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Dita Purwinda Anggrella
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journaljenius@gmail.com
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+6281934640296
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journaljenius@gmail.com
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Jln. Pandawa No. 1, Pucangan, Kartasura, Central Java, Indonesia, 57168
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INDONESIA
Jenius: Journal Education Policy and Elementary Education Issues
Published by Institut Agama Islam Negeri Surakarta
ISSN : 27753190     EISSN : 27753182     DOI : http://doi.org/10.22515/jenius
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
Journal Education Policy and Elementary Education Issues (JENIUS) is an electronic journal focuses on critical studies of elementary education. It provides an academic platform for professionals and researchers to Investigated the dynamics of learning students at elementary education / Madrasah Ibtidaiyah (Islamic elementary school). Publishing two times a year, ie Issue 1 Issue 2 in Juni and December in Indonesian or English. The focus and scope of JENIUS: Curriculum Development in Elementary Education (MI/SD), Learning Strategies in Elementary Education (MI/SD), Teacher Competence in Elementary Education (MI/SD), Assessment in Elementary Education (MI/SD), Learning (Mathematics, Science, Social Studies, Civics, English, Indonesian, Islamic Education, Art and Local content) in Elementary Education (MI/SD).
Arjuna Subject : Umum - Umum
Articles 6 Documents
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Search results for , issue "Vol. 4 No. 1 (2023): JUNE" : 6 Documents clear
The Effect of Learning Independence on Arabic Learning Achievement at SDI Terpadu Al-Khairaat Yogyakarta Ikhwan Nur Rois; Sarah Almaulidia
JENIUS (Journal of Education Policy and Elementary Education Issues) Vol. 4 No. 1 (2023): JUNE
Publisher : IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v4i1.4954

Abstract

Learning achievement determines the achievement of a learning objective. One of the factors that affect student achievement is learning independence. Learning independence is one of the important aspects for individuals to regulate their learning process. However, learning Arabic, carried out online, showed low student achievement. Hence, this study aimed to determine the relationship and influence of learning independence on student achievement. The study was conducted at SDI Terpadu Al-Khairat Yogyakarta in February 2022 with a population of 69. The sampling technique uses simple random sampling with a total of 59 students. The data collection instrument uses questionnaires for self-reliance in learning with 3 aspects: emotional, behavioural, and value independence. The number of questionnaire items is 34, consisting of 31 items declared valid and reliable. Based on the linearity results, it shows a significance of 0.602 > 0.05, which can be concluded that there is a linear relationship, while based on the normality test, the data is not normally distributed. The results of the hypothesis test showed a significance level of 0.344 > 0.05, so it can be concluded that learning independence has no significant influence on learning achievement. The effect of learning independence on learning prevalence was 1.6%, while other factors influenced 98.4%.
The Effect of Interpersonal Communication and Learning Facilities on Learning Motivation in Elementary Schools, Sorong Regency Rafiqatul Istiqomah; Oki Sandra Agnesa; Rusdin Rusdin
JENIUS (Journal of Education Policy and Elementary Education Issues) Vol. 4 No. 1 (2023): JUNE
Publisher : IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v4i1.5609

Abstract

This study aims to determine whether there is an influence from parents' interpersonal communication and learning facilities at home on students' learning motivation in elementary schools in Sorong Regency. This type of research is a quantitative correlational design. Using multiple linear regression statistical techniques with a significance level of 5%. Data was collected in class V at SD Inpres 15, Sorong Regency, with 53 students. The results showed a positive and significant influence between parents' interpersonal communication and learning facilities at home on students' learning motivation in elementary schools. This result is evidenced by the analysis results, namely the Sig value of 0.000 <0.05, which means the hypothesis is accepted. As for the results of the coefficient of determination, that is equal to 0.546 and shows that the influence of interpersonal communication between parents and learning facilities at home on student motivation is equal to 54.6%. So interpersonal communication and learning facilities positively affect students' learning motivation.
Analysis of Driving and Inhibiting Factors of Literacy Activities at Islamic Elementary School Ayu Nitami
JENIUS (Journal of Education Policy and Elementary Education Issues) Vol. 4 No. 1 (2023): JUNE
Publisher : IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v4i1.6286

