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<![CDATA[PENDIDIKAN ANTI KORUPSI BAGI SISWA SEKOLAH DASAR DI KECAMATAN GUNUNGPATI ]]>
<![CDATA[Oktaviani Adhi]]>;
<![CDATA[Suciptaningsih Suciptaningsih]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 4, No 2 (2014): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v4i2.539
<![CDATA[Schools can take a strategic role in the implementation of anti-corruption education, especially in a culture of anti-corruption behavior among students. This study has the objective to know the anti-corruption education for elementary school students in the Kecamatan Gunungpati. This research was conducted using qualitative methods, descriptive analytical. Data collection techniques used were interviews, observation and documents. Analysis of data using qualitative research phases according to Spradley. While in checking the validity of the data using a data triangulation techniques. The results showed that the implementation of anti-corruption education for elementary school students in the Kecamatan Gunungpati divided into two strategies that are inclusive (inserted in various subjects) and exclusive (extracurricular student). Implementation of anti-corruption education for elementary students in the Kecamatan Gunungpati have not been maximized due to various constraints, such that not all teachers follow the dissemination of anti-corruption education so have limited knowledge about planting and how effective anti-corruption education and efficient for elementary students and the lack of facilities and infrastructure supporters of anti-corruption education for students in elementary school. The impact of the implementation of anti-corruption education for elementary school students is increasing student achievement both in the classroom and outside the classroom, because students are accustomed to being kind, including honest, disciplined, caring, brave, responsible, and so forth. The conclusion is that the implementation of anti-corruption education should be internalized to the students at an early age in order to get used to conduct anti-corruption measures. Required examples from various sides for maximum results.?é?á]]>
<![CDATA[PENDEKATAN MULTIKULTURAL TERHADAP PENDIDIKAN CINTA TANAH AIR PADA PEMBELAJARAN SISWA SD KELAS IV DI KECAMATAN PURWANEGARA ]]>
<![CDATA[Djariyo Djariyo]]>;
<![CDATA[Bayu Iqbal Setiaji]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 4, No 2 (2014): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v4i2.534
<![CDATA[This research is motivated importance of students to apply the characters in everyday life and feel comfortable while learning . Lack of students applying a positive character in daily life it will hinder the formation of personality in life , especially in learning activities . The problems revealed in this study is How the Multicultural Approach to Educatio Love Country In Fourth Grade Elementary Students Learning ? The purpose of this research is the study aimed to find out the multicultural approach to education patriotism in fourth grade elementary student learning . This research is a descriptive qualitative research that describe the events or phenomena with the data in the form of information or words . Location of the study in the Elementary School 2 Merden , SD Negeri 1 Mertasari , SD Negeri 1 Purwanegara Banjarnegara class IV Semester II . Data sourced words research results . Keywords Multicultural Approach , Love country. Engineering analysis of the data processed by means of data collection , data reduction , data display , and conclusion . Based on the analysis of research data after getting treatment Multicultural student learning using the approach to apply more characters in learning . Judging from the observation of the behavior of students in learning . Very good percentage of acceptable outcomes instruments and attract students whether or not the strategy Multicultural Approach to instill character values ?óÔé¼ÔÇ??óÔé¼ÔÇ?obtained results homeland Love percentage 85 % , 82 % and 87 % . From these results categorized as " good " . Therefore , it can be concluded that the " Multicultural Approach to Education Love Country In SD Class IV Student Learning acceptable and attract students " .]]>
<![CDATA[PEMBELAJARAN TEMATIK TERPADU DENGAN PENDEKATAN SCIENTIFIC TERHADAP MINAT BELAJAR PADA SISWA KELAS IV SD NEGERI 3 DERMOLO JEPARA ]]>
<![CDATA[Ferina Agustini]]>;
<![CDATA[Sihati Harles Saputri]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 4, No 2 (2014): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v4i2.540
