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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 1,838 Documents
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CLASSROOM TEACHERS’ STRATEGY IN BUILDING CHARACTER VALUE FOR ELEMENTARY STUDENTS IN SIAK DISTRICT Dwi Bella Lestari; Siti Quratul Ain
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 4 (2023): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i4.10053

Abstract

Building character value is objective because character is a must and essential for teachers to apply. The teacher's strategy in building character values basically influences the level of understanding, practice, and awareness of students in practicing the values. The formulation of the problem is how the classroom teacher's strategy instills students’ character values. The research objective is to find out the teacher's strategy in building the students’ character values. The research is field research with a qualitative approach at SDN 014 Teluk Mesjid in Siak. Data collection techniques are observation, interviews, and documentation by using descriptive qualitative methods. The research results indicate that the classroom teacher already has a strategy for building character values in terms of educational aspects directly through example, encouragement, practice, competition, and habituation, as well as indirectly through prohibitions, supervision, and punishment. The culture and environment in SDN 014 Teluk Mesjid Siak Regency influence the addition of students’ character values. Culture and organizational environment are deeply attached to an institution, such as greeting as habits, respecting elders, not cheating, being honest, and so on. Nevertheless, there is an unfortunate thing in the case of students who are still negligent in carrying out and applying several cultural character values with light punishment from the school. Suggestions of the research are intended
IMPLEMENTATION OF CHARACTER EDUCATION STRENGTHENING IN ONLINE LEARNING DURING COVID-19 PANDEMIC AT MADRASAH IBTIDAIYAH Ragil Dian Purnama Putri; Shopyan Jepri Kurniawan; Muqowim
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 1 (2023): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i1.9236

Abstract

The COVID-19 pandemic is still ongoing. It has an impact on the implementation of education so in Indonesia, it is necessary to implement Learning from Home. As a result, the Character Education Strengthening (PPK) learning model at Madrasah cannot run optimally. This paper is written to see what extent of the implementation of strengthening character education in online learning during the COVID-19 pandemic at Madrasah Ibtidaiyah Grojogan. The writing method used is a descriptive qualitative approach. The research subjects involved principals, classroom teachers, and parents/family members. Meanwhile, data collection uses observation, interviews, and documentation. Subsequently, the analysis process uses data collection in theresearch field, reduction, presentation, and drawing conclusions. The research results indicate that the implementation of character education strengthening at MI Grojogan has been conductedthrough collaboration with students' parents/family members. Based on its implementation, the school face their own challenges, either challenges from the education unit or challenges from the family. The character education strengthening applied in online learning includes five values, they are religious, nationalist, independent, mutual cooperation, and integrity.
DEVELOPMENT OF FOLKLORE-BASED TIERED BOOK MEDIA TO INCREASE THE FOURTH-GRADE ELEMENTARY STUDENTS’ READING INTEREST Anjas Kesuma; Muhammad Anizar Bayhaqi; Nursyafiq
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 2 (2023): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i2.9693

Abstract

This paper reports the results in the form of a tiered book media based on folklore as a learning medium to increase the fourth-grade elementary students' interest on reading. The type of research is research and development (R&D). The developmental model used refers to the research model developed by Borg and Gall. The steps taken are problem and potential, data collection, product design, validation of design, revision of the design, product trials, product revisions, and mass production. The research subjects were fourth-grade students at SDN 74/X Bangun Karya East Tanjung Jabung Regency in Jambi. Folklore-based tiered book media products were assessed as valid by media experts with a percentage score of 77.1%. From the material expert, the percentage score was 90.9%. based on the Linguist’s validation, the percentage score was 84%. The percentage score of 4 students in the small group trial was 93.75% and the percentage score of 8 students in the large group trial was of 87.81%. Based on the analysis of differences between students' reading interests before applying the folklore-based tiered book media (Pre-test) and after applying the folklore-based tiered book media (Post-test) with an independent t-test, the value of Sig. (2-tailed) was 0.00 < 0.05. Hence, Ha was accepted, and Ho was rejected. It can be inferred that students' reading interest after applying the folklore-based tiered book media was significantly higher with an average score of 53.6250. If it was compared to students' reading interest before applying the folklore-based tiered book media, which was only 26.7500.
DEVELOPMENT OF AUGMENTED REALITY-ASSISTED ZIG-ZAG BOOK MEDIA IN NARRATIVE WRITING LEARNING IN ELEMENTARY SCHOOL Moh. Farizqo Irvan; Sutaryono; Galih Mahardika Christian Putra; Nurdin Munthe; Norita Agustina Subagyo
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 4 (2023): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i4.9745

