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Jurnal Karya Ilmiah Pendidik dan Praktisi SD & MI
Published by Institut Agama Islam Negeri Pontianak
ISSN : -     EISSN : 29882400     DOI : https://doi.org/10.24260/jkipp
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other
Jurnal Karya Ilmiah Pendidik dan Praktisi SD&MI (JKIPP) adalah jurnal yang memiliki platform peer review terkemuka dan merupakan sumber informasi resmi. JKIPP terbit dua kali dalam satu tahun. Kami menerbitkan artikel penelitian asli, tinjauan pustaka, dan studi kasus yang berfokus pada Pembelajaran tematik di SD/MI, Strategi pembelajaran di SD/MI, Pengembangan Media pembelajaran di SD/MI, Sumber pembelajaran di SD/MI, Evaluasi pembelajaran di SD/MI, Manajemen Pendidikan di SD/MI, Pengelolaan kelas di SD/MI, Bimbingan dan konseling di SD/MI, Pendidikan inklusi di SD/MI, Pembelajaran IPA, IPS, Matematika, Bahasa Indonesia, PkN di SD/MI, Elektronik learning (e-learning) di SD/MI, Manajemen teknologi dan inovasi Perkembangan anak, Media Pembelajaran di SD/MI, Inovasi Pendidikan di SD/MI, Pendidikan untuk guru madrasah ibtidaiyah atau sekolah dasar, pembelajaran SBDB di SD/MI, pembelajaran Penjaskes di SD/MI, Pendidikan Agama Islam di SD/MI, Kurikulum di SD/MI Di tempat lain dalam berbagai bahasa, serta ditinjau untuk publikasi di mana saja. Pernyataan berikut akan menjelaskan perilaku etis semua pihak yang terlibat dalam tindakan penerbitan artikel di jurnal ini, termasuk penulis, editor, reviewer, dan penerbit (Program Studi PGMI FTIK IAIN Pontianak).
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 6 Documents
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Search results for , issue "Vol. 2 No. 2 (2023): September 2023" : 6 Documents clear
ANALISIS PENGGUNAAN BAHASA IBU DALAM PEMBELAJARAN BAHASA INDONESIA DI SEKOLAH DASAR: Bahasa Indonesia Saputri, Novita Zulfa
Jurnal Karya Ilmiah Pendidik dan Praktisi SD&MI (JKIPP) Vol. 2 No. 2 (2023): September 2023
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jkipp.v2i2.1524

Abstract

The first language a child masters when learning to speak is the mother tongue. Mother tongues also vary, after mastering the mother tongue of course with various demands and motivations a person learns a second language, a third language based on their needs. The research method uses qualitative with interactive analysis techniques. The purpose of this writing is to describe the use of the mother tongue in learning Indonesian in elementary schools. The position of the Indonesian language as an introduction to learning is normal and indeed mandatory. However, the use of regional language-based mother tongue is really rare, especially in learning in formal schools. However, this learning is felt to be effective enough to be applied in efforts to preserve regional languages which are almost left out by the large number of parents who teach their first language using the national language. It's ironic like a frightening specter. All of this can be avoided by implementing the use of the mother tongue as an introduction in learning Indonesian in elementary schools.
STRATEGI GURU DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA KELAS IV SD ISLAM SE-KECAMATAN SUNGAI AMBAWANG Triyanti, Tiya; Yusriadi, Yusriadi; Setyaningrum, Saumi
Jurnal Karya Ilmiah Pendidik dan Praktisi SD&MI (JKIPP) Vol. 2 No. 2 (2023): September 2023
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jkipp.v2i2.1869

Abstract

The purpose of this study is to find out: what strategies are used, step for implementing learning strategies used by teachers in increasing students' learning motivation to achieve KKM scores for Indonesian subjects and obstacles faced by teachers and their solutions in implementing learning strategies. This research includes qualitative research in the form of descriptive research. This research can be concluded that: (1) media-assisted strategies, storytelling methods, inquiry, contextual, problem-based, cooperative, expository, participatory, with modules, complete learning. (2) conveying goals and motivating students, informing, organizing students into study groups, guiding groups for work and study, evaluation. (3) a. Obstacles in implementing learning strategies are: difficult material that is not in accordance with students' initial knowledge, students lack confidence in expressing opinions, difficulty managing time allocation, choosing appropriate strategies, not wanting to listen to teacher explanations or busy themselves. b. How to overcome obstacles in motivating students such as: by taking a personal approach to students, providing freedom of opinion, providing motivations that can help students to be more confident and enthusiastic about learning, not forcing students to learn, providing a little entertainment so that children do not bored and rewarded.
PENGARUH PENGGUNAAN MODEL PEMBELAJARAN PICTURE AND PICTURE TERHADAP HASIL BELAJAR PESERTA DIDIK KELAS IV SDN 06 PONTIANAK Santiya, Santi; setyaningrum, saumi; Yapandi, Yapandi
Jurnal Karya Ilmiah Pendidik dan Praktisi SD&MI (JKIPP) Vol. 2 No. 2 (2023): September 2023
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jkipp.v2i2.1870

