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Jurnal Elementaria Edukasia
Published by Universitas Majalengka
ISSN : 26154625     EISSN : 26550857     DOI : https://doi.org/10.31949/jee
Core Subject : Education,
Education Other
Jurnal of Elementaria Edukasia (JEE), mainly focuses on major issues in Teaching in Elementary School, Assessment in Elementary School, Learning Media in Elementary School, Development subject of Elementary School, and Management of Elementary School. This Journal received All topics about the results of studies and research of lecturers, students, teachers, practitioners and scientists in the field of elementary education. For the research category, articles can be written using quantitative and qualitative approaches and can be made in a variety of research designs, such as action research, experiments, and case studies. JEE welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. The major criteria in the review and the selection process concern the significance of the contribution to the area of elementary education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 451 Documents
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The Impact of Open-Ended Based Learnıng Modıfıed by Realıstıc Mathematıc Educatıon on Computatıonal Thınkıng Skılls Aunurrahim, Maryam; Yurniwati, Yurniwati; Madani, Faisal
Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): Juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research was based on the problem of students' computational thinking skills that are still low, especially in elementary school mathematics subjects in term of students' mathematics anxiety. One solution is to use a learning method to improve computational thinking skills: Problem Based Learning (PBL) modified with the Open-Ended Problem (OEP) and Realistic Mathematic Education (RME) approaches to produce the Open-Ended Based Learning Modified by Realistic Mathematic Education (OEBL-RME) method. The purpose of this study is to determine the impact of the OEBL-RME method on computational thinking skills in terms of mathematics anxiety in elementary school students. This research used quasi-experimental method of post-test only control group design using a design treatment by level 2x2. Data were collected using computational thinking skills tests and math anxiety questionnaires and analyzed with the 2-way ANAVA test using SPSS 27. The sample used was 108 grade V elementary school students consisting of 54 students in the experimental class and 54 students in the control class. The results showed that there is an impact of OEBL-RME method on students' computational thinking skills in learning mathematics. In addition, it is proven that there is an interaction between learning methods and mathematical anxiety towards computational thinking skills.
The Impact of Problem-Posing Learning Method on Critical Thinking Skills in terms of Self-Confidence Hermiyati, Nurul; Yurniwati Yurniwati; Gusti Yarmi
Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): Juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i2.9336

Abstract

Elementary school students need help solving math description problems due to weak critical thinking skills. The need for appropriate learning methods for developing critical thinking skills and student self-confidence factors cause the low quality of the mathematics learning process. The purpose of this research is to test the effect of Problem Posing learning method on critical thinking skills in terms of students' self-confidence in mathematics learning. The research methodology applied was an experiment with a 2 x 2 design. The research sample was selected using Cluster Random Sampling with a total sample of 140 students. The research instruments used were the critical thinking skills test in the form of description test questions and the self-confidence questionnaire using the Likert scale. Data analysis began with prerequisite tests in the form of normality and homogeneity followed by two-way ANOVA hypothesis testing and the Tukey test as a further test with the help of SPSS statistical software. The results revealed that the critical thinking skills of students who were given Problem Posing treatment was higher than that of students who were given expository learning treatment; there was an interaction between learning methods and self-confidence in critical thinking skills, critical thinking skills in Problem Posing was higher than expository learning for students who had high self-confidence, and students who had low self-confidence in expository learning had higher critical thinking ability than Problem Posing learning. Based on the results of the study, it can be concluded that the Problem-posing learning method significantly affects critical thinking skills in terms of the self-confidence of elementary school students.
Implementation of differentiated learning with a Culturally Responsive Teaching approach to increase students' interest in learning Irfan Saninur Azis; Siti Dewi Maharani; Vinencia Ika Indralin
Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): Juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i2.9348

Abstract

Implementing learning aligned with the Culturally Responsive Teaching (CRT) approach is a method enabling a more accurate comprehension and representation of knowledge, tailored to students' individual learning tendencies and styles, while considering the diverse cultures surrounding them. Transitioning from the old paradigm to adopting learning in accordance with the demands of the 21st century and the current curriculum is imperative, despite the uneven distribution of the Independent Curriculum across schools. This study is prompted by students' lack of interest in learning, evident in their limited engagement in the learning process. The objective of this research is to illustrate the impact of employing differentiated learning with a Culturally Responsive Teaching (CRT) approach on enhancing students' learning interest. The research methodology employed was classroom action research conducted over two cycles. The research process was executed collaboratively, employing a lesson study approach and utilizing qualitative descriptive methods, with data collection techniques comprising observation and questionnaires. Research findings demonstrate an increase in students' learning interest through the implementation of differentiated learning with a Culturally Responsive Teaching (CRT) approach. This is evidenced by the average N-Gain value for learning interest in Cycle I, which was 0.4029, classified as medium, and in Cycle II, it reached 0.7014, classified as high. Thus, differentiated learning integrating the Culturally Responsive Teaching (CRT) approach has been proven highly effective in establishing a more inclusive and meaningful learning atmosphere within the classroom
Improving Students' Social Interaction through Nojapi-Japi Traditional Game at SD Negeri Kele'I: English Dewi , Andi Imrah; Wendur , Delviana Kristina; Firmansyah, Arif; Hariana, Kadek
Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): Juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i2.9367

