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<![CDATA[KEEFEKTIFAN MODEL QUANTUM TEACHING TERHADAP HASIL BELAJAR TEMA INDAHNYA KEBERSAMAAN SISWA KELAS IV SD NEGERI 03 KALIRANDU PETARUKAN PEMALANG ]]>
<![CDATA[Riris Setyo Sundari]]>;
<![CDATA[Septi Suharyati]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 5, No 1 (2015): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v5i1.929
<![CDATA[Top of FormLearning is less varied and innovative will make students feel bored, so the reduced student participation in the learning process, especially on the theme of beauty of togetherness. A teacher should change in the hope of learning strategies make students more interested, by using a model of effective and meaningful learning. One alternative that is given by applying the model of Quantum Teaching the Beauty of Mutual learning theme. The problems revealed in this study is whether the model of Quantum Teaching effectively to improve learning outcomes Beautiful theme Unity Elementary School fourth grade students 03 Kalirandu Petarukan Pemalang? Goals to be achieved in this study was to determine whether the model Quatum Teaching effectively to improve learning outcomes Beautiful theme Unity Elementary School fourth grade students 03 Kalirandu Petarukan Pemalang. This research is a quantitative experiment. The population in this study were all fourth grade students of SD Negeri 03 kalirandu Petarukan Pemalang. The sample used in this study were class IV, which has 21 students using Saturated sampling. The data in this study was obtained through a test instrument with multiple choice answers and observations during the lesson. Design research is an experimental design with pre-test type of Pre and Post-test Design Group. Based on the analysis of experimental data showed that after receiving treatment using a learning model of Quantum Teahing eferktif on learning outcomes Indahya Mutual theme initially has an average value of 58.8571 then the average value becomes 81.9047. This is evidenced by the analysis of the final results of the pre-test and post-test with the t test t count> t table is 13.93> 2:09 so there is a significant difference or Ho rejected. That coupled with the increased involvement of the student.]]>
<![CDATA[HUBUNGAN ANTARA MINAT BELAJAR DAN HASIL BELAJAR PADA PEMBELAJARAN TEMATIK INTEGRATIF SISWA KELAS IV SD NEGERI KEMBANGARUM 2 MRANGGEN DEMAK ]]>
<![CDATA[Mohommad Aniq]]>;
<![CDATA[Khairul Mar'ati]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 5, No 1 (2015): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v5i1.937
<![CDATA[Penelitian ini dilatarbelakangi oleh pernyataan bahwa berdasarkan pengamat tentang minat belajar dengan hasil belajar sangat rendah. Rendahnya minat belajar dengan hasil belajar siswa kelas IV A SD Negeri Kembangarum 2 Mranggen Demak. Permasalahan yang diungkap dalam penelitian ini adalah seberapa besar?é?á hubungan antara minat belajar dan hasil belajar pada pembelajaran tematik integratif siswa kelas IV SD Negeri Kembangarum 2 Mranggen Demak Tahun Ajaran 2013/2014? Tujuan yang hendak dicapai dalam penelitian ini adalah untuk mengetahui seberapa besar hubungan antara minat belajar dan hasil belajar pada pembelajaran tematik integratif siswa kelas IV SD Negeri Kembangarum 2 Mranggen Demak Tahun Ajaran 2013/2014. Hipotesis dalam penelitian ini adalah terdapat hubungan yang positif dan signifikan antara minat belajar dan hasil belajar pada pembelajaran tematik integratif siswa kelas IV A SD Negeri Kembangarum 2 Mranggen Demak. Jenis penelitian ini adalah?é?á kuantitatif dan metode dalam penelitian ini menggunakan metode korelasional. Pengumpulan data diambil melalui teknik tes, angket dan dokumentasi. Uji validitas menggunakan rumus product moment dan uji reliabilitas menggunakan rumus Alpha dan belah dua. Uji persyaratan analisis data menggunakan uji normalitas. Pengujian hipotesis menggunakan analisis deskriptif dan teknik korelasi product moment.Berdasarkan hasil analisis data penelitian menunjukkan ada hubungan positif dan signifikan antara minat belajar dan hasil belajar pada pembelajaran tematik integratif siswa kelas IV SD Negeri Kembangarum 2 Mranggen Demak. Hal tersebut ditunjukkan dengan harga rhitung sebesar (0,526) yang kemudian dikonsultasikan dengan harga rtabel dengan derajat kebebasan (dk) = N-1 = (35-1 = 34), dengan taraf signifikan 5% sebesar 0,339. Dengan demikian rhitung > rtabel atau 0,526 > 0,339). Dan diperoleh arah hubungan yang positif sebesar 0,988166. Besarnya belajar mandiri di pengaruhi hasil belajar siswa.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR MATA PELAJARAN PKn SISWA KELAS III SDN TIMBUL SLOKO 01 DEMAK ]]>