Abstract

This reseach so that students have not been able to maximize the picture and picture learning model so that the ability of students to increase students' learning motivation and improve learning outcomes to the fullest. The purpose of this study was to (1) determine the learning outcomes of students before and after using the picture and picture learning model on the learning outcomes of students on animal metamorphosis. (2) Knowing student learning outcomes after using the picture and picture learning model on student learning outcomes for animal metamorphosis for class IV SDN 06 East Pontianak in 2021/2022. To achieve this goal, this research uses quantitative methods with experimental types. The conclusions of this study (1) The learning outcomes of students before using the picture and picture learning model (pretest) have obtained an overall average value of 62.86 with sufficient categories. This result has not reached the Minimum Completeness Criteria (KKM) which is 75 in animal metamorphosis material. (2) The learning outcomes of students after using the picture and picture learning model (posttest) increased with an average value of 81.07 with a good category on animal metamorphosis material.
PENGARUH PENGGUNAAN VIDEO ANIMASI BERBANTUAN APLIKASI PLOTAGON TERHADAP HASIL BELAJAR PESERTA DIDIK KELAS V MI NURUL ISLAM PONTIANAK Azizah, Ria Dhatul; setyaningrum, saumi; Habaridota, Maha Lastasa Buju Basafpipana
Jurnal Karya Ilmiah Pendidik dan Praktisi SD&MI (JKIPP) Vol. 2 No. 2 (2023): September 2023
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jkipp.v2i2.1871

Abstract

The purpose of this study was to reveal: (1) Learning outcomes before using animated videos assisted by plotagon applications; (2) Learning outcomes after using animated videos assisted by plotagon applications; (3) Whether or not there is an influence on the use of animated videos assisted by the plotagon application on the learning outcomes of students of animal and human organs of motion in class V of Madrasah Ibtidaiyah Nurul Islam Pontianak for the 2021/2022. This research uses a quantitative approach with a pretest postest one group design experiment research design. Data collection techniques are tests, documentation and observations with the tool in the form of a test sheet with 30 multiple-choice questions, a cellphone camera and an observation sheet. Data analysis using instrument analysis and influence analysis. Based on the results of the research and discussion carried out, the researchers concluded that: (1) The learning outcomes of students before using animated video media assisted by plotagon applications averaged 53.47. (2) Application of animated video media assisted by plotagon application with a percentage result of 100%. (3) Student learning outcomes after using plotagon application-assisted animated videos averaged 92.86. (4) There was a significant influence on using plotagon application-assisted animated video with Ho rejected (H? accepted)
PENERAPAN METODE EVERYONE IS A TEACHER HERE UNTUK MENINGKATKAN KEAKTIFAN BELAJAR PESERTA DIDIK KELAS V DI SD MUHAMMADIYAH 2 PONTIANAK Amalia, Nanda Erka; setyaningrum, saumi; Yusdiana, Yusdiana
Jurnal Karya Ilmiah Pendidik dan Praktisi SD&MI (JKIPP) Vol. 2 No. 2 (2023): September 2023
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jkipp.v2i2.1872

Abstract

The background of this study is not enough active students to ask and listening when learning currently going on . The purpose of this study is for Describe how students activeness in learning thematic theme 2 before applied the everyone is a teacher here method in class V SD Muhammadiyah 2 Pontianak, Describe how application the everyone is a teacher here method for increase student activeness in learning thematic theme 2 in class V SD Muhammadiyah 2 Pontianak. Describe How active students in learning thematic theme 2 after applied the everyone is a teacher here method in class V SD Muhammadiyah 2 Pontianak. Research this use type study action class (PTK) with use approach quantitative. Based on observations made _ so could concluded : (1) Activeness study participant educate before applied method everyone is a teacher here obtain percentage classification which is 19.35%. including to in classification no active . (2) Application method everyone is a teacher here on study this conducted as much two cycle , two cycle the all conducted by researcher with results implementation study of 95.4 % of _ observed aspects . _ (3) Liveliness study participant educate after applied method everyone is a teacher here obtain classification of 87.09% which is included to in category classification very active . (4) Application method everyone is a teacher here increase liveliness study participant educate from 19.35% to 87.09%.
PENGGUNAAN STRATEGI GUIDE NOTE TAKING BERBANTUAN VIDEO ANIMASI MOTION GRAPHIC PADA MATERI IPA DI SDN 12 PONTIANAK TIMUR Ajie, Rizky Julianto; Setyaningrum, Vidya; Wahab, Wahab
Jurnal Karya Ilmiah Pendidik dan Praktisi SD&MI (JKIPP) Vol. 2 No. 2 (2023): September 2023
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/jkipp.v2i2.1964

Abstract

This research is motivated by the low learning outcomes of students and teachers who still use lecture and question-and-answer learning methods in science learning class 4 SDN 12 Pontianak Timur. The purpose of this study was to analyze the learning outcomes of students at the beginning, end, and how the effect of the guide note-taking strategy assisted by motion graphic animation video media. The method used is a quantitative experiment with the design "nonequivalent control group design". The population in this study were all grade 4 students of State Elementary School 12 East Pontianak. The samples in this study were class 4A as the control class and class 4B as the experimental class. Data was collected using observation sheets, test sheets and documentation. The average result of the control class pretest was 67.976, while the experimental class was 75.35. While the control class post-test was 76.68, and the experimental class was 89.59. Based on the results of hypothesis testing using SPSS, the value (sig) of 0.004 <0.05 was obtained. Indicates there is a difference in average between research samples. Based on the processed effect size results, it is known that the Cohen's d effect size value of 0.60 is included in the medium criteria. So it can be concluded that there is an effect of the guide note-taking strategy assisted by motion graphic animation video media on student learning outcomes, namely 0.60 with a moderate category.

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