INDONESIAN JOURNAL OF BASIC EDUCATION
The Indonesian Journal of Basic Education is a scientific journal that presents original articles about classroom action research. The scope of the Riau Journal of Basic Education includes the fields of basic education, This journal is a means of publication and a place to share research and development work in the field of education. The posting of articles in this journal is done via submission. Detailed information for article loading and article writing instructions is provided in each issue. Articles that are submitted will go through a selection process for bestari partners and / or editors. The Indonesian Journal of Basic Education is published 3 times a year, namely in March, July and November Indonesian Journal of Basic Education Registered at PDII LIPI with Print number 2615-5796 and Online ISSN 2615-8523 For practitioners, academics, teachers and students in the field of teacher education who want research articles and ideas published in this journal via submission
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<![CDATA[Upaya Meningkatkan Hasil Belajar PKn Pokok Bahasan Politik Luar Negeri Indonesia Pada Siswa Kelas VI SD Negeri 001 Kecamatan Bangun Purba ]]>
<![CDATA[Edison Edison]]>
<![CDATA[ Indonesian Journal of Basic Education Vol 1 No 3 (2018): INDONESIAN JOURNAL OF BASIC EDUCATION ]]>
Publisher : <![CDATA[STKIP Rokania Pasir Pangaraian ]]>
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<![CDATA[National education should be able to cultivate and deepen the love of the homeland, strengthen the spirit of nationalism and sense of social solidarity. This study aims to provide information / information for Civics teachers about the development of inquiry methods in learning Civics in Class VI SD. Subjects in this study were the sixth grade students SDN 001 Bangun Purba active 24 people. Data collection at present uses both test and non-test techniques. Parameters used are Student Outcomes Includes learning activities and student learning outcomes. The results showed that the use of inquiry method was better (7,46) than did not use inquiry method (5,7). It needs to be done to add time by reducing the time is not too large points.]]>
<![CDATA[MENINGKATKAN HASIL BELAJAR MATEMATIKA MENGGUNAKAN METODE JARIMATIKA PADA SISWA KELAS II SD NEGERI 005 KEPENUHAN T.P 2017/2018 ]]>
<![CDATA[Asyiah Asyiah]]>
<![CDATA[ Indonesian Journal of Basic Education Vol 1 No 3 (2018): INDONESIAN JOURNAL OF BASIC EDUCATION ]]>
Publisher : <![CDATA[STKIP Rokania Pasir Pangaraian ]]>
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<![CDATA[Mathematical learning material for addition and reduction in numbers of students experiences a decrease in interest in these subjects. This is because students' understanding of the material is very low. This study aims to improve student learning outcomes in solving students' mathematical problems on the subject of addition and subtraction of class II SDN 005 Fullness. The purpose of this study was also to find out the results of learning mathematics using the Jarimatika method. Based on the results of the study it can be concluded that the Jarimatika learning method can improve the ability and results of mathematics learning in class II SDN 005 students. This is indicated by an increase in the class average value, which is at the time of cycle 62.96 to 72.59 in the first cycle and 82.86 in the second cycle. The application of the use of the method Jarimatika managed to improve the mastery of the material and student learning outcomes in mathematics learning]]>
<![CDATA[Meningkatkan Kemampuan Guru – Guru Dalam Menyusun Tes Semester Ganjil Yang Valid Melalui Supervisi Diakhiri Workshop Di SMP Negeri 3 Rambah Hilir Tahun Pelajaran 2017/2018 ]]>
<![CDATA[Yelleson Syuryadi]]>
<![CDATA[ Indonesian Journal of Basic Education Vol 1 No 3 (2018): INDONESIAN JOURNAL OF BASIC EDUCATION ]]>
Publisher : <![CDATA[STKIP Rokania Pasir Pangaraian ]]>
