Jurnal Tematik
Jurnal Tematik merupakan media komunikasi para akademisi, guru dan pemerhati dunia pendidikan dalam perspektif kependidikan. Jurnal tematik merupakan hasil penelitian, refleksi dan kajian kritis yang aktual berkenaan dengan tema-tema pendidikan, seperti kebijakan atau regulasi pendidikan, kurikulum, inovasi pembelajaran (kajian materi, pendekatan, model, metode, media dan evaluasi belajar) dalam ruang lingkup pendidikan dasar. Terbit tiga kali dalam setahun yakni April, Agustus dan Desember. Terbit pertama kali untuk edisi April 2012. Jurnal Tematik adalah jurnal berkala ilmiah berisi tulisan yang diangkat dari hasil penelitian pendidikan dasar pada fokus aspek-aspek yang berkaitan dengan kependidikan. Jurnal tematik merupakan jurnal nasional bermitra bestari yang diterbitkan tiga kali setahun dalam bentuk cetak dan online oleh Program Studi Pendidikan Dasar Pascasarjana, Universitas Negeri Medan, Indonesia. Pernyataan ini menjelaskan perilaku etis seluruh pihak yang terlibat dalam penerbitan artikel dalam Jurnal Tematik, termasuk penulis, dewan penyunting, mitra bestari, dan penerbit. Pernyataan ini didasarkan pada COPE’s Best Practice.
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<![CDATA[PENGGUNAAN STRATEGI GENIUS LEARNING UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR IPS SISWA PADA KELAS V SDN 028229 BINJAI BARAT ]]>
<![CDATA[Haris Suwondo]]>;
<![CDATA[Dede Ruslan]]>;
<![CDATA[Anita Yus]]>
<![CDATA[ JURNAL TEMATIK Vol 9, No 1 (2019): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v9i1.12863
<![CDATA["> This study aims to know the use of genius learning strategies to increasestudents' motivation and social studies learning outcomes in the fifth grade of SDN028229 West Binjai. This type of research is classroom action research (CAR). Theresults of this study are in the first cycle of students who succeeded as many as 10 people(40%) and students who have not completed as many as 15 people (60%) with an averagescore of 62.8. Students who have received good grades on aspects not quickly satisfiedwith the achievements that have been achieved amounted to 166 students with apercentage of 64%, it shows the level of student motivation is low. In the second cycle asa whole students complete 100% with an average value of 75.8. Some indicators thatexperienced an increase in motivation from the 14 existing indicators received apercentage of ≥80% and received a very good predicate. Thus the use of genius learningstrategies can increase the motivation and results of social studies learning of students inclass V SDN 028229 West Binjai]]>
<![CDATA[PENINGKATAN KEMAMPUAN MOTORIK KASAR ANAK USIA DINI MELALUI METODE BERMAIN EGRANG BATOK KELAPA DI RA-ALHIDAYAH MEDAN ]]>
<![CDATA[Hasnah Siahaan]]>;
<![CDATA[Ibrahim Gultom]]>;
<![CDATA[Masganti Sitorus]]>
<![CDATA[ JURNAL TEMATIK Vol 9, No 1 (2019): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v9i1.12858
<![CDATA[This study aims to look at the gross motor improvement of early childhood byusing the method of playing coconut shell stilts. This research is a classroom actionresearch. In cycle I it was found that gross motor skills of early childhood 68% ofchildren who were able to classically or 17 children who completed learning and 8 morechildren who were not yet completed, had not yet achieved the predetermined successcriteria of 80% of children overall, caused by : lack of teachers 'ability to direct earlychildhood in playing coconut shells, lack of teachers' ability to manage time and childrenlack enthusiasm to use coconut shells. In the second cycle, improvements were made,namely: giving examples according to the steps to play coconut shell stilts, the resultsobtained in this second cycle were 92% of early childhood or 23 children were able toplay coconut shells in a classical manner. As a result the child was seen active in theprocess of motor learning in the RA Al-Hidayah group B Medan. The impact can be seenin mastery of motion and ultimately can improve the gross motor skills of children. Theimplication of this research is that teachers in RA Al-Hidayah Medan are expected to usecoconut shells as a method to improve gross motor skills of early childhood.]]>
