Journal of Professional Elementary Education
Journal of Professional Elementary Education (JPEE) diterbitkan oleh Prodi S1 PGSD FKIP Universitas Bina Bangsa pada tahun 2022. Bertujuan menjadi salah satu pusat publikasi ilmiah artikel yang fokus pada pendidikan dan pengajaran yang meliputi: inovasi pembelajaran, pengembangan kurikulum, teknologi pendidikan, evaluasi pendidikan, dan proses belajar mengajar di lingkup sekolah dasar. Terbit setiap 6 Bulan sekali, yakni pada bulan Maret dan September.
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<![CDATA[ANALISIS STANDARISASI MANAJEMEN PENERIMAAN PESERTA DIDIK DI SEKOLAH DASAR FUTUHIYAH SUKODONO SIDOARJO ]]>
<![CDATA[Alif Bachtiar Usuludin]]>;
<![CDATA[Slamet Widodo]]>
<![CDATA[ Journal of Professional Elementary Education Vol. 2 No. 1 (2023): Journal of Professional Elementary Education ]]>
Publisher : <![CDATA[LPPM Universitas Bina Bangsa ]]>
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DOI: 10.46306/jpee.v2i1.31
<![CDATA[Every school has a new student admission system. However, in fact not all schools are able to accept quite a lot of new students, especially schools that have just been established. This study aims to evaluate the management of new student admissions at the Futuhiyah Sukodono Elementary School, Sidoarjo, East Java. The research method is a qualitative descriptive case study approach. Collecting data using interview and observation techniques. The conclusions of this study are: the management of new student admissions at the Futuhiyah Sukodono Elementary School, Sidoarjo, East Java, is in accordance with the standards set in the aspects of planning new student admissions, organizing new student admissions, implementing new student admissions according to standards, and reporting new student admissions, while for monitoring and evaluation of new student admissions is not up to standard]]>
<![CDATA[PERAN MODEL INKUIRI TERHADAP HASIL BELAJAR MATEMATIKA KELAS III DI SD NEGERI 5 NGABUL ]]>
<![CDATA[Wulan Sutriani]]>;
<![CDATA[Muhammad Ade Rizki Abdul Latief]]>
<![CDATA[ Journal of Professional Elementary Education Vol. 2 No. 1 (2023): Journal of Professional Elementary Education ]]>
Publisher : <![CDATA[LPPM Universitas Bina Bangsa ]]>
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DOI: 10.46306/jpee.v2i1.32
<![CDATA[In the learning process at the elementary school level, students acquire knowledge with a concrete operational stage of development requiring real tools that make learning more meaningful in order to achieve learning objectives. Matters that can support the implementation of effective learning by using concrete and simple media that exist in the surrounding environment are real to help explore the cognitive abilities of students' mathematics content as a form of independent learning implementation. Therefore, it is necessary to apply an appropriate model to organize the learning process for a large number of students in one class and minimize the low cognitive abilities of students. This study aims to provide an innovation with the application of an inquiry model, to produce an effective mathematics learning process with the orientation of increasing the cognitive abilities of 3rd grade students at SD N 6 Ngabul, totaling 38 children. The data collection technique was carried out by interviewing the 3rd grade teacher of SD N 6 Ngabul which was carried out on March 23, 2022. Data analysis was carried out by describing the results of interviews and observations during the learning process. The results showed that the classroom conditions were not conducive, namely 38 students plus teachers who still used conventional methods, namely lectures and questions and answers]]>
<![CDATA[ANALISIS PENERAPAN MODEL TAI BERBANTUAN MEDIA KONKRET TERHADAP PEMAHAMAN KONSEP MATEMATIKA MATERI SUDUT ]]>
<![CDATA[Wulan Sutriyani]]>;
<![CDATA[Ratih Noor Cahyani]]>;
<![CDATA[Lia Miftakhul Ulum]]>
<![CDATA[ Journal of Professional Elementary Education Vol. 2 No. 1 (2023): Journal of Professional Elementary Education ]]>
Publisher : <![CDATA[LPPM Universitas Bina Bangsa ]]>
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DOI: 10.46306/jpee.v2i1.33