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<![CDATA[Hasil monitoring dan evaluasi kepala sekolah menunjukan bahwa hanya dari semua guru 19 orang yang bisa menyusun tes sesuai dengan kaidah penulusan dan pembuatan soal yangvalid masih banyak yang belum mampu terbaru tersebut.Salah satu factor penyebab adalah kurang sosialisasi pelatihan kurikulum 2013 kepada teman sejawat. Kondisi tersebut dipengaruhi oleh: (1) kesibukan guru, (2) kurang adanya pendampingan dan (3) kurang sosialisasi. Terkait dengan permasalhan diatas, perlu adanya bantuan penanganan yang memadai.Dalam hal ini upaya yang dilakukan adalah dengan melaksanakan supervise untk mencari data lengkap dimana kelemahan guru SMPN 3 ini dalam menyusun soal yang valid dan penulisan nya sesuai dengan kaidah bahasa Indonesia , yang bertujuan pada penigkatan kompetensi guru melalui siklus yang sistematis.Analis data yang dilaksanakan menggunakan analisa diskriptif kualitatif. Penelitian yang dilakukan dengan tahapan siklus, masing- masing siklus nterdiri dari dari 4 (empat) langkah meliputi : perencanaan, pelaksanaan, pengamatan, dan refleksi. Hasil penelitian ini, 19 guru dari sekolah menjadi subyek penelitian, semuanya menunjukkan peningkatan kompetensi sesuai dengan indikator keberhasilan yang telah ditetapkan. Saran yang diajukan adalah: (1) perlu diintesifkan peningkatan kompetensi guru dalam menyusun tesyang valid melalui kegiatan pemvbimbungan workshop atau sejenisnya (2) untuk meningkatkan kompetensi guru, sekolah, perlu adanya wahana semacam IHT, agar dapat saling bertukar pengalaman melalui dialog akademis]]>
<![CDATA[PENINGKATAN HASIL BELAJAR IPS MENGGUNAKAN PETA KONSEP PADA SISWA KELAS IV SD NEGERI 015 RAMBAH T.P 2014/2015 ]]>
<![CDATA[Nurhayati Lubis]]>
<![CDATA[ Indonesian Journal of Basic Education Vol 1 No 3 (2018): INDONESIAN JOURNAL OF BASIC EDUCATION ]]>
Publisher : <![CDATA[STKIP Rokania Pasir Pangaraian ]]>
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<![CDATA[Learning improvement research has been carried out with the title Efforts to Improve Social Learning Outcomes Using Concept Maps for Students in Class IV Semester II SD N 015 to Increase 2014/2015 Academic Year. To find out the social studies learning outcomes in grade IV SD N 015 Spread the research conducted in March d. April 2014. The subjects of this study were 18th grade students as many as 18 people consisting of 8 men and 10 women. Parameters measured are student learning outcomes including absorptive capacity and learning completeness obtained from post test and Daily Test, student learning activities and teacher activities. Results of Daily Repetition Before Improvement with an average of 64.2 with sufficient categories, UH in the first cycle averaged 74.4 in the Good category, UH in cycle II averaged 80 with good categories. Completeness of student learning before improvement 9 (50%), 15th cycle I (83.3%), only achieved classical completeness in cycle II, namely 16 (88.9%). Student activity, reading textbooks, working on LKS containing concept maps, presentations and responding to presentation results, asking questions and answering questions. The activeness percentage of the first cycle was 83.3 in the Very Good category, in the second cycle it increased to 88.9 in the excellent category. Teacher activity also experienced an increase in cycle I on average 85 with excellent categories, cycle II on average 95 with excellent categories. From the results of the study it can be concluded that the use of concept map strategies can improve students' social studies learning outcomes in grade IV semester II SD N 015 reaching 2014/2015 academic year]]>
<![CDATA[Implementasi Pengembangan Bahan Ajar Menggunakan Model Problem Based Learning Terhadap Aktivitas Siswa Di Kelas V Sekolah Dasar ]]>
<![CDATA[Eni Marta]]>
<![CDATA[ Indonesian Journal of Basic Education Vol 1 No 3 (2018): INDONESIAN JOURNAL OF BASIC EDUCATION ]]>
