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MALIH PEDDAS
Published by Universitas PGRI Semarang
ISSN : 20885792     EISSN : 25806513     DOI : -
Core Subject : Education,
Education
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Articles 7 Documents
 1 
Search results for , issue "Vol 1, No 1 (2011): MALIH PEDDAS" : 7 Documents clear
MODEL PEMBELAJARAN AKTIF KREATIF EFEKTIF MENYENANGKAN MELALUI PENDEKATAN TEMATIK UNTUK PEMBELAJARAN SAINS SEKOLAH DASAR Ernawati Saptaningrum; Fine Reffiane
Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 1, No 1 (2011): MALIH PEDDAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/malihpeddas.v1i1.65

Abstract

Abstrak?é?áThe purpose of this study are as follows: 1) the development of elementary science materials with a thematic approach, 2) development of learning strategies grip with a thematic approach to elementary science, 3) development of evaluation instruments thematic learning elementaryschoolscience.This research is the Research and Development which aims to develop devices with a model elementary school science learning through a thematic approach PAKEM. The subject of this study were elementary school students from groups I and II, public school, private elementary Favorite groups and groups of private elementary school, two teachers and class I and class II. The research was done in the city of Semarang.Research activities in this first year begins with elementary curriculum analysis and analysis of the needs of students in accordance with aspects of the development of elementary school children, followed by identification of the material associated with the appropriate science curriculum and describe the science of learning support facilities required, step three made the development of material science SD with PAKEM through a thematic approach, to a four-step development of learning strategies in inquiry activities here are designed with PAKEM through pendekatn Thematic Science Elementary School, and the fifth step is the development of evaluation tools in the form of assessment of cognitive, affective and psychomotor.Based on the first tahiun research activities, overall these studies have been done 70%. The next test will be conducted so that the experts and get a draft revision of elementary school science materials, learning tools which include SKH, SKM, and RPP, as well as an evaluation tool in elementary science pembejaran PAKEM with a thematic approachKeywords: PAKEM, Thematic, SD
Penerapan Pembelajaran Tutor Sebaya Dengan Strategi Everyone is a Teacher ( ETH ) Pada Praktek Pembelajaran Tematik SD Di Program Studi PGSD IKIP PGRI Semarang Fine Reffiane; Djariyo Djariyo
Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 1, No 1 (2011): MALIH PEDDAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/malihpeddas.v1i1.66

Abstract

AbstrakThematic learning is learning that is designed based on certain themes. In his discussion themes were reviewed from a variety of subjects. Thematic learning provides the breadth and depth of curriculum implementation, offering vast opportunities for students to bring up the dynamics in education. In cycle I obtained an average yield of 81.5% active students, the average ability of students 57.7%, an average of 7.4 and active learning in peer tutoring and learning activities to teach the average value of 7, 56. In cycle II, obtained an average yield of 83.4% active students, the average ability of students 73.4%, the average learning outcomes 8.8 and the average value of active peer tutors in the teaching-learning 7.75.Keywords: ETH, Peer Tutor
Peranan Pemimpin Lokal dalam Pendidikan Nasional di Era Otonomi Daerah Djariyo Djariyo
Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 1, No 1 (2011): MALIH PEDDAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/malihpeddas.v1i1.67

Abstract

AbstractSeperti sudah kita ketahui dan maklumi bahwa pendidikan dasar adalah pendidikan 9 tahun (UU No. 20 Th 2003). Pendidikan dasar 9 tahun adalah bagian dari pendidikan nasional yang harus kita sukseskan dalam usaha meningkatkan sumber daya manusia (SDM) Indonesia pada masa depan. Pendidikan dasar 9 tahun sendiri sebagai fundamen dasar pendidikan nasional harus tercapai secara sukses menata seluruh tanah air. Lebih?óÔé¼ÔÇ£lebih dalam Era Otonomi Daerah (UU No.32 tahun 2004) tidak ada lagi alasan untuk tidak berhasil dalam mensukseskan pendidikan nasional. Akan tetapi untuk mencapai keberhasilan atau kesuksesan ini diperlukan banyak komponen yang berperan dan terlibat secara langsung,
Menumbuh kembangkan Berpikir Logis dan Sikap Positif terhadap Matematika melalui Pendekatan Matematika Realistik Evina Eka Subekti
Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 1, No 1 (2011): MALIH PEDDAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/malihpeddas.v1i1.62

Abstract

The process of learning mathematics that implemented in the classroom become very interesting issue for discussion. This is because meaningful learning is expected to enhance students' logical thinking abilities and positive attitudes towards mathematics still very rare. There was only the memorization process of mathematical concepts that are mechanistical. As a result, some research indicates that student learning?óÔé¼Ôäós result is not satisfactory. This paper describes the mathematical approach theoretically realistic to develop logical thinking ability and positive attitude of students towards mathematics that can ultimately improve student learning?óÔé¼Ôäós result.?é?áKey words: logical thinking, positive attitude, realistic mathematic
Upaya Meningkatkan Aktivitas dan Kreativitas Siswa pada materi Matematika di Sekolah Dasar dengan Pembelajaran Pemecahan Masalah Joko Sulianto; Ryky Mandarsary
Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 1, No 1 (2011): MALIH PEDDAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/malihpeddas.v1i1.68

