Indonesian Journal of Primary Education
The Indonesian Journal of Primary Education is a scientific periodical published twice a year (June-December) that publishes the results of original research on primary education and primary school teacher education. This journal aims to develop concepts, theories, perspectives, paradigms, and methodologies within the scope of basic education and primary school teacher education including curriculum, teaching materials, media, methods, and evaluation of primary school learning. Since 2017, this journal has been published by the UPI PGSD Study Program, Tasikmalaya Campus with Himpunan Dosen PGSD Indonesia (the Indonesian PGSD Lecturer Association). The scope of the Indonesian Journal of Primary Education includes: Elementary Mathematics Education Elementary Science Education Elementary Indonesian Language (Literature) Education Elementary Civics Education Elementary Social Studies Education Elementary Art Education Elementary Religious Education Elementary Sports Education Elementary Administration Management Teaching, Learning, and Assesment in Elementary School
Articles
200 Documents
<![CDATA[The Validity of the Group Investigation Learning Model Documentary Film Media Assisted to Improve Students' Attitudes of Nationalism ]]>
<![CDATA[Sri Nenowati]]>;
<![CDATA[Idawati I]]>;
<![CDATA[Azis Muslimin]]>
<![CDATA[ Indonesian Journal of Primary Education Vol 5, No 2 (2021): Indonesian Journal of Primary Education: December 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijpe.v5i2.39793
<![CDATA[The purpose of this study was to analyze the validity of the group investigation learning model assisted by documentary film media to increase student nationalism in social science learning. Research and development uses the ADDIE development model which consists of five stages, namely the analysis, design, development, implementation, and evaluation stages. The validity test was carried out after the analysis and design stages. The research instrument in this study was a validity assessment sheet given to three validators, namely two expert validators in the field of Social Sciences and one practitioner validator. Validation analysis was used using the percentage formula. The learning model is said to be valid if the percentage of total validity is at a valid level of 70%-80%. Based on the analysis, the percentage of total validity of the group investigation learning model assisted by documentary film media is 81.24%. This shows that the group investigation learning model assisted by documentary film media is valid and can be applied in the classroom.]]>
<![CDATA[Aktivitas Fisik Olahraga untuk Pertumbuhan dan Perkembangan Siswa SD ]]>
<![CDATA[Erick Burhaein]]>
<![CDATA[ Indonesian Journal of Primary Education Vol 1, No 1 (2017): Indonesian Journal of Primary Education: June 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijpe.v1i1.7497
<![CDATA[Karya tulis ini merupakan kajian keilmuan teoritik dengan metode library research sebagai problem solving terhadap suatu permasalahan. Tujuan penulisan ini, untuk mengetahui aktivitas fisik olahraga untuk pertumbuhan dan perkembangan siswa sekolah dasar. Hal tersebut dikarenakan bahwa usia anak sekolah dasar merupakan lanjutan setelah masa emas (usia dini). Sehingga diperlukan konsep belajar atau aktivitas yang sesuai dengan usia tumbuh kembang nya. Berdasarkan karakteristik anak usia sekolah dasar yang senang bermain, bergerak, mengelompok, dan praktik langsung. Oleh karena itu, berkaitan dengan aktifitas tersebut disesuaikan dengan pertumbuhan fisiknya dan perkembangan emosional anak. Bentuk aktifitas fisik disesuaikan dengan jenjang umurnya: periode umur 7-8 tahun (SD kelas 1 dan 2), periode umur 9 tahun (SD kelas 3), periode umur 10-11 tahun (kelas 4 dan 5), dan periode umur 12-13 tahun (kelas 6). Sehingga, melalui aktifitas fisik yang tepat dan sesuai periode diharapkan akan berdampak pada pertumbuhan fisik dan perkembangan emosi optimal. ]]>
