Articles
115 Documents
<![CDATA[Evaluasi pembelajaran daring di pgsd pada era pandemi covid 19 ditinjau dari pelaksanaa asesmen ]]>
<![CDATA[Poerwanti, Jenny Indrastoeti Siti]]>;
<![CDATA[Marmoah, Sri]]>
<![CDATA[ Jurnal Pendidikan Dasar Vol 12, No 1 (2024): Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20961/jpd.v12i1.85686
<![CDATA[The impact of the Covid-19 pandemic has affected learning activities at both the primary and higher education levels. Learning which was initially carried out directly in the classroom turned to learning using online media and was carried out virtually using the internet network. This study aims to (1) evaluate the implementation of online learning assessments, (2) describe the obstacles encountered in the implementation of online assessments. The research used a qualitative research approach with descriptive type. The subjects of this study were PGSD FKIP UNS students in even semesters. The data collection techniques used were questionnaires, observations and documents. The credibility of this research data was achieved through triangulation. The data collection technique is done by using an interactive model. The output of this research is a national journal with ISSN. The results of the study concluded that (1) the online assessment carried out in the UNS PGSD study program during the Covid-19 pandemic, had used various platforms and used various forms of assessment or assessment in accordance with the designed learning plan and had fulfilled the assessment steps. (2) the assessment platform applied in the online learning process includes online-based assessment, using Spada, Gmail, WA. The forms of assessment used are written tests, assignments, and presentations. (3) The obstacles faced are the use of the Spada menu has not been maximally used, the internet network is less stable, the preparation of an authentic online assessment requires planning..]]>
<![CDATA[Kreativitas Belajar dan Efikasi Diri Akademik sebagai Faktor Pemahaman Konsep Materi Interaksi Sosial ]]>
<![CDATA[Melati, Lina]]>;
<![CDATA[Poerwanti, Jenny Indrastoeti Siti]]>;
<![CDATA[Sukarno, Sukarno]]>
<![CDATA[ Jurnal Pendidikan Dasar Vol 14, No 1 (2026): Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20961/jpd.v14i1.118364
<![CDATA[Conceptual understanding of social interaction in IPAS learning at the elementary school level requires students to integrate and apply concepts meaningfully. The low level of conceptual understanding observed in the field is suspected to be closely related to learning creativity and academic self-efficacy, which have not yet been studied in an integrated manner. This study aims to examine the relationship between learning creativity and academic self-efficacy and conceptual understanding of social interaction material, both partially and simultaneously, among fifth-grade students in public elementary schools across the Serengan District of Surakarta. The study employed a quantitative approach with a correlational design. A sample of 123 students was selected through cluster random sampling from four schools: SDN Kratonan, SDN Kawatan, SDN Slembaran, and SDN Joyotakan. Data were collected using a Likert scale questionnaire and multiple-choice tests, then analyzed using simple and multiple correlation tests. The results showed that learning creativity (r = 0.375) and academic self-efficacy (r = 0.476) each had a positive and significant relationship with conceptual understanding, and simultaneously, both produced a correlation coefficient of 0.584 (Sig. = 0.000). The stronger simultaneous relationship compared to the partial relationships demonstrates that learning creativity and academic self-efficacy complement each other in fostering deep and meaningful conceptual understanding. These findings imply that teachers need to design learning experiences that simultaneously encourage learning creativity and build academic self-efficacy as a strategy for enhancing conceptual understanding in a more effective and meaningful way.]]>
<![CDATA[Analisis Profil Keterampilan Sosial pada Peserta Didik Sekolah Dasar ]]>
<![CDATA[Audia, Alya Rahma]]>;
<![CDATA[Supianto, Supianto]]>
<![CDATA[ Jurnal Pendidikan Dasar Vol 13, No 2 (2025): Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20961/jpd.v13i2.99889
<![CDATA[This study aims to describe the social skills profile of elementary school students. The method used in this research is quantitative descriptive. The subjects of this study were 231 Phase C students in grades 5 and 6. There were three elementary schools in Banjarsari District used in this study. The results of all students showed that the excellent category was 12%, the good category was 43%, the fair category was 28%, and the poor category was 17%. It can be concluded that the profile of social skills in elementary school students is good.]]>
<![CDATA[Analisis respon peserta didik penggunaan media crossword puzzle keragaman budaya kelas IV SD Supriyadi 02 ]]>
<![CDATA[Najichah, Aina]]>;
<![CDATA[Subekti, Ervina Eka]]>;
<![CDATA[Sofiati, Ranto Netty]]>
<![CDATA[ Jurnal Pendidikan Dasar Vol 12, No 1 (2024): Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20961/jpd.v12i1.85336
