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[UPAYA PENINGKATAN HASIL BELAJAR IPA PADA MATERI BENDA LANGIT DAN PERISTIWA ALAM MELALUI PENERAPAN MODEL KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION BERBASIS INKUIRI DI KELAS I-A SD NEGERI BUENG CALA KABUPATEN ACEH BESAR T.P. 2013/2014 ]]>
<![CDATA[Syarifah Zahara]]>
<![CDATA[ JURNAL TEMATIK Vol 4, No 03 (2014): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v4i03.3196
<![CDATA[Improvement Efforts Of Learning Objects Of Science To Heaven And Nature Events Through Cooperative Model Application Type Team Assisted Individualization Inquiry-Based In I-A Sdn Bueng Cala District Of Aceh Lessons Of Year 2013/2014. The purpose of this study was to determine how cooperative learning by using a model type TAI (Team Assisted Individualization) based inquiry on the subject of celestial bodies and natural events to improve science learning outcomes in Class IA Elementary School Bueng Cala Aceh Besar district Lessons of Year 2013/2014. This study is an action research (classroom action research) are implemented into two cycles. The research was conducted in Class I A Elementary School Bueng Cala Aceh Besar district, with a sample of 35 students. The instrument used to collect data in this study is the observation, interviews and tests. While the techniques of data analysis using descriptive analysis to look at improving student learning outcomes. The results show, that the cooperative model of TAI (Team Assisted Individualization) inquiry-based learning to foster student interest in understanding science subjects given by the teacher. This is due to the increase of learning outcomes at the end of each execution cycle I and cycle II around 57.14%. The increase in the percentage of students who complete berkriteria of 37.14% in the first cycle to the implementation of measures 94.29% in the second cycle, while students who have not completed the criteria of 62.86% in the first cycle of action implementation to 5.71% in the second cycle.]]>
<![CDATA[Pengaruh Model Pembelajaran Kooperatif dan Motivasi Belajar Terhadap Hasil Belajar IPS ]]>
<![CDATA[Johannes Keliat]]>
<![CDATA[ JURNAL TEMATIK Vol 6, No 3 (2016): Jurnal Tematik ]]>
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DOI: 10.24114/jt.v6i3.4546
<![CDATA[Penelitian ini bertujuan untuk: (1) mengetahui pengaruh perbedaan hasil belajar IPS yang diajar dengan Student Teams Archievement Division dan yang diajar dengan Team Assited Individualy, (2) mengetahui pengaruh hasil belajar IPS antara motivasi belajar tinggi dengan motivasi belajar rendah, (3) mengetahui interaksi antara model pembelajaran kooperatif Student Teams Archievement Division dan Team Assited Individualy dengan motivasi belajar terhadap hasil belajar IPS pada materi proses pembentukan muka bumi. Populasi penelitian ini adalah siswa kelas VII SMP Santo Xaverius 2 Kabanjahe terdiri dari empat kelas dengan jumlah siswa 167 orang. Sampel penelitian ini ditetapkan kelas sampel yaitu kelas VIIA = 20 orang untuk mengikuti pembelajaran dengan menggunakan model pembelajaran Student Teams Archievement Division dan kelas VIIB = 20 orang untuk mengikuti pembelajaran dengan menggunakan Team Assited Individualy. Teknik penarikan sampel dilakukan dengan cluster random sampling. Metode penelitian menggunakan quasi eksperimen dengan disain penelitian faktorial 2 X 2. Teknik analisis data menggunakan ANOVA dua jalur pada taraf signifikan α = 0,05. Hasil penelitian menunjukkan: (1) pengujian hipotesis pertama yang berbunyi hasil belajar IPS siswa yang diajar dengan model pembelajaran kooperatif Student Teams Archievement Division lebih tinggi daripada hasil belajar IPS siswa yang diajar dengan model pembelajaran kooperatif Team Assited Individualy telah terbantahkan dengan perhitungan Anova faktorial 2 X 2 diperoleh Fhitung = 2,338 < Ftabel = 4,00 sehingga pengujian hipotesa menerima H01 dan menolak H11. Dengan demikian dapat ditarik kesimpulan bahwa hasil belajar IPS siswa yang diajar dengan model pembelajaran kooperatif Team Assited Individualy lebih tinggi daripada hasil belajar IPS siswa yang diajar dengan model pembelajaran kooperatif Student Teams Archievement Division. Hal ini juga tampak dari rata-rata hasil belajar IPS siswa yang diajar dengan model pembelajaran kooperatif Team Assited Individualy () lebih tinggi dari hasil belajar IPS yang diajar dengan model pembelajaran kooperatif Student Teams Archievement Division ( (2) hasil belajar IPS siswa yang memiliki motivasi belajar tinggi lebih tinggi daripada siswa yang memiliki motivasi belajar rendah dapat diterima dimana Fhitung = 99,53 > Ftabel = 4,00 maka hipotesis menolak H02 dan menerima H12. Hal ini juga tampak dari rata-rata hasil belajar IPS siswa dengan motivasi belajar tinggi lebih tinggi dari hasil belajar IPS siswa yang diajar dengan motivasi belajar rendah (3) terdapat interaksi antara model pembelajaran kooperatif dan motivasi belajar terhadap hasil belajar IPS siswa Fhitung = 6,41 > Ftabel = 4,00 maka hipotesis menolak H03 dan menerima H13. Hasil uji Schiefie menunjukkan dari enam kombinasi perbandingan rata-rata hasil belajar IPS siswa, terdapat lima dari enam pengujian yang menunjukkan hasil yang signifikan. Kata kunci: model pembelajaran kooperatif TAI, STAD, motivasi belajar, hasil belajar IPS.]]>