<![CDATA[Problem in this study is whether there is a relationship approach to the implementation of an integrated thematic scientific learning on student interest fourth grade 3 Dermolo Country? Goals to be achieved in this study was to find a scientific approach to the implementation of an integrated thematic learning to student interest fourth grade 3 Dermolo country. Population in this study was a public school fourth graders 3 Dermolo the number of 40 students. Samples taken were all student of class IV using sampling techniques proposive. Data were obtained through the techniques of documentation, observation, and questionnaire. Design used was a correlational design. Data analysis after treatment using a scientific approach show are as follow rcount of 0,7494 to 0,3120 rtable is that the significance level 5% so Ho rejected, then there is a significant relationship between a scientific approach to the integrated thematic learning and student interest. Can be concluded there is a relationship between the scientific approach to the integrated thematic learning and student interest. Suggestion that reserchers convey, teachers should foster student interest by using an alternative approach to learning is a scientific approach that can foster students interest in learning to be better. This can be done by getting used to package and deliver exciting learning.]]>
<![CDATA[PEMBELAJARAN MATEMATIKA STRATEGI QUANTUM LEARNING UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA ]]>
<![CDATA[Sukamto Sukamto]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 4, No 2 (2014): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v4i2.535
<![CDATA[This study in the background backs low student motivation, especially elementary school mathematics subject matter. Mathematics courses is one of the lessons learned from the primary school level. Even informally parents have taught mathematics to the toddler through the tools of play. Elementary students have thought of mathematics courses is subject scary and considered difficult. Mathematics courses are eye pelajarana considered difficult for students, student motivation to learn a low, monotonous learning process, uninteresting and boring for students. Students in participating in math do not wholeheartedly and only keterpaksaaan alone. Conditions like these that lead to low mathematics achievement.One of the characteristics of mathematics is to have an abstract object and became one of the difficulties faced by both teachers to teach and students in understanding it. Teachers as educators should be aware that elementary school students still think concretely. This causes the teacher should try to reduce the abstract nature of mathematical objects so as to facilitate the students understand the subject matter, but still directed towards the achievement of learning abstract thinking ability of students. Elementary school students still think concretely, it is easy to understand if it can be detected by the senses. Learning strategies should be able to maximize all potential, every student has the same right to succeed. All the elements that underpin the success of learning should be mixed into an accumulation that really create a learning atmosphere. Some of the techniques used is to give positive suggestions with seats the students are comfortable, put background music in the classroom, increasing the participation of individuals, using posters to give a great impression while highlight information (DePorter, 2005: 14). Thus we can conclude quantum mathematics learning strategy learning can increase students' motivation.]]>
<![CDATA[MODEL NUMBERED HEADS TOGETHER TERHADAP KEMAMPUAN PEMECAHAN MASALAH SISWA KELAS IV ]]>
<![CDATA[Husni Wakhyudin]]>;
<![CDATA[Risty Juliyanti]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 4, No 2 (2014): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v4i2.541
<![CDATA[This research was purpose to find out the effect of Numbered Heads Together model toward problem solving ability of thematic integrative learning of IV SD Negeri 3 Krapyak Jepara. This research using experiment method type quantitative research with research design Pretest Posttest Control Group Design. The population in this research is graders IV SD Negeri 3 Krapyak Jepara which amount 48 students. Retrieval sample used Probability Sampling Technique type Simple Random Sampling. By virtue of one sample t test, providable tcount > ttable (10,371 > 1,714) so Ha accepted, its mean problem solving ability of the student that given Numbered Heads Together model over 65, from calculation of the test to test with two sample t test, providable tcount = 9,052. Because ?óÔé¼ÔÇ£ 2,01< 9,052 > 2,01 so Ha accepted, its mean problem solving ability of the student that given Numbered Heads Together model better than student who was given the conventional model and the result of double correlation test calculation result Ryx1x2 = 0,946 then testing its significance using F test with the result Fcount> Ftable(89,5 > 3,47) so the coefficient of double correlation that found is significant. Its mean there is a strong correlation between cooperation and braveness toward problem solving ability. Thus, it can be concluded that the Numbered Heads Together model having an affect on problem solving ability of?é?á the student in thematic integrative class IV SD Negeri 3 Krapyak Jepara.]]>