Abstract

This paper discusses 1) development of a zig-zag book assisted by augmented reality to improve students' narrative essay writing skills that meet the eligibility criteria according to the experts and 2) to determine the effectiveness of a zig-zag book assisted by augmented reality in improving writing narrative essay skills for fourth-grade elementary students. The research method used is Research and Development with the ADDIE model. The research subjects were fourth-grade elementary students in Semarang. Data collection techniques used interviews, questionnaires, scales, tests, and performance. Data were analyzed by descriptive analysis, dependent sample t-test with prerequisite test for normality and homogeneity tests, and n-gain. The research results reveal that the media were considered very feasible to use by media and material experts. In addition, the developed media was also effective in improving the writing narrative essay skills based on the n-gain value of 0.65 with the moderate improvement category. Thus, the Zig-Zag book media assisted by Augmented Reality can be recommended to be applied in improving narrative essay writing skills of fourth-grade elementary students.
IMPLEMENTATION OF THINK-PAIR-SHARE MODEL TO INCREASE THE SIXTH-GRADE STUDENTS’ LEARNING ACTIVITIES AND OUTCOMES AT SD NEGERI 4 PANARUNG Arini Arta Naibaho; Theo Jhoni Hartanto; Pri Ariadi Cahya Dinata; Risnameli
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 2 (2023): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i2.9622

Abstract

The lack of students’ learning activities and outcomes in class VI-B at SDN 4 Panarung is based on the teacher-dominated learning and lecture method. To overcome the problem, the classroom action research through the Think-Pair-Share model was applied to the students. This paper reports the improvement of the student’s learning activities and outcomes on the theme of "Menjelajah Angkasa Luar” (Exploring Outer Space) and the subtheme of "Keteraturan Yang Menakjubkan” (Amazing Order) by applying a cooperative learning model, TPS. There are three classroom action research cycles applied to 16 sixth-grade students in which each cycle contains planning, action, observation, and reflection. The data analysis technique of the research used was descriptive, which compares the test value of each cycle with the success indicators. The research results indicate that (1) the average score of student activity in cycle I was 69, in cycle II it was 76.53, and in cycle III it was 90.53 and (2) the average score of student learning outcomes in cycle I was 65.63, in cycle II it was 74.67, and cycle III it was 82.14. It can be inferred that the implementation of the Think-Pair-Share model can improve student learning activities and outcomes in the theme of "Menjelajah Angkasa Luar” (Exploring Outer Space) and the subtheme of "Keteraturan Yang Menakjubkan” (Amazing Order).
PRELIMINARY RESEARCH ON 7E LEARNING CYCLE MODEL-BASED MODULE DEVELOPMENT OF THE INTEGRATED TECHNOLOGICAL KNOWLEDGE Dea Mustika; Laili Rahmi
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 1 (2023): February
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i1.9270

Abstract

This paper describes data from the preliminary research stage, which will be used as a basis for the development of an Elementary Natural Science Learning module based on the learning cycle 7e model integrated with technological knowledge. The development model used is the Plomp model, which is mainly focused on the preliminary research stage. Data collection instruments are interviews, questionnaires, and observation. The research subjects involved two lecturers and 51 students who took Elementary Natural Science Learning courses. The preliminary research that was carried out included the analysis of RPS, analysis of problems and lecturer’s needs, and analysis of problems and students’ needs. The results of the research indicate that based on 9 materials for Elementary Natural Science learning subjects, it was still found problems with learning resources, learning implementation, and teaching materials. In addition, 100% of lecturers’ and students’ responses dealt with developing teaching modules for Elementary Natural Science Learning courses. The research conclusion implies that the results of the preliminaryresearch can be used as a basis for the development of an Elementary Natural Science module based on the learning cycle 7e model integrated with technological knowledge.
INFOGRAPHIC IN DISCOVERY LEARNING: CAN IT IMPROVE THE LEARNING PROCESS AND NUMERICAL LITERACY FOR STUDENTS? Wilda; Wawan Krismanto; Ila Israwaty
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 4 (2023): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578//jpfkip.v12i4.9991

Abstract

This article reviews a classroom action in the form of the application of the discovery learning model assisted by infographic teaching materials to improve the learning processes and numeracy literacy skills of fourth-grade students at SD Negeri 6 Benteng Sidrap Regency of South Sulawesi in Indonesia. The approach is qualitative with the type of classroom action research (CAR). The research was conducted in two cycles on two-dimensional geometricshapes material. Each cycle was conducted in two learning meetings. The research results indicate that after implementing the action, the learning process reveals various changes, such as the focus, activity and involvement, and learning interactions. This change led to the improvement of students' numeracy literacy skills. The action in cycle I indicate that out of 20 students, five students (25%) were in the high-ability category and seven students (35%) werein the medium-ability category. Eight students (40%) were still in the low-ability category. In terms of the action in cycleII, there were 14 students (70%) who were in the high ability category, three students (15%) were in the medium ability category, and three students (15%) were still in the low ability category. The conclusion is that applying the Discovery Learning model supported by infographic teaching materials can improve fourth-grade students'learning process and numeracy literacy skills at SD Negeri 6 Benteng of Sidrap Regency in South Sulawesi.
THE EFFECTIVENESS OF DISCOVERY LEARNING MODEL TO IMPROVE ELEMENTARY STUDENTS’ CRITICAL THINKING SKILLS AND SELF EFFICACY Ana Mufidatus Sa’adah; Haryono; Tri Joko Raharjo
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 3 (2023): June
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i3.9844