Abstract

AbstrakUpaya Meningkatkan Aktivitas dan Kreativitas Siswa pada materi Matematika di Sekolah Dasar dengan Pembelajaran Pemecahan Masalah. Sistem pembelajaran matematika dewasa ini sangat menekankan pada pendayagunaan keaktifan siswa dalam proses belajar dan pembelajaran untuk mencapai tujuan yang telah ditentukan. Pada tulisan ilmiah ini bertujuan untuk mendiskripsikan Pembelajaran pemecahan masalah pada mata pelajaran matematika di sekolah dasar dapat meningkatkan aktivitas dan kreativitas belajar siswa.k Kreativitasannya, Kreativitas dapat menciptakan situasi yang baru, tidak monoton dan menarik sehingga siswa akan lebih terlibat dalam kegiatan pembelajaran yang dilakukan. Pembelajaran pemecahan masalah dapat meningkatkan aktivitas dan kreativitas belajar siswa. Karena Konsep dasar dan karakteristik Pembelajaran pemecahan masalah merupakan rangkaian aktivitas pembelajaran yang menekankan pada proses penyelesaian masalah yang dihadapi secara ilmiah.Kata Kunci: Pemecahan Masalah, matematika, aktivitas, kreativitas
PENGEMBANGAN MODEL PEMBELAJARAN IPS TERPADU BERBASIS LINGKUNGAN SEKITAR Iin Purnamasari
Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 1, No 1 (2011): MALIH PEDDAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/malihpeddas.v1i1.63

Abstract

SARI?é?áIt must be recognized that the subjects belonging to the education of Social Sciences (IPS) in Indonesia have not recognice from the public. There are some indications to justify this statement. First, the national exam originally did not include exams that must be tested. Second, parents are more proud if his son has high score in mathematic, despite he has low score of sosial studies.. Third, social study learning did less seriously or carelessly. Less respect for social studies in schools is determined by several factors. First, the myth that believe only those who pursue science lesson was the one who will be successful in life. Although in fact they are not. Second, the sosial studies material that is too big has less relevance to the real world of students. Third, unprofessional social studies teacher also determines the student disinterest. ?é?áApart from that problem, social studies education has a strategic significance to increase student?óÔé¼Ôäós personality so that they can become a good members of the public. It must be received that social studies is needed to give the students a balance of thinking, so that the right brain and left brain can function optimally so that it can succeed in the midst of modern society that has full of change. The question is whether today's social studies education has been able to those function? If it?óÔé¼Ôäós not, so how the strategy to restore the function of learning social studies in order to have benefits for students, especially elementary school and the community? Keywords: sosial sudies Integrated Learning, Environment
Keefektifan Model Pembelajaran Kontekstual dengan pendekatan open ended dalam aspek penalaran dan pemecahan masalah pada materi segitiga di kelas VII. Joko Sulianto
Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 1, No 1 (2011): MALIH PEDDAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/malihpeddas.v1i1.64

Abstract

AbstrakThe Education Unit Level Curriculum states that problem solving, reasoning is the goal of learning mathematics elementary, junior high school and vocational school in addition to goals related to understanding the concept, this is contrary to the conditions of teachers who assume that the final answer to these problems is the main goal in learning , the procedure less students in solving the problems noted by teachers as too oriented to the truth of the final answer. Such conditions require the learning of mathematics with emphasis on problem-solving process. This study is an experimental study to analyze the effectiveness of contextual learning with open-ended approach in reasoning and problem-solving aspect of the triangle of material in class VII. Issues that were examined: 1) Do students who get contextual learning with open-ended approach can achieve exhaustiveness learn?, 2) Does problem-solving skills of students who get contextual learning with open-ended approach is better than in students with learning expository method?, 3) Is the reasoning that students can reach the criterion was after getting contextual learning with open-ended approach?. The study population was all students in grade VII Kesatrian SMP 2 Semarang. The sample study was graders VIIa as an experimental class and grade students VIIE as a control class. The variables studied are the reasoning and problem-solving. Data obtained from the documentation, testing and observation. The data obtained were analyzed using average test, correlation, analysis dwifaktor, and t-test. Results showed that students can achieve exhaustiveness study with an average of 73.31, t value = 3.137 with p value = 0.003 <0.05 means that student learning outcomes are significantly> 65. Reasoning students showed 33.33% of students have demonstrated high reasoning, 38.88% students have a reasoning being, and 27% of students have low reasoning sig later than table value 0.000 <0.05 with a mean value of r = 0.745 reasoning and problem solving has ties are very strong at 74.5%. Problem-solving abilities of students with contextual learning and open ended approach is different from expository teaching classes, based on the t test with a test value 0.030 p value <0.05. Average problem solving abilities of students reached 73.3 while the control class 65, 83 meaning that the average problem solving abilities of students in a class of contextual learning with open-ended approach is better. Then seen from the test value v dwifaktor test value 0.178 means not different problem-solving skills of students seen from the top, the middle and bottom groups.Concluded that the contextual learning with open-ended approach in reasoning and problem-solving aspect of the triangle of material in class VII learn effectively and achieve completeness.Keywords: Effectiveness, contextual learning, open ended, reasoning, problem-solving.

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