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INDONESIA
Mimbar Sekolah Dasar
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 14 Documents
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Search results for , issue "Vol 6, No 1 (2019)" : 14 Documents clear
The Effectiveness of Learning Basic Concepts of Art for Primary Teacher Education Students Using Nomor Acak Learning Model Zufriady, Zufriady; Kurniaman, Otang
Mimbar Sekolah Dasar Vol 6, No 1 (2019)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v6i1.15241

Abstract

The nomor acak learning model is done by randomly giving number to each student and making them remember it from the beginning to the end of the lecture. The function was to make each student be more active in the teaching and learning activities, since they must be prepared with their respective material if the number was called. This research employed a quasi-experimental research method with one group pre-test/post-test design. The determinant coefficient data of the effect of nomor acak models on the effectiveness of primary teacher education students obtained a class A data of 58.21%, class B of 36% and class C of 23%. This research was conducted at the primary teacher education program for six months in the Basic Concepts of Art courses to students of 2018. It could be concluded that the nomor acak learning model could improve the learning outcomes of students of the primary teacher education program in the Basic Concepts of Art course.
Developing a Technology-supported Learning Model for Elementary Education Level Wang, Qiyun
Mimbar Sekolah Dasar Vol 6, No 1 (2019)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v6i1.15901

Abstract

Technology has been increasingly used to promote students’ engagement in online learning environments. Engagement refers to the students’ commitment or effort involved in learning. Engagement often has various categories such as behavioral, emotional, and cognitive engagement. In this paper, a technology-supported learning model is proposed for the purpose of promoting students’ engagement in online learning. This model is composed of three key components: pedagogical design, social design, and technical design. Pedagogical design aims to achieve predefined learning objectives through well-designed instructional strategies and learning activities so that students can be behaviorally engaged (e.g., high participation, active exploration) and cognitively engaged (e.g., asking questions, giving evaluative comments). Social design is to create a comfortable and friendly setting where students are willing to interact with peers and/or with the teacher so that emotional engagement (e.g., positive social relationship between students and the teacher) and cognitive engagement (e.g., knowledge construction) can be attained. Technical design intends to create a usable platform that students can easily manipulate without technical difficulties.  All these designs must take the context (e.g., elementary education level) into careful consideration.
Implementation of the 2013 Curriculum for Science Learning Rohmatulloh, Ana; Prasetyo, Zuhdan Kun; Pambudi, Haryo Aji
Mimbar Sekolah Dasar Vol 6, No 1 (2019)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v6i1.15912

Abstract

This research aims at describing the 2013 Curriculum implementation for science learning on the planning, classroom implementation, and assessment stages, as well as the obstacles faced by teachers and their efforts to overcome them. This qualitative research was by involving Grade 4 teachers, students, and the principal of a primary school in Yogyakarta as the research subjects. The research object was the activities carried out in the curriculum implementation. The data collection instruments include observation sheets, interview guidelines, questionnaires, and analysis guidelines. The data were analyzed through data reduction, data display, and conclusion. The data validity was tested using triangulation techniques. The research found that the planning stage include studying the syllabus and teacher’s books then outlining the steps of the activities with the scientific approach; the teachers had integrated the science learning with other subjects under a theme; and the scientific approach was employed through observing, questioning, experimenting, associating/reasoning, and communicating. However, the overall implementation of the 2013 Curriculum had not been optimal yet. The teachers had used authentic assessment to assess the students' attitudes, knowledge, and skills, but they rarely used assessment instruments and rubrics. The obstacles faced by teachers were in the planning, classroom implementation, and assessment stages.
Development of a Training Curriculum Structure to Improve ICT Competencies of Teachers in Primary Schools Syahid, Aah Ahmad; Isrokatun, I; Nugraha, Dadan
Mimbar Sekolah Dasar Vol 6, No 1 (2019)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v6i1.13889

Abstract

Possessing ICT skills for learning was a necessity for primary schools teachers in accordance with the requirements of current development and Education 4.0. This multi-year research had entered its third year in which it sought to discover information about the types of ICT training materials that were appropriate for the needs of teachers in primary schools and development of effectiveness of an ICT training curriculum structure. This research employed a descriptive survey design. The sample included 30 teachers in primary schools from 12 regions with different school characters in Sumedang Regency, West Java. The findings of this research showed an overview of a gap between teachers who had capabilities in utilizing ICT and teachers who needed to develop their capabilities in utilizing ICT through a practice. In attempting to mediate this gap, this research designed an ICT training curriculum structure that was appropriate for the needs of teachers in primary schools.

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