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Eddy Noviana
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Primary: Jurnal Pendidikan Guru Sekolah Dasar
Published by Universitas Riau
ISSN : 23031514     EISSN : 25985949     DOI : 10.33578
Core Subject : Education,
Education Other
Primary: Jurnal Pendidikan Guru Sekolah Dasar (Primary: Journal of Elementary Teacher Education) is a peer-reviewed journal on education and teacher training. This journal encompasses original research articles and review articles.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 13 No. 6 (2024): December" : 6 Documents clear
Cultivating elok budi character value in elementary school Elpri Darta Putra; Bunyamin Maftuh; Mamat Supriatna
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 13 No. 6 (2024): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip-v13i6.p234-241

Abstract

Character education in primary schools is essential to shaping children's moral values and good behavior. This research uses the literature study method to understand how the character values of Eloklah Budi can be effectively applied in the daily lives of elementary school students. Data were obtained from various sources, such as books, journal articles, and educational policies, which were analyzed to describe practical approaches to integrating character values. The results show that character education focusing on the concept of "Eloklah Budi" in primary schools emphasizes the development of cognitive and academic aspects and the formation of dignified and highly ethical character in students. Approaches through the formal curriculum and extracurricular activities have proven effective in teaching students honesty, responsibility, politeness, and empathy. The holistic approach to character education also recognizes local cultural and religious values as key elements in building a strong and diverse character. 
The effectiveness of realistic mathematics education to enhance elementary students' learning outcomes and motivation Jesi Alexander Alim; Sri Retno Asih; Zetra Hainul Putra
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 13 No. 6 (2024): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip-v13i6.p242-251

Abstract

The implementation of mathematics can always be found in everyday life. In mathematics education, the main focus of RME is its approach, which emphasizes using real-life situations in mathematics learning. This study aims to examine the effectiveness of Realistic Mathematics Education (RME) in improving mathematics learning outcomes and motivation among fourth-grade elementary school students. This research is a quantitative study with a one-group quasi-experimental design. The study was conducted in a fourth-grade classroom involving 27 students. Data were collected through pretest and post-test questions. The data analysis used was the paired sample t-test and n-gain test. The study's results indicate a significant difference between the post-test and pretest results in students' learning outcomes and motivation before and after implementing Realistic Mathematics Education (RME). This is based on the paired sample t-test results, which show that the significance value for learning outcomes after the implementation of RME is 0.000 < 0.05, and the significance value for motivation is 0.01 < 0.05. The n-gain calculation also indicates that the effectiveness of implementing Realistic Mathematics Education (RME) falls within the moderate category. Overall, it is concluded that applying realistic mathematics education (RME) is practical for teaching and improving fourth-grade elementary school students' learning outcomes and motivation.
School culture, teacher professionality and student achievements of state elementary school 01 Banyubiru (an ethnographic review) Toni Heriyanto
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 13 No. 6 (2024): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip-v13i6.p252-263

Abstract

The general objectives of this study were to identify various problems related to school culture and teacher professionalism at SD Negeri Banyubiru 01, identify various obstacles and strategies for implementing school culture and teacher professionalism at SD Negeri Banyubiru 01, and determine how school culture and teacher professionalism affect student performance. This study used an ethnographic design and combined ethnographic procedures. This study included many respondents, including teachers, school administrators, staff, students, and others, who were selected using a purposive sampling method. Data collection methods included observation, focus group discussions, documentation, and interviews. Data were validated using member verification and triangulation techniques. Data analysis was conducted using the Creswell data model. The school day at SD Negeri Banyubiru 01 showed that the school day affected school spirit. Some school activities included socialization in class, teamwork and dhuha prayer, and religious education. The two main factors that hinder teacher professional development are cost and time. Teachers must set aside funds for students to participate in classes or programs and time to learn and improve their skills. In addition, a teacher may be able to explain the changes and difficulties in implementing new practices. It can be challenging to carry out professional development activities. Sometimes, teachers cannot fully use the knowledge and skills they have to teach students in everyday life
Evaluating primary students’ motivation and computational thinking in scratch-based learning: a confusion matrix analysis Neni Hermita; Jesi Alexander Alim; Agung Teguh Wibowo Almais; Pizaini; Rian Vebrianto; Musa Thahir; Tommy Tanu Wijaya; Mulia Anton Mandiro
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 13 No. 6 (2024): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip-v13i6.p264-273

Abstract

This study examined the relationship between student motivation and computational thinking (CT) skills within a Scratch-based learning environment for primary school students. Utilizing a quantitative research design with a pretest-posttest framework, the research involved 28 primary school students engaged in a computational learning program centered on the Jumping Bean concept. A confusion matrix analysis was employed to assess the predictive relationship between motivation levels and improvements in CT skills. The results showed that motivation is a reliable predictor of CT gains, with high precision indicating that highly motivated students are very likely to demonstrate measurable progress. However, the recall score suggests motivation alone is not a conclusive factor, as some motivated students did not achieve the expected CT improvements. This implies that other instructional elements, such as prior knowledge, cognitive differences, teaching methods, and learning design, also significantly impact outcomes. The implications of this research suggest that educators should cultivate motivating learning environments to foster students’ CT skills effectively. Recommendations include integrating gamified elements and personalized feedback to enhance student engagement and motivation in computational learning contexts.
The relationship between critical reading interest and LMS learning using the CRIS (critical reading intention scale) instrument Otang Kurniaman; Hadriana; Nur Islami; Zetra Hainul Putra; Zufriady; Garda Fathan Nuzulah; Radini
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 13 No. 6 (2024): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip-v13i6.p274-284

Abstract

This study aims to determine the relationship between critical reading interest and Learning Management System (LMS) learning using the Critical Reading Intention Scale (CRIS) instrument and its effect on student learning outcomes. Along with technological development in education, LMS has become an increasingly used platform for learning, but its relationship to students' critical reading interests has not been widely explored. The data used in this study were taken from various related journals, using the Critical Reading Intention Scale (CRIS) instrument to measure students' critical reading interest and questionnaires to identify LMS usage patterns and test questions to determine student learning outcomes. Through descriptive and quantitative descriptive analysis, the study results showed a significant positive relationship between students' critical reading interest and LMS learning using the Critical Reading Intention Scale (CRIS) instrument. After being given test questions, it was found that students with high reading interest got high learning outcomes and vice versa; students with low reading interest got low learning outcomes.
Corrigendum to "The effectiveness of realistic mathematics education to enhance elementary students' learning outcomes and motivation" Jesi Alexander Alim; Sri Retno Asih; Zetra Hainul Putra
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 13 No. 6 (2024): December
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip-v13i6.p242-251-corrigendum

Abstract

In the original published version of this article, the authors inadvertently omitted the Acknowledgement section. We sincerely apologize for this oversight and any confusion it may have caused. The updated PDF versions of the article reflect the necessary corrections, including the addition of the Acknowledgement section. Acknowledgement The authors are grateful to RISTEKDIKTI and LPPM Universitas Riau for funding this study under the DRTPM research grant of Fundamental scheme with the research grant number 20743/UN19.5.1.3/AL.04/2024.

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