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<![CDATA[The relationship between the parents' parenting activities and the habit of watching educational programs with the moral values ]]>
<![CDATA[Ika Noviana]]>
<![CDATA[ Jurnal Prima Edukasia Vol 6, No 2: July 2018 ]]>
Publisher : <![CDATA[Asosiasi Dosen PGSD dan Dikdas Indonesia ]]>
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DOI: 10.21831/jpe.v6i2.9742
<![CDATA[This study aims to examine: (1) the relationship between parenting style with moral values, (2) the relationship between habits of watching educational television with moral values, and (3) the relationship between parenting style and habits of watching educational television with moral values among the fifth grade elementary school group of Puren Condongcatur Depok Sleman. This research is a nonexperimental quantitative. The research sample is 149 students of the fifth grade elementary school group of Puren Condongcatur Depok Sleman. The results showed: (1) There is a positive and significant relationship between parenting style with moral values indicated by r 0.812 rtable 0.159 and p 0.05. (2) There is a positive and significant relationship between habits of watching educational television with moral values indicated by r 0.731 rtable 0.159 and p 0.05. (3) There is a positive and significant relationship between parenting style and habits of watching educational television with moral values indicated by r 0.841 rtable 0.159 and F 176.828 Ftable 3.06.]]>
<![CDATA[The effectiveness of video and deck card use in crafting the skills of writing experience within the elementary school students ]]>
<![CDATA[Wulan Ambarwati]]>;
<![CDATA[C Asri Budiningsih]]>
<![CDATA[ Jurnal Prima Edukasia Vol 6, No 2: July 2018 ]]>
Publisher : <![CDATA[Asosiasi Dosen PGSD dan Dikdas Indonesia ]]>
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DOI: 10.21831/jpe.v6i2.9781
<![CDATA[The aims of this research are to find out (1) the differences of the use of video and random cards with pictures and worksheets on the skill of writing experience-story of fifth grade students of SD Negeri Panggang; (2) the effectiveness of the use of video and random cards compared to the pictures and worksheets on the skill of writing experience-story of fifth grade students of SD Negeri Panggang.The research approach is quantitative and the method is quasi-experimental with pretest and posttest. Based on the results of the calculation of the t-test, the score of posttest on the experimental group and the control group is 2.193 with df=38 obtained p=0.035 which are less than 5% (p 0.05). The t-test results showed that there was the difference between the skills of writing experience-story from the experimental group that uses video and random cards with pictures and worksheets. Gain score showed the differences in the level of per cent (t = 2.895; P 0.05) (t = 2.895; 0.006 0.05). The results showed that video has more effective effects than random cards with pictures and worksheets on improving the skills of writing experience story of fifth-grade students of SD Negeri Panggang.]]>
<![CDATA[The benefits of educational tales in teacher and student perspective ]]>
<![CDATA[Muhammad Nur Wangid]]>
<![CDATA[ Jurnal Prima Edukasia Vol 6, No 2: July 2018 ]]>
Publisher : <![CDATA[Asosiasi Dosen PGSD dan Dikdas Indonesia ]]>
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DOI: 10.21831/jpe.v6i2.21795
<![CDATA[This study aims to analyze teacher and student perspectives on educational fairy tales as instructional learning materials. The research was involved 20 teachers and 400 students of forth grade of elementary school in Yogyakarta Province. The data collection techniques used were questionnaires and interviews. Researcher used descriptive statistical data analysis techniques. This technique was used to describe the perception of teachers and students about the benefits of educational tales in percentage calculation. The results show that teachers and students have a high positive perspective on the presence of educational fairy tales as learning support teaching materials. It was known the teacher perspective a percentage of 91.50% and 98.00% students in terms of attractiveness of educational fairy tales. While on the aspect of the utilization of educational fairytale books as teaching materials, teachers and students provide a percentage of 92.50% and 93.00%. In its usefulness for build character value, the teacher gives the percentage of 97,75% and the student equal to 86.00% with the category of very good, then on the utilization aspect of educational fairy tale to the development of cognitive ability of the child, the teacher gives the percentage of 92.00% and for the student is 88.75% that mean very good category. This means that teachers and students, both have a high perspective that a fairy tale containing educational elements can generate a sense of interest, usefulness in learning, can be a medium of character values in children and can stimulate the development of cognitive abilities of children.]]>
<![CDATA[The efforts to reduce the academic procrastination of students on grade V elementary school ]]>
<![CDATA[Ratih Dewi Puspitasari]]>;
<![CDATA[Suwarjo Suwarjo]]>
<![CDATA[ Jurnal Prima Edukasia Vol 6, No 2: July 2018 ]]>
Publisher : <![CDATA[Asosiasi Dosen PGSD dan Dikdas Indonesia ]]>
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DOI: 10.21831/jpe.v6i2.20293
