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<![CDATA[The Effect of Learning Environments Enriched with Multisensory Reading Activities on Reading Comprehension, Reading Comprehension Strategies and Reading Motivation ]]>
<![CDATA[Yılmazlar, Hande Şeyda]]>;
<![CDATA[Görgen, İzzet]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 10, No 3 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v10i3.53092
<![CDATA[The aim of the study is to determine the effect of learning environments enriched with multi-sensory reading activities on reading comprehension skills. Within the framework of this general objective, it was also aimed to investigate the effect of learning environments enriched with multi-sensory reading activities on reading comprehension strategies and reading motivation. For these purposes, a quasi-experimental model with a pre-and post-test control group was used in the research model. In the 2020-2021 academic year, the existing Turkish curriculum was used in the control group while the Turkish courses of a private primary school were conducted with the Turkish curriculum enriched with multi-sensory activities prepared by the researcher in the experimental group. The research lasted for 6 weeks. Considering the results obtained from the research, the following results were reached. “The Turkish curriculum enriched with multi-sensory reading activities is more effective than the existing Turkish curriculum in the development of Reading Comprehension Skills.” “In the development of Reading Comprehension Strategies, the Turkish curriculum enriched with multi-sensory reading activities is more effective than the existing Turkish curriculum.” and “The Turkish curriculum enriched with multi-sensory reading activities is more effective than the existing Turkish curriculum in the development of Reading Motivation.”]]>
<![CDATA[Pre-service Teachers' Perception of Renewable Energy Sources: A Case Study of Düzce University ]]>
<![CDATA[Genç, Murat]]>;
<![CDATA[Durak, Benzegül]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 10, No 3 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v10i3.55005
<![CDATA[This research was conducted to examine pre-service teachers’ perception of renewable energy sources, tendency to use renewable energy and opinions about the future use of renewable energy sources and to investigate whether they have basic knowledge about renewable energy sources. To this end, the Renewable Energy Perception Scale, a 5-point Likert scale, was administered to a total of 755 pre-service teachers in the Science Teaching and Primary Teaching Departments in the Education Faculty of Düzce University. The scale has three sub-dimensions, namely “Renewable Energy Knowledge”, “Renewable Energy Future Vision”, and “Renewable Energy Tendency”. In the whole scale and its sub-dimensions of “Renewable Energy Knowledge” and “Renewable Energy Tendency”, it was found that the pre-service primary teachers had a statistically significantly better perception of renewable energy sources than the pre-service science teachers. Also, younger participants were found to have a statistically significantly better perception in the “Renewable Energy Tendency” sub-dimension. There is a statistically significant gender-based difference in the “Renewable Energy Future Vision” sub-dimension. On the other hand, no significant gender-based difference was found for the whole scale and the other sub-dimensions. This study shows the importance of examining pre-service teachers’ perception of renewable energy in terms of their better teaching these sources to their future students.]]>
<![CDATA[The Effect of the Mathematics Course Taught with Logical Reasoning Methods on the Success of Students in Skill-Based Questions and Student Opinions on Teaching ]]>
<![CDATA[Altintas, Esra]]>;
<![CDATA[Angay, Meltem]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 10, No 3 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v10i3.56495
<![CDATA[This research aimed to examine the effects of the mathematics course taught with logical reasoning methods on the success of students in skill-based questions and to examine students' opinions. In the study group of this research, 7th grade students and a total of 35 students, 18 of which were in the experimental group and 17 in the control group, were studied. Since qualitative and quantitative data are used together, the method of this research is mixed method research. In the results of the study, it was found that the pre-test and post-test averages of the experimental group students who were taught with logical reasoning methods differed significantly in favor of the post-test, the difference in the pre-test and post-test results of the control groups, who were taught with traditional methods, was not significant. It was observed that the post-test averages of the control and control groups differed significantly in favor of the experimental group. When the opinions of the experimental group students were examined, it was concluded that in the lessons taught using logical reasoning methods, the rules were reached by themselves, they were fun, and skill-based questions were difficult, but there was often a change in their thoughts.]]>
<![CDATA[The Effect of Teams Games Tournament Assisted by Flipcharts on the Cognitive Abilities of Elementary School Students ]]>
<![CDATA[Amelia, Devana Hananda]]>;
<![CDATA[Rezania, Vanda]]>;
<![CDATA[Fihayati, Zuyyina]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 10, No 3 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v10i3.63237