<![CDATA[UPAYA MENINGKATKAN HASIL BELAJAR TEMA 6 DENGAN MODEL DISCOVERY LEARNING PADA SISWA KELAS IV SD NEGERI CEBONGAN 02 SALATIGA ]]>
<![CDATA[Riski Setiani]]>;
<![CDATA[Henny Dewi Koeswanti]]>;
<![CDATA[Elvira Hoesein Radia]]>
<![CDATA[ JURNAL TEMATIK Vol 9, No 1 (2019): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v9i1.12983
<![CDATA[This study aims to improve the learning outcomes of theme 6 with a model of discovery learning in fourth grade students of Cebongan 02 Elementary School in Salatiga. This research method uses classroom action research which follows the models of Kemmis and Taggart. This study includes 4 stages, namely planning (planning), implementation (acting), observation (observing), and reflection (reflecting). The results showed that the learning outcomes obtained from the results of the first semester middle test consisting of theme 1 and some in theme 2 were less satisfactory at pre-cycle, KKM was 75. Of the 22 students completeness only reached 31.81% or as many as 7 students, while students who did not complete reached 68.18% or 15 students with an average value of 66.5 especially the IPA content. and experienced improvement in the first cycle with a percentage of 63.7% and increased again in the second cycle of 90.9% according to the indicator of success. This study concludes that the Discovery learnig learning model can improve learning outcomes in theme 6 subjects, especially science subjects.]]>
<![CDATA[PENGGUNAAN METODE PEMBELAJARAN FIELD TRIP UNTUK MENINGKATKAN HASIL BELAJAR MAHASISWA PGSD PADA MATA KULIAH PENDIDIKAN IPA KELAS TINGGI ]]>
<![CDATA[Rupina Magdalena Br Tarigan]]>
<![CDATA[ JURNAL TEMATIK Vol 9, No 1 (2019): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v9i1.12864
<![CDATA[This study aims to know the use of Field Trip learning methods to improvestudent learning outcomes in High Class Science courses. This type of research is ClassAction Research. The results of the study show that in the first cycle data obtained fromstudent learning outcomes in a classical still low, namely from 31 students there wereonly 3 people (9.68%) with very good learning outcomes, and 5 people (16.13%) withcategories good, 12 people (38.71%) in sufficient categories, while student learningoutcomes in the category of less than 11 people (35.48%). Then after the second cycle,with the application of the Field Trip learning method student learning outcomesincreased to 6 people (19.35%) with very good learning outcomes, 17 people (54.84%)with good categories, whereas with the category there were only 7 people (22.58%), butthere is still one person (3.23%) whose learning outcomes are still relatively poor. Basedon the results of testing hypotheses conducted by the researcher, conclusions wereobtained by using the Field Trip learning method that could improve the learningoutcomes of primary education students in the Quality University in the High ClassScience Education course.]]>
<![CDATA[PENINGKATAN KOMPETENSI GURU DALAM MENYUSUNRENCANA PROGRAM PEMBELAJARAN HARIAN (RPPH)MELALUI PERAN PENGAWAS SEKOLAH DI TK PERTIWI MEDAN ]]>
<![CDATA[Ramsa Lumban Gaol]]>
<![CDATA[ JURNAL TEMATIK Vol 9, No 1 (2019): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v9i1.12861
<![CDATA[This study aims to improve the competence of teachers in compiling the DailyLearning Implementation Plan through the role of the school supervisor. This type ofresearch is school action research. The object of this study was to improve teachercompetency in preparing RPPH through the role of school supervisors. Subjects were 7teachers at TK Pertiwi. The research process was carried out through 2 cycles. Datacollection uses observation sheets, interviews, and questionnaires. Guidance and trainingprovided by school supervisors can improve teacher competence in preparing RPPH. Itcan be proven from the results of observations that show that there is an increase inteacher competence in preparing RPPH from cycle to cycle, which is equal to 26.26.Based on the results of this study, it was found that the role of school supervisors couldimprove the competence of teachers in preparing RPPH at TK Pertiwi Medan.]]>