<![CDATA[Fine Reffiane]]>;
<![CDATA[Wahyu Ariyanto]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 5, No 1 (2015): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v5i1.930
<![CDATA[Learning model that is able to realize the situation of teaching and learning process in schools as more activities to enable students to read and solve problems on their own under the supervision and guidance of teachers. Selection of this model can be done through an active and creative collaboration between teachers and students. One model that can be done is an active learning model that is humane, participatory, and attention to the diversity of students in the learning process. Based on the results of the learning process Civics class III, then learning problems Civics is still a serious problem. This is evident from analysis of daily tests with an average value of only 55 who have not reached the minimum completeness criteria that has been set is 65. This indicates that the learning process Civics third grade students are less effective. Caused by several classical problems one of them because the learning model Civics less varied and rarely involve students in the learning process.Student learning outcomes in the first cycle to obtain the average grade 65, increased in the second cycle be 79. The individual study results also increased from the first cycle to the second cycle. Classroom atmosphere becomes more pleasant and conducive, and not boring for students. This is because the use of the learning model Make A Match effective. Increased activity of students of the first cycle of 47% to 75% in the second cycle. Interest and motivation of students towards subjects Civics become higher so that students become more active and creative in the learning process. Teacher performance to be better in the learning process with a model of Make A Match.Make A Match approach can improve student learning outcomes of the subjects Civics, active students in following the teaching Civics and student motivation against Civics, then the school can implement the same strategy for improving student learning outcomes in other subjects. It should be for Civics teachers to strive and implement a variety of models and a variety of learning methods, among others Make A Match making Civics as a lesson favored, exciting, and not boring for students.]]>
<![CDATA[ANALISA SIKAP DAN MINAT ANAK TERHADAP PENDIDIKAN SAINS PADA TINGKAT PENDIDIKAN DASAR ]]>
<![CDATA[Dwi Prasetiyawati D.H.]]>;
<![CDATA[Purwadi Purwadi]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 5, No 1 (2015): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v5i1.936
<![CDATA[General purpose of this research is to develop attitudes and interest in science education,?é?á while the specific objectives of this research is to develop attitudes and interest in science education at the primary level. The method used in this study is a qualitative method. The main instrument in this study is the researcher, while supporting instrument used in this study were: 1) Polls or Questionnaires are a number of written questions used to obtain information from the respondents. In this study, a questionnaire used to determine the initial conditions for the study of the subject. 2) Observation Sheet is used by researchers at the time of observation activities. The conclusion that can be derived from this study are: 1). aspects - aspects that are used in the development of attitudes and interest in science education at the primary level in Surakarta used 7 aspects. 2). Attitude and interest in developing a science education at the primary level in the city of Surakarta using scala Likert scale range 1 -5, wherein each - each scale describe the characteristics of children in the attitude and interest toward science education.]]>
