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<![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[PERANAN BIMBINGAN DAN KONSELING DALAM MEMBERIKAN LAYANAN BIMBINGAN BELAJAR DI SD ]]>
<![CDATA[Eka Sari Setianingsih]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 6, No 1 (2016): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v6i1.1120
<![CDATA[Permasalahan belajar siswa sangatlah kompleks dan bermacam-macam seperti berbohong, pergi tanpa izin, mencuri, menyontek, kedisiplinan belajar rendah, motivasi belajar rendah, prestasi belajar rendah, tidak serta merta diakibatkan oleh siswa yang bodoh melainkan disebabkan oleh sikap dan cara belajar yang salah. Bimbingan belajar di SD merupakan layanan bimbingan yang bertujuan untuk membantu siswa SD dapat belajar dengan efektif dan efisien, mencapai perkembangan optimal dan mengembangkan kebiasaan belajar yang baik dalam menguasai pengetahuan, keterampilan serta menyiapkan untuk melanjutkan pendidikan pada tingkat yang lebih tinggi. Oleh sebab itu kegiatan belajar mengajar di SD harus di integrasikan dalam bimbingan dan konseling. Salah satu metode pelaksanaan bimbingan belajar di SD adalah melalui kegiatan belajar mengajar yang bernuansa bimbingan. Operasionalisasinya adalah nilai-nilai layanan bimbingan belajar diberikan kepada siswa di sela-sela atau bahkan bersamaan dengan materi pelajaran.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN STAD ( STUDENT TEAMS ACHIEVEMENT DIVISIONS) UNTUK MENINGKATKAN HASIL BELAJAR PKN MATERI ORGANISASI KELAS V SD BERUGENJANG KUDUS ]]>
<![CDATA[Darmo Winoto]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 7, No 2 (2017): MALIH PEDDAS, Volume 7 Nomor 2 ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v7i2.1912
<![CDATA[Abstract Pembelajaran Pendidikan Kewarganegaraan (PKn) siswa kelas V SD Berugenjang Undaan Kudus cenderung peran guru lebih dominan dan meminimalkan peran siswa. Hal ini mengakibatkan aktivitas siswa dalam proses pembelajaran dan hasil belajar siswa belum maksimal. Tindakan yang dilakukan untuk memecahkan permasalahan tersebut adalah dengan menerapkan model pembelajaran STAD ( Student Teams Achievement Divisions) untuk membelajarkan materi organisasi sekolah pada siswa kelas V SD 1 Berugenjang Undaan Kudus. Atas dasar inilah perlu penggunaan model pembelajaran untuk meningkatkan hasil belajar PKn.Penelitian ini menggunakan rancangan Penelitian Tindakan Kelas (PTK) kolaborasi yang dilaksanakan dalam dua siklus, meliputi tahap perencanaan, pelaksanaan tindakan, pengamatan, serta refleksi. Jenis data yang digunakan berupa data kuantitatif dan kualitatif. Dari hasil penelitian dapat disimpulkan bahwa penerapan model pembelajaran STAD (Student Teams Achievement Division) dapat meningkatkan hasil belajar siswa kelas V SD Berugenjang Undaan Kudus tahun pelajaran 2014/2015. Suasana belajar dan peningkatan keaktifan siswa dalam mengikuti pembelajaran juga mempengaruhi keberhasilan belajar PKn. ]]>
<![CDATA[UPAYA GURU DALAM MENGEMBANGKAN PEMAHAMAN KONSEP KEPADA ANAK DIDIK DALAM PEMBAHASAN TRIGONOMETRI ]]>
<![CDATA[Joko Sulianto]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 1, No 2 (2011): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v1i2.306
<![CDATA[Concepts are ideas that can be used to categorize or classify objects, whether a particular objects is an example of the concepts or not. At the simplest level we often observe objects with their characteristic. Based on the observation that the similarities can be seen from the object, so we can classify these objects.Concept math learning can be done by using a deductive approach begins by giving definitions, axioms, and the theorems followed by giving examples. This example can be given by the teacher or found by students. Deductive approach in teaching mathematics is commonly practiced. Learning by using deductive approach have to do fastly so it caan be more efficient. If a math lesson conducted with formal approach, but its implementation is deviate from the formal system, so it use informal approach. In this approach, theorem or formulas of mathematics is given. Then used to solve the problem without degrading or prove prior learning with informal approach can be used to train the students to discover and prove the characteristic or formula.]]>