Abstract

The learning model is a means used to implement plans for achieving the learning objectives, one of which is social science learning subjects. In the 21st century, students are required to have critical thinking skills. Critical thinking is a way of thinking to analyze problems. In increasing critical thinking skills, the students must learn independently through discovery learning and based on self-efficacy. Through the discovery learning model, the student’s critical thinking skills and self-efficacy will increase. The purpose of the research is to determine the effectiveness of the discovery learning model to improve students' critical thinking skills and self-efficacy. The research uses quasi-experimental. In total, 48 students participated in the research with 26 participating in the experimental class and 22 participating in the control class. Data collection methods include tests, non-tests questionnaires, and note-taking. Data analysis using descriptive analysis, prerequisite tests, and hypothesis testing (including the N-Gain and mean difference tests) were to check the data. The N-Gain TKBK values are 1.7903 for the experimental group and the control group. The experimental group's N-Gain self-efficacy score are compared to the control group, and the NGain value is 1.4253. Through a higher effectiveness value than 1, it is clear that the discovery learning model is effective to increaxse students’ critical thinking skills and self-efficacy.
IMPROVING ELEMENTARY STUDENTS' CRITICAL READING SKILLS THROUGH THE ARCS MODEL APPROACH IN BASIC PROCESS SKILLS Yulia Rizki Ramadhani; Yenni Rozimela; Atmazaki; Jamaris Jamna; Sufyarma Marsidin
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 4 (2023): August
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jpfkip.v12i4.10039

Abstract

This paper describes the effectiveness of the ARCS model approach in improving the critical reading skills of elementary students at the basic process skills level. The research used a pre-experimental design method of one group pretest-posttest type with the research subjects of sixth-grade students at SD Negeri 107397 Cinta Damai in Deli Serdang. Data on students' critical reading skills were collected using a previously validated critical reading test instrument. The research results indicate that applying the ARCS model approach in learning critical reading can improve elementary students’ critical reading skills at the basic process skills level. There is a significant improvement in students' skills to analyze, evaluate, and synthesize the information they read and it provides a basis for developing more effective learning approaches. The implications include the integration of the ARCS model in curriculum design and teacher training as well as further research with larger sample populations and broader contexts. It is expected that the application of the ARCS model can enrich teaching at the primary level and advance students' critical thinking skills.
IMPLEMENTATION OF LESSON STUDY AS AN ATTEMPT TO IMPROVE ELEMENTARY STUDENTS’ WRITING SKILLS Yeni Yusella; Kusubakti Andajani; Ade Eka Anggraini; Sri Untari; Slamet Arifin
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 12 No. 2 (2023): April
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578//jpfkip.v12i2.9689

Abstract

Lesson study is a classroom learning system in which several teachers collaboratively plan, teach, observe, revise, and deliver the output from one class. Regarding the lesson study implementation, teachers wisely explore how students learn, think, and change their behavior as an outcome of learning. Lesson Study implementation may lead to teaching improvement as teachers become more knowledgeable on how their students learn and think as well as how the instruction affects their students’ thinking. During the lesson design phase, teachers exchange ideas about how students might react to each part of the lesson. This paper presents a series of codes theoretically based on systematic documentation from teachers’ various learning and change aspects (knowledge and beliefs, professional learning communities, resources) in the cross-context lesson studies. Following the lesson observation research, teachers critically analyze collected data regarding the students learning and draw evidence-based implications to improve teaching instruction. This paper describes the influence of Lesson Study as an attempt to improve third-grade students’ writing skills. Data are collected through observation, interview, field notes, and direct practice. The implementation results of the Lesson Study for the third-grade students from February 2nd to March 7th, 2023, indicate that writing enhancement with capital capability increased to 12.68%, the use of punctuation was 21.43%, and the formation of simple patterned sentences was 1,12%. Nevertheless, the use of standard vocabulary decreased to 0.39%. Meanwhile, the observations during the process indicate the overall data of Lesson Study implementation as an attempt to increase students’ writing skills at 3.11%. The learning process that explores students' learning potential in improving their writing skills implies a positive result in their progress. Habit and practice on an ongoing basis can improve students' writing skills.

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