<![CDATA[PENGEMBANGAN BAHAN AJAR PEMBELAJARAN SAINS BERBASIS REKAYASA UNTUK PENDIDIKAN ANAK USIA DINI (PAUD) DI PAUD NEGERI PEMBINA 2 KOTA TEBING TINGGI ]]>
<![CDATA[Supartik Supartik]]>;
<![CDATA[Anita Yus]]>;
<![CDATA[Deny Setiawan]]>
<![CDATA[ JURNAL TEMATIK Vol 9, No 1 (2019): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v9i1.12865
<![CDATA[This study aims to develop butterfly metemorposa teaching materials andPAUD children's activity sheets. This type of research is research and development usingthe van den akker model. The results of this study indicate that the validation of textbooksand children's activities is very good and the children's understanding of butterflymetamorphosis teaching material has increased. This can be seen through initial tests andfinal tests. in the initial test of the country of Trustees 2 there were 22 children or 62.85%in the sufficient category. After the initial test carried out computer-assisted engineeringlearning and using textbooks and child activity sheets developed by researchers, the finaltest results obtained by the Trustees 2 Public PAUD were 25 or 71.42% of children or665.72% and Pembina 3 PAUD of 25 children or 78.13% fulfill the permendiknamandate 58 of 2009, from this result there is an increase for PAUD Pembina 2 by 30%while Negeri Pembina 3 PAUD increases by 35%. So that the impact of using textbooksand child activity sheets and computer-assisted engineering learning can improvechildren's learning outcomes.]]>
<![CDATA[PENINGKATAN HASIL BELAJAR LARI SPRINT MELALUI PENDEKATAN SAINTIFIK DAN PENDEKATAN BERMAIN PADA SISWA KELAS VII SMP NEGERI 15 ]]>
<![CDATA[Abdul Harris Handoko]]>;
<![CDATA[Trisna Br Sembiring]]>
<![CDATA[ JURNAL TEMATIK Vol 9, No 1 (2019): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v9i1.12860
<![CDATA[This study aims to know increasing of learning outcome of sprint runningthrough the scientific approach and the playing approach to the seventh grade students of15 medan public junior high school. This research method is Classroom Action Research.Judging from the preliminary data on the results of learning to run a sprint, only 12students completed (32.5%) and 25 students who did not complete (67.5%). After the firstcycle of action, students who completed 20 people (54.05%) and students who have notfinished 17 people (45.94%) classically. Then in the second cycle students completed 32people (86.48%) and students who had not finished 5 people (13.51%). The average valueof student learning outcomes in the initial data is (44.56%) (complete), in the cycle test 1the average value of student learning outcomes increases to (62.58) (complete), on theimplementation of the cycle II test the completeness of student learning has reached(79.21%). The percentage of students 'mastery learning in the initial data was 32.5%, inthe cycle I test it increased to 67.5% and in the second cycle the percentage of students'mastery learning had reached 79.21%. The increase in the average value of learningoutcomes from the initial test to the first cycle test is 15 and the increase in the averagevalue of learning outcomes from test I to cycle II is 40.54 and the increase in the averagevalue from the initial test to cycle I is 32, 5. And the increase from the first cycle test tothe second cycle test was 86.48%.]]>
<![CDATA[HUBUNGAN KERJASAMA ORANG TUA DAN GURU UNTUK MENDISIPLINKAN ANAK DI TK SE-KECAMATAN MEDAN TIMUR ]]>
<![CDATA[Rika Dian Ervina Harahap]]>;
<![CDATA[Anita Yus]]>
<![CDATA[ JURNAL TEMATIK Vol 9, No 1 (2019): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v9i1.12866