<![CDATA[MEMPERTAHANKAN INTEGRITAS BANGSA INDONESIA MELALUI PENDIDIKAN MULTIKULTURAL ]]>
<![CDATA[Iin Purnamasari]]>;
<![CDATA[Qoriati Mushafanah]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 2, No 2 (2012): malih peddas ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v2i2.505
<![CDATA[Pendidikan multikultural sebagai proses penanaman cara hidup menghormati, tulus, dan toleran terhadap keanekaragaman budaya yang hidup di tengah masyarakat plural. Dengan pendidikan multikultural, diharapkan adanya kekenyalan dan kelenturan mental bangsa menghadapi benturan konflik sosial, sehingga persatuan bangsa tidak mudah retak. Multkulturalisme adalah sebuah ideologi yang mengagungkan perbedaan budaya, atau sebuah keyakinan yang mengakui dan mendorong terwujudnya pluralisme budaya sebagai suatu corak kehidupan masyarakat. Multikulturalisme dapat menjadi pengikat dan jembatan yang mengakomodasi perbedaan-perbedaan termasuk perbedaan kesukubangsaan dan suku bangsa dalam masyarakat multikultural. Dalam konteks Indonesia, yang dikenal dengan muatan yang sarat kemajemukan, maka pendidikan multikultural menjadi sangat strategis untuk dapat mengelola kemajemukan secara kreatif, sehingga konflik yang muncul sebagai dampak dari transformasi dan reformasi sosial dapat dikelola secara cerdas dan menjadi bagian dari pencerahan kehidupan bangsa ke depan.Kata Kunci : pendidikan multikultural, integritas]]>
<![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[KEEFEKTIFAN HUKUMAN TERHADAP MOTIVASI BELAJAR MATEMATIKA SISWA KELAS III SD N 1 MAGELUNG KENDAL ]]>
<![CDATA[Rahmat Rais]]>;
<![CDATA[Hesti Dwi Winarni]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 3, No 1 (2013): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v3i1.616
<![CDATA[The research is motivated by the results of learning mathematics that has not reached the KKM and lack of student motivation to learn mathematics. This study point to determine the success achieved by the third-grade students in elementary school 1 Magelung Kendal on outcomes and students' motivation to learn mathematics using a learning punishment. This research is quantitative and designs used are Posttest - Only Control Design . The population in this study were all students of class III A and III B. Methods of data collection in this study is the documentation , test results of psychological learning and student motivation scale. The results showed the average value of the experimental group students' learning outcomes are higher than the 79.25 value - average control group of student learning outcomes is 61.93 . Calculation of classical completeness experimental group obtained t ?é?¼ count = 3.13 with significance level of 5% greater than the table = 1.67 penalty proves learning can improve student learning outcomes. Also obtained the average value of the psychological scale experimental group is 77.44, which means achieving the students' motivation in the high category . Results of analysis using t-test with a significance level of 5% obtained t = 3.13 is greater than table = 1.67 . Because t > t table then H0 is rejected . So the results of experimental class learning over classroom learning outcomes control . Between classroom learning model that uses sentence with the class that does not use punishment learning model is no difference learning outcomes of students with learning sentence with student learning outcomes with conventional learning . Based on these results , suggestions can be given is the need for learning with penalty ntuk improve outcomes and students' motivation in learning mathematics]]>
<![CDATA[PENERAPAN CONTEXTUAL TEACHING AND LEARNING (CTL) BERBANTU MEDIA GAMBAR TERHADAP HASIL BELAJAR, KINERJA GURU, DAN AKTIVITAS SISWA ILMU PENGETAHUAN SOSIAL KELAS IV SD ]]>
<![CDATA[Singgih Adhi P, Lynda Puspita Sari]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 5, No 2 (2015): Malih Peddas ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v5i2.854