<![CDATA[Primary Education Undergraduates’ Awareness and Perception on the Utilization of Open Educational Resources for Learning in University of Ilorin ]]>
<![CDATA[Omolafe Ebenezer]]>
<![CDATA[ Indonesian Journal of Primary Education Vol 6, No 1 (2022): Indonesian Journal of Primary Education: June 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijpe.v6i1.42443
<![CDATA[The purpose of Primary Education Undergraduates’ Awareness and Perception on the Utilization of Open Educational Resources for Learning in University of Ilorin.The use of Open Educational Resources (OER) in this present dispensation is considered to be very essential. It is indicated that students use a limited range of technologies for learning, with established technologies such as VLEs, Google and Wikipedia being the most frequently used, based on the previous findings it is observed that utilization of OER is not common among primary education undergraduates. Therefore, this study investigated the awareness and perception on the utilization of OER for learning among primary education undergraduates in University of Ilorin. The study adopted the descriptive research of survey type. This study was limited to the primary education undergraduate students in Adult and Primary Education Department, University of Ilorin. 150 undergraduate were randomly selected from the department. Structured questionnaires was used to elicit response from the respondents. The finding of this study shows that undergraduate students are aware of OERs learning tools. Primary education undergraduate students’ perception towards OERs tool for learning is positive, there are factors inhibiting effective use of OER for learning among students, undergraduate students used OERs site for learning, and there was no significant difference between male and female undergraduates’ perception of OER tools for learning. Based on the findings of this research, the following recommendation were made. Lecturers should endeavor to put their scholarstic publications in the public domain of their institutions, as this will help student layhands on more quality materials and the government should provide fund to ensure the stability of OER movement. ]]>
<![CDATA[Pengaruh Concept-Rich Instruction terhadap Kemampuan Pemecahan Masalah Matematis ]]>
<![CDATA[Intan Kusmayanti]]>;
<![CDATA[Rini Purbayani]]>;
<![CDATA[Acep Saepul Rahmat]]>
<![CDATA[ Indonesian Journal of Primary Education Vol 1, No 2 (2017): Indonesian Journal of Primary Education: December 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijpe.v1i2.9591
<![CDATA[Tujuan dari penelitian ini adalah untuk mengetahui pengaruh penerapan pendekatan Concept-Rich Instruction terhadap kemampuan pemecahan masalah matematis siswa pada pembelajaran Matematika siswa kelas III Sekolah Dasar. Penelitian ini dilakukan di SDIT Segar Amanah Klender Jakarta Timur dengan sampel siswa kelas III-A 20 orang sebagai kelas eksperimen dan kelas III-B dengan sampel siswa 20 orang sebagai kelas kontrol yang dilaksanakan pada semester I tahun ajaran 2017/2018. Sampel yang digunakan dalam penelitian ini menggunakan random sampling. Teknik penelitian menggunakan metode eksperimen dengan desain quasi eksperimen. Teknik pengumpulan data dilakukan dengan menggunakan lembar tes dan lembar observasi untuk mengetahui kemampuan pemecahan masalah matematis pada pembelajaran Matematika, dengan terlebih dahulu dilakukan pengujian validitas dan reliabilitas serta expert judgement. Selain itu juga dilakukan uji normalitas dan homogenitas baik kelas eksperimen yang menggunakan pendekatan pembelajaran concept-rich instruction ataupun kelas kontrol yang menggunakan pendekatan konvensional. Hasil pengujian menunjukan bahwa kedua kelas berdistribusi normal dan homogen. Hasil penelitian menunjukan kenaikan rata-rata kemampuan pemecahan masalah matematis kelas eksperimen dari 47,5 menjadi 84,5 sedangkan kelas Kontrol dari 53,5 menjadi 61,5, serta keefektifan proses pembelajaran apabila melihat rata-rata normal Gain kelas eksperimen lebih tinggi dibandingkan dengan kelas kontrol. Untuk kelas eksperimen mendapatkan nilai 0,68 dengan kategori cukup efektif, sementara kelas kontrol mendapatkan kategori tidak efektif dengan nilai 0,24.Berdasarkan hasil penelitian tersebut, dapat disimpulkan kemampuan pemecahan masalah matematis pada pembelajaran Matematika kelas eksperimen lebih baik daripada kemampuan pemecahan masalah matematis siswa pada pembelajaran Matematika kelas kontrol.]]>
