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INDONESIA
Mimbar Sekolah Dasar
Published by Universitas Pendidikan Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
Arjuna Subject : -
Articles 305 Documents
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Teacher Classroom Management Skills and Its Implementation in Primary School Learning Zainuddin Zainuddin; Framz Hardiansyah
Mimbar Sekolah Dasar Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.48865

Abstract

The teachers’ skills to manage a class are an effort to attain students' competence in learning participation. This research aims at analyzing the teachers’ skills to manage a classroom and describing their implementation in the learning process. It employs qualitative research method by using interview, observation, and questionnaire techniques to collect the data. The analyzed data analysis were collected, reduced, and concluded. The data validity was done by conducting source triangulation and technique triangulation. Source triangulation is used to trial the credibility of the data by checking it against data from various sources. In addition, technique triangulation is used to test the data's credibility by using different techniques on the same source. The findings showed that the classroom teachers could fairly manage their classes in accordance with classroom management principles. The teachers displayed a warm and enthusiastic attitude. They provided challenges and reinforcement, instilled discipline, concerned about the classroom environment, designed a positive learning environment, and were able to be a good communicator. Therefore, the teachers’ skills to manage the class was classified in a good category (69.1%).
The Effectiveness of Concrete-Pictorial-Abstract Learning Strategy in Teaching Mixtures of Science Subjects to Students with Intellectual Skills Disabilities Hasan Hüseyin Yıldırım; Havva Aysun Karabulut
Mimbar Sekolah Dasar Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.53231

Abstract

The aim of this research is to examine the effectiveness of the concrete-pictorial-abstract teaching strategy presented with the direct teaching method in teaching the subject of mixtures, which is one of the science subjects, to students with intellectual disabilities. The study used multiple-probe model with a probe phase, one of the single-subject research models. While the dependent variable of the research was the level of showing the mixtures of the students participating in the study; the independent variable is the concrete-pictorial-abstract teaching strategy presented with the direct teaching method. The research was conducted with two girls and one boy living in Bolu, diagnosed with intellectual disability, and attending primary school. The data collected in the study were analyzed through visual analysis. As a result of the research, it has been observed that the concrete-pictorial-abstract learning strategy is effective in teaching the subject of mixtures to students with intellectual disabilities, that the permanence of this subject learned by the students can be maintained one and three weeks after the end of the education, and that all students can generalize this learning to different environments and tools.
The Relationship between Parental Tutoring and Social Science Learning Outcomes for Fourth-Grade Students of Elementary School Muhamad Abas; Sarnely Uge; Auliya Rahmasari Alwy
Mimbar Sekolah Dasar Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.50333

Abstract

Social science learning outcomes of students in elementary schools are a problem faced by teachers. Parental guidance at home is one of the influencing factors. The purpose of this study is to determine the relationship between parental tutoring and social studies learning outcomes of fourth-grade students of one public elementary school in Kendari, Southeast Sulawesi, Indonesia The research method used was ex-post facto involving total sample of 32 students, with 14 male and 18 female students. Data collection techniques were carried out using a questionnaire sheet for parental tutoring and documentation. The results show that: (1) parental tutoring for fourth-grade students was included in the very good category (59.38%, and in the good category(40.63%); and (2) there was a significant and positive relationship between parental tutoring and social studies learning outcomes. In other words, the better the parental guidance result in better children’s learning outcomes.
The Implementation of Ecoliteracy as a Learning Resource to Improve Environmental Care Attitudes in Elementary Schools Muhammad Misbahudholam AR; Sama' Sama'; Kurratul Aini
Mimbar Sekolah Dasar Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.51256

Abstract

Ecoliteracy refers to learning outside the classroom by utilizing the surrounding environment as a learning resource. This study aimed to determine the steps for implementing ecoliteracy with nature as a learning resource in improving environmental care attitudes in elementary schools. This study employed classroom action research, involving 20 fourth-grade students as participants. This study was divided into two cycles, each of which comprised four stages. The instruments used in the study were the student's environmental care attitude observation sheet and environmental care attitude sheet, and the teacher's activity sheet. The findings revealed that the caring attitude towards the environment reached an average of 61%; 14 students (70%) were in the caring category and six students (30%) in the very caring category. The learning outcomes of Cycle 1 were four students (20%) who passed and 16 students (80%) who failed. The attitude of caring for the environment in the Cycle 2 increased following the implementation of ecoliteracy learning steps, as indicated by the questionnaire results that one student (5%) was in the caring category, and 19 students (90%) in the very caring category. Meanwhile, the learning outcomes obtained in the Cycle 2 were 15 students (75%) in the complete category and five students (15%) in the incomplete category.
What Do Basic Education Teachers Participating in Creative Drama Instructor/Leadership Program Think About Creative Drama Method? Esat Yildirim
Mimbar Sekolah Dasar Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.50997

Abstract

The main purpose of this research is to reveal how basic education teachers who educate students who are the subjects of the educational system participating in the Private Creative Drama Instructor/Leadership program make sense of the creative drama method and their experiences with this process. Data were collected through interviews and participant diaries. The interviews were made face to face with the teachers in a private room and were recorded with a voice recorder. The collected data were analyzed by inductive content analysis. Participants emphasized the strengths of using creative drama as a method at the end of the course. As a result of the interview, teachers stated that drama education and applications contribute to skills such as language, decision-making and expression skills and have a positive effect on personal development. It can be said that the data obtained in the interview and the data obtained in the participant diaries are consistent and support each other. In addition, the harmony of the group and the members of the group getting to know each other is very important in drama practice, but it is recommended that teachers and researchers who will practice drama should make the place where the practice will be held convenient and appropriate.
An Analysis of Elementary School Prospective Teachers’ Critical Thinking: A Gender Perspective Saputri, Dwi Yuniasih; Yusuf, Munawir; Subagya, Subagya
Mimbar Sekolah Dasar Vol 10, No 2 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.51578