<![CDATA[APLIKASI MEDIA GAMBAR BERSERI PADA PEMBELAJARAN TEMATIK TERPADU KELAS IV SEMESTER II TEMA PAHLAWANKU SD NEGERI BOLO DEMAK ]]>
<![CDATA[Kiswoyo Kiswoyo]]>;
<![CDATA[Nurul Ariyanti]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 5, No 1 (2015): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v5i1.931
<![CDATA[This research is motivated by the lack of media use are causing varying levels of students' understanding of the material becomes less , and students feel tired and less interested in learning a given.The problem in this study is How the media application on the radiant image of integrated thematic teaching fourth grade second semester Elementary School Heroes theme Bolo Demak in the Academic Year 2013/2014? The purpose of this study was to describe the radiant image media applications on integrated thematic learning fourth grade second semester Elementary School Heroes theme Bolo Demak in the Academic Year 2013/2014.This research uses descriptive qualitative research approach. Location of the study in Demak Bolo Elementary School fourth grade second semester. Data sourced words research results.The results showed no improvement in student evaluation of learning outcomes 4, 5, and 6 using media images beamed on learning Heroes theme. The average value of classical ie increased 85,7 % which exceeds the results of complete classical limit above 75% of all students. Observations of teachers learning to use the media images have an average radiant with the criteria of "good" by 70%. Observation results showed no increase in students attitudes change in the behavior of students in learning 6, ie, there are 30 students from 35 students or completeness of 85,7% in the classical with the very good category.The response of the students and teachers to use instructional media images beamed ie, most of the students are very excited and interested in learning more active, very enthusiastic and serious in doing. The advice given researchers, classroom teachers should use the media image series in learning, students should follow the lessons well, so that learning can take place in a conducive]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN JIGSAW BERBANTU MEDIA GAMBAR TERHADAP HASIL BELAJAR IPA SISWA KELAS IV ]]>
<![CDATA[Khusnul Fajriyah]]>;
<![CDATA[Primadylla Anggiadhani]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 5, No 1 (2015): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v5i1.932
<![CDATA[The background of this research is based on the lack of students?óÔé¼Ôäó activity and the lowest of the students outcome, it because they were not interested in Science. The objective of this research is to find out the influences of Jigsaw?óÔé¼Ôäós learning model to helps the students?óÔé¼Ôäó outcome in learning Science for the Fourth Grade Students of SD Negeri Bandungrejo 01 Mranggen, such as, the teacher?óÔé¼Ôäós performance, students activity, and the outcome of the study. Based on the result of this research, it shows the average before using Jigsaw was 60 increasing to 81. Thus, this analysis obtained ttest at 11.826 while ttabel with db = 32-1 = 31 and 0.05 significance level of 1.684. Because thitung> ttabel ie 11.826> 1.684, then Ho is rejected and Ha is accepted or it can be said that there is influence of Jigsaw?óÔé¼Ôäós Learning Model for science learning for the fourth grade students of SDN Bandungrejo 01 Mranggen. The observations during Jigsaw learning activities by using pictures give the increase result of students?óÔé¼Ôäó activity. Based on the teacher?óÔé¼Ôäós result while doing the research is 87 and it can be conclude the criteria of teacher?óÔé¼Ôäós performance is good.]]>
<![CDATA[KEEFEKTIFAN MEDIA BOCI (BONEKA CITA-CITAKU) TERHADAP HASIL BELAJAR PADA PEMBELAJARAN TEMATIK INTEGRATIF SISWA KELAS IV SD NEGERI KUTOSARI 1 KABUPATEN BATANG ]]>
