes. Sampel yang digunakan adalah sampel jenuh karena seluruh jumlah siswa kelas III dijadikan sampel. Berdasarkan pengolahan lembar observasi, diperoleh skor kategori baik atau sesuai dengan presentase yang didapatkan yaitu 90%. Guru menerapkan media pembelajaran buku cerita bergambar dengan baik di dalam kelas. Selain observasi, pengolahan angket secara keseluruhan diperoleh skor sebanyak 85% yang tergolong dalam kategori sangat kuat karena berada diantara 81%-100%. Hasil temuan ini menunjukkan bahwa siswa merespon point angket sesuai dengan pilihan siswa. Pengaruh variabel bebas (media pembelajaran buku cerita bergambar) terhadap variabel terikat (minat baca siswa adalah 52,8% sedangkan sisanya 47,2% dipengaruhi oleh faktor lain. Berdasarkan hal ini dapat disimpulkan bahwa terdapat pengaruh media pembelajaran buku cerita bergambar terhadap minat baca siswa kelas III di MI Nurur Rohmah Kota Cirebon.Abstract: This study uses a descriptive quantitative approach with a pre-experimental research design using a one-group pretest-posttest. Data collection techniques in this study used observation, questionnaires, and tests. The sample used was a saturated sample because the entire number of third-grade students was sampled. Based on the processing of the observation sheet, a good category score was obtained, or in accordance with the percentage obtained, namely 90%. The teacher applies the picture storybook learning media well in the classroom. In addition to observation, the overall questionnaire processing obtained a score of 85%, which is classified in the very strong category because it is between 81% and 100%. These results show that students respond to the questionnaire points according to their choice. The influence of the independent variable (pictorial storybook learning media) on the dependent variable (students' reading interest) is 52.8% while the remaining 47.2% is influenced by other factors. As a result, it can be concluded that picture storybook learning media has an impact on the reading interest of third-grade students at MI Nurur Rohmah Cirebon City.]]>
<![CDATA[Pengaruh Model Pembelajaran Think Pair Share Pada Materi Bangun Ruang Terhadap Motivasi dan Hasil Belajar Siswa Sekolah Dasar ]]>
<![CDATA[Sari, Sabella Indah]]>;
<![CDATA[Sutriyani, Wulan]]>
<![CDATA[ Journal of Integrated Elementary Education Vol. 3 No. 1 (2023): March 2023 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang in collaboration with PD PGMI Indonesia ]]>
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DOI: 10.21580/jieed.v3i1.13295
<![CDATA[AbstrakPenelitian ini dilatarbelakangi oleh rendahnya motivasi dan hasil belajar siswa pada mata pelajaran matematika serta kurangnya variasi model pembelajaran yang diterapkan oleh guru. Penelitian ini bertujuan untuk mengetahui seberapa besar pengaruh penggunaan model pembelajaran think-pair-share terhadap motivasi dan hasil belajar siswa kelas V SD Saripan pada materi bangun ruang. Penelitian ini menggunakan one-group pretest-posttest design dengan kuesioner dan tes sebagai instrumennya. Teknik analisis data meliputi analisis data instrumen, uji prasyarat, dan uji hipotesis. Hasil uji-t pada data motivasi diperoleh nilai signifikan 0,000 yang lebih kecil dari 0,05 sehingga Ho ditolak dan Ha diterima. Hasil uji t terhadap data hasil belajar diperoleh nilai signifikansi 0,000 yang lebih kecil dari 0,05 sehingga Ho ditolak dan Ha diterima. Selanjutnya nilai Rsquare menunjukkan bahwa penggunaan model pembelajaran think-pair-share berpengaruh terhadap motivasi belajar siswa sebesar 82,5% dan berpengaruh terhadap hasil belajar sebesar 88,1%. Dengan demikian, hasil penelitian ini merekomendasikan penggunaan model pembelajaran think-pair-share pada materi geometri untuk meningkatkan motivasi dan hasil belajar siswa Sekolah Dasar.AbstractThis research is motivated by the low motivation and learning outcomes of students in mathematics and the need for more variety in learning models applied by teachers. This research aims to conduct an in-depth analysis of the impact of the think-pair-share learning method on the motivation and learning achievements of fifth-grade students at Saripan Elementary School about geometric concepts. A one-group pretest-posttest design was utilized to achieve this objective, and research tools such as questionnaires and tests were employed. The collected data were meticulously analyzed using instrument data analysis, prerequisite testing, and hypothesis testing techniques. The t-test results suggest that the use of the think-pair-share learning approach significantly impacts student motivation and learning outcomes. Moreover, the R-square value of 82.5% for student motivation and 88.1% for effective learning outcomes signify that the Think Pair Share method is highly recommended for teaching geometric material in elementary schools as it can significantly enhance student motivation and learning outcomes.]]>