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<![CDATA[Kurikulum mempunyai kedudukan sentral dalam seluruh proses pendidikan. Kurikulum mengarahkan segala bentuk aktivitas pendidikan untuk tercapainya tujuan pendidikan. Aktivitas belajar merupakan aktivitas yang bersifat fisik maupun mental. Dalam kegiatan belajar keduanya saling berkaitan. Bahan ajar adalah segala sesuatu atau daya yang dapat dimanfaatkan oleh guru, baik secara terpisah maupun dalam bentuk gabungan, untuk kepentingan belajar mengajar dengan tujuan meningkatkan efektivitas dan efisiensi tujuan pembelajaran. Tujuan dari penelitian ini adalah untuk mengetahui implementasi pengembangan bahan ajar menggunakan Problem Based Learning terhadap aktivitas siswa di kelas V sekolah dasar. Jenis penelitian ini adalah penelitian tindakan kelas yang terdari dari satu siklus. Penelitian ini dilakukan di di SDN 008 Rambah. Teknik pengumpulan data pada penelitian ini menggunakan lembar observasi aktivitas siswa yang terdiri dari mengumpulkan data, mengerjakan bahan ajar, melakukan diskusi dan mengkontruksi pengetahuan. Teknik analisis data menggunakan kualitatif dan kuantitatif.. Hasil penelitian menunjukkan bahwa pada item aktivitas pengumpulan data diperoleh nilai rata-rata 85,5, mengerjakan bahan ajar diperoleh nilai rata-rata 88, melakukan diskusi diperoleh nilai 87,5 dan untuk mengkonstruksi pngetahuan diperoleh nilai 82. Sehingga secara keseluruhan untuk aktivitas siswa diperoleh nilai rata-rata 86 dengan kategori sangat baik. Dapat disimpulkan bahwa implementasi bahan ajar menggunakan model PBL dapat meningkatkan aktivitas belajar siswa di kelas V sekolah Dasar.]]>
<![CDATA[PENERAPAN METODE DEMONTRASI UNTUK MENINGKATKAN KEMAMPUAN PEMBELAJARAN ILMU PENGETAHUAN SOSIAL (IPS) KELAS III SD NEGERI 013 RAMBAH KABUPATEN ROKAN HULU TAHUN PELAJARAN 2016/2017 ]]>
<![CDATA[Sutarno Sutarno]]>
<![CDATA[ Indonesian Journal of Basic Education Vol 1 No 3 (2018): INDONESIAN JOURNAL OF BASIC EDUCATION ]]>
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<![CDATA[This study aims to improve the social science skills of students, through working on the plan and cardinal points. This technique is a form of developing learning activities to determine the plan and cardinal points correctly. The research subjects were grade III students of SD Negeri 013 Rambah Rokan Hulu in the 2016/2017 academic year. The research approach used is qualitative, while the type of research is Classroom Action Research (PTK). This study used 2 cycles, each cycle consisting of 4 stages, namely planning, implementing, observing and reflecting. The data analysis technique uses an interactive model analysis technique which consists of 3 components, namely: (1) data reduction (2) data presentation (3) drawing conclusions. Class III students of SD Negeri 013 Rambah. This can be seen from the increase in the percentage of results in cycle 1 and cycle 2. The final result of the implementation of this class action is that out of 21 students only 1 has not reached the KKM. Meanwhile, 20 students have fulfilled the KKM and even their scores are above the KKM]]>
<![CDATA[Penggunaan Metode Demonstrasi Untuk Meningkatkan Hasil Belajar IPA Siswa Pada Materi Energi Dan Perubahannya Di Kelas V SDN 001 Kepenuhan Kabupaten Rokan Hulu ]]>
<![CDATA[Hafyanimar Hafyanimar]]>
<![CDATA[ Indonesian Journal of Basic Education Vol 1 No 3 (2018): INDONESIAN JOURNAL OF BASIC EDUCATION ]]>
Publisher : <![CDATA[STKIP Rokania Pasir Pangaraian ]]>
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<![CDATA[In the process of education and discussion cannot be done if the process does not use the right method, because the method used is very important and can not be ignored in the learning process. Therefore the teacher must be careful in choosing the right method to deliver material to students. The essence of the method is a harmonious way and must be used by the teacher in a predetermined definition, with full responsibility, mistakes in education that will damage the educational process are free. can be done with the same method, for that the teacher must have the expertise to determine the most appropriate method for every condition and condition. One method that must be used by the teacher is the method used, a clear method can be done by the teacher and students both in individual learning and learning by the group, through this method it will be easier to observe, classify and draw conclusions from what sees it. By way of learning the teacher will easily develop the ability of students as well as make it easier for students to understand the material because they see it in person]]>