<![CDATA[Elementary School Student Response to Children's Storybooks with Emotional Literacy ]]>
<![CDATA[Seni Apriliya]]>;
<![CDATA[Erwin Rahayu Saputra]]>;
<![CDATA[Cyntia C]]>
<![CDATA[ Indonesian Journal of Primary Education Vol 6, No 2 (2022): Indonesian Journal of Primary Education: December 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijpe.v6i2.51948
<![CDATA[This research is motivated by the urgency of emotional literacy teaching materials for elementary school students. One of the efforts that can be done is to cultivate emotional literacy through fictional texts or children's literature in the form of children's story books. There are a number of studies on children's stories containing emotional literacy. However, the response of students to children's story books containing emotional literacy is still limited. Therefore, this purpose study aims to describe the responses of elementary school students to children's story books containing emotional literacy. This research is part of the Educational Design Research (EDR) research model. Data collection techniques used, namely distributing questionnaires to 13 students and studying literature. The results showed that the students' responses to children's story books containing emotional literacy were included in the good category because they met five indicators of reading interest, namely meeting the reading needs of children's stories containing emotional literacy; according to the interests of students; feelings of pleasure that arise in students after reading story books containing emotional literacy; acknowledge interest in reading children's stories containing emotional literacy; and the spirit of reading and following up the values obtained from reading into life. Thus, it can be concluded that children's story books containing emotional literacy were responded well by students while providing a good emotional literacy experience. The implication is that it requires exploration of response-oriented strategies and techniques in learning or non-learning that empowers children's story books with emotional literacy]]>
<![CDATA[Peningkatan Pemahaman Konsep dan Keaktifan Siswa dengan Menggunakan Metode Concept Mapping (Peta Konsep) Kelas IV SDN Kranji II Bekasi Barat ]]>
<![CDATA[Rima Rikmasari]]>;
<![CDATA[Shifa Hillya Fernanda]]>
<![CDATA[ Indonesian Journal of Primary Education Vol 2, No 1 (2018): Indonesian Journal of Primary Education: June 2018 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijpe.v2i1.14228
<![CDATA[Tujuan penelitian ini adalah untuk mengetahui peningkatan pemahaman konsep dan keaktifan siswa pada mata pelajaran PKN melalui Metode Concept Mapping (Peta Konsep) pada siswa kelas IV SDN Kranji II Bekasi Barat. Metode penelitian yang digunakan adalah metode penelitian tindakan kelas (PTK). Hasil penelitian pemahaman konsep pada siklus I ketuntasan klasikal 59,09% dengan nilai rata-rata 74,55. Hasil penelitian keaktifan siswa pada siklus I ketuntasan klasikal 72,73% dengan nilai rata-rata 75,45. Dan pada siklus II hasil penelitian pemahaman konsep ketuntasan klasikal 86,63% dengan nilai rata-rata 80,63. Hasil penelitian keaktifan siswa pada siklus II ketuntasan klasikal 86,36% dengan nilai rata-rata 83,33. Dengan demikian dapat disimpulkan bahwa Metode Concept Mapping (Peta Konsep) dapat meningkatkan pemahaman konsep dan keaktifan siswa pada mata pelajaran PKN kelas IV SDN Kranji II Bekasi Barat. ]]>
<![CDATA[Teachers’ Perception on the Educational Values of the Traditional Games in South-western Nigerian Primary Schools ]]>
