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Jurnal Kreatif : Jurnal Kependidikan Dasar
Published by Universitas Negeri Semarang
ISSN : 20872666     EISSN : 2580690     DOI : https://doi.org/10.15294/kreatif
Core Subject : Education,
Education
Jurnal Kreatif : Jurnal Kependidikan Dasar, terbitan ini berisi artikel bidang ilmu Pendidikan yang diterbitkan secara berkala 6 bulanan.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 263 Documents
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BLENDED LEARNING APPROACH INITIATING APPLICATION IN PRIMARY SCHOOL Suhartono, Suhartono
Jurnal Kreatif : Jurnal Kependidikan Dasar Vol 7, No 2 (2017): Jurnal Kreatif : Jurnal Kependidikan Dasar
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (679.748 KB) | DOI: 10.15294/kreatif.v7i2.9379

Abstract

Learning-face by the majority of primary school students considered unattractive. Instructional media such as books, globes, and other students are learning in the classroom, in different versions can be accessed by students quickly and easily on the internet. Instructional media on the Internet are generally formatted more attractively, can be studied interactively, and a variety of media types. This condition should inspire teachers to innovate in the classroom learning the material has promised. Innovation is intended to accommodate a penchant for students to access the internet outside of the classroom and put them in to-face learning in the classroom. Forms of this innovation is called the blended learning approach. There are two models of blended learning, which is a model on-line or hybrid learning) for primary school students are already familiar with computers and the Internet are familiar with off-line and blended learning for the students basic sekoalah not familiar with the Internet (rural). With these two models indicate that blended learning can be implemented in primary schools both to schools that are already connected to the Internet or not. With blended learning is expected students to learn independently, learning to be interesting (in accordance with a penchant for students to access the internet) and meaningful (using various online media).
PENINGKATAN KEMAMPUAN MENULIS PANTUN MELALUI METODE TTW (THINK, TALK, AND WRITE) SISWA KELAS IV SDN 1 PLATAR, TAHUNAN, JEPARA (Improving Capability in Writing Traditional Poetry through TTW Method (Think, Talk, and Talk) at the Students of Year IV, Pl Qomariyah, Sri
Jurnal Kreatif : Jurnal Kependidikan Dasar Vol 1, No 1 (2010): Jurnal Kreatif : Jurnal Kependidikan Dasar
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (212.549 KB) | DOI: 10.15294/kreatif.v1i1.1670

Abstract

The background of this research were that students’ capability in writing traditional poetry was still low, they were lack of being active, so that there were no optimal interactions between students and teacher or vice versa. The teacher always used conventional teaching method (teacher centered learning) in teaching process, so that it was necessary to apply TTW teaching method (think, talk, and write) on the Indonesian language subject, especially in the topic on writing traditional poetry. This was classroom action research covering the activities of planning, acting, observing, and reflecting. Those were done several times in cycles. This research was done by collaborating among all teachers of Platar 1 State Primary School, Tahunan Jepara. The research result showed that (1) average score for writing tradional poetry  was 64.27 at cycle 1. At the next cycle was 74.13, and at the last cycle to be 86.67. The next result was that the students’ activity observation score improve from cycle 1 up to cycle 3. at cycle 1 the average score was 69%, cycle 2 was 76%, and at cycle 3 was 87%. Observation score on teacher’s activity also improved on each cycle. At cycle 1, the average score on teacher’s activity was 68.75%, cycle 2 was 85.71%, and at cycle 3 improved to be 86.43%. The teacher had used TTW method at each step of teaching process (cycle 1 up to 3). TTW method consisted of think, meaning that the students payed attention to the reading and making the traditional poetry done by teacher. Talk here meant that the students did discussion under teacher’s guide, and the last was write, meaning  that they wrote traditional poetry individually or in groups. Based on the research result, it could be concluded that the use of TTW method was effective to improve students’ capability in writing traditional poetry for the students of year IV, Platar 1 State Primary School. Keywords: write, traditional poetry, think, talk, write
PENERAPAN MODEL PjBL (PROJECT BASED LEARNING) PADA MATA PELAJARAN SBdP MATERI KERAJINAN TANGAN DARI TULANG DAUN SISWA KELAS IV SDN JEPANG 05 KUDUS Setiawan, Sri Wahyuningtyas, Deni
Jurnal Kreatif : Jurnal Kependidikan Dasar Vol 9, No 2 (2019): Jurnal Kreatif : Jurnal Kependidikan Dasar
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (307.744 KB) | DOI: 10.15294/kreatif.v9i2.25407