<![CDATA[PENERAPAN METODE TUTOR SEBAYA UNTUK MENINGKATKAN HASIL BELAJAR MUSIK ANSAMBEL PADA SISWA KELAS VII SMP MUHAMMADIYAH RAMBAH T.P 2013/2014 ]]>
<![CDATA[Ermita Nasution]]>
<![CDATA[ Indonesian Journal of Basic Education Vol 1 No 3 (2018): INDONESIAN JOURNAL OF BASIC EDUCATION ]]>
Publisher : <![CDATA[STKIP Rokania Pasir Pangaraian ]]>
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<![CDATA[The study was conducted using the Classroom Action Research approach to the implementation process, the study was divided into 2 cycles, each cycle covering planning, implementing actions, observing, and reflecting. Data collection techniques in this study using observation techniques, performance, questionnaires and documentation. The results showed that the peer tutoring method was able to improve the learning outcomes of playing ensemble musical instruments. In this case the musical instrument used is a recorder and pianika. The peer tutoring method is able to streamline meeting time in the classroom compared to the classical method. Based on the results of the study it was suggested that the arts and culture teachers apply the peer tutoring method in music ensemble learning at school. Try to apply the peer tutor method in achieving the lesson objectives in other basic competencies]]>
<![CDATA[UPAYA MENINGKATAN KINERJA GURU DALAM PEMBELAJARAN DI KELAS MELALUI SUPERVISI EDUKATIF KOLABORATIF SECARA PERIODIK ]]>
<![CDATA[Siti Hajar]]>
<![CDATA[ Indonesian Journal of Basic Education Vol 1 No 3 (2018): INDONESIAN JOURNAL OF BASIC EDUCATION ]]>
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<![CDATA[this research was conducted to improve teacher performance in classroom learning through periodic collaborative educational supervision. Based on the findings of the research there are four things raised in this action research, namely: (1) improving teacher performance in preparing learning plans, (2) improving teacher performance in implementing learning, (3) improving teacher performance in assessing learning achievement, and (4) improving teacher performance in carrying out follow-up results of student learning achievements]]>
<![CDATA[Peningkatan Hasil Belajar matematika dengan Model Kooperatif Type STAD Materi Sifat-Sifat Bangun Datar Pada Siswa Kelas V SDN 004 Rambah Hilir ]]>
<![CDATA[Basri T]]>
<![CDATA[ Indonesian Journal of Basic Education Vol 1 No 3 (2018): INDONESIAN JOURNAL OF BASIC EDUCATION ]]>
Publisher : <![CDATA[STKIP Rokania Pasir Pangaraian ]]>
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<![CDATA[This study aims to improve the learning outcomes of Mathematics with Model Cooperative Type STAD Material Properties Build Data On Students Class V SDN 004 Rambah Hilir. Sand Rokan Hulu Pengaraian District. The subjects of this study are the students of class V which amounted to 21 people consisting of 14 men and 7 women. The collection in this study using the method of test and observation. Parameters measured are Student Outcomes Includes Absorption Ability And Completed Learning Obtained From Post Test and Deuteronomy, Student Learning Activity And Teacher Activity. The results showed that the use of STAD type cooperative model can improve Mathematical learning outcomes. At prasiklus the result of daily test is the average score 58,8. The average daily repeat value of cycle I is 73.6 and the average in cycle II is 78.8. It shows an increase in value from prasiklus to cycle II of 20.0. Completed Learning of New Students Achieved Classically in Cycle II, ie 90.5%. Student Activity, Both Listening and Noting Activity Master's Comment, Working on Lks and Presentations, Questions and Answers Activity Questions Average 76.2 in cycle I increased to 881 in cycle II. Teacher Activity Also Experienced Increased Cycle I average of 85 with Category Good Once, Cycle II average 95.]]>
