Buletin Ilmiah Pendidikan
Buletin Ilmiah Pendidikan (BIP), with ISSN 2964-5506, is open access and peer-reviewed scholarly journal published Papanda. This Journal is published twice a year. This publication is available online through open access. The purpose of this journal publication is to disseminate new theories and research results that have been achieved in the field of education. BIP aims to provide researchers with scholarly discourses, theories, research methods, and findings. Therefore, the journal accepts manuscripts related to all aspects of education.
Articles
12 Documents
Search results for
, issue
"Vol. 1 No. 2 (2022)"
:
12 Documents
clear
<![CDATA[Menghadapi Permasalahan Pada Anak SD ]]>
<![CDATA[Andi Pratama]]>;
<![CDATA[Habib Rohman]]>;
<![CDATA[Muhammad Egi Al Fahjri]]>
<![CDATA[ Buletin Ilmiah Pendidikan Vol. 1 No. 2 (2022) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.56916/bip.v1i2.263
<![CDATA[Tulisan ini merupakan hasil penelitian kualitatif deskriptif yang bertujuan untuk mengetahui tentang penyelenggaraan bimbingan dan konseling di Sekolah Dasar Negeri XX Purworejo. Hasil penelitian terdapat dua siswa yang memiliki keterlambatan dalam menerima materi, sehingga mereka selalu ketinggalan dengan teman-teman sekelasnya. Sehingga terjadi ketimpangan didalam kelas dikarenakan materi yang sering diulang-ulang oleh sang guru demi kedua siswa tersebut bisa paham terhadap materi yang sedang dibahas, dan yang terjadi kepada siswa yang telah paham dengan materi tersebut merasa bosan karena materi itu terus diulang oleh pendidik. Teknik yang dilakukan guru dalam memahami peserta didik adalah melalui tes, observasi, dan wawancara. Penyelenggaraan bimbingan dan konseling di Sekolah Dasar XX di kabupaten Purworejo telah dilaksanakan secara terintegrasi dengan proses pembelajaran.]]>
<![CDATA[Penguatan Karakter Toleransi Melalui Budaya Sekolah ]]>
<![CDATA[Zeesiska Nur]]>;
<![CDATA[Rintis Rizkia Pangestika]]>
<![CDATA[ Buletin Ilmiah Pendidikan Vol. 1 No. 2 (2022) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.56916/bip.v1i2.264
<![CDATA[Penelitian ini bertujuan untuk menemukan tentang bentuk-bentuk penguatan karakter toleransi melalui budaya sekolah di SD. Penelitian ini dilatarbelakangi dengan adanya perbedaan keyakinan antara siswa dengan gurunya. Toleransi merupakan sifat atau sikap menenggang (menghargai, membiarkan, memperbolehkan) pendapat, pandangan, kepercayaan, kebiasaan, kelakuan dan sesuatu yang berbeda dari pendirian dirinya sendiri. Budaya sekolah adalah tradisi, keyakinan dan norma-norma yang ada disekolah yang dapat dipelihara, dibentuk, diperkuat melalui semua warga sekolah baik pihak guru maupun siswa.Penelitian ini menggunakan pendekatan kualitatif dengan jenis riset fenomenologis dan subjeknya yaitu siswa kelas V SD.Pada proses pengumpulaan data, peneliti menggunakan metode observasi, dokumentasi dan wawancara.Teknik analisis data yang digunakan adalah reduksi data, penyajian data dan penarikan kesimpulan, untuk menguji keabsahan data digunakan uji kredibilitas dengan triangulasi sumber. Hasil penelitian yang sudah saya lakukan bahwa SD menguatkan karakter toleransi peserta didiknya melalui budaya sekolah dengan cara pembiasaan, keterlibatan berbagai pihak dan branding sekolah.]]>
<![CDATA[PENERAPAN POHON LITERASI WEEKDAY BERBASIS KARYA SISWA DI SD NEGERI 03 WATES ]]>
<![CDATA[Azkadina Halipah]]>;
<![CDATA[Siwi Utaminingtyas]]>
<![CDATA[ Buletin Ilmiah Pendidikan Vol. 1 No. 2 (2022) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.56916/bip.v1i2.267
<![CDATA[The implementation of online learning is one of the obstacles in implementing the School Literacy Movement (GLS). One of the affected schools is SDN 3 Wates, which previously implemented the School Literacy Movement (GLS) but did not run optimally during the pandemic. The Weekday Literacy Tree Program is based on student work at SDN 3 Wates as a form of follow-up to the GLS carried out by the school by reading 15 minutes before learning. The purpose of this study was to describe how the literacy tree was implemented during a pandemic in class V students. The research method used descriptive qualitative research with class V students with 24 students, data collection techniques used observations and interviews. Based on the results of the study, the implementation of the weekday literacy tree based on student work at SDN 3 Wates showed that the implementation of the weekday literacy tree was limited face-to-face, fifth grade students were divided into two groups on different days, Monday-Friday and Tuesday-Saturday after the activity. learning in the library. On Fridays and Saturdays students collect their work by hanging on the literacy tree that has been provided in the library.]]>
<![CDATA[ANALISIS PEMBELAJARAN MEMBACA DAN MENULIS PERMULAAN SISWA SEKOLAH DASAR ]]>
<![CDATA[Atikah Mumpuni]]>;
<![CDATA[Nur Afifah]]>
<![CDATA[ Buletin Ilmiah Pendidikan Vol. 1 No. 2 (2022) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.56916/bip.v1i2.269