<![CDATA[MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA PADA PEMBELAJARAN IPA MENGGUNAKAN PENDEKATAN SAINTIFIK SISWA KELAS V SD SABILINA TEMBUNG ]]>
<![CDATA[Mira Andriyani]]>;
<![CDATA[Fauziyah Harahap]]>;
<![CDATA[Ramlan Silaban]]>
<![CDATA[ JURNAL TEMATIK Vol 8, No 3 (2018): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v8i3.12629
<![CDATA[This study aims to improve the activity and student learning outcomes in science lessons class V Sd Private Sabilina Tembung Scientific approach. This research is action research (PTK). The samples in this study were 40 third-grade students for every cycle I and II. The results of the data analysis proved that an increase in activity and student learning outcomes. An increase in activity and student learning outcomes very well. The percentage gain scores for student activities at the beginning of the test trials was 30.00%. later in Cycle I obtained an average percentage score of 68.49%, for the results obtained in Cycle I study an average percentage of 82.50% completeness. later in Cycle II obtained an average percentage of 91.68% of student activity, and to learn the results obtained by an average of 92.65% completeness. Based on observations of the activities of teachers, students, teachers opinion, student responses and student learning outcomes that include classical mastery and purpose, then the Application of Scientific could be declared effective approach to teaching science.]]>
<![CDATA[PENINGKATAN HASIL BELAJAR SISWA KELAS IV PADA MATA PELAJARAN PKN MELALUI TEKNIK CERAMAH BERVARIASI SD NEGERI 017989 MANIS ]]>
<![CDATA[Siti Kholijah]]>
<![CDATA[ JURNAL TEMATIK Vol 10, No 1 (2020): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v10i1.17723
<![CDATA[the purpose of this study was to improve the learning outcomes of fourth grade students on PKN subjects through varied lecture techniques sweet SD 017989. This type of research is classroom action research using test instruments and observation sheets of 2 cycles. The results showed that student learning outcomes by 65% got a complete value and 35% got an incomplete value with an average value of 69.0 in cycle I. In cycle II student learning outcomes by 90% got a complete grade, and by 10% got an unfinished value with an average rating of 89.0. Thus varied lecture techniques can improve student learning outcomes.]]>
<![CDATA[PENGARUH PENERAPAN STRATEGI PEMBELAJARAN THINK TALK WRITE DAN MINAT BELAJAR TERHADAP KEMAMPUAN MENYIMAK TEKS BERITA SISWA KELAS VIII SMP SWASTA FREE METHODIST-1 HELVETIA TAHUN PELAJARAN 2013/2014 ]]>
<![CDATA[Fromsiska Naibaho]]>
<![CDATA[ JURNAL TEMATIK Vol 5, No 02 (2015): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v5i02.3220
<![CDATA[This study aims to determine: (1) differences in the ability to listen to the students that learned the news with a strategy Think-Talk-Write and Expository strategies, (2) differences in the ability to listen to the news of students who have a high interest in learning taught by learning strategies Think-Talk -Write higher with students who have a high interest in learning taught by Expository strategy, (3) the ability to listen to news students who have low learning interest taught by learning strategies Think-Talk-Write higher with students who have low learning interest taught by Expository strategy, (4) the interaction between learning strategy and interest in learning to students' ability to listen to the news. The population in this study were all students of class VIII SMP Free Methodist 1 Terrain TP 2013/2014. The sampling technique used is random sampling. These samples included 60 students consisting of 30 students as the group that learned with a learning strategy Think-Talk-Write and 30 students as a group that learned with expository teaching strategy. Instrument research using questionnaires interest in learning and test students' ability to listen to the news. The method used is a quasi-experimental design with 2 x 2 factorial data analysis technique used is a two-lane Anova test at significant level α = 0.05. The results showed that: (1) the ability to listen to students who are taught by learning strategies Think-Talk-Write is higher than students taught by Expository strategy. (Fhitung = 22.9> F table = 1.84), (2) ability to listen to news students who have a high interest in learning taught by learning strategies Think-Talk-Write, higher than students who have a high interest in learning taught by strategy Expository (Fhitung = 3.3> F table = 1.84), (3) Ability to listen to news students who have low learning interest taught by learning strategies Think-Talk-Write, higher than students who have low learning interest taught by Expository strategy. (4) There is interaction between learning strategies and interest in (Fhitung = 0.23 <F table = 1.84).]]>
<![CDATA[PENGARUH BERMAIN PUZZLE BERBASIS ICT TERHADAP MOTIVASI BELAJAR DAN KEMAMPUAN MEMBACA PERMULAAN ANAK USIA 5-6 TAHUN ]]>
<![CDATA[Nurlilawaty Nurlilawaty]]>;
<![CDATA[Sri Milfayetti]]>;
<![CDATA[Anita Yus]]>
<![CDATA[ JURNAL TEMATIK Vol 8, No 3 (2018): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v8i3.12627
<![CDATA[This study aims to find out: (1) Differences in the ability to read the beginning of words and images of children aged 5-6 years through ICT-based puzzle play with conventional puzzle playing at TK Salsabila Al-Fazira; (2) Differences in Motivation Learning children who play ICT-based puzzles with children who play Conventional Puzzles at TK Salsabila Al-Fazira; This research is a quasi-experimental study. The results showed that: (1) Average Ability to read the beginning of the beginning of words and images of students who received ICT-based puzzle learning by 21.32 was greater than students who received conventional Puzzle learning at 15.04; (2) Motivation for learning that is taught using ICT-based D puzzles and students taught using conventional puzzles. Learning motivation of students who get ICT-based puzzle learning of 17.44 is greater than students who get conventional puzzle learning at 14.88. Learning with ICT-Based Puzzles is one alternative for teachers in presenting subject matter, it can be seen that the Application of ICT-Based Puzzle Learning can improve the ability to read the beginning of words and images, and student learning motivation]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN MOTIVASI TERHADAP HASIL BELAJAR DAN BERPIKIR KRITIS SISWA ]]>
<![CDATA[Maria Barus]]>;
<![CDATA[Hasratuddin Hasratuddin]]>;
<![CDATA[Anita Yus]]>
<![CDATA[ JURNAL TEMATIK Vol 9, No 3 (2019): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v9i3.16700
<![CDATA[This research is motivated by the science learning outcomes are still far below the KKM value, learning models that have not been able to make students active, independent, and can develop knowledge from learning outcomes in class, students do not have the ability to think critically and students' low motivation to learn. This research was conducted on Grade VI students of SD Sudirman Medan which aims to find out: (1) The effect of PBL learning models on students 'science learning outcomes: (2) The effect of learning motivation on students' science learning outcomes; (3) The effect of learning motivation on students' critical thinking skills; (4) The effect of PBL learning models on students' critical thinking skills; (5) The effect of the interaction of PBL learning models and learning motivation on students 'science learning outcomes: (6) The effect of the interaction of PBL learning models and learning motivation on students' critical thinking skills. The sample technique in this study was conducted by cluster random sampling of two classes, class VI1 of 30 students as a control class with PBL learning models and class VI2 as a control class of 30 students who were taught with conventional learning models]]>
<![CDATA[PENINGKATAN KREATIVITAS DAN HASIL BELAJAR MATEMATIKA MELALUI PROBLEM POSING PADA SISWA KELAS VI SD NEGERI NO. 105321 TUMPATAN NIBUNG KECAMATAN BATANG KUIS KABUPATEN DELI SERDANG ]]>
<![CDATA[Jonsen Efendi Rambe]]>
<![CDATA[ JURNAL TEMATIK Vol 4, No 01 (2014): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v4i01.3153