<![CDATA[KEEFEKTIFAN PEMBELAJARAN OUTDOOR LEARNING BERBASIS NILAI KARAKTER TERHADAP HASIL BELAJAR TEMATIK TERINTEGRASI SISWA KELAS IV SD NEGERI 1 METESEH REMBANG ]]>
<![CDATA[Henry Januar Saputra]]>;
<![CDATA[Anugerah Diah Novitasari]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 4, No 2 (2014): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v4i2.536
<![CDATA[The background of this result use convensional method learning and the result of the study is under KKM65. The purpose of this result is to analyze the efectiveness of the outdoor learning base on character score toward the result of the study thematic integration students class IV elementary School 1 Meteseh Rembang. The experiment method that is used: quantitative experiment method. The experiment design that is used: pretest-posttest-control group design. The result of the study after treatment between a group of experiment that use outdoor learning and control group use convensional study have differences avarage result of the study. Co-efficient treatment-t is about 3,873 with the result of the study experiment group 80,11 with presentation completeness of the study classical 100%.Meanwhile the average result of the study control group is 70,22 with presentation completeness study clasical 77,78%. This can be conclude that outdoor learning study base on character score efective to increase the result of the study integrated thematic students class IV elementary school 1 Meteseh Rembang.]]>
<![CDATA[KEEFEKTIFAN PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER UNTUK MENGEMBANGKAN KETERAMPILAN SOSIAL SISWA SD ]]>
<![CDATA[Khusnul Fajriyah]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 4, No 2 (2014): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v4i2.542
<![CDATA[The role of elementary education is aimed to set the basis of intelligence, knowledge, personality, moral and skill to have a self-reliant life and also to continue the study to the next levels. The subjects or materials that the students received in elementary education have very significant influence to their next level education. Social skills are one of the curricular goals of Social Science that can be further developed throughout NHT cooperative learning. The aim of this research is to describe the process of NHT cooperative learning in social science material of Social Problems as well as reviewing its effectiveness in improving students' social skills.This research is carried out in accordance with experimental research design which takes the fourth grade elementary students at Candisari District, Semarang as the population. The sampling method applies cluster sampling. The result of the research reveals that NHT cooperative learning is effective. This is shown by the result of social skill difference test between experiment group and control group where the value of tcal is 5.003 while on ?Ä?? = 5% and df= 116 the value of t(0.95)(116) is 1.66. This means that students' social skill at experiment group is much better compared to control group. The students result difference test between experiment group and control group reveals that the value tcal is 2.116 while on ?Ä?? = 5% and df= 116 the value of t(0.95)(116) is 1.66. This means that students' result at experiment group is much better compared to control group.?é?á The proportion of students?óÔé¼Ôäó mastery at experiment group has reached classical mastery which is 87%.]]>
<![CDATA[PENILAIAN AUTENTIK MATA PELAJARAN MATEMATIKA KURIKULUM 2013 GURU KELAS IV KOTA SEMARANG ]]>
<![CDATA[Fajar Cahyadi]]>;
<![CDATA[Apriliana Purwandari]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 4, No 2 (2014): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v4i2.537
<![CDATA[The change of KTSP curriculum into 2013 curriculum?é?á lead to changes in the assessment system. With the change in valuation system, teachers should be able to adapt and develop appropriate assessment with the curriculum has changed. In this 2013 curriculum using authentic assessment system that can assess the competence of the three domains, namely the domain of attitudes, knowledge, and skills. The problems revealed in this study are Is authentic assessment instrument in the subjects of mathematics which has been prepared by the teacher in accordance with the characteristics of the curriculum in 2013? Goals to be achieved in this study was to determine the suitability of authentic assessment instrument in the subjects of mathematics that had been developed by teachers with the characteristics of curriculum assessment in 2013, this is a type of qualitative research that uses qualitative descriptive