<![CDATA[This research is motivated by field findings, where the author saw students' inactivity in learning. Based on this, the author applies learning using crossword puzzle media. This research includes qualitative descriptive research. Research techniques use interviews, observation and questionnaires. The subjects of this research were class IV students at SD Supriyadi 02 Semarang with a total of 28 students. This research aims to determine students' responses to the use of crossword puzzle media in class IV Pancasila Education subjects on Cultural Diversity in Indonesia, through 4 question indicators, namely students' feelings of happiness, interest, attention and participation. These four aspects were accumulated with a student response result of 94%, so it could be said that the student response to using the Crossword Puzzle media on Cultural Diversity in Indonesia class IV was in the very good category]]>
<![CDATA[Pengaruh teknik perkalian garis (cross-line) pada tahap ketiga teori polya terhadap kemampuan pemecahan masalah matematis ]]>
<![CDATA[Wulandari, Ayu Dita]]>;
<![CDATA[Mahfud, Hasan]]>;
<![CDATA[Saputri, Dwi Yuniasih]]>
<![CDATA[ Jurnal Pendidikan Dasar Vol 13, No 1 (2025): Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20961/jpd.v13i1.77847
<![CDATA[Abstract. This study aims to determine whether there is an effect of the technique of adding lines (cross-line) in the third stage of the Polya theory on the ability to solve mathematical problems. This research is a quantitative research. This study uses a quasi-experimental method through pretest-posttest nonequivalent control group design. This study used two classes, namely as an experimental class that applied the technique of adding lines (cross-line) at the third Polya theory stage, and a control class that applied a tiered addition technique. Data collection is carried out through tests. The validity test was carried out through content validity with expert judgment, external validity with test questions, and construct validity with the CFA test. Data analysis used a simple linear regression test. Prior to treatment, a pretest was carried out to measure students' problem solving abilities in the experimental class and control class. After the treatment was completed, a posttest was carried out to measure students' mathematical problem solving abilities in both classes. Data analysis obtained the following results: the use of the technique of adding lines (cross-line) in the third stage of Polya theory had an influence on students' mathematical problem-solving skills in improving grade IV SD Cluster 3 Arjuna, Mojogedang District, Karanganyar Regency. This has been proven from the analysis of hypothesis testing from the average posttest value of the experimental class of 71.339 and that of the control class of 60.893. Hypothesis testing with simple linear regression showed a significance value of 0.022 <0.05, and showed an effect of 18.5%. Therefore, H0 is rejected and H1 is accepted.]]>
<![CDATA[Strategi inovatif dalam meningkatkan literasi dan numerasi siswa sekolah dasar di era digital ]]>
<![CDATA[Audia, Windy]]>;
<![CDATA[Mastoah, Imas]]>
<![CDATA[ Jurnal Pendidikan Dasar Vol 13, No 1 (2025): Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20961/jpd.v13i1.100501
<![CDATA[Literacy and numeracy are essential skills for academic success and cognitive development, especially in the 21st century. Literacy involves not only reading and writing but also critical thinking and digital comprehension, while numeracy focuses on understanding and applying mathematical concepts in daily life. The rapid advancement of digital technology demands that students acquire 21st-century skills, yet studies indicate that literacy and numeracy levels among elementary students remain low. This study aims to explore innovative strategies to improve literacy and numeracy in the digital era using a qualitative descriptive approach through literature reviews and teacher interviews. Findings suggest that integrating technology into learning, such as gamification, project-based learning, and digital media, significantly enhances student engagement, understanding, and motivation. Additionally, flipped classrooms and collaborative learning promote interactive, student-centered education. The study highlights the importance of teacher training and parental involvement in optimizing digital education. Implementing these strategies can equip students with essential literacy and numeracy competencies, preparing them for technological advancements and global educational standards.]]>
<![CDATA[Upaya Mengembangkan Komunikasi Interpersonal Antara Guru dengan Siswa untuk Meningkatkan Efektifitas Kegiatan Belajar Mengajar dan Hasil Belajar ]]>
<![CDATA[Rahayu, Sri]]>
<![CDATA[ Jurnal Pendidikan Dasar Vol 11, No 2 (2023): Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20961/jpd.v11i2.81254
<![CDATA[Research on efforts to develop interpersonal communication between teachers and students to improve the effectiveness of teaching and learning activities and student learning outcomes at SDN 2 Kedungjati, Kedungjati sub-district, Grobogan district for the 2018/2019 school year. The subjects of this study were teachers and students of SDN 2 Kedungjati. The results showed that the application of intensive learning guidance and counseling through effective interpersonal communication between teachers and students had a positive impact on improving teacher performance. The teacher's ability to manage learning in each cycle has increased. There is a significant increase in student activity in the learning process which can ultimately improve learning outcomes]]>
<![CDATA[Pengaruh penerapan model discovery learning berbantuan media flipbook terhadap hasil belajar pendidikan pancasila peserta didik kelas v di sekolah dasar ]]>