<![CDATA[Penelitian ini bertujuan untuk mengetahui kemampuan siswa dan faktor kesulitan apa saja yang dialami siswa dalam membaca dan menulis asal di kelas II Sekolah Dasar. Jenis penelitian ini adalah penelitian kualitatif deskriptif. Sumber data pada penelitian ini adalah guru kelas II serta siswa kelas II Sekolah Dasar. Teknik pengumpulan data yang digunakan adalah wawancara, observasi dan dokumentasi. Teknik analisis data menggunakan model Milles and Huberman dengan tahapan, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa masih banyak siswa yang mengalami kesulitan membaca di kelas II SD. Kesulitan membaca yang dialami siswa yaitu (1), mengenal huruf, (2) membaca kata bermakna, (3) membaca kata yang tidak memiliki arti, (4) membaca nyaring dan pemahaman membaca,(5) menyimak (pemahaman mendengar). Kemudian, peran guru dalam mengatasi kesulitan membaca siswa kelas II SD adalah (1) guru menggunakan media pembelajaran yang efektif dan menarik, (2) menggunakan metode SAS, (3) memberikan program khusus atau mempersembahkan remedial kepada siswa yang mengalami kesulitan membaca]]>
<![CDATA[Penerapan Metode Role Playing Melalui Strategi Cooperative Learning Untuk Meningkatkan Motivasi dan Hasil Belajar Siswa Kelas X IPS 1 ]]>
<![CDATA[Sartono Sartono]]>
<![CDATA[ Buletin Ilmiah Pendidikan Vol. 1 No. 2 (2022) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.56916/bip.v1i2.338
<![CDATA[Tujuan penelitian ini adalah untuk menjelaskan cara pengimplementasian metode Role Playing melalui strategi Cooperative Learning untuk meningkatkan motivasi belajar siswa pada mata pelajaran sosiologi kelas X IPS 1 di SMAN 1 Jalaksana. Berdasarkan dari hasil observasi awal terhadap siswa kelas X IPS 1 menunjukkan bahwa sebagian siswa jenuh dengan gaya pembelajaran sebelumya, karena pembelajaran sosiologi biasanya menggunakan metode ceramah. Proses pengumpulan data dalam penelitian ini menggunkana metode observasi dan dokumentasi yang langsung dilaksanakan pada saat pembelajaran berlangsung. Dari hasil penelitian dalam tabel motivasi belajar menunjukkan adanya peningkatan motivasi belajar sosiologi pada siswa kelas X IPS 1. Pada awal pra siklus peneliti mendapatkan nilai motivasi belajar siswa rata-rata 1,78, siklus I dengan rata-rata 2,66, dan siklus II rata-rata 3,77. Sedangkan dari hasil belajar siswa menunjukan adanya peningkatan pula, pada pra siklus tidak ada siswa yang tuntas, dan meningkat pada pada siklus I siswa yang tuntas sebanyak 24 siswa, lalu meningkat pada siklus II sebanyak 33 siswa yang tuntas. Indikator keberhasilan dalam penelitian ini adalah siswa mencapai nilai KKM ≥75 sebanyak 75% artinya hasil dalam Penelitian Tindakan Kelas (PTK) ini telah berhasil dan sudah mencapai target.]]>
<![CDATA[Penerapan Metode Pembelajaran Berbasis Masalah untuk Meningkatkan Keterampilan Pemecahan Masalah Siswa Sekolah Dasar ]]>
<![CDATA[rasimah, emeh]]>;
<![CDATA[yaya, yaya]]>
<![CDATA[ Buletin Ilmiah Pendidikan Vol. 1 No. 2 (2022) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.56916/bip.v1i2.695
<![CDATA[This research aims to explore the impact of implementing problem-based learning method on the problem-solving skills of Elementary School (SD) students. Through a qualitative approach involving observation, interviews, and document analysis, data were collected from teachers and students at SDN Salawana I. The analysis results indicate that the implementation of the problem-based learning method has a positive impact on student engagement, collaboration among students, and the development of problem-solving skills. Students show higher enthusiasm in learning when engaged in problem-solving relevant to their daily lives, while teachers report a significant improvement in students' ability to identify problems and formulate solutions. The practical implications of these findings support innovative approaches in elementary-level learning, emphasizing the importance of student engagement in the learning process. However, challenges in implementing this method also need to be considered, including infrastructure readiness and teacher training. This research contributes significantly to our understanding of the potential of problem-based learning methods in enhancing the problem-solving skills of SD students, while highlighting the importance of ongoing support in its implementation.]]>
<![CDATA[Penerapan Metode Pembelajaran Berbasis Proyek untuk Meningkatkan Keterampilan Berpikir Kreatif Siswa di SDN Cibentar II ]]>
<![CDATA[mufita, rina]]>;
<![CDATA[sariatin, imas]]>
<![CDATA[ Buletin Ilmiah Pendidikan Vol. 1 No. 2 (2022) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.56916/bip.v1i2.697
<![CDATA[This study delves into the positive impact of implementing project-based learning methods on students' creative thinking skills at SDN Cibentar 2. Adopting a qualitative approach, the research involved participatory observation, in-depth interviews with teachers and students, and data analysis. The research findings indicate a significant improvement in student participation, collaboration skills, and problem-solving abilities. The theoretical analysis underscores the alignment of this method with constructivism and active learning approaches, providing a robust theoretical foundation for the observed positive outcomes. Practical implications of this research include recommendations to expand the integration of project-based learning methods in the curriculum and encourage students to design their own projects. The research conclusion emphasizes the positive achievements and provides a basis for continuous improvement in creative learning at the elementary school level. By highlighting the success of implementing project-based learning methods, this study offers insightful and relevant perspectives for the development of teaching practices at the elementary level. Subsequent research could explore the long-term impact of implementing these methods and involve more stakeholders.]]>