<![CDATA[Mei Fita Asri Untari]]>;
<![CDATA[Ariestiyani Kartikawati]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 5, No 1 (2015): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v5i1.939
<![CDATA[Latar belakang dari penelitian ini adalah keterbatasan?é?á media pembelajaran, siswa kurang aktif, siswa tidak memperhatikan guru dalam ?é?ákegiatan ?é?ápembelajaran yang berakibat pada rendahnya hasil belajar siswa sehingga belum mencapai KKM. Permasalahan yang dikaji adalah ?óÔé¼?ØBagaimanakah Keefektifan Media BOCI (Boneka Cita-Citaku) Terhadap Hasil Belajar Pada Pembelajaran Tematik Integratif Siswa Kelas IV SD Negeri Kutosari 1 Kabupaten Batang??óÔé¼?Ø. Tujuan penelitian ini adalah untuk mengetahui keefektifan media BOCI (Boneka Cita-Citaku) terhadap hasil belajar siswa kelas IV SD Negeri Kutosari 1 Kabupaten Batang.Jenis penelitian ini adalah eksperimen kuantitatif. Populasi dalam penelitian ini adalah siswa kelas IV SD Negeri Kutosari 1 Kabupaten Batang dengan jumlah 41 siswa. Sampel yang diambil adalah 41 siswa menggunakan teknik Sampling Jenuh. Desain penelitian menggunakan jenis control group pretest-posttest.Berdasarkan hasil analisis data setelah mendapatkan perlakuan media BOCI (Boneka Cita-Citaku) pada sub tema hebatnya cita-citaku. Rata-rata hasil pre-test kelas kontrol sebesar 63,48 dengan kriteria cukup dan terdapat 15 siswa?é?á yang tidak mencapai KKM dan ?é?árata-rata post-test 84,24 dengan kriteria baik dan semua siswa mencapai KKM. Rata-rata hasil pre-test kelas eksperimen sebesar 64,55 dengan kriteria cukup dan terdapat 13 siswa yang tidak mencapai KKM dan ?é?árata-rata post-test diperoleh 88,35 dengan kriteria baik sekali dan semua siswa mencapai KKM. Hal ini dibuktikan hasil uji t yaitu thitung > ttabel yaitu 2,13 > 2,02. Dan berdasarkan ketuntasan belajar, rata-rata hasil belajar kelas eksperimen yaitu 88,35 telah mencapai KKM yaitu 70. Kriteria hasil belajar sub tema hebatnya cita-citaku kelas eksperimen yang meliputi aspek kognitif kriteria baik sekali, aspek psikomotorik kriteria baik dan aspek afektif?é?á kriteria baik sekali. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa media BOCI (boneka cita-citaku) efektif terhadap hasil belajar sub tema hebatnya cita-citaku kelas IV SD Negeri Kutosari 1 Kabupaten Batang.Saran yang dapat peneliti sampaikan sebaiknya guru lebih kreatif dan inovatif dalam memberikan pembelajaran kepada siswa salah satunya dengan menerapkan media BOCI (boneka cita-citaku).?é?á]]>
<![CDATA[PENGINTENSIFAN AKSARA JAWA TERHADAP PENULISAN BAHASA JAWA HURUF LATIN SEBAGAI WAHANA PENDIDIKAN BUDAYA DAN KARAKTER BANGSA ]]>
<![CDATA[Suyitno Suyitno]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 5, No 1 (2015): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v5i1.933
<![CDATA[Many Latin Javanese writings are incorrect. Those are caused by there is a fact that some Javanese user also use Indonesian in oral and written communication. The problem is faced by language user are: 1) There is the difference of system in language phonetic drawing, and 2) There is similarity definite phonetic.The beginning, the Javanese is written by syllabic Javanese alphabet, while Indonesian is written by phonemic Latin. In Indonesian, the sound [?ëÔÇØ] is drawn by phoneme /o/, while in Javanese the sound is symbolized by phoneme /a/, while /o/ in Javanese is used to symbolize the sound [o].The solution is order to get minimalize Javanese the wrong written which cause to change of meaning, can be done by intensify Javanese letter in Javanese writing, especially for words that possibly have potency of hesitant until hesitancy of meaning can be minimalized.The prime purpose from the matter are planting diciplinen culture, love the country, and care of surroundings. The third values are part which must be developed in education of culture and nation character.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN MAKE A MATCH TERHADAP MOTIVASI BELAJAR PEMBELAJARAN TEMATIK-INTEGRATIF KELAS IV SD NEGERI DONOROJO 2 DEMAK ]]>
<![CDATA[Fajar Cahyadi]]>;