Abstract

Materi ajar Seni Budaya dan Prakarya (SBdP) di kelas IV SDN Jepang 05 Kudus untuk kompetensi dasar 3.4 dan 4.14 selama ini belum pernah diaktualisasikan oleh guru kelas, salah satunya materi membuat kerajinan tangan dari tulang daun. Materi pembelajaran SBdP di Kelas IV selama ini baru sebatas aktivitas menggambar dan menyanyi, belum menyentuh pada aspek pembelajaran kriya/prakarya dengan penerapan model Project Based Learning (PjBL) yang memanfaatkan ketersediaan benda alam yang terdapat di lingkungan sekitar sebagai media pengembangan kreativitas siswa di kelas. Jenis penelitian adalah penelitian eksperimen semu dengan bentuk desain nonequivalent control group design. Populasi penelitian adalah siswa kelas IV SDN Jepang 05 Kudus 2016/2017. Pengambilan sampel menggunakan teknik Nonprobability Sampling dengan teknik sampling jenuh menurut klasifikasi jumlah sampel untuk kelas kontrol sebanyak 23 siswa dan 25 siswa untuk kelas eksperimen. Teknik pengambilan data dengan menggunakan tes, observasi, dan dokumentasi. Teknik analisis data meliputi: uji normalitas, homogenitas, uji perbedaan rata-rata dan uji N-Gain. Hasil penelitian melalui uji t didapatkan hasil t hitung sebesar 0,000<0,05 sehingga Ha diterima dan Ho ditolak. Hal ini menunjukkan bahwa penerapan Model PjBL memiliki perbedaan pengaruh yang signifikan terhadap aktivitas dan hasil belajar siswa dalam pembelajaran SBdP untuk materi ajar membuat kerajinan tangan dari tulang daun yang telah pula dibuktikan melalui hasil indeks gain kelas kontrol sebesar 0,399 (Sedang), dan indeks gain kelas eksperimen sebesar 0,701 (Tinggi). Aktivitas belajar siswa kelas eksperimen jauh lebih tinggi dibandingkan kelas kontrol. Simpulan penelitian menyatakan bahwa, model Project Based Learning (PjBL) memberikan perbedaan pengaruh yang signifikan terhadap aktivitas dan hasil belajar siswa pada materi membuat kerajinan tangan dari tulang daun dalam pembelajaran SBdP.
PENGEMBANGAN GAME EDUCATION PEMBELAJARAN PKn MATERI MENGHARGAI KEPUTUSAN BERSAMA KELAS V SD Nasikhah, Florentina Widihastrini, Susilo Tri Widodo, Aryun Nailun
Jurnal Kreatif : Jurnal Kependidikan Dasar Vol 7, No 1 (2016): Jurnal Kreatif : Jurnal Kependidikan Dasar
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (585.56 KB) | DOI: 10.15294/kreatif.v7i1.9370

Abstract

Civic Education is not optime yet to used supported, until the students focus less and learning outcome still low until necessary a development of the game media education on the instructional Civic Education, so this research goal was examine the effectiveness of game media education on the instruction of Civic Education. The research was the Research and Development. The research taking place at the fifth grade of elementary school Ngaliyan 01. Expert assessment results indicate that game media education decent for test material, media, and language of experts. The percentage of the component assessment of content eligibility was 97,5% with category was very feasible, the component assessment of the representation was 90% with category was very feasible, and the component assessment of literary was 97,5% with category was very feasible. Activities of students obtain a score with a percentage of 85,5% in first meeting and 90,8% in second meeting with the criteria of students’ activity was very high. The conclusions of this research were game media education on Civic Education instructional was feasible and effective to used for instructional and improve student activity at respect the joint decision of Civic Education at fifth grade state elementary school Ngaliyan 01 Semarang city.
PENINGKATAN AKTIVITAS DAN PRESTASI BELAJAR PESERTA DIDIK KELAS VIIA SMP NEGERI 1 UNGARAN MATERI PERSAMAAN LINEAR SATU VARIABEL MELALUI MODEL PEMBELAJARAN KOOPERATIF TWO STAY TWO STRAY (TSTS) DENGAN “QUJETFLY” TAHUN PELAJARAN 2017/2018 Sukartiningsih, Sukartiningsih
Jurnal Kreatif : Jurnal Kependidikan Dasar Vol 9, No 1 (2018): Jurnal Kreatif : Jurnal Kependidikan Dasar
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (309.061 KB) | DOI: 10.15294/kreatif.v9i1.16501

Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan aktivitas dan prestasi belajar matematika peserta didik pada materi Persamaan Linear Satu Variabel (PLSV) menggunakan model pembelajaran kooperatif Two Stay Two Stray  (TSTS) dengan “Qujetfly”. Subjek penelitian ini adalah peserta didik kelas VIIA SMP Negeri 1 Ungaran  yang berjumlah 32 peserta didik, hal ini dikarenakan aktivitas dan prestasi belajar peserta didik di kelas tersebut masih rendah. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam 2 (dua) siklus. Setiap siklus meliputi perencanaan, pelaksanaan, observasi, evaluasi dan refleksi. Untuk memperoleh data aktivitas dan prestasi belajar dalam penelitian ini menggunakan lembar observasi aktivitas peserta didik dan tes prestasi belajar. Data hasil penelitian dianalisis dengan menggunakan analisis deskriptif kualitatif. Berdasarkan hasil penelitian diperoleh rata-rata aktivitas peserta didik pada siklus I pertemuan 1 dan II sebesar 38,47 dalam kategori baik. Pada siklus II pertemuan I dan II sebesar 44,2 dalam kategori sangat baik. Prestasi belajar peserta didik yang meliputi nilai rata-rata kelas pada siklus I sebesar 85,78, ketuntasan klasikal  78,13%, siklus II nilai rata-rata kelas 90,72 dan ketuntasan klasikal 93,75%,. Kesimpulan dalam penelitian ini adalah (1) Pembelajaran matematika melalui model pembelajaran kooperatif Two Stay Two Stray  (TSTS) dengan “Qujetfly”dapat meningkatkan aktivitas peserta didik; (2) Pembelajaran matematika melalui model pembelajaran kooperatif Two Stay Two Stray  (TSTS) dengan “Qujetfly”dapat meningkatkan prestasi belajar peserta didik.
PENGEMBANGAN MODEL PEMBELAJARAN KONSERVASI UNTUK PENGUATAN KARAKTER KONSERVASI DAN MENINGKATKAN HASIL BELAJAR PENGANTAR ILMU PENDIDIKAN DI PGSD UNIVERSITAS NEGERI SEMARANG Sukarjo, Purnomo, Sukarjo
Jurnal Kreatif : Jurnal Kependidikan Dasar Vol 8, No 2 (2018): Jurnal Kreatif : Jurnal Kependidikan Dasar
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (280.409 KB) | DOI: 10.15294/kreatif.v8i2.16492

Abstract

Penelitian ini bertujuan : (1)  menghasilkan   model  pembelajaran konservasi yang efektif mampu menguatkan karakter konservasi dan meningkatkan hasil belajar mata kuliah Pengantar Ilmu Pendidikan di PGSD Universitas Negeri Semarang, (2)  menguji tingkat efektivitas model pembelajaran konservasi dalam menguatkan karakter konservasi dalam perkuliahan Pengantar Ilmu Pendidikan di PGSD Universitas Negeri Semarang, (3 nmenguji  tingkat efektivitas model pembelajaran konservasi dalam meningkatkan hasil belajar Pengantar Ilmu Pendidikan di PGSD Universitas Negeri Semarang. Subjek penelitian ini adalah mahasiswa S1 PGSD Universitas Negeri Semarang. Penelitian ini menggunakan metode Research and Development. Langkah-langkah dalam penelitian Research and Development ini diawali dengan uji coba model melalui penelitian tindakan kelas untuk pengembangan prototipa model pembelajaran konservasi kemudian dilanjutkan dengan  uji validasi model melalui eksperimen, sampai diperoleh hasil pengembangan yang siap didiseminasikan. Teknik penelitian yang digunakan antara lain: (1) survey, (2) Delphi, (3) penelitian tindakan kelas, serta (4) eksperimen. Teknik pengumpulan data menggunakan : (1) wawancara, (2) studi dokumentasi, (3) observasi, (4) skala sikap kepribadian, (5) tes prestasi belajar, (6) Tes Standard Progressive Matrics (SPM) buatan Raven. Teknik analisis hasil pengembangan model menggunakan: (1) Teknik Delphi, (2)  Analisis Kualitatif, (3)  Analisis Deskriptif, (4) Teknik t-test. Teknik analisis hasil  uji validasi model menggunakan : (1) Teknik t-tes, (2)  Analisis Kovarians. Hasil penelitian ini menunjukkan (1) Model pembelajaran Konservasi yang efektif memiliki prosedur : (a) tahap orientasi, (b) tahap eksplorasi atau pengumpulan informasi, (c) tahap elaborasi atau pengolahan informasi, (d) tahap konfirmasi, (e) tahap evaluasi, (2) Dengan mengontrol variabel inteligensi, model pembelajaran Konservasi lebih efektif daripada model pembelajaran konvensional dalam menguatkan karakter konservasi dalam  perkuliahan, dimana F hitung (Fo) =2,016 dan F probabilitas (Fp) = 0,151; (3) Dengan mengontrol variabel inteligensi, model pembelajaran Konservasi lebih efektif daripada model pembelajaran konvensional dalam meningkatkan hasil belajar mahasiswa dalam perkuliahan, dimana F hitung (Fo) = 2,621  dan F probabilitas (Fp) = 0,089. Saran-saran yang diajukan terkait dengan hasil penelitian ini antara lain adalah  untuk menguatkan karakter konservasi mahasiswa serta meningkatkan  hasil belajar dalam perkuliahan, khususnya di PGSD UNNES, dosen dapat menggunakan model pembelajaran Konservasi  sebagai salah satu model pembelajaran.
PENINGKATAN HASIL BELAJAR IPS MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW KELAS V SD NEGERI 01 BEDANA KABUPATEN BANJARNEGARA (IPS STUDENT LEARNING OUTCOMES IMPROVEMENT THROUGH COOPERATIVE LEARNING MODEL TYPE V JIGSAW CLASSROOM ELEMENTARY SCHOOL DIST Ermawati, Nani
Jurnal Kreatif : Jurnal Kependidikan Dasar Vol 1, No 2 (2011): Jurnal Kreatif : Jurnal Kependidikan Dasar
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (226.828 KB) | DOI: 10.15294/kreatif.v1i2.1684