<![CDATA[Victoria Oludunni Ogunniran]]>;
<![CDATA[Surajudeen Adewale BADRU]]>;
<![CDATA[Surajudeen Adewale BADRU]]>
<![CDATA[ Indonesian Journal of Primary Education Vol 7, No 1 (2023): Indonesian Journal of Primary Education : June 2023 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijpe.v7i1.45750
<![CDATA[This study investigated teachers’ perception on the educational values of the traditional games in South-western Nigerian primary schools. Studies had showed that traditional games had been relegated for the digital children’s games. Hence, the study was aimed to check the teachers’ views on the educational values and their supports for the games. Mixed approach was employed in collecting and analysing data. Questionnaire, interview and observation were methods of data collection. Purposive sampling techniques was utilised to sample ninety (90) teachers. Convenience sampling techniques was used to sample thirty (30) pupils for the observation exercise. The percentage was used to describe the demographic data of the participants, likewise, the question one was answered through the percentage. The research hypothesis 1 was tested using the T-test while the research hypothesis 2 was tested using Analysis of Variance (ANOVA) all at 0.05 level of significance. The qualitative data was analysed thematically. The result showed that there was no significant influence of the school type on teachers’ perception on the educational values of the traditional games. However, it was revealed that the class taught has significant influence on teachers’ perception on the educational values of the traditional games. Therefore, it was recommended that since the traditional games have educational values among pupils, the primary school educational stakeholders should therefore capitalise on these resources to develop educational skills: such as numeracy, communicative, leadership and health therapy in primary school pupils.]]>
<![CDATA[Pengaruh Penggunaan Media Pembelajaran dalam Dunia Pendidikan ]]>
<![CDATA[Maklonia Meling Moto]]>
<![CDATA[ Indonesian Journal of Primary Education Vol 3, No 1 (2019): Indonesian Journal of Primary Education: June 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijpe.v3i1.16060
<![CDATA[Penelitian ini adalah untuk mengetahui pengaruh penggunaan media pembelajaran dalam dunia pendidikan. Media pembelajaran adalah suatu alat yang digunakan pengajar untuk menyampaikan pesan kepada pembelajar agar pesan itu sampai kepada pembelajar dengan baik. Penggunaan media pembelajaran juga sangat berpengaruh kepada pembelajar, pembelajar lebih mudah untuk memahami tujuan dan maksud dari materi pembelajaran, serta pembelajar juga bisa dapat mengembangkan rasa ingin tahu, dan mendapatkan pengetahuan yang lebih nyata dengan kondisi saat pelajaran dilaksanakan. Penelitian ini menggunakan pendekatan kualitatif, yaitu mendeskripsikan dan menguraikan tentang pengaruh penggunaan media pembelajaran dalam dunia pendidikan. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah studi kepustakaan (Library Research) dimana studi kepustakaan adalah kegiatan mengumpulkan bahan-bahan yang berkaitan dengan penelitian yang berasal dari buku, jurnal-jurnal ilmiah, literatur-literatur dan publikasi-publikasi lain yang layak dijadikan sumber untuk penelitian yang akan di teliti penulis, dengan cara mendeskripsikan dan menguraikan data tersebut adalah melalui beberapa pendapat para ahli. Variabel penelitian adalah segala sesuatu yang berbentuk apa saja yang ditetapkan oleh peneliti untuk dipelajari sehingga diperoleh informasi tentang hal tersebut kemudian ditarik kesimpulannya. Variabel yang digunakan dalam penelitian adalah Variabel Bebas (Independent Variable) dan Variabel Terikat (Dependent Variable). Maka dengan menggunakan pendekatan kualitatif penelitian ini diharapkan bisa memberikan fakta-fakta secara komprehensif tentang pengaruh penggunaan media pembelajaran dalam dunia pendidikan. Manfaat dari penulisan ini adalah untuk menambah wawasan bagi para pembaca mengenai pentingnya media pembelajaran dalam dunia pendidikan.]]>