<![CDATA[The problem of the lack of teacher innovation in learning is the main factor in the occurrence of a boring classroom atmosphere, so students often experience difficulties in learning certain materials. The objective of this study is to determine the cognitive abilities of elementary school students by using media and a cooperative learning model of teams games tournament. This research was conducted at SDN Wunut II Porong. True-Experimental Design with Posttest-Only Control Group Design, using quantitative research type. The sample of this study was class VI consisting of 30 students using simple random sampling data collection using instruments in multiple-choice tests containing indicators of the cognitive domain. The results showed that when compared to the posttest value of the control class using the lecture method, the experimental class using the teams games tournament type cooperative learning model assisted by flipchart had a superior value on students' cognitive abilities. It is anticipated that using the teams games tournament learning paradigm to social studies content using flipcharts will enhance student learning outcomes and strengthen cognitive skills. The success is influenced by students who are actively involved in games and competitions so as to make students excited in the learning process.]]>
<![CDATA[Application of the Film-Based Sociodrama Method to Improve Speaking Skills ]]>
<![CDATA[Mariyadi, Mariyadi]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 10, No 3 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v10i3.49129
<![CDATA[Students require speaking to communicate and process information. However, their speaking skills are still low, as they are still, for example, unable to produce their arguments, ideas, or feelings communicatively. This study aims to determine the application of the film-based drama method in improving speaking skills of grade VI elementary school students in the Indonesian Language subject in Sekarjati 1 Public Elementary School. The subjects of this classroom action research (CAR) were 11 students from grade VI. Data were collected using observation and tests. The data analysis technique was descriptive quantitative. Results showed that the application of the film-based sociodrama can improve speaking skills of grade VI elementary school students in the Indonesian Language subject. The implementation of the classroom action research resulted in an increase of 73% from cycle I (27%) to cycle II (100%). The method can be a solution for teachers to improve students' speaking skills.]]>
<![CDATA[Character Education for Elementary School Students: A Process of Internalizing Religious Values through Nadoman in Sumedang Regency ]]>
<![CDATA[Supriyadi, Tedi]]>;
<![CDATA[Hakam, Kama Abdul]]>;
<![CDATA[Nurdin, Encep Syarief]]>;
<![CDATA[Kosasih, Aceng]]>;
<![CDATA[Rukmana, Anin]]>;
<![CDATA[Saptani, Entan]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 10, No 3 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v10i3.63399
<![CDATA[This study delves into the nadoman tradition prevalent among the Sundanese people of Sumedang district, focusing on how religiosity is transmitted among elementary school children through nadoman as a medium for character education rooted in local wisdom. Sumedang district was chosen due to its declaration as the center of Sundanese culture under the “Sumedang as the Sundanese Cultural Center” government program. Utilizing an ethnographic design, the study involved 3 teachers and 30 elementary school students in the North Sumedang sub-district, Sumedang Regency-West Java. The study identified five significant themes: nadoman as an expression of appreciation for government policies, nadoman as an educational tradition for Sundanese Muslim children, nadoman as local wisdom, nadoman as a means for internalizing values, and the embodiment of students’ religious character through the nadoman tradition. Ultimately, the study concludes that the nadoman tradition plays a vital role in fostering and fortifying the religious character of children involved, contributing to the development of a character education program rooted in local wisdom within formal education institutions.]]>
<![CDATA[Elementary School Students' Effectiveness towards Improving Mathematics Learning Outcomes in Additional Material ]]>
<![CDATA[Judijanto, Loso]]>;
<![CDATA[Supriyadi, Tugimin]]>;
<![CDATA[Lumbantoruan, Jitu Halomoan]]>;
<![CDATA[Jeranah, Jeranah]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 10, No 3 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v10i3.65455
<![CDATA[The low results of learning mathematics from year to year give rise to suggestions for students that mathematics is a difficult lesson. This needs to be researched to find out the relationship between mathematics learning attitudes, anxiety, habits, and additional mathematics learning outcomes. Quantitative research method with a survey approach. The subjects were 251 random sampling people. Data collection techniques using instruments adapted from Mathematics Learning Orientation which include attitudes, attention, and mathematics learning habits totaling 51 items. Analysis techniques using correlation and regression with SPSS software version 26.0. The findings show that attitudes, habits, and anxiety are positively and significantly related to mathematics learning. Mathematics learning anxiety has a moderate relationship, while mathematics learning attitudes and habits have a weak relationship to additional mathematics learning achievement. Another finding is that the relationship between anxiety about studying mathematics is the main predictor of additional material, compared to attitudes and habits about studying mathematics. The conclusion is that mathematics learning orientation is one of the factors that plays a very important role in determining the level of student achievement in mathematics. The contribution provides information that students who have a positive attitude in learning mathematics show good study habits, therefore the teacher's role is needed to build a positive attitude.]]>