Abstract

Learning Process IPS at SDN 1 Bedana Kab. Banjarnegara still use the less innovative learning model, so that students are not active, without being able to criticize the concept of IPS like. This causes the students passive and low learning outcomes. Type of cooperative learning jigsaw model is one solution to resolve the issue. Formulation of the problem in this study are: 1) Does the type of cooperative learning jigsaw model student learning outcomes can be improved in? 2) Is the model of the type of cooperative learning jigsaw activity students can be increased? 3) Does the type of jigsaw model of cooperative learning activities teachers can be increased?. Classroom Action Research goal is to describe the application of the type of jigsaw cooperative learning model in teaching social studies in an effort to increase student activity and to determine the learning outcomes of students in learning social studies. Research methodologies used include the entire student class V which amounts to 27 children consisted of 15 male students and 12 female students. The variables of this study are the skills of teachers, student activities, and student learning outcomes. This study lasted for three cycles. Data collection tool that is used is observation, tests, and documentation. Analysis of the data in this class action research using descriptive analysis. In this study the type of jigsaw cooperative learning stages are as follows: 1) The teacher divides students into groups of 4-5 people consisting of the original. 2) Each student in the group had different tasks. 3) Students who received the same material gathered into a group of experts. 4) Students in the expert group discussions. 5) Students kekelompok original return and explain the results of discussions at the expert group. 6) The teacher gives a quiz to students. 7) Teachers give rewards to the group receiving the best value. The results showed achievement cycle I obtained the lowest score of 90 and 40 the highest average of 71.07 with 67.9% completeness learning, student activity score of 17.55 and earned both criteria, the activity score of 2.55 and a teacher obtained a good criterion. Cycle II, the lowest value of 45 top 100 and an average of 74.4 with a classical exhaustiveness 74.07%, the activity of the students obtained better scores 20.59 and criteria, the activity score of 2.77 and a teacher obtained a good criterion. Cycle III of the lowest 60 highest values ​​obtained 100 and the average 85.5 and 92.5% completeness classical learning, student activity score of 3.40 is obtained and the criteria very well, the activity score of 3.44 obtained by teachers and the criteria very well. Based on the research results can be concluded that the model type of jigsaw cooperative learning can enhance the activity of students and teachers and student learning outcomes in teaching social studies class V Elementary School District 01 Bedana Banjarnegara. Jigsaw types of learning methods should be more socialized to be more understandable for the students, teachers, and all the elements of education. Keywords: Learning Outcomes, Jigsaw Cooperative Learning Model Type, Subject IPS  
IMPLEMENTASI PENDEKATAN FASILITATING EXPERIENTIAL LEARNING UNTUK MENGOPTIMALKAN KETERAMPILAN MAHASISWA PGSD MENGAJARKAN BAHASA INDONESIA DI SEKOLAH DASAR , Umar Samadhy, Sukarir Nuryanto, Hartati
Jurnal Kreatif : Jurnal Kependidikan Dasar Vol 10, No 2 (2020): Jurnal Kreatif : Jurnal Kependidikan Dasar
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (241.72 KB) | DOI: 10.15294/kreatif.v10i2.23607