<![CDATA[Pengembangan Karya Tari SOLARIT (Solah Lare Alit) untuk Mengenalkan Budaya Daerah Trenggalek melalui Mata Pelajaran Seni Budaya dan Prakarya (SBdP) di Sekolah Dasar ]]>
<![CDATA[Yulinda Dwi Pangesti]]>;
<![CDATA[Arina Restian]]>;
<![CDATA[Belinda Dewi Regina]]>
<![CDATA[ Indonesian Journal of Primary Education Vol 3, No 2 (2019): Indonesian Journal of Primary Education: December 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijpe.v3i2.19302
<![CDATA[Penelitian ini bertujuan untuk mengetahui bagaimana pengembangan dan kevalidan karya tari Solah Lare Alit di SD Negeri Sukorejo. Karya tari Solah Lare Alit dikembangkan sebagai media pembelajaran seni tari serta mengenalkan budaya daerah Trenggalek kepada peserta didik sekolah dasar. Hasil validasi pada penelitian pengembangan ini diperoleh melalui validasi ahli media dan ahli materi. Validasi media dan media dilaksanakan sebanyak 2 kali. Validasi media tahap pertama mendapatkan tingkat kevalidan 73% dan tahap dua memperoleh 90,5%. Sedangkan pada validasi ahli materi mendapatkan tingkat kevalidan 82% dan tahap dua mendapatkan tingkat kevalidan 97%. Uji coba karya tari Solah Lare Alit mendapatkan respon yang baik dari pendidik dan peserta didik. Hasil diperoleh melalui angket respon guru memperoleh skor 97,3% dan melalui keseluruhan angket respon peserta didik memperoleh skor 99%. Berdasarkan data tersebut, maka karya tari Solah Lare Alit efektif digunakan sebagai media pembelajaran di sekolah dasar. pernyataan tersebut didukung adanya respon peserta didik yang menyatakan bahwa karya tari Solah Lare Alit menarik untuk dipelajari.]]>
<![CDATA[The Effect of Project Based Learning (PJBL) and Inquiry Learning Models on Learning Outcomes of IPAS on the Material of Changes in the Form of Substances in Grade IV Students of SD Negeri 007 Tebing ]]>
<![CDATA[Hurul Munawarah]]>;
<![CDATA[Fitria Meilina]]>;
<![CDATA[Karunia Yulinda Khairiyah]]>
<![CDATA[ Indonesian Journal of Primary Education Vol 8, No 1 (2024): Indonesian Journal of Primary Education : June 2024 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia (UPI) ]]>
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DOI: 10.17509/ijpe.v8i1.71661
<![CDATA[This study aims to determine the effect of using Project Based Learning (PjBL) and Inquiry Learning models on learning outcomes. The research used is quantitative research with experimental methods. The design in this study uses a Quasi Experimental design with the form of Nonequivalent Control Group Design. The location of this research is at SD Negeri 007 Tebing. The sampling technique in this study is total sampling where all members of the population are used as research samples, so the sample in this study amounted to 33 fourth grade students of SD Negeri 007 Tebing. The data source used is primary data, namely the researcher went directly to collect data. Data collection techniques in this study are: observation, interviews, documentation, and tests. The research instrument used is a test instrument with a data analysis technique in the form of a t-test. Based on data analysis, the results of the study showed that: 1) There is an effect of using the Project Based Learning (PjBL) learning model on the learning outcomes of science in the material of changes in the state of matter in fourth grade students of SD Negeri 007 Tebing, with t count 6.97 t table 2.080. 2) There is an influence of the use of the Inquiry Learning model on the learning outcomes of science in the material of changes in the state of matter in grade IV students of SD Negeri 007 Tebing, with t count 4.00 t table 2.228. 3) There is a significant difference in the influence of the use of the Project Based Learning (PjBL) and Inquiry Learning models on the learning outcomes of science in the material of changes in the state of matter in grade IV students of SD Negeri 007 Tebing, with t count 2.564 t table 2.040.]]>