<![CDATA[The student learning process must be accompanied by a diligent, disciplined and obedient attitude in order the learning process runs optimally. The learning time management becomes one of the problems that will impact students. The effect of the problem of time management is the phenomenon of the students’ tendency to delay in completing the tasks. The performance of students who delay in completing the tasks cannot maximize the student academic achievement. Academic procrastination is a situation where the students do not want to try to complete a task within the time limitation as scheduled. The particular study described the various efforts made by teachers to reduce the student academic procrastination. The research type was descriptive research using descriptive qualitative approaches and case study methods. The subjects were fifth-grade teachers who had efforts to solve the academic procrastination. Data collection techniques were interviews, observation, and documentation. Data analysis technique used interactive analysis which consisted of three components, namely (1) Data reduction, (2) Data display, and (3) Verification. The findings showed that the efforts made by the teacher to reduce the student academic procrastination are through daily activities, diaries, motivations, achievement tables and good communication between teachers and parents.]]>
<![CDATA[Development of attitude competency assessment test based on teaching of Ki Hadjar Dewantara in elementary and secondary school ]]>
<![CDATA[Yuli Prihatni]]>;
<![CDATA[Supriyoko Supriyoko]]>;
<![CDATA[Rahmatang Rahmatang]]>
<![CDATA[ Jurnal Prima Edukasia Vol 7, No 1: January 2019 ]]>
Publisher : <![CDATA[Asosiasi Dosen PGSD dan Dikdas Indonesia ]]>
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DOI: 10.21831/jpe.v7i1.21517
<![CDATA[This developmental research aimed to (1) produce an attitude competency assessment model that is standardized based on the teachings of Ki Hadjar Dewantara, (2) Determine the attitude competency assessment indicators in elementary and secondary schools, and (3) Determine the tendency of attitude competency of students in elementary and secondary schools. This research was a type of developmental research. The research was carried out in three provinces in Indonesia, namely DIY (Special Region of Yogyakarta), Central Java, and South Sulawesi. This research conducted in three stages: pre-development, instrument development, and instrument testing. The subject of this study was 497 students in elementary and secondary schools. Content validity was analyzed using the Aiken Index, and construct validity was analyzed using exploratory factor analysis. The findings are (1) the compilation of affective attitude competency assessment models that are standardized based on the teaching of Ki Hadjar Dewantara to realize noble character students. This research has succeeded in establishing attitude competency assessment indicators in elementary and secondary schools, including 6 indicators. (3) The tendency of Ngandel (trust) attitude to students in the subject trial included in the High category, Kendel (brave) Aspect included in the High category, Bandel (naughty) aspects included in the medium category, and Kandel aspect included in the High category.]]>
<![CDATA[Development an honesty and discipline assessment instrument in the integrated thematic learning at elementary school ]]>
<![CDATA[Ari Setiawan]]>;
<![CDATA[Syarief Fajaruddin]]>;
<![CDATA[Dinar Westri Andini]]>
<![CDATA[ Jurnal Prima Edukasia Vol 7, No 1: January 2019 ]]>
Publisher : <![CDATA[Asosiasi Dosen PGSD dan Dikdas Indonesia ]]>
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DOI: 10.21831/jpe.v7i1.23117
<![CDATA[Honest and discipline as learning outcomes need to be assessed. Many teachers have difficulty developing honesty and discipline assessments. The lack of honest and discipline assessment instruments require special attention in development. The purposes of this developmental research were to find out: (1) honest and discipline instrument indicators; (2) content validity of the instrument; (3) construct validity of the instrument; (4) instrument reliability and (5) instrument application for assessment. The research method used the development of affective instruments. The research subjects were 140 students of grade IV and V on the elementary school. The instrument used a peer-assessment model with a summative rating scale. Data analysis technique used content validity with Aiken index; construct validity with Exploratory Factor Analysis (EFA); reliability with Cronbach; and application of instrument with descriptive quantitative. The results of the study were indicators of honest assessment instruments and discipline of the peer-assessment model, consisted of 4, honest: convey the true information and do the examination independently. Discipline: come to school on time and obey the rules of the school. The content validity of the developed assessment instruments based on the theory had fulfilled and included in the high category. The construct validity for the developed instrument had fulfilled; means, all items were valid. Reliability of the developed instrument had met the requirements; means, the instruments were reliable. The developed instruments can be used for assessment and proved by the use of instruments for honest and disciplined assessment of elementary school students.]]>
<![CDATA[The effect of thematic learning by using a scientific approach to increase the multiple intelligence of students ]]>
<![CDATA[Ririn Andriani Kumala Dewi]]>;
<![CDATA[Piyantina Rukmini]]>
<![CDATA[ Jurnal Prima Edukasia Vol 7, No 1: January 2019 ]]>
Publisher : <![CDATA[Asosiasi Dosen PGSD dan Dikdas Indonesia ]]>
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DOI: 10.21831/jpe.v7i1.24326