Abstract

Penelitian ini merupakan penelitian tindakan kelas yang menerapkan pendekatan Fasilitating Experiential Learnirng di dalam pembelajaran, dengan tahapan penelitian mencakupi perencanaan, tindakan, observasi, dan refleksi pada setiap siklus. Tujuan penelitian ini untuk mendeskripsikan kebermaknaan model pembelajaran dengan pendekatan Fasilitating Experiential Learnirng di PGSD yang dilihat dari: 1) Peningkatan keterampilan mahasiswa di dalam mengajarkan bahasa Indonesia SD, 2) Aktivitas dosen dan mahasiswa di dalam pembelajaran, 3) Keterampilan Dosen di dalam mengelola pembelajaran, serta 4) Respon mahasiswa terhadap pembelajaran. Teknik pengumpulan data menggunakan lembar tes untuk mengungkap prestasi belajar mahasiswa, lembar observasi untuk mengungkap keterampilan mahasiswa mengajar, mengungkap aktivitas mahasiswa dan kemampuan dosen di dalam mengelola kegiatan pembelajaran dan suasana kelas, serta lembar angket untuk mendapatkan respon. Hasil yang diperoleh pendekatan Fasilitating Experiential Learnirng dapat meningkatkan prestasi belajar mahasiswa, meningkatkan keterampilan mahasiswa mengajarkan bahasa Indonesia di SD, mahasiswa aktif dalam pembelajaran, dan respon mahasiswa di dalam pembelajaran merasa senang. Sejalan dengan hasil penelitian maka, diberikan saran kepada para dosen agar di dalam mengelola pembelajaran, dapat menggunakan model pembelajaran dengan pendekatan Fasilitating Experiential Learnirng, karena model pembelajaran ini dapat menciptakan suasana belajar yang menyenangkan.
DEVELOPMENT OF A MODEL INSTRUCTIONAL PROBLEM BASED LEARNING BASED LESSON STUDY TO DEVELOP CHARACTER AND IMPROVE THE QUALITY OF INSTRUCTIONAL SUBJECTS INDONESIAN AT PGSD OF SEMARANG STATE UNIVERSITY Purnomo, Sukardi, Purnomo
Jurnal Kreatif : Jurnal Kependidikan Dasar Vol 8, No 1 (2017): Jurnal Kreatif : Jurnal Kependidikan Dasar
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (500.929 KB) | DOI: 10.15294/kreatif.v8i1.16482