<![CDATA[This research is motivated by low yields and social studies teachers do not use a model of learning in learning. The problem in this research is "Is there any application of learning models Contextual Teaching and Learning (CTL) assisted Media Pictures on learning outcomes, teacher performance and student activity IPS sixth grade students of SD Negeri 1 Bugo Jepara?". This study aims to determine the application of learning models Contextual Teaching and Learning (CTL) assisted Media Pictures on learning outcomes, teacher performance and student activity IPS sixth grade students of SD Negeri 1 Bugo Jepara. Results showed hypothesis test obtained thitung price 5.862 1.685 ttable thus thitung> ttable or 5.862> 1.685, the then Ho is rejected and H1 accepted or it can be said that the average difference in initial conditions with final conditions significantly. The conclusion was that there is application of learning models Contextual Teaching and Learning (CTL) assisted Learning Results Media Pictures Against IPS Grade VI Elementary School 1 Bugo Jepara. ]]>
<![CDATA[PENERAPAN STRATEGI PREVIEW, QUESTION, READ, REFLECT, RECITE, REVIEW (PQ4R) BERBANTUAN LEMBAR KERJA SISWA TERHADAP KECERDASAN MATEMATIS-LOGIS PADA TEMA INDAHNYA KEBERSAMAAN PESERTA DIDIK KELAS IV SD NEGERI REMBUL 03 KABUPATEN TEGAL ]]>
<![CDATA[Ervina Eka Subekti]]>;
<![CDATA[Nurizqi Dwi Wahyuning Tyas]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 6, No 1 (2016): MALIH PEDDAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v6i1.1115
<![CDATA[Penelitian ini dilatarbelakangi oleh kurangnya minat belajar siswa dalam hal ini dengan pelajaran yang berkaitan dengan logika matematika (matematis-logis) secara umum yakni matematika dan IPA. Kecerdasan matematis-logis merupakan salah satu kecerdasan yang penting dimiliki oleh peserta didik. Tujuan penelitian adalah untuk mengetahui adanya perbedaan kecerdasan matematis-logis peserta didik yang mendapat perlakuan strategi Preview, Question, Read, Reflect, Recite, Review (PQ4R) berbantuan lembar kerja siswa (LKS) dengan strategi pembelajaran konvensional pada tema Indahnya Kebersamaan peserta didik kelas IV SDN Rembul 03 Kabupaten Tegal. Jenis penelitian ini adalah eksperimen. Teknik pengambilan sampel dengan sampel jenuh dengan kelas IV-A sebagai kelas eksperimen (28 siswa) dan kelas IV-B sebagai kelas kontrol (28 siswa). instrumen yang digunakan adalah tes uraian. Desain penelitian menggunakan jenis Pretest-posttest control group design. Teknik analisis data menggunakan uji-t dengan taraf signifikansi 5%. Berdasarkan hasil perhitungan uji hipotesis diperoleh hasil thitung > ttabel (3,34697 > 1,675) sehingga Ho ditolak dan Ha diterima. Kesimpulan yang dapat diambil adalah ada perbedaan kecerdasan matematis-logis siswa yang mendapat perlakuan strategi pembelajaran Preview, Question, Read, Reflect, Recite, Review (PQ4R) dengan strategi pembelajaran konvensional pada tema Indahnya Kebersamaan peserta didik kelas IV SDN Rembul 03 Kabupaten Tegal.]]>
<![CDATA[MENINGKATKAN HASIL BELAJAR BOLA VOLI MELALUI MODIFIKASI PERMAINAN SPOONBOT PADA PESERTA DIDIK KELAS V DI SD NEGERI TEGALSARI 03 KECAMATAN CANDISARI KOTA SEMARANG ]]>
<![CDATA[Maghdalena, Pudjilah]]>
<![CDATA[ Malih Peddas (Majalah Ilmiah Pendidikan Dasar) Vol 7, No 1 (2017): Malih Peddas, Volume 7, Nomor 1 ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/malihpeddas.v7i1.1783
<![CDATA[Permainan bola voli mendukung kecerdasan anak karena merangsang koordinasi kerja otak menjadi semakin baik, dengan demikian mendukung daya belajar anak. Tujuan modifikasi permainan bola voli adalah meningkatkan motivasi peserta didik, meminimalisir prasarana dan sarana, gerak dasar dalam permainan bola voli. tujuan penelitian ini adalah mengetahui hal-hal sebagai berikut : untuk mengetahui hasil belajar bola voli melalui modifikasi Spoonbot pada peserta didik kelas V Sekolah Dasar SD Negeri Tegalsari 03 Kota Semarang. Hasil pengamatan pemahaman peserta didik (kognitif) dengan pencapaian pada siklus I sebesar 51,28 % (kurang) meningkatkan pada siklus II sebesar 87,18% yang masuk ke dalam kriteria sangat baik. Berdasarkan hasil pengamatan perilaku (afektif) dengan pencapaian pada siklus I sebesar 48, 72 % meningkat pada siklus II menjadi 67% yang masuk ke dalam kriteria cukup. Hasil pengamatan keterampilan peserta didik (psikomotor) dengan pencapaian pada siklus I sebesar 46,15 % yang masuk ke dalam kriteria kurang, mengalami peningkatan pada siklus II sebesar 87,18 % termasuk ke dalam kriteria sangat baik. Sehingga dapat disimpulkan bahwa permainan Bola Voli melalui modifikasi permainan Spoonbot dapat meningkatkan hasil belajar peserta didikkelas V di SD NegeriTegalsari 03 Kecamatan Candisari Kota Semarang.]]>