Abstract

The decline in academic achievement and student social interaction is partly due to the excessive use of technology by students at school and at home. In order to maintain social interaction in the classroom and ensure students are more familiar with the culture around them, the influence of changes in modern technology must be balanced with traditional learning media. However, this study identified a low social interaction of students in learning in class IV SDN Kele'I East Pamona District. The research method employed was classroom action research based on the Kemmis and McTaggart flow. The objective of this study was to enhance students' social interaction in social studies subjects in class IV SDN Kele'i by implementing the traditional game nojapi-japi. This study utilized class IV SDN Kele'i, which comprised 20 individuals, including 11 female students and 9 male students. Data collection was conducted on student and teacher activities. The results of the study indicated that 70% of students demonstrated sufficient social interaction skills, 25% exhibited limited skills, and 5% displayed very poor skills. The overall average score for Cycle I was 62.25%. Therefore, it was deemed necessary to continue the study in Cycle II. The results of the second cycle of the study indicated that 30% of students exhibited exemplary social interaction skills, 45% demonstrated proficient social interaction abilities, and 25% demonstrated satisfactory social interaction skills, with an average score of 82.75%.
Forms of Slow Learner Student Interaction in Elementary Schools Ganis Rindang Mahesty; Abduh, Muhammad Abduh
Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): Juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i2.9393

Abstract

This research is motivated by social interactions among slow-learner students in elementary schools. The intellectual capacity of slow learner students is low, and the affective aspects of these students in their relationships or social interactions are also hampered. So this research aims to explore information about the forms of social interaction among slow learner students in class III, SD N Krikilan 1, Kalijambe sub-district. The approach used in this research is a qualitative approach with a case study method. Extended observation techniques and source triangulation are the techniques used to validate the data in this research. Research results are analyzed using data analysis in the form of data reduction, data presentation, and conclusion. The results of the research show the forms of social interaction between individuals, such as how to behave, self-courage in the environment, self-adjustment, facing criticism and failure, and self-confidence. Individual social interactions with groups look like how they take responsibility, play roles in groups, and show themselves in front of other people. Group social interaction with groups includes collaborating with the environment, social attitudes, and cognitive abilities.
The Effect of Schema-Based Instruction to Improve Mathematics Problem-Solving Ability of Elementry Students Abolla, Monica Bellandina; Yurniwati Yurniwati; Faisal Madani
Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): Juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i2.9439

Abstract

Mathematical problem-solving ability is one of the skills that need to be taught to students since learning in elementary school. Mathematical problem-solving ability can be known from students' understanding of the information known and asked in the problem. They are also expected to be able to plan problem-solving strategies and perform appropriate calculation operations. Fifth-grade students of public elementary schools in Kupang City, East Nusa Tenggara still have difficulty solving problem solving problems. For this reason, the Schema Based Instruction (SBI) method was applied to improve students' mathematics problem-solving skills. This study aims to determine the effect of the SBI method on the mathematical problem-solving ability of fifth-grade elementary school students. This research used an experimental method with research design is posttest-only control group design. The research was conducted in class V in one of the public schools in Kelapa Lima District, Kupang City, NTT. The research instrument was a post-test question in the form of an essay of six numbers. The post-test results were tested using the T-test and post-hock to determine whether there was an effect of the SBI method on mathematical problem-solving skills. The calculation results show that the learning outcomes of students who learn using the SBI method are higher than students who learn using the expository method. It can be concluded that the SBI method can be used as one of the references for learning methods that can be used in learning mathematics in elementary schools to improve mathematical problem-solving skills. Keywords: Schema Based Instruction, Mathematics Problem-Solving Ability, Elementry School
The Effect Of Discovery Learning In Mathematics Learning On Computational Thinking In Terms Of Self-Regulated Learning (Srl) In Student Lensi Hariyani; Yurniwati Yurniwati; Ade Dwi Utami
Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): Juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i2.9551