<![CDATA[Pedagogical Competence of Elementary School Teachers: Basic Knowledge and Forms of Learning Activity ]]>
<![CDATA[Hanum, Citra Bahadur]]>;
<![CDATA[Robandi, Babang]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 10, No 3 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v10i3.58109
<![CDATA[A 2019 survey by the Programme for International Student Assessment (PISA) showed that Indonesia occupied a low position, specifically 74th out of 79 countries. In line with this problem, the government has accommodated teachers by implementing the Teacher Competency Test (TCT) since 2012 specifically for teachers who would take part in certification. The focus of TCT is to identify teacher weaknesses in mastering pedagogical and professional competencies. This research aims to explore and analyze the methods of elementary school teachers as fresh graduates at one university in West Java in actualizing pedagogical competence. Mixed method was used to obtain quantitative and qualitative data. This study used two sampling techniques, random sampling to obtain quantitative data and purposive sampling for qualitative data. The instruments used were questionnaires and interviews. The data analysis referred to the sequential explanatory research design. The findings showed various elements of the four indicators of teacher pedagogical competence beginning knowledge foundation, the lesson planning steps determined by the teacher, the teacher's creative pedagogic manifestations, and the teacher's manifestation as a student facilitator. The various intensities and forms of activities were found in the research results. Further outlook of the findings can become a bridge between teachers and students. Students' understanding of the material can be more comprehensive and more creative. It can lead to finding out students' problems and obstacles so that they can decide on solutions quicker and more comprehensively.]]>
<![CDATA[Classroom-Based Assessment System to Improve the Quality of Learning in Malaysia and Indonesia ]]>
<![CDATA[Poerwanti, Jenny Indrastoeti Siti]]>;
<![CDATA[Marmoah, Sri]]>;
<![CDATA[Supianto, Supianto]]>;
<![CDATA[Sukarno, Sukarno]]>;
<![CDATA[Istiyati, Siti]]>;
<![CDATA[Mahfud, Hasan]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 10, No 3 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v10i3.61098
<![CDATA[Malaysia and Indonesia have introduced their educational systems and are developing human resources using learning evaluation systems. Based on the issues raised, this study aims to portray the learning assessment in primary schools in Indonesia and Malaysia in accordance with the educational program utilized in both countries and the impediments experienced in carrying out classroom-based evaluation in schools. This studyused the research literature survey technique to gather information on a research topic fromnews, official government documents, etc. The analysis was conducted using a compilation of data from several references related to the assessment of primary school learning in Merdeka curricula, or other documents relevant to this study. The results of this study revelead that the assessment used in primaryschools in Indonesia refers to Minister of Education and Culture Regulation No. 21 of 2022, namely formative assessment and summative assessment. The Merdeka curriculum aimsat create a positive, high-quality learning atmosphere in Indonesia. Education system in Malaysia implements the concept of school-based assessment (SBA) in line with the implementation of Lower School Standard Curriculum, known as Primary School Curriculum. The ability to develop classroom-based assessments, the creativity of teachers in designing assessments, and knowledge literacy issues are all barriers to implementing classroom-based assessments in both countries.]]>
<![CDATA[The Relationship between Self-Regulated Learning and Students' Critical Thinking Skills ]]>
<![CDATA[Atmojo, Idam Ragil Widianto]]>;
<![CDATA[Ardiansyah, Roy]]>;
<![CDATA[Adi, Fadhil Purnama]]>;
<![CDATA[Chumdari, Chumdari]]>;
<![CDATA[Saputri, Dwi Yuniasih]]>;
<![CDATA[Wahyuningtyas, Maria]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 10, No 3 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.53400/mimbar-sd.v10i3.61151
<![CDATA[Self-regulated learning can provide self-reinforcement in gaining academic achievement which in this case is the ability to solve problems by using critical thinking skills. Students need to know their characteristics so they can plan learning strategies and self-regulation processes according to their characteristics so that their critical thinking skills can improve. The purpose of this research is to determine the level of conscientiousness and self-regulated learning (SRL) of university students in the elementary school teacher education study program at Sebelas Maret University. The research sample was 105 students from the class of 2022. The data collection technique used was a test. The data analysis used inferential statistical analysis. The results showed that the SRL of the students was 35% which was mostly in the medium category, while their critical thinking was 35% and mostly in the low category. Based on the Kendal Tau correlation test, the relationship between SRL and critical thinking skills was 0.000 0.05. The results of this research can be used as a reference to measure the correlation between SRL and the critical thinking of university students.]]>