Abstract

Literacy activities are important for students because they can improve critical thinking skills, creativity, and other thinking skills. The GLS program was established to help improve student literacy activities in schools. This study aims to determine the driving and inhibiting factors of literacy activities in MIN 4 Sukoharjo. This research uses a qualitative approach. The subjects in this study were teachers. In comparison, the informants in this study were the principal and students. Data is collected through observation, interview and documentation techniques using observation sheet instruments and interview guidelines. Data analysis techniques carried out include four stages, namely the stages of data collection, data reduction, data presentation, and conclusions. The study results show that the success of implementing literacy activities is influenced by supporting factors from schools, students, parents and the role of teachers as facilitators of literacy activities in schools. Inhibiting factors that affect the implementation of literacy activities come from students' lack of awareness to implement literacy activities, the availability of facilities in schools, the lack of teachers' ability to implement good and correct literacy activities, and the lack of cooperation between schools and parents
Analysis of Supporting and Inhibiting Factors of Students' Critical Thinking Ability at Islamic Elementary School Amin Supartin
JENIUS (Journal of Education Policy and Elementary Education Issues) Vol. 4 No. 1 (2023): JUNE
Publisher : IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v4i1.6296

Abstract

This research is motivated by the many factors influencing students' critical thinking skills. The purpose of this study was to review the supporting and inhibiting factors for students' critical thinking skills at MIN 4 Sukoharjo, Kab. Sukoharjo, Central Java. This research is descriptive with the type of qualitative research and data collection through interviews and observation. The resource person interviewed was one of the class VI teachers at MIN 4 Sukoharjo. The research showed several supporting and inhibiting factors for students' critical thinking skills at MIN 4 Sukoharjo. The results of the research are in the form of supporting factors for students' critical thinking skills as follows: (1) School facilities in the form of Indonesian Madrasah Competency Assessment/Asesmen Kompetensi Madrasah Indonesia (AKMI) books for class V; (2) Implementing the 2013 Curriculum; (3) School policies that free teachers to explore students, and (4) Selection of appropriate learning methods and models. Meanwhile, the results of the research were in the form of inhibiting factors for students' critical thinking skills as follows: (1) The facilities provided for those other than class V were only in the form of providing HOTS questions based on the subject by each teacher; (2) Teachers are less creative and innovative which causes learning activities to be not conducive; (3) the intellectual level of students and limited learning time, and (4) teachers do not master IT
Post-Pandemic Implementation of the School Literacy Movement (GLS) at Islamic Elementary School Aliya Nur Alfi Nabila
JENIUS (Journal of Education Policy and Elementary Education Issues) Vol. 4 No. 1 (2023): JUNE
Publisher : IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v4i1.6311

Abstract

Since 2019, the corona outbreak has spread so that learning is online. The tasks the teacher gives do not fully help children learn but burden children and parents, hampering children's literacy habituation. This research is deemed necessary to determine the School Literacy Movement (GLS) implementation and the inhibiting and supporting factors of literacy. This research uses a descriptive qualitative method. The location in this study is MIN 4 Sukoharjo. Data collection techniques are interviews, documentation and observation. The research instruments included field note sheets, documentation, and interview sheets. The subjects of this study were deputy heads in the field of R&D, homeroom teachers, and grade 1 and grade 4 students. The results showed that implementing the School Literacy Movement at MIN 4 Sukoharjo was not optimal due to changes in offline-online-offline learning returning after the pandemic. Factors inhibiting the implementation of GLS at MIN 4 Sukoharjo are limited reading materials, some classes do not have reading corners, library transfers, parental economics and parenting. Factors supporting the implementation of GLS include: the availability of facilities, excellent programs, learning that is designed with various methods, and teachers can build good communication with parents.
Creative Thinking Skills of Elementary School Students: Is It Still Relatively Low? Dita Purwinda Anggrella; Indah Permatasari
JENIUS (Journal of Education Policy and Elementary Education Issues) Vol. 4 No. 1 (2023): JUNE
Publisher : IAIN Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jenius.v4i1.6552

Abstract

21st-century skills, especially creative thinking skills, are one of the skills that need to be developed starting from elementary school. Through creative thinking, you can create new ideas or ideas that are very useful as a provision for the world of work. This study aimed to diagnose creative thinking skills on indicators of fluency, flexibility, originality, and elaboration. The sample used by all populations was 53 class IV MI Muhammadiyah Gonilan students in October 2022. The exploration results showed an average of 42.45% of students at the creative level, as many as 25% at the moderately creative level, 21.70% at the non-creative level, at the less creative level as much as 9.91%, and very creative as much as 0.94%. Most students show at the creative level, and educators are expected to continue to innovate to optimize students' creative thinking skills until they can be at a very creative level

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