<![CDATA[Putri Ambarwati]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 5, No 1 (2015): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v5i1.928
<![CDATA[Problems studied in this research is whether there is influence learning model to Make a Match motivation and learning thematic integrative Elementary School fourth grade SD N Donorojo 2 Demak school year 2013/2014? Goals to be achieved in this study was to investigate the influence of the learning model to Make a Match integrative motivation to learn thematic Elementary School fourth grade SD N Donorojo 2 Demak academic year 2013/2014 views of learners' learning motivation after the treatment.This research is quantitative. The population in this study is the fourth grade students of SD Negeri Donorojo 2 Demak . Samples taken that whole fourth grade students totaling 24 learners using the technique of saturated samples. The design of this study used a pre-experimental design (nondesign) in the form of a one- group pretest-posttest design. The data in this study were obtained through questionnaires, documentation and observation sheet. Data analysis technique used is using t-test and a test to determine the normalized gain increased motivation of learners.The data has been collected and analyzed using t-test and test normalized gain. In the t-test obtained t of 6.375 ?óÔÇ??Ñ 2.069 ttable with siginfikasi 5% level. So H0 is rejected and Ha is accepted or it can be said that this study shows the difference between the initial conditions and the improvement of the condition of significant end. So in this study it can be concluded that no effect of the use of learning models to Make a Match motivation and learning thematic integrative Elementary School fourth grade SD N Donorojo 2 Demak school year 2013/2014. Normalized gain calculations indicate the magnitude of the increase in motivation of learners prior to the treatment of learning models Make a Match and after treatment learning model to Make a Match. Pretest and posttest results obtained with a gain of 0,75 higher category.Thus the suggestion that teachers should convey the researcher can use the Make a Match model of learning in the learning activities specially integrated thematic learning to make learning atmosphere becomes more active, innovative, creative, effective and fun.]]>
<![CDATA[EFEKTIVITAS MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENTS DAN MODEL PEMBELAJARAN STUDENTS TEAMS ACHIEVEMENT DIVISION TERHADAP HASIL BELAJAR TEMATIK TERINTEGRASI SISWA KELAS IV SDN JOMBLANG 01 SEMARANG ]]>
<![CDATA[Aries Tika Damayani]]>;
<![CDATA[Nida Yuli Rachmawati]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 5, No 1 (2015): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v5i1.934
<![CDATA[Penelitian ini dilatar belakangi dari hasil belajar siswa yang rendah dan gaya mengajar guru yang monoton. Tujuan dari penelitian ini yaitu untuk mengetahui apakah terdapat perbedaan hasil belajar tematik terintegrasi antara siswa yang mendapat model pembelajaran Teams Games Tournaments, Students Teams Achievement Division, dengan siswa yang mendapat model pembelajaran konvensional pada sub tema Keindahan Alam Negeriku kelas IV semester 2 SDN Jomblang 01 Semarang. Metode penelitian yang digunakan yaitu metode penelitian true experimental dengan jenis posttest only control design dan diberikan perlakuan berupa model pembelajaran kooperatif tipe Teams Games Tournaments (TGT) untuk kelas eksperimen 1, Students Teams Achievement Division (STAD) untuk kelas eksperimen 2 dan kelas kontrol tanpa perlakuan. Hasil penelitian menunjukkan bahwa analisis varians dari nilai akhir diperoleh . Maka Ho ditolak dan dapat disimpulkan terdapat perbedaan hasil belajar tematik terintegrasi antara siswa kelas kontrol, eksperimen 1, dan eksperimen 2. Uji hipotesis 2 dan 3 diperoleh t1 =3.244 ttabel =1.67 dan t2 =3.054?é?á ttabel =1.67 maka Ho ditolak dan dapat disimpulkan pula bahwa hasil belajar tematik terintegrasi siswa kelas eksperimen 1 sama dengan hasil belajar tematik terintegrasi siswa kelas eksperimen 2. Dari perhitungan diperoleh rata-rata kelas kontrol = 50.4, kelas eksperimen 1 = 61.7 dan kelas eksperimen 2 = 60.533]]>