<![CDATA[Diversity of characters, different levels of learning understanding and difficulties in understanding learning concepts make it difficult for teachers in the teaching and learning process because students are still unfamiliar with the material so that teachers are allowed to provide a real picture so that the learning material is easily understood by students. The learning process requires a learning model that can make students learn optimally by using a cooperative learning model, one of which is the Team Assisted Individualization (TAI) model. The use of learning media that brings students closer to everyday experiences about mathematical concepts realistically by using an experiential approach to real-world situations or concrete objects. The purpose of this study was to determine the application of the Team Assisted Individualization (TAI) learning model using concrete object media to improve students' ability to understand mathematical concepts in angle material. Based on the literacy results obtained from seven relevant journals regarding "Analysis of the Application of the TAI Model Assisted by Concrete Media on Understanding the Mathematical Concepts of Angle Material" it was found that learning the concept of angles with the aid of concrete media using the Team Assisted Individualization (TAI) cooperative learning model can have a positive effect on learning process and improving student learning outcomes so that it can be applied to elementary school level mathematics learning]]>
<![CDATA[PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK BERBASIS INQUARY LEARNING PADA MATA PELAJARAN ILMU PENGETAHUAN SOSIAL KELAS IV DI SDN BAMA 2 ]]>
<![CDATA[Nahdiya Siti Syarah]]>;
<![CDATA[Damanhuri Damanhuri]]>;
<![CDATA[A. Syachruroji]]>;
<![CDATA[Encep Andriana]]>
<![CDATA[ Journal of Professional Elementary Education Vol. 2 No. 1 (2023): Journal of Professional Elementary Education ]]>
Publisher : <![CDATA[LPPM Universitas Bina Bangsa ]]>
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DOI: 10.46306/jpee.v2i1.34
<![CDATA[Development of student worksheet based on Inquiry Learning on social science subjects Class IV in SDN Bama 2. This study aims to develop student worksheet media based on inquiry learning on social studies subjects, especially the material of togetherness in diversity in Class IV. The research method used by the author, namely research and Development (R&D) research with seven stages: problem analysis, data collection, Product Design, Design Validation, design revision, product trials and final results. To test the feasibility of this student worksheet, an expert validation test is conducted by media experts and material experts. After testing the product with the subject of this study were students of Class IV SDN Bama 2 which amounted to 20 people. Based on the results of validation that learning media worksheet learners based on Inquiry Learning declared "very decent “by media experts with a percentage of 93% and 83% material experts who fall into the category of” very decent “and respondents given students get a percentage of 90.3% which is included in the category of”very decent". Based on the results of the study it can be concluded that the media worksheets based on Inquiry Learning “very feasible” used in learning social studies in diversity]]>
<![CDATA[PENINGKATAN HASIL BELAJAR MATEMATIKA MATERI BANGUN DATAR MELALUI METODE MATCH A MATCH BERBANTU MEDIA GAMBAR PADA SISWA KELAS IV SD ]]>
<![CDATA[Wulan Sutryani]]>;
<![CDATA[M Fahruddin]]>;
<![CDATA[Yassierly Amriya]]>
<![CDATA[ Journal of Professional Elementary Education Vol. 2 No. 1 (2023): Journal of Professional Elementary Education ]]>
Publisher : <![CDATA[LPPM Universitas Bina Bangsa ]]>
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DOI: 10.46306/jpee.v2i1.35
<![CDATA[The background of this research is that the learning outcomes obtained by fourth grade students in Mathematics are still low. This is because in mathematics, teachers are more likely to use the lecture method and less actively involve students in learning activities. The use of the Make a Match Method directs students' understanding of active learning that involves students actively in learning activities so that students are better able to understand the material, and learning becomes more fun. This type of research is classroom action research through the Make a Match method which is assisted by image media. The data in this study were taken by collecting data used in the form of tests, documentation and observations of students. This classroom action research was conducted in two cycles. Each cycle consists of four stages, namely planning, implementation, observation and reflection. Improved learning outcomes in the fourth-grade students with a total of 14 students. In the first cycle students who completed according to the KKM were 8 students and those who had not completed 6 students with a class average of 68.57, the second cycle who completed as many as 14 students and an average the average class is 90. By looking at the results of the two cycles above, it can be concluded that the use of the Make a Match method can improve student learning outcomes in math subjects with flat shapes]]>