approach. The population in this study is a Primary School in Hyderabad who have applied in the process of learning curriculum was radically 2013, amounting to 12 elementary schools. Samples taken are 5 elementary schools in Semarang by using purposive sampling technique. The data in this study was obtained through the analysis of the research instruments and text data card interview. Based on the analysis of experimental data showed that the instrument of authentic assessment in mathematics is organized by fourth grade teachers from five elementary schools in Semarang 85.2% in accordance with the characteristics of curriculum assessment in 2013, where the authentic assessment instruments assessment covers the realm of attitudes, knowledge, and skills. Therefore it can be concluded that the teacher has been able to make an authentic assessment instrument based on the characteristics of the curriculum in 2013.]]>
<![CDATA[KETEGARAN TOKOH MELIA DALAM NOVEL DI SINI CINTA PERTAMA KALI BERSEMI KARYA MIRA W. DALAM DUNIA PENDIDIKAN ]]>
<![CDATA[Ikha Listyarini]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 4, No 2 (2014): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v4i2.538
<![CDATA[Popular culture (popular culture) is the culture created by ordinary people with simple and intended for commercial purposes, so it can be enjoyed by the whole society. Popular culture (popular culture) is one part of the realm of cultural studies (cultural studies) because popular culture is also part of a culture that enrich the culture of any society. In the span of a long history, created a popular culture that has produced popular literature which has a high magnetic power to the audience of literary or lovers who simply looking for entertainment. Conditions that hit many aspects of life, not least in the literature. Originally came from the birth of popular art, which later developed into popular fiction stories circulating lately. In popular literature stories told not to show an intense problem, because if so, the popular literature will be heavy and can turn into serious literature.Novel Love it Here First Bersemi reached a circulation of 10,000 and suffered five reprints. After the success of his novel, Wim Umboh working on this novel into a film of the same title and was also sold in the market in the '80s with a cast-famous actor. This is one sign that the novel is a work of popular literature, which is reproduced through a variety of media. In this way, it is hoped this story can be enjoyed by the wider community, not just lovers of literature community.Kink is inside of Melia can be applied in education. Actualization of the value in the formation of character through education requires careful planning and mature so that the process and the results are as expected. Planting process in the formation of character values ?óÔé¼ÔÇ??óÔé¼ÔÇ?through education must be packaged well and that can be implemented through a structured learning, extracurricular activities, and the activities of governance (management). Given the character education is part and an integral part of the development of national character, the role of education is vital and has a major responsibility for generating human resources Indonesian character that can conduct a civilized nation of Indonesia.]]>
<![CDATA[HUBUNGAN ANTARA PERHATIAN ORANGTUA DAN HASIL BELAJAR PADA PEMBELAJARAN TEMATIK INTEGRATIF SISWA KELAS IV SD NEGERI KEMBANGARUM 2 MRANGGEN DEMAK ]]>
<![CDATA[A.Y Soegeng]]>;
<![CDATA[Zuhrotun Nisa']]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 4, No 2 (2014): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v4i2.533
<![CDATA[More less the studying result of students in 4th SD Negeri Kembangarum 2 Mranggen that influences some aspects, one of aspects is her parents?óÔé¼Ôäó not careless with them. Parents?óÔé¼Ôäó is constitute the?é?á first educator for children so that her parents?óÔé¼Ôäó has have responsibility to the studying result her children. The problem in this research contents is about Is there any correlation between of parents?óÔé¼Ôäó attention and the study result for thematic integrative learning in 4th SD Negeri Kembangarum 2 Mranggen Demak?. The hypothesis is that there is positive and significant correlation between of parents?óÔé¼Ôäó attention and the study result for thematic integrative learning in 4th SD Negeri Kembangarum 2 Mranggen Demak. The kind of this research is quantitative research. This research use correlation methode and submited the data use questionnaire and test. The colected data are analysed using product moment formula. The finding is that > on significancy level of 0,05. So the?é?á conclusion is there is positive and significant correlation between of parents?óÔé¼Ôäó attention and the study result for thematic integrative learning in 4th SD Negeri Kembangarum 2 Mranggen Demak. ]]>
