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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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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISIONS (STAD) UNTUK MENINGKATKAN HASIL BELAJAR PKn KELAS V SD NEGERI 011 BUKIT GAJAH KECAMATAN UKUI Jasman R
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 5 No. 2 (2016): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

The background of this research stems from low Civics (PKn) learning outcomes, characterized by an average student score of 67.2, which is below the established Minimum Completeness Criteria (KKM) of 75. Furthermore, only 9 students, or 37.80%, achieved complete study results. Based on this, the researchers aimed to improve learning through action research by applying the Student Teams Achievement Divisions (STAD) cooperative learning model. This study was conducted over two cycles, each consisting of two meetings and one daily test. The subjects were fifth-grade students of SD Negeri 011 Bukit Gajah. Data collection techniques included observation of teacher and student activities, as well as Civics test results. The study indicates that the implementation of the STAD cooperative learning model can improve student learning outcomes in Civics. This is evidenced by: (a) the activities of teachers increasing in each cycle. In the first cycle, the teacher's activity in the first meeting received a score of 15, or 62.5%, categorized as "good." In the second meeting of the first cycle, teacher activity obtained a score of 19, or 79.2%, also categorized as "good." In the first meeting of the second cycle, the teacher's activity obtained a score of 22, or 91.7%, with a "very good" category. In the second meeting of the second cycle, teacher activities were given a score of 23, or 95.8%, with a "very good" category. Student activities also increased in each cycle. In the first cycle, the first meeting of student activity obtained a score of 13, or 54.2%, categorized as "sufficient." In the second meeting of the first cycle, student activities obtained a score of 17, or 70.8%, categorized as "good." In the first meeting of the second cycle, student activity obtained a score of 20, or 83.3%, with a "very good" category. In the second meeting of the second cycle, student activities obtained a score of 21, or 87.5%, with a "very good" category; and (b) student learning outcomes increased. This is demonstrated by the average student learning outcomes increasing by 13.1% from a baseline score of 67.2 to 77.3 in Cycle I. In the second cycle, the average increased by 24.7% from a baseline score of 67 to 83.8. Classical completeness increased from a baseline score of 37.8% to 71.1% in the first cycle and 93.3% in the second cycle.
PENDIDIKAN RESPONSIF GENDER DI KABUPATEN ROKAN HILIR Achmad Hidir; Nur Laila Meilani; Harapan Tua RFS
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 5 No. 2 (2016): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

The main cause of the gender gap in education is a lack of commitment and understanding of gender in Rokan Hilir (Hidir & Yanis, 2015). This study aims to (1) implement/apply the model of community empowerment-based design thinking in order to achieve gender-responsive education in Rokan Hilir; (2) to formulate gender-responsive educational design that is contextual in Rokan Hilir. This study uses a qualitative method variant in the form of phenomenology. The unit of analysis is the institutional community of the Department of Education and educators as well as educators in Rokan Hilir. The data collection technique uses the techniques of Participatory Rural Appraisal (PRA) with data analysis techniques in the form of a three-lane qualitative data analysis, namely data reduction, data display, and conclusion. The results showed that the application of design thinking allows for the application of social change, especially the mindset of the target group in a bottom-up manner. This means that the commitment and understanding of gender-responsive education could be increased from the root (grass root) without imposing target groups to change the values of the original locality of the region. Therefore, community empowerment is done to encourage social changes in a smooth and constructive manner for local development in Rokan Hilir, especially in the field of education and gender.
UPAYA MENINGKATKAN HASIL BELAJAR SISWA TENTANG PESAN MELALUI TELEPON DENGAN METODE PEMODELAN SISWA KELAS IV SD NEGERI 111 PEKANBARU Artuti
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 5 No. 2 (2016): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