Abstract

This study aspires to analyze the elementary school prospective teachers' critical thinking viewed from the gender aspect. The method employed was a quantitative study with a descriptive approach. Conducted at Elementary School Teacher Education Department, this study involved 25 male students and 25 female students as participants. Data collection was done by means of a test about environmental pollution material. Facione's theory, comprising interpretation, evaluation, analysis, inference, and self-regulation, was used to analyze critical thinking. To analyze the data, descriptive quantitative analysis was employed. The findings shows that female elementary school prospective teacher students have better critical thinking skills than male students. It is shown by the higher average of every indicator in females with 3.1 in the good category, while the males’ average is 2.46 in the fair category. The lecturers have to take gender into account in facilitating critical thinking skills by implementing supportive learning methods, facilitating students’ learning styles, and providing challenging questions.
Classroom Teachers' Bias in Assessing Disadvantaged Primary School Students' Reading Comprehension Skills Yusuf Kiziltas; Mehmet Şata; Fuat Elkonca
Mimbar Sekolah Dasar Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.51312

Abstract

It is known that the reading performance of disadvantaged students is lower when compared to non-disadvantaged students. It has always been discussed that being disadvantaged affects teachers' bias in scoring students' reading performance. Therefore, the existence and effect of the teacher factor in the low level of reading performance of students in disadvantaged groups is worth investigating. The reading comprehension skills of disadvantaged and non-disadvantaged fourth grade primary school students were assessed in this study. Moreover, whether the classroom teachers were biased in scoring the reading comprehension skills of the disadvantaged students were also investigated. The reading comprehension skills of 48 students, 13 of whom were disadvantaged and 35 were non-disadvantaged, were assessed by three classroom teachers (raters) using an analytical rubric. The data were analyzed using the Many-facet Rasch measurement model. It was found that the classroom teachers were biased in evaluating the reading comprehension skills of disadvantaged students. Likewise, the reading comprehension levels of the non-disadvantaged students were higher than the disadvantaged students. 
The Level of Classroom Teacher Digital Literacy in the Technology Dimension of the Instant Digital Competence Assessment (IDCA) Sajidan Sajidan; Idam Ragil Widianto Atmojo; Roy Ardiansyah; Chumdari Chumdari; Fadhil Purnama Adi; Wulandari Wulandari
Mimbar Sekolah Dasar Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.55680

Abstract

This study aims to describe the level of digital literacy of elementary school teachers, especially in the technological dimension. Based on the Law of the Republic of Indonesia No. 14 of 2005 concerning Teachers and Lecturers, article 20 verse 2, teachers are required to be able to use technology. However, in reality, many teachers still have a low ability in using technology. The method used in this research is a descriptive qualitative method with a case study approach. The subjects in this study were teachers of grades 1 to 6 coming from six different elementary schools. The classroom teacher's digital literacy level was measured using a test technique. The results of the study showed that teachers of grade 1, grade 2, grade 3, and grade 4 had low digital literacy categories, while teachers of grade 5 had moderate digital literacy categories, and teachers of grade 6 had a very low category of digital literacy. Based on these results, it can be concluded that there is no equality in the digital literacy abilities of classroom teachers in elementary schools.
Life Study Lessons in The Process of Distance Education: A Case Study on The Opinions of Primary School Students Nur Ütkür Güllühan; Derya Bekiroğlu
Mimbar Sekolah Dasar Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.51320

Abstract

This study aims to get the opinions of primary school 2nd and 3rd-grade students about the life studies lessons taught with distance education in the 2020-2021 academic year. For this purpose, open-ended questionnaires, document reviews, and interviews were used as data collection tools in the study, which was designed with a case study, one of the qualitative research designs. The study was continued with the students selected by criterion sampling from the 2nd and 3rd-grade students attending a public school on the European side of Istanbul. Content analysis was used in the analysis of the data. it has been determined that primary school students prefer to teach life studies at school rather than distance education. In addition, it was found that one of the common reasons for students who like or dislike distance education is "seeing their teachers and friends". However, the students stated that they learned the life studies lesson better at school, the lessons were more fun, and they could hear the teacher's voice better at school. It can be stated that primary school students prefer to teach the life studies course at school, and they think that the life studies course taught with distance education can be enriched by being taught in more active and different methods and places in out-of-school environments. In this study, the findings obtained from the views and drawings of the total students teaching the life studies course in the 2nd and 3rd grade level with distance education are limited. students want the distance life studies course to be taught in an active, comfortable environment and with alternative learning methods and techniques rather than classical methods.
The Effect of Teacher's Professional Competence on Teacher Creativity in Elementary School Mastur Mastur; Zainuddin Zainuddin
Mimbar Sekolah Dasar Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v10i1.49178

Abstract

This study aims to determine and examine empirical data related to the influence of teacher professional competence on teacher creativity in elementary schools. This research is a correlational study with sample confidence of 90% or an error rate of 10%, the number of samples obtained was 24 people. Data was taken using 2 methods, namely questionnaires and documentation. Testing the instrument validation with expert judgment and then testing the validity and reliability using the Cronbach Alpha formula. The data analysis technique uses simple correlation analysis (product-moment). Test requirements analysis consists of normality test and linearity test. This study's results indicate a positive and significant influence between Teacher Professional Competence and Teacher Creativity, with the correlation of the independent variable with the dependent variable being 1.01 at a significance level of 10%. This means that every unit increase in the teacher's professional competence score will simultaneously affect the increase in the teacher's creativity score.

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