<![CDATA[This study aims to increase the multiple intelligence of students of elementary school teacher education STKIP NU Indramayu by using thematic learning with a scientific approach and to find out the obstacles experienced by students in increasing multiple intelligence. The method used is a mix method with sequential explanatory strategy, a strategy is applied by collecting and analyzing quantitative data in the first stage, in this study data collection and analysis of multiple intelligence enhancements, followed by qualitative data collection and analysis in the second stage, obstacles students in developing multiple intelligences built based on quantitative initial results. The subjects were students of PGSD STKIP NU Indramayu who attended the basic science concepts course. The instruments used in the form of tests and interviews. The results showed an increase in multiple intelligence students after scientific approached thematic learning seen from the results of the N-gain test analysis increased by 0.41 in the medium category. Obstacles in increasing multiple intelligence students are 3, students have difficulty in analyzing existing data from the results of the study, students have difficulty in working on calculation problems, and students have difficulty in predicting a problem.]]>
<![CDATA[Speaking skill of elementary students reviewed by gender ]]>
<![CDATA[Elnida Saldaria]]>;
<![CDATA[Vina Anggia Nastitie Ariawan]]>;
<![CDATA[Isah Cahyani]]>
<![CDATA[ Jurnal Prima Edukasia Vol 7, No 1: January 2019 ]]>
Publisher : <![CDATA[Asosiasi Dosen PGSD dan Dikdas Indonesia ]]>
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DOI: 10.21831/jpe.v7i1.20363
<![CDATA[Speaking skill is one of language skill that used on daily life. Speaking skill include two aspects namely linguistic aspect and non-linguistic aspect. However, not all people have good speaking skill when facing some situation. That condition is available to students on language learning. Every students has difference obstacles on speaking. The obstacles of students’ speaking skill can be identified by speaking aspects. This research aims to identifying gender difference of students’ speaking skill on elementary schools. This research was using quantitative design within expost facto method. Technique of collecting sample used stratified sampling. Samples of this research were 30 students of third grade at one of elementary schools on Kampar Sub-District. Technique of collecting data in this research used speaking test. Technique of validity data used content validity and the validity was done by an expert or obtain expert judgement. Meanwhile, the data analysis used inference statistic. The result of this research useful to identify students’ speaking skill so teacher can give appropriate treatment to improve students’ speaking skill based on their necessities.]]>
<![CDATA[The contribution of the reading habit, vocabulary mastery, and grammar to the experience writing skill of 5th grade students of state elementary schools ]]>
<![CDATA[Noraning Diarani]]>;
<![CDATA[Kastam Syamsi]]>
<![CDATA[ Jurnal Prima Edukasia Vol 7, No 1: January 2019 ]]>
Publisher : <![CDATA[Asosiasi Dosen PGSD dan Dikdas Indonesia ]]>
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DOI: 10.21831/jpe.v7i1.14283
<![CDATA[This study aims to find out the contribution of reading habit, vocabulary mastery, and grammar mastery to the experience writing skill of the 5th grade students of state elementary schools in Bambanglipuro Subdistrict, Bantul, Yogyakarta. This study is an ex-post facto using the correlational quantitative research approach. The population comprised all 5th grade students of state elementary schools in Bambanglipuro Subdistrict, Bantul, Yogyakarta totaling 300 students. A sample of 169 students was established using the proportional random sampling technique. The instruments consisted of a test and questionnaire. The test was used to measure the vocabulary mastery, grammar mastery, and experience writing skill. The questionnaire was used to measure reading habit. The data were analyzed using the multiple regression analysis. The results show that there is a significant and positive contribution among reading habit, vocabulary mastery, and grammar mastery to the experience writing skill.]]>
<![CDATA[The effectiveness of CIRC learning model and PQ4R learning model on reading comprehension skills of elementary school students ]]>
<![CDATA[Asih Wahyuningsih]]>;
<![CDATA[Godlove Elioth Kiswaga]]>
<![CDATA[ Jurnal Prima Edukasia Vol 7, No 1: January 2019 ]]>
Publisher : <![CDATA[Asosiasi Dosen PGSD dan Dikdas Indonesia ]]>
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DOI: 10.21831/jpe.v7i1.9701
<![CDATA[This study aims at identifying the effectiveness of Cooperative Integrated Reading Composition (CIRC) Learning Model on Reading Comprehension Skills, the Preview Question Read Reflect Recite Review (PQ4R) Learning Model on Reading Comprehension Skills and the differences in terms of effectiveness between the two learning models on the Reading Comprehension Skills of Grade V students in elementary school. The study was quasi-experimental research with pretest, posttest non-equivalent group design. The sample for this study was taken from Grade V students from Task Force 1 Lendah Kulon Progo. Simple random sampling technique was applied to select samples. Then, in order to identify the effectiveness of CIRC Learning Model and PQ4R Learning Model collected data were analysed by running the t-test and the ANOVA with the assistance of SPSS software version 22. The results of the study show that both CIRC and PQ4R have been effective for exercising the Reading Comprehension Skills with significance rate 0.000 0.050. However, both models are insignificant for exercising the Reading Comprehension Skills to the Grade V students with significance rate 0.828 0.050.]]>