Abstract

Tujuan penelitian ini  untuk (1) menghasilkan   model  pembelajaran  Problem Based Learning berbasis Lesson Study yang efektif mengembangkan karakter dan meningkatkan kualitas pembelajaran, (2)  menguji tingkat efektivitas model pembelajaran Problem Based Learning berbasis Lesson Study  dalam mengembangkan karakter, (3)  menguji  tingkat efektivitas model pembelajaran Problem Based Learning berbasis Lesson Study dalam meningkatkan hasil belajar, (4) mendeskripsikan respon mahasiswa  terhadap model pembelajaran Problem Based Learning berbasis Lesson Study dalam perkuliahan Bahasa Indonesia di PGSD Universitas Negeri Semarang. Metode penelitian yang digunakan dalam penelitian ini adalah Research and Development. Teknik penelitian yang digunakan antara lain: (1) survey, (2) Delphi, (3) penelitian tindakan kelas, serta (4) eksperimen. Subjek penelitian ini adalah mahasiswa S1 PGSD FIP UNNES yang menempuh mata kuliah Bahasa Indonesia pada tahun akademik 2015/2016. Untuk penentuan sampel penelitian, digunakan teknik pengacakan kelompok penugasan atau “Randomized Group Assignment”. Teknik pengumpulan menggunakan : (1) wawancara, (2) studi dokumentasi, (3) observasi, (4) skala sikap kepribadian, (5) tes prestasi belajar, (6) Tes Standard Progressive Matrics (SPM) buatan Raven. Teknik analisis data menggunakan: (1) Teknik t-tes, (2)  Analisis Kovarians, (3) Analisis Variance (ANAVA). Hasil penelitian menunjukkan : (1) model pembelajaran Problem Based Learning berbasis Lesson Study yang efektif memiliki 4 langkah utama yaitu : (a) tahap perencanaan, (b) tahap pelaksanaan, yang meliputi (orientasi mahasiswa kepada masalah, mengorganisasikan mahasiswa untuk belajar,  membimbing penyelidikan  kelompok, mengembangkan dan menyajikan hasil karya,  menganalisis dan mengevaluasi proses pemecahan masalah, (c) tahap refleksi, dan (d) tahap tindak lanjut;  (2) Dengan mengontrol variabel inteligensi dan pengetahuan awal, model pembelajaran Problem Based Learning berbasis Lesson Study lebih efektif daripada model pembelajaran konvensional dalam mengembangkan karakter dalam perkuliahan Bahasa Indonesia, dimana  F hitung (Fo) = 11,534 dan F probabilitas (Fp) = 0,002; (3) Dengan mengontrol variabel inteligensi dan pengetahuan awal, model pembelajaran Problem Based Learning berbasis Lesson Study lebih efektif daripada model pembelajaran konvensional dalam meningkatkan hasil belajar mahasiswa dalam perkuliahan Bahasa Indonesia dimana F hitung (Fo) =5,249 dan F probabilitas (Fp) = 0,028; (5) Sejumlah 84,21% mahasiswa PGSD Universitas Negeri Semarang memiliki respon  yang sangat baik  (skala  3 dan 4 lebih besar dibanding skala 1 dan 2) terhadap model pembelajaran Problem Based Learning berbasis Lesson Study. Saran-saran yang diajukan terkait dengan hasil penelitian ini antara lain adalah  untuk mengembangkan karakter mahasiswa serta meningkatkan hasil belajar dalam perkuliahan Bahasa Indonesia, khususnya di PGSD UNNES, dosen dapat menggunakan model pembelajaran Problem Based Learning berbasis Lesson Study sebagai salah satu model pembelajaran.
PENERAPAN PENDEKATAN PAKEM DENGAN METODE DEMONSTRASI DALAM PEMBELAJARAN IPS UNTUK MENINGKATKAN PRESTASI BELAJAR SISWA KELAS IV SDN KANDRI 2 KOTA SEMARANG (THE IMPLEMENTATION OF PAKEM APPROACH BY USING DEMONSTRATION METHOD IN TEACHING SOCIAL SCIENCE TO Kurniasari, Ajeng Wahyu
Jurnal Kreatif : Jurnal Kependidikan Dasar Vol 1, No 2 (2011): Jurnal Kreatif : Jurnal Kependidikan Dasar
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (256.428 KB) | DOI: 10.15294/kreatif.v1i2.1675

Abstract

Based on the initial observation held at SDN Kandri 2 Semarang, it was found that there was a problem with the teaching process. The teacher just gave too short explanation about the passage and the students were asked to read the more complete passage in the students’ worksheet by themselves but the teacher didn’t give them more explanation and intensive guidance. As a consequence, it resulted in the students’ achievement. The students couldn’t reach minimum completeness grade criteria. All of them got under 60. The implementation of PAKEM approach by using demonstration method is expected to improve the students’ achievement in Social Science class. The class action research is applied in a four step cycle consists of planning, application, observation, and reflection. The PAKEM approach was implemented in those four steps. The subject of the research is the students of fourth grade of SDN Kandri 2 Semarang. There are 13 students. The focuses of the research are teacher’s skill, students’ activity, and students’ achievement. The tools for gathering data are observation, test, and documentation. The technique of data analysis in this class action research is descriptive analysis. The result of the analysis shows the teacher’s skill in cycle I is 56,25%, it’s  enough. The cycle II is 72%, is belongs to good category, and the cycle III is 91% it’s excellent. The result of the students’ activity in cycle I is 63% ; it’s enough, cycle II is good with 70%, and 92% for cycle III is excellent. The completeness in initial condition was only 5 of 13 students reached the minimum completeness criteria. The average of students’ learning result in the implementation of PAKEM approach by using demonstration method in Social Science teaching is 69 in cycle I with classical completeness 61,5%, while the cycle II is 74,6% with classical completeness 77% and is cycle III is 86,9 with classical completeness 92,3%. Based on the result above, it is suggested the demonstration method should be implemented to all grades and need to be experimented in other lessons. Keywords: PAKEM approach, demonstration method, Social Science, and students’ achievement.

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