<![CDATA[This study aims to knowing the relationship between parents and teachers todiscipline children in kindergartens throughout the East Medan sub-district. This researchis a descriptive correlational study. Data collection techniques through questionnaires andobservations. The population in this study were all kindergartens in the East Medan subdistrict which numbered 17 schools. The sample of this study amounted to 7 schoolsdetermined by simple random sampling. The data analysis technique uses productmoment correlation. The results achieved in the study are that there is a significantrelationship between cooperative relations and teachers to discipline children inkindergartens in the East Medan sub-district. The results of the product momentcorrelation between parent and teacher collaboration with child discipline are obtained bythe results of tcount > t table (3.05> 2.04), then the hypothesis testing is significant with Haresults accepted and H0 rejected.]]>
<![CDATA[EFEK MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW MENGGUNAKAN PETA KONSEP TERHADAP HASIL BELAJAR SAINS SISWA KELAS V SD NEGERI 101777 SAENTIS ]]>
<![CDATA[Apriana Apriana]]>;
<![CDATA[Mara Bangun Harahap]]>;
<![CDATA[Nurdin Bukit]]>
<![CDATA[ JURNAL TEMATIK Vol 9, No 1 (2019): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v9i1.12851
<![CDATA[This study aims to determine the effect of the jigsaw type cooperative learning model using concept maps on students' learning outcomes in sub-themes of housing objects rather than direct learning models. This type of research is quasi-experimental. The results showed that the jigsaw cooperative learning model using concept maps gave a higher influence on student science learning outcomes compared to the direct learning model with tcount = 4.351 and p = 0,000. The results of the analysis obtained science learning outcomes of students taught with a high-category jigsaw model with a mean gain score of 0.73 with a standard deviation of 0.099 and declared normal distribution (p = 0.581). Student science learning outcomes taught with direct learning models are classified into the medium category with an average gain score of 0.61 with a standard deviation of 0.122 and stated as normal distribution (p = 0.581). The two sample groups were stated to be from a homogeneous population with a value of p = 0.714, the cognitive domain of the experimental class students who developed after being taught the jigsaw type cooperative learning model using concept maps was C1 at 77.5% (high); C2 of 72.4% (high); C3 of 71.3% (high); C4 is 72.1% (high). Abstrak: Penelitian ini bertujuan untuk mengetahui peng]]>
<![CDATA[PERBEDAAN PENGGUNAAN MEDIA POWERPOINT DAN VIDEO PEMBELAJARAN TERHADAP KEMAMPUAN BERPIKIR TINGKAT TINGGI DAN RETENSI MEMORI SISWA PADA MATA PELAJARAN IPA DI KELAS V SD ]]>
<![CDATA[Suwisnawati Gowasa]]>;
<![CDATA[Fauziyah Harahap]]>;
<![CDATA[Retno Dwi Suyanti]]>
<![CDATA[ JURNAL TEMATIK Vol 9, No 1 (2019): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v9i1.12859
<![CDATA[This study aims to compare: (1) High-level thinking skills and (2) Retention ofstudents' memory in respiratory system material in humans who are taught by usingpower point media and learning video media on respiratory system material in humans.This quasi-experimental study was conducted at SD RK No. 3 Sibolga City, with asample of 2 classes determined by cluster random sampling technique. The results of thestudy showed: (1) the high-level thinking skills of students who were taught with learningvideo media were better than students who were taught with power point media (63.06:56.96) which were significantly statistically significant (t = 2.100; p = 0.040), likewise(2) memory retention of students taught with learning video media is better than studentstaught with power point media (83.28: 78.03) which is significantly different (t = 2.728; p= 0.008 ) It is expected that the teacher can use learning video media in the material ofhuman respiratory system in an effort to improve students 'high-level thinking skills andstudents' natural science memory retention.]]>