<![CDATA[PENINGKATAN HASIL BELAJAR SISWA TENTANG KONSEP PECAHAN MELALUI PENERAPAN PENDEKATAN REALISTIC MATHEMATIC EDUCATION (RME) DALAM PEMBELAJARAN MATEMATIKA ]]>
<![CDATA[Fadhli Dzil Ikrom]]>;
<![CDATA[Sehabudin Sehabudin]]>
<![CDATA[ Journal of Professional Elementary Education Vol. 2 No. 1 (2023): Journal of Professional Elementary Education ]]>
Publisher : <![CDATA[LPPM Universitas Bina Bangsa ]]>
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DOI: 10.46306/jpee.v2i1.36
<![CDATA[Fractions are one of the most fundamental concepts in learning mathematics, so that fractions become a very important material in learning mathematics at the elementary school level. However, some students at Seroja Elementary School thought that fraction material was so difficult because they did not understand the concept of fractions well. This can be seen from the results of student learning which shows that the average grade obtained is still low. The method used is classroom action research conducted in three cycles. The research model applied is the model developed by Kemmis and MC Taggart which is generally carried out in four stages, namely (1) planning, (2) implementation, (3) observation, and (4) reflection. The research subjects in an effort to improve student learning outcomes through the application of the RME approach in learning were fourth grade students of Seroja State Elementary School, Serang City, Banten. The results of this study in classroom action research prove that the teacher's ability to apply the RME approach to learning mathematics about the concept of fractions increases and student learning outcomes increase. It can be concluded that there has been an increase in the teacher's ability to apply the RME approach to the concept of fractions in learning elementary mathematics. Furthermore, student learning outcomes regarding the concept of fractions have increased through the application of the RME approach in learning mathematics at SDN Seroja]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION (TAI) UNTUK MENINGKATKAN HASIL BELAJAR IPAS PADA PESERTA DIDIK KELAS IV SD N CIWAKTU ]]>
<![CDATA[Fazri Yulianto]]>;
<![CDATA[Nana Hendracipta]]>;
<![CDATA[Lili Fajrudin]]>;
<![CDATA[Lucyana Lucyana]]>
<![CDATA[ Journal of Professional Elementary Education Vol. 2 No. 2 (2023): Journal of Professional Elementary Education ]]>
Publisher : <![CDATA[LPPM Universitas Bina Bangsa ]]>
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DOI: 10.46306/jpee.v2i2.37
<![CDATA[In efforts to improve student learning outcomes, the teacher must improve the learning process carried out. One of the efforts that teachers can make in improving the learning process to be able to improve student learning outcomes is by applying the Team Assisted Individualization (TAI) learning model. The Team Assisted Individualization (TAI) learning model is an effort to improve the learning process because this learning model emphasizes guidance between group members to understand and solve the problems being studied. This research is a Classroom Action Research (CAR) which aims to improve the learning process so that it can improve student learning outcomes. This Classroom Action Research was conducted in class IV of SD N Ciwaktu in science learning. The results showed that the learning completeness in the pre-cycle was 42.85% of the total number of students. In cycle I the learning outcomes of students increased by 17.86% and the level of completeness of student learning outcomes in cycle I reached 60.71%. Whereas in cycle II the percentage of completeness of student learning outcomes obtained reached 89.28% with the frequency of students completing in cycle II as many as 25 students. Based on the results of the study, it was concluded that the application of the Team Assisted Individualization (TAI) model could improve the learning outcomes of fourth-grade students at SD N Ciwaktu in the Science subject.]]>
<![CDATA[UPAYA MENINGKATKAN HASIL BELAJAR IPAS PESERTA DIDIK KELAS IV SD N BANJARSARI 5 MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISION (STAD) ]]>
<![CDATA[Ahmad Dikri]]>;
<![CDATA[Rina Yuliana]]>;
<![CDATA[Sri Hayati]]>
<![CDATA[ Journal of Professional Elementary Education Vol. 2 No. 2 (2023): Journal of Professional Elementary Education ]]>
Publisher : <![CDATA[LPPM Universitas Bina Bangsa ]]>
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DOI: 10.46306/jpee.v2i2.39