<![CDATA[Evaluasi Program Pembelajaran Literasi Multibahasa di Sekolah Dasar ]]>
<![CDATA[Komalasari, Lela]]>;
<![CDATA[Hadisah, Lina]]>
<![CDATA[ Buletin Ilmiah Pendidikan Vol. 1 No. 2 (2022) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.56916/bip.v1i2.698
<![CDATA[This research evaluates the effectiveness of the Multilingual Literacy Learning Program at Bagjasari 1 Elementary School (SD). Through an analysis of student responses, teacher experiences, and environmental factors, the study highlights the positive impact of the program on students' reading and writing abilities. Student responses indicate a significant improvement in academic participation and achievement, affirming the program's success in achieving learning objectives. Teachers emphasize the importance of collaboration among peers and support from school administration in program implementation, as well as the crucial role of environmental factors, such as support from the school community and the integration of local culture, in enhancing program effectiveness. Recommendations for future research include involving more schools in similar programs and refining multilingual learning strategies to meet the diverse learning needs of students. The research findings make a significant contribution to the development of education policies and teaching practices that are more responsive, with the aim of improving educational quality and ensuring equal access to education for all students.]]>
<![CDATA[Analisis Pengaruh Pembelajaran Berbasis Proyek terhadap Kemampuan Komunikasi Siswa Sekolah ]]>
<![CDATA[Yulianti, Euis]]>;
<![CDATA[Cancer, Julius]]>
<![CDATA[ Buletin Ilmiah Pendidikan Vol. 1 No. 2 (2022) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.56916/bip.v1i2.699
<![CDATA[This study investigates the effect of project-based learning on students' communication skills at SDN Wanasalam I. The research methods employed include observation, interviews, and document analysis. The subjects of the study were elementary school students at SDN Wanasalam I, who were involved in project-based learning during the research period. The results of the study indicate a significant improvement in students' communication skills after participating in project-based learning. Observations reveal an increase in student participation in classroom discussions, while interviews confirm an enhanced level of confidence among students in speaking in public. Document analysis shows an improvement in the quality of students' learning products, such as project reports and presentations. The conclusion affirms that project-based learning is effective in enhancing students' communication skills in elementary school. The practical implications of this research underscore the importance of considering communication skills in curriculum design and teaching practices at the elementary school level. Therefore, it is recommended for educational practitioners to integrate project-based learning into elementary school curricula as a comprehensive approach to improving students' communication skills.]]>
<![CDATA[Evaluasi Efektivitas Penggunaan Teknologi Pembelajaran Interaktif dalam Mata Pelajaran Matematika di Sekolah Dasar ]]>
<![CDATA[Setra, Lajuardi]]>;
<![CDATA[Sopian, Asep]]>
<![CDATA[ Buletin Ilmiah Pendidikan Vol. 1 No. 2 (2022) ]]>
Publisher : <![CDATA[Papanda Publisher ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.56916/bip.v1i2.700
<![CDATA[The aim of this study was to evaluate the effectiveness of using interactive learning technology to enhance students' understanding in mathematics at SDN Genteng 1 elementary school. Employing a quantitative approach and an experimental research design, two groups of students (30 students per group) were involved in this study: an experimental group receiving instruction with interactive technology, and a control group receiving conventional instruction. Data were collected through pre-tests and post-tests as well as observation of student interaction with the interactive technology during the learning period. The results indicated that students in the experimental group experienced a significant improvement in understanding compared to the control group. The average post-test scores for the experimental group showed a greater increase compared to the control group. Thus, the use of interactive learning technology proved to be effective in enhancing students' understanding in mathematics at the elementary school level. This finding underscores the importance of integrating technology in education to create engaging and effective learning environments. Therefore, it is recommended that instructional approaches integrating interactive technology continue to be developed and implemented in teaching practices. Further steps are necessary to deepen understanding of how interactive technology can be effectively integrated into education and to identify the best strategies for optimizing its benefits for student learning outcomes. This abstract provides a comprehensive overview of the research findings and their implications for educational practice.]]>