Low student learning outcomes are due to a less precise selection of learning methods that suit the subject matter presented to the students. Efforts to overcome this necessitate a method or a proper way so that every student is able to receive information in every lesson well. Stages for easy entry of information include listening, writing or drawing, and then viewing and conducting their own experiments. To address this, the researchers conducted classroom action research by applying methods of modeling. The subjects were fourth-grade students of SD Negeri 111 Pekanbaru with a total of 30 students. This research was conducted over 2 cycles. Data collection techniques used were observation of the activities of teachers and students, and achievement tests.Research suggests that the application of modeling methods can improve learning outcomes in Indonesian language, specifically on the material of conveying a message over the phone. This is evidenced by: (a) an increase in the activity of the teacher. In the first cycle, the first meeting obtained a "sufficient" category with a score of 35 (58.33%). At the second meeting of the first cycle, a "good" category was earned with a score of 43 (71.67%). In the first meeting of Cycle II, a "good" category was obtained with a score of 49 (81.67%). At the second meeting of the second cycle, activity students gained a "Very Good" category with a score of 53 (88.33%). Besides the activities of students, in the first cycle, the first meeting obtained a score of 34 (56.67%) with a "sufficient" category. At the second meeting of the first cycle, a score of 46 (76.67%) was obtained with a "good" category. In the first meeting of Cycle II, a score of 51 (85.00%) was obtained, leading to the category of "Very Good." At the second meeting of the second cycle, activity students obtained a score of 57 (95.00%), resulting in a "Very Good" category; and (b) learning outcomes have increased. On the basis of scores obtained, an average value of 48.38 was achieved, placing it in a "low" category. In the first cycle, an average value of 72.00 was obtained, resulting in a "high" category. In the second cycle, an average value of 76.50 was earned, placing it in the "high" category. Mastery learning of individual students in each cycle has increased. On the basis of completeness scores, individual students obtained a score of 36.67% (11 students). At the first cycle, a score of 60.00% (18 students) was obtained. In the second cycle, this increased with the acquisition of a score of 86.67% (26 students).
UPAYA PENINGKATAN HASIL BELAJAR IPS DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD PADA SISWA KELAS VA SDN 004 BAGAN BESAR DUMAI Paidi
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 5 No. 2 (2016): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

The background of this research is the teacher-centered social studies learning process, where the teacher uses the lecture method. This leads to students being less motivated in the learning process, resulting in them being less vigorous and actively asking questions during the delivery of learning materials. Efforts to fix this problem involve conducting action research. This study aims to improve the skills of teachers and student activities to improve learning outcomes in Social Sciences (IPS) for students in class VA of SDN 004 VA Bagan Besar. Subjects were students of class VA SDN 004 Bagan Besar Dumai, totaling 25 students consisting of 11 male students and 14 female students. The data used in this study are the activities of teachers and students, and Social Sciences learning outcomes. The results of this study indicate that: (a) the activities of teachers obtain a score of 32 (61.54%) with enough categories. In the first cycle, the second meeting was given a score of 38 (73.01%) in both categories. In the second cycle, the first meeting obtained a score of 50 (96.15%) with a very good category, and the second cycle's second meeting obtained a score of 51 (98.08%) with a very good category. Besides, student activity also increased; in the first cycle, the first meeting obtained a score of 20 (62.5%) with enough categories, and the first cycle's second meeting obtained a score of 23 (68.75%) in both categories. In the second cycle, the first meeting obtained a score of 28 (87.5%) with a very good category, and the second cycle's second meeting obtained a score of 30 (93.75%) with a very good category; and (b) the results of students in each cycle have increased. On the basis of the results of social studies scores, students get a low category with an average value of 48.8. In the first cycle, a sufficient category was obtained with an average value of 56.92. And the second cycle obtained both categories with an average value of 73.84.
PENERAPAN STRATEGI INKUIRI BIOLOGI UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS III SD NEGERI 010 SILIKUAN HULU KECAMATAN UKUI KABUPATEN PELALAWAN Sungkem
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 5 No. 2 (2016): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

The background of this research problem is the low science learning outcomes of third-grade students. This is characterized by the acquisition of an average value of 59.50 in science learning outcomes, with a student learning completeness percentage of 45%. Based on this, the researchers conducted classroom action research (PTK) with the aim to improve student learning outcomes through the implementation of biological inquiry strategies in science (IPA). This study was conducted in SD Negeri 010 Silikuan Hulu Kecamatan Ukui. The subjects were students of class III with a number of 15 students, with details of nine boys and six girls. The study was conducted over two cycles, consisting of 2 meetings and a daily test at the end of each cycle. Data collection techniques in this study included the observation technique for teacher and student activities and engineering tests, while the analytical technique used was descriptive analysis of activity data and the results of teachers and students learning science. Research suggests that the application of biology inquiry strategies can improve learning outcomes in science (IPA). This is evidenced by: (a) the activities of teachers and students increasing in each cycle. The activities of teachers in the first cycle, the first meeting, obtained a percentage of 42%, and the first cycle of meetings both gained 52%. The first meeting of the second cycle gained 65%, and in the second meeting of the second cycle, 78% was obtained. Activities of students in the first cycle, the first meeting, obtained a percentage of 49%, student activities at the second meeting I silus 61%, and the second cycle first meeting obtained a percentage of 68%, and the second cycle's second meeting obtained a percentage of 81%. (b) the results of the students' learning experience at each cycle. Before the action, student learning was complete by 45% with an average value of 59.50. The first cycle increased to 72% with an average value of 64. The second cycle increased to 90% with an average of 68.
PENERAPAN MODEL PEMBELAJARAN QUANTUM TEACHING UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS II SD NEGERI 010 SILIKUAN HULU KECAMATAN UKUI Rubinem
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 5 No. 2 (2016): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