<![CDATA[Penelitian ini bertujuan untuk meningkatkan kreativitas matematika dan hasil belajar matematika dalam materi menghitung luas segibanyak pada siswa kelas VI SD Negeri No. 105321 Tumpatan Nibung melalui problem posing. Peneitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam dua siklus dengan subjek penelitian siswa kelas VI SD Negeri No. 105321 Tumpatan Nibung sejumlah 21 siswa. Data diperoleh dengan metode observasi dan tes. Istrumen yang digunakan adalah lembar pengamatan proses pembelajaran problem posing dan tiga butir tes kreativitas matematika serta tujuh butir tes hasil belajar matematika. Data diolah dengan teknik deskriptif. Hasil penelitian menunjukkan terjadi peningkatan kreativitas matematika dalam menyelesaikan soal matematika divergen pada materi menghitung luas segibanyak, pada pratindakan siswa yang kreatif dan sangat kreatif ada 7 orang siswa (33%) terjadi peningkatan menjadi 12 orang siswa (57%) pada siklus I dan pada siklus II siswa yang kreatif dan sangat kreatif terjadi peningkatan menjadi 16 orang siswa (76%). Juga terjadi peningkatan ketuntasan hasil belajar matematika siswa dari pratindakan, siklus I dan siklus II dengan nilai kriteria ketuntasan minimal 70. Jumlah dan persentase siswa yang mencapai ketuntasan hasil belajar matematika dengan nilai kriteria ketuntasan minimal 70 dari pratindakan, siklus I dan siklus II berturut-turut: pratindakan adalah 7 orang siswa dengan ketuntasan 33%, siklus I terjadi peningkatan 14 orang siswa dengan ketuntasan 67% dan pada siklus II terjadi peningkatan 17 orang siswa dengan ketuntasan 81%. Indikator keberhasilan dalam penelitian ini apabila minimal 75% siswa kreatif dan atau sangat kreatif.serta tuntas dalam hasil belajarnya. Dengan demikian dapat disimpulkan bahwa terjadi peningkatan kreativitas dan hasil belajar matematika materi menghitung luas segibanyak melalui pendekatan problem posing pada siswa kelas VI SD Negeri No. 105321 Tumpatan Nibung. Saran dari peneliti adalah pendekatan problem posing perlu diterapkan di Sekolah Dasar.]]>
<![CDATA[Upaya Peningkatan Hasil Belajar Siswa pada Mata Pelajaran PKn dengan Menggunakan Word Square Model ]]>
<![CDATA[Ratna Sari]]>
<![CDATA[ JURNAL TEMATIK Vol 6, No 2 (2016): Jurnal Tematik ]]>
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DOI: 10.24114/jt.v6i2.4347
<![CDATA[Permasalahan dalam penelitian ini adalah hasil belajar siswa pada pembelajaran PKn masih rendah dikarenakan guru hanya menggunakan metode ceramah dan lebih menekankan pada membuat catatan dari buku paket, keaktifan siswa siswa untuk bertanya dan menjawab pertanyaan dalam kegiatan KBM masih belum optimal sehingga siswa kurang termotivasi untuk belajar. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa pada pelajaran PKn di kelas V A SD Negeri 104205 Tembung. Beberapa penemuan dapat ditemukan pada tes awal, dari hasil penelitian ini adalah setelah pelaksanaan pre test diperoleh tingkat ketuntasan hasil belajar secara klasikal yaitu ada 4 siswa (17%) yang mencapai tingkat ketuntasan belajar dengan nilai rata-rata 47. Setelah pelaksanaan siklus I dengan menggunakan model pembelajaran word square diperoleh tingkat ketuntasan hasil belajar secara klasikal yaitu 17 orang siswa (74%) yang mencapai tingkat ketuntasan belajar dengan nilai rata-rata 67. Setelah pelaksanaan siklus II dengan menggunakan model pembelajaran word square diperoleh tingkat ketuntasan hasil belajar secara klasikal sebanyak 23 orang siswa (100%) yang mencapai tingkat ketuntasan belajar dengan nilai rata-rata 84. Kata kunci: hasil belajar, PKn, dan word square model.]]>
<![CDATA[PENGARUH LEMBAR KERJA PESERTA DIDIK BERBASIS KETERAMPILAN PROSES SAINS DAN MOTIVASI TERHADAP HASIL BELAJAR IPA KELAS IV SD NEGERI 164330 TEBINGTINGGI ]]>
<![CDATA[Farida Hanim]]>;
<![CDATA[Retno Dwi Suyanti]]>;
<![CDATA[Fauziyah Harahap]]>
<![CDATA[ JURNAL TEMATIK Vol 8, No 1 (2018): JURNAL TEMATIK ]]>
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DOI: 10.24114/jt.v7i1.9668
<![CDATA[This study aims to analyze the effect of students’ worksheet (LKPD) based on process skills of science and motivation level learning outcomes of science. This study was a quasy experiment with factorial 2x2 design. The study population is grade IV SD Negeri 164330 Padang Hilir District, Tebingtinggi City, and the sample was chosen by total sampling as two classes. The instruments used is test, motivation questionnaire, and observation sheet of scientific attitude. Data obtained from the study instrument then analyzed with using the two-way anova. The results showed that: (1) the effect of LKPD based on process skills of science towards the learning outcomes of science is better than conventional LKPD; (2) the effect of high motivation towards the learning outcomes of science is better than low motivation; (3) there is an interaction between LKPD based on process skills of science and conventional LKPD with motivation level in influencing learning outcomes of science; and (4) the scientific attitude of students using LKPD based on process skills of science is better than the conventional LKPD. The results of this study suggest that LKPD based on process skills of science and high learning motivation is an alternative choice of teachers in improving students' learning outcomes of science.]]>