Abstract

Discovery learning is a learning process aimed at uncovering new knowledge through teaching and learning activities. This study investigates the effect of discovery learning in mathematics on computational thinking, considering students' self-regulated learning levels. Employing a quantitative approach with an experimental method, specifically the Posttest-Only Control Group Design, the research sampled VB class students as the experimental group and VC class students as the control group. Data were collected through computational thinking tests, focusing on decomposition, abstraction, algorithm design, and pattern recognition, and analyzed using a two-way ANOVA with a treatment by level 2 x 2 design. The findings reveal: (1) Computational thinking of students exposed to discovery learning differs from those taught with a scientific approach, (2) There is an interaction effect between learning models and self-regulated learning on computational thinking, (3) Students with high self-regulated learning exhibit higher computational thinking in mathematics through discovery learning compared to those taught with a scientific approach, (4) No significant difference exists in computational thinking outcomes between students with low self-regulated learning regardless of the teaching method. Consequently, discovery learning, combined with high self-regulated learning, leads to better computational thinking outcomes in mathematics.
Analysıs Of Students' Problem-Solvıng Abılıtıes On Hıgher Order Thınkıng Skıll (Hots) Geometry Problems In Terms Of Spatıal Reasonıng Mega, AM. Mega Purnamatati; Meiliasasi; Karsih
Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): Juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i2.9574

Abstract

Geometric concepts in mathematics possess abstract properties that require a spatial reasoning process. Evaluating problem-solving abilities through HOTS (Higher-Order Thinking Skills) questions focusing on spatial reasoning is crucial for enhancing students' skills. The aims of this research are: (1) To understand the process of students' problem-solving skills in geometry HOTS based on spatial reasoning; (2) To analyze and pinpoint the challenges faced by students in solving geometry problems through HOTS questions that involve spatial reasoning. This study employs a qualitative approach with data analysis following the Miles and Huberman model, comprising data collection, data reduction, data presentation, and conclusion. The data gathered includes test outcomes, interviews, and documentation. The participants consist of 2 fifth-grade teachers and 3 students from SD N Lulut 05 and SD N Lulut 03. The findings indicate the necessity of regular training for students to effectively tackle HOTS questions and avoid difficulties. The test results showed that the spatial reasoning of the two schools reached 32% in the high category, while the HOTS geometry problem solving reached 30% in the high category. Students with strong spatial reasoning skills excel in solving HOTS problems, whereas those with moderate to low abilities encounter challenges in geometry problem-solving. Therefore, the spatial reasoning skills of students with different proficiency levels vary in addressing geometric problems compared to those with high mathematical abilities. A tailored learning strategy is essential to cater to the diverse needs of these students.
The Development of Puzzle Board Card Media to Enhance Students' Critical Thinking Skills in Science Learning Ziliwu, Siskawati; Anas, Nirwana
Jurnal Elementaria Edukasia Vol. 7 No. 2 (2024): Juni
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i2.9612

Abstract

Critical thinking ability is an essential skill possessed by elementary school students in the 21st century learning era. One tool that supports the development of this ability is puzzle card board media. This research aims to develop and test the effectiveness of this media in improving the critical thinking skills of fifth grade students in elementary schools. The research method applied is research and development (R&D) using the ADDIE research model which consists of the Analysis, Design, Development, Implementation and Evaluation stages. The product developed in this research is puzzle card board media which is adapted for science subjects, then its validity is tested by media experts and material experts, and distributed via questionnaires to teachers and class V students at SDIT Ummi Aida. The research subjects consisted of 29 class V students. The object of this research was the development of puzzle card board media. Based on the results of research and development, it was concluded that this puzzle card board media met the research criteria as evidenced by a media validation score of 93.7%, and a material validation score of 90.6% with a value range of 76%-100%, including in the very valid category. This research received responses from teachers with a score of 98.6% and responses from students with an average score of 86.7% in the practical or very good category for use. This shows that the puzzle card board media is included in the criteria of valid, practical and effective use as teaching material for teachers and students. The author recommends that this research is not only centered on improving critical thinking, but on developing creativity in accordance with 21st century learning skills
Strategy for Instilling Trustworthy Character Using the Tumpe Method in Elementary School Students Lamadang, Karmila; Mamat Supriatna; Sapriya; Nana Supriatna; Falimu
Jurnal Elementaria Edukasia Vol. 7 No. 3 (2024): September
Publisher : Elementary Teacher Education Program, Majalengka University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jee.v7i3.9651

Abstract

The tumpe-based character education method is a strategy that is expected to be effective in instilling values ​​and character education in elementary school students. This approach is implemented at SDN Negeri 1 Toili, Banggai Regency with a focus on cultivating the character of Trustworthiness (Integrity). The Tumpe method is a participatory and experiential learning approach that involves students in the entire process. The aim of this research is to find out what the trustworthy character education strategy is using the Tumpe method at Toili 1 Elementary School, Banggai Regency. This research method is a qualitative descriptive method, namely a method that relies on observation, interviews and documentation. The research results show that the strategy of instilling character in school-age students is very important to become their educational capital in the future. The TUMPE method is an educational method that is easy to apply. Keywords: Strategy, Trustworthy Character, Method, Tumpe

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