The problem in this research is the low results of students' mathematics learning in class II SD Negeri 010 Silikuan Hulu. Out of 34 students, only 10 students, or 29.41%, were resolved. Based on this, the researchers conducted classroom action research with the aim of improving learning outcomes through the application of mathematical models of quantum teaching learning. This study was conducted over two cycles, each cycle consisting of two meetings and one daily test. The instruments used were the observation sheet activities of teachers and students, and a math achievement test. The data collection technique used was the technique of observation and tests of learning outcomes. The study states that the application of the quantum model of teaching can enhance the activity of teachers and students and mathematics learning outcomes for second-grade students at SD Negeri 010 Silikuan Hulu. This is supported by: (a) the activities of teachers in each cycle increase. In the first meeting of the first cycle, activities for teachers received a score of 35, or 67.3%, placing it in the "quite good" category. At the first meeting of the first cycle, activities for teachers received a score of 41, or 78.8%, placing it in the "good" category. At the first meeting of the second cycle, there was an increase with the acquisition of a score of 44, or 82.6%, with "very good" categories, and the second meeting of the second cycle obtained a score of 50, or 96.1%, with a "very good" category. Activities of students have increased. At the first meeting of the first cycle, activity students obtained a score of 28, or 58.3%, placing it in the "quite good" category. At the first meeting of the first cycle, activity students obtained a score of 34, or 70.8%, in the "good" category. At the first meeting of the second cycle, there was an increase with the acquisition of a score of 43, or 89.5%, with "very good" categories, and the second meeting of the second cycle obtained a score of 46, or 95.8%, to the category of "very good"; and (b) the results of students in each cycle have increased. The base score is the number of students who passed, with 21 students, representing a percentage of 61.7%, with the acquisition of an average value of 60.7. In the first cycle, the number of students who passed increased to 26 students, representing a percentage of 76.4%, with the acquisition of an average value of 83.3. In the second cycle, the number of students who passed increased to 34 students, representing a percentage of 88.23%, with an average value of 92.7.
PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING UNTUK MENINGKATKAN HASIL BELAJAR PKn SISWA KELAS VI SDN 013 LUBUK KEMBANG SARI KECAMATAN UKUI Muhroni
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 5 No. 2 (2016): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

The background of this study is the lack of Civics (PKn) student learning outcomes, which is due to a lack of significance in the teacher's learning approach. The teacher gives no concrete examples and is far from environmentally friendly, resulting in passive students in participating in learning. This study is a class action research that aims to improve learning outcomes in Civics, as well as improving the learning activities of teachers and students using a contextual approach to teaching and learning. Research was conducted during two cycles at SDN 013 Lubuk Kembang Sari Kecamatan Ukui, with research subjects being students of class VI. Data collection techniques used in this study were observation techniques, test engineering, and technical documentation. The analysis technique used is descriptive analysis. Based on the results of research and discussion, it was found that the learning outcomes of students have increased in each cycle, which is strengthened by the results that have been raised previously, namely: (1) the early mastery learning outcomes of Civics Education students gained is 45%; (2) in the first cycle, completeness of PKn learning outcomes of students increased by 70%; and (3) in the second cycle, completeness of PKn learning outcomes of students increased by 80%. This indicates that the classical completeness has been reached, in which the research is successful if the completeness achieved 80% of students obtaining a minimum value of 65. Based on the results and the discussion, it can be concluded that the application of a contextual teaching and learning approach can improve student learning outcomes in PKn Class VI SDN 013 Lubuk Kembang Sari Kecamatan Ukui.
PENGARUH ANTARA PENGELOLAAN KONFLIK DAN MOTIVASI KERJA DENGAN KOMITMEN ORGANISASI GURU SD NEGERI GUGUS 03 KECAMATAN TAMPAN KOTA PEKANBARU Sasmarianto
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 5 No. 2 (2016): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