<![CDATA[Learning outcomes are the final part of a learning process that is carried out and is a benchmark for the success of a lesson. The acquisition of student learning outcomes is influenced by the learning process given by the teacher to students. Therefore the learning process becomes something that needs to be considered in achieving optimal learning outcomes for students. The cooperative learning model of the Student Team Achievement Division (STAD) type is one of the solutions in improving the learning process so that it can improve student learning outcomes. This research is a classroom action research (CAR) to improve student learning outcomes. This research was conducted in class IV science learning at SD N Banjarsari 5. The results showed that there was an increase in learning outcomes by applying the Student Team Achievement Division (STAD) cooperative learning model in class IV students, namely, in the pre-cycle phase, the classical mastery power was 42.42%, then in the first cycle there was an increase of 64.64% after implementing the Student Team Achievement Division (STAD) cooperative model. Then in cycle II, there was an increase in student learning outcomes that was equal to 87.88% and had achieved the predetermined mastery indicators]]>
<![CDATA[PENINGKATAN HASIL BELAJAR IPA DENGAN MODEL PEMBELAJARAN MIND MAP UNTUK PESERTA DIDIK KELAS III DI SD N CIPOCOK JAYA 2 ]]>
<![CDATA[Ade Ade]]>;
<![CDATA[Zerri Rahman Hakim]]>;
<![CDATA[Lili Fajrudin]]>;
<![CDATA[Euis Fidyana]]>
<![CDATA[ Journal of Professional Elementary Education Vol. 2 No. 2 (2023): Journal of Professional Elementary Education ]]>
Publisher : <![CDATA[LPPM Universitas Bina Bangsa ]]>
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DOI: 10.46306/jpee.v2i2.40
<![CDATA[The teacher is responsible for preparing everything in learning activities so that they can run effectively and efficiently to be able to support student learning outcomes to the maximum. Applying a learning model that can attract students' interest and invites students to play an active role in building the knowledge they have through the mind map learning model, especially in science learning. This research is a Classroom Action Research (CAR) aimed at improving the learning process to get maximum learning outcomes. The research was conducted in class III of SD N Cipocok Jaya 2 in science learning. The results showed that the completeness of the pre-cycle learning outcomes was 43.33% of all students. In cycle I, learning outcomes increased by 16.7%, and the percentage level in cycle I reached 60%. The frequency of students who were declared to have passed the KKM in science learning increased from initially only 13 students to 18 students. Deficiencies made in learning cycle I have been corrected in the implementation of learning Cycle II and showed learning outcomes increased by 26.67% and the percentage level in Cycle II reached 86.67%. The frequency of students who were declared to have passed the KKM in science learning in cycle I increased from initially only 18 students to 26 students in cycle II]]>
<![CDATA[ANALISIS KONEKSI DAN RELEVANSI PEMIKIRAN KI HADJAR DEWANTARA DI DUNIA PENDIDIKAN ]]>
<![CDATA[Anang Fathoni]]>;
<![CDATA[Ana Andriani]]>
<![CDATA[ Journal of Professional Elementary Education Vol. 2 No. 2 (2023): Journal of Professional Elementary Education ]]>
Publisher : <![CDATA[LPPM Universitas Bina Bangsa ]]>
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DOI: 10.46306/jpee.v2i2.41
<![CDATA[The central figure of education as well as an educator whose rationale was able to surpass his time was Ki Hadjar Dewantara. Critical analysis is needed in order to connect the intellectual heritage of Ki Hadjar Dewantara which is currently manifestly socialized as the foundation of the Kurikulum Merdeka. Thus, the purpose of this study is to examine the relevance of Ki Hadjar Dewantara's thoughts in the world of education. The research used in this study is included in the type of literature review or literature review. The steps in this study are 1) establishing the research topic; 2) collecting references; 3) classifying and reducing references relevant to the research topic; 4) conducting studies and analyses by marking important discussions in the reference; 5) writing down the results. The results of the study show that the thought of Ki Hadjar Dewantara has relevance and connection with other figures such as John W. Santrock in three aspects of child development, Albert Bandura in modeling theory, and Paulo Freire in educational independence. Then, the internalization of Ki Hadjar Dewantara's thinking in education in Indonesia became a good solution to improve the quality of Indonesian national education]]>