<![CDATA[Susanti, Dwi]]>;
<![CDATA[Perdana, Dayu Rika]]>;
<![CDATA[Destini, Frida]]>;
<![CDATA[Astuti, Nelly]]>
<![CDATA[ Jurnal Pendidikan Dasar Vol 13, No 1 (2025): Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20961/jpd.v13i1.100711
<![CDATA[Masalah dalam penelitian ini adalah rendahnya hasil belajar Pendidikan Pancasila siswa kelas V SDN 5 Metro Pusat. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Discovery Learning berbantuan media flipbook terhadap hasil belajar siswa. Metode penelitian ini adalah quasi eksperimental design dengan nonequivalent control grup design. Teknik pengambilan sampel pada penelitian ini menggunakan teknik purposive sampling. Populasinya berjumlah 59 siswa dan sampel yang digunakan berjumlah 40 siswa. Teknik pengumpulan data dengan teknik tes dan non tes berupa lembar observasi. Pengujian hipotesis menggunakan regresi linier sederhana dengan hasil Fhitung > Ftabel yaitu 19,930 > 4,41 dan nilai signifikansi 0,000 > 0,05 sehingga dapat disimpulkan bahwa terdapat pengaruh yang signifikan penggunaan model pembelajaran Discovery Learning berbantuan media flipbook terhadap hasil belajar siswa kelas V Pendidikan Pancasila SDN 5 Metro Pusat.]]>
<![CDATA[Pengaruh model problem based learning berbantuan QR code terhadap kemampuan berpikir kreatif dan hasil belajar siswa ]]>
<![CDATA[Minata, Adimas Surya]]>;
<![CDATA[Malahayati, Eva Nurul]]>;
<![CDATA[Sofiyana, Marinda Sari]]>
<![CDATA[ Jurnal Pendidikan Dasar Vol 12, No 2 (2024): Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20961/jpd.v12i2.93836
<![CDATA[This research aims to determine the effect of the Problem Based Learning learning model assisted by QR Code on measurement material on creative thinking abilities and learning outcomes for fifth grade elementary school students. This type of research is quasi-experimental. Pre test-post test non equivalent control-group design method. The type of data taken is the implementation sheet of creative thinking abilities and learning outcomes. The instrument used for this research used essay questions. The data analysis technique uses the SPSS 18 anacova test. The calculated beta intercept value is 56.124, while the creative thinking pre-test beta value is 0.269, so a positive relationship is obtained with a small influence. Meanwhile, in calculating the estimated parameters for the intercept and pre-test learning outcomes, it was found that the intercept beta value was 67.885, while the pre-test beta value for learning outcomes was -0.025. So the estimated parameter calculations have a negative relationship with a small influence. The results of calculating the intercept value for learning outcomes and creative thinking both show a significance of 0.000, so H0 is rejected and H1 is accepted. The Problem Based Learning model has a positive effect on the ability to think creatively because the x value and y value both increase and decrease. Meanwhile, learning outcomes have a negative effect because between the x value and the y value there is a difference in up and down in the value results so that it can be applied at school. The Problem Based Learning learning model assisted by QR Codes can be implemented widely in learning activities, besides that the Problem Based Learning learning model can be combined in addition to using barcodes.]]>
<![CDATA[Inovasi model time token arends berbantuan media flipaclip untuk pembelajaran menulis cerita fiksi sekolah dasar ]]>
<![CDATA[Maharani, Diva Retno]]>;
<![CDATA[Yulisetiani, Septi]]>
<![CDATA[ Jurnal Pendidikan Dasar Vol 13, No 2 (2025): Jurnal Pendidikan Dasar ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20961/jpd.v13i1.99899
<![CDATA[Writing skills are important for elementary school students to support learning success. Problems in writing stories in elementary school occur in the prewriting stage and the writing stage. Students have difficulty developing ideas, difficulty expressing ideas in sequence, and difficulty connecting between story structures. For this reason, it is necessary to innovate appropriate learning models to maximize the learning outcomes of writing stories in elementary schools. Some of the learning models that have been applied in learning to write fiction stories are the roundtable, word square, and reciprocal teaching models. This research aims to find an innovative learning model for learning to write fiction stories for elementary school students. This study aims to find a learning model to support the implementation of learning to write fiction stories. Data were obtained from literature studies from learning model research to write fictional stories, interviews with teachers, and observations in elementary schools. The data validation technique uses source triangulation techniques and triangulation techniques. The learning steps of Time Token Arends include group division, material discussion, coupon distribution, use of coupons for learning, and evaluation. The innovation carried out at the group division stage is group division by considering the diversity of student competencies. Innovation in material discussions with a diversity of stories and forms of stories presented with flipaclip media. The innovation in coupons is that they are presented with attractive designs. Each coupon has a story structure to discuss. The innovation of the model can create a positive response of students as seen from their enthusiasm during learning, activeness in the practice of writing stories and increasing students' grades.]]>