In accordance with the proposed hypothesis, the aim of this study was to determine the relationship between the variables: 1) Conflict management toward organizational commitment; 2) Motivation toward organizational commitment; 3) Conflict management and motivation together toward organizational commitment. This was achieved through the distribution of questionnaires to 72 teachers of the State Elementary School (SDN 03) Tampan, Pekanbaru, using a proportional stratified random sampling technique. A questionnaire, as the instrument in this study, was used to collect data on conflict management, motivation, and organizational commitment. The validity of the items was tested by using the Pearson Product Moment formula, and the reliability coefficient instrument was calculated by using Cronbach's alpha formula. The results showed that there was a positive relationship between conflict management and organizational commitment, with a correlation coefficient ry1=0.531 and the regression equation Y=42.439 + 0.542 X1. 2) There is a positive relationship between motivation and organizational commitment with the correlation coefficient ry2= 0.475 and the regression equation Y=45.023 + 0.448 X2. 3) There is a positive relationship between conflict management and motivation with organizational commitment and multiple correlation coefficient Ry1.2=0.607 and regression equation Y=28.450 + 0.434X1 + 0.308 X2. The results of this study are expected to be useful for the improvement and enhancement of organizational commitment in the State Elementary School (SDN 03) Kecamatan Tampan, Pekanbaru. This can be enhanced by conflict management and motivation improvement of teachers.
PENERAPAN STRATEGI PARAFRASE TERARAH UNTUK MENINGKATKAN KEMAMPUAN MENULIS KARANGAN SINGKAT SISWA KELAS IV SD NEGERI 014 SILIKUAN HULU KECAMATAN UKUI Kemeria Sitorus
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 5 No. 2 (2016): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

Problem: The ability to write a short essay among students is low, with an average value of 58.25. This is caused by: (a) students being less able to prepare a well-structured outline; (b) students facing disadvantages in elaborating the outline into a complete and coherent essay; (c) fewer students reading essays with correct punctuation; (d) students being less able to respond to the reading essay correctly. Objective: Based on this problem, researchers want to conduct classroom action research (PTK) with the aim of increasing the ability to write a short essay through the implementation of directed paraphrase strategies. Setting and Subjects: This study was conducted in SD Negeri 014 Silikuan Hulu, Kecamatan Ukui. The subjects were students of class IV with a number of 30 students with details of 15 male students and 15 female students. Methodology: This study was done in 2 cycles, each cycle consisting of two meetings with one daily test. The data collection technique used is the technique of observation activities of teachers and students and the testing techniques brief essay writing skills. The analysis technique used is the analysis of the activity of teachers and students and the results of tests the ability to write a short essay. Results: The results of this study show that implementation of paraphrase strategies directed to improve the ability to write concise essays among Elementary School fourth-grade students in Silikuan Hulu, Kecamatan Ukui. This is confirmed by the data obtained in the research which states that: (a) the activities of teachers has increased in each cycle, meeting one gained 41.66% (category quite perfect), meeting 2 gained 58% (category quite perfect), meetings 3 gained 75% (perfect category), and meeting 4 will acquire 83% (category is perfect); (b) the activity of students has increased at each cycle, meeting one gained 56% (category quite perfect), meeting 2 gained 76% (perfect category), 3 meeting gained 88% (category is perfect), and 4 meeting gained 98% (category is perfect); (c) the results of learning about the ability to write a short essay of students has increased each cycle, the first cycle gained 66.25 and the second cycle obtain 72.75. Increased mastery learning students in the first cycle of 50% and the second cycle by 80%.
UPAYA MENINGKATKAN HASIL BELAJAR IPA DAN BAHASA INDONESIA SISWA KELAS V A MELALUI MODEL PEMBELAJARAN CTL (CONTEXTUAL TEACHING AND LEARNING) SD NEGERI 007 BAGAN BESAR Raihan
Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol. 5 No. 2 (2016): October
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/

Abstract

This study aimed to describe learning outcomes through the use of map media. The subjects were students of class 007 VA SD Negeri Besar Bagan for great learning results. This research is a classroom action research, conducted over two cycles. Data was collected using observation techniques and teacher and student achievement tests. This research applied the CTL learning model. The results showed that Indonesian and Science learning outcomes increased, characterized by an increase in student mastery of the learning material to 60% and above. In the second cycle, 22 out of 25 students (85%) achieved this for science subjects. In Indonesian subjects, 23 students out of 25 (92%) achieved this. Student mastery of the learning material below 60% was observed in three students out of 25 (15%) in science subjects, and in two students out of 25 (8%) in Indonesian subjects. Based on this, it can be concluded that the application of the CTL model can improve science and Indonesian learning outcomes.

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