Articles
<![CDATA[Increasing self-regulated learning of elementary school students through the concrete-pictorial-abstract approach during the COVID-19 pandemic ]]>
<![CDATA[Hafiziani Eka Putri]]>;
<![CDATA[Idat Muqodas]]>;
<![CDATA[Ayu Shandra Sasqia]]>;
<![CDATA[Afif Abdulloh]]>;
<![CDATA[Aan Yuliyanto]]>
<![CDATA[ Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol 10, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25273/pe.v10i2.7534
<![CDATA[This research was motivated by limited self-regulated learning (SRL) in elementary school students. The aim of this research was to understand the increase in SRL of elementary school students apply the Concrete-Pictorial-Abstract (CPA) approach which was reviewed as a whole and based on Early Mathematical Ability (EMA) during the COVID-19. This study was applied with a quasi-experimental method through a nonequivalent control group. Determination of the sample through purposive sampling on fifth-grade elementary school students in Central Jakarta. The sample coincide of 27 students each for the CPA and the conventional class. Measurement through a scale of SRL. This research informs the students' SRL on CPA learning that is significantly better than SRL with conventional approach reviewed as a whole and in the medium EMA group., however, based on the high and low EMA groups, SRL students who received CPA learning were not significantly better than those with conventional learning.]]>
<![CDATA[PENGARUH PENERAPAN MODEL PEMBELAJARAN LEARNING CYCLE 7E TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA SD DALAM PEMBELAJARAN IPA ]]>
<![CDATA[Rosani, Ani]]>;
<![CDATA[Muqodas, Idat]]>;
<![CDATA[Putri, Suci Utami]]>
<![CDATA[ Metodik Didaktik : Jurnal Pendidikan Ke-SD-an Vol 13, No 1 (2017): Metodik Didaktik Juli 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/md.v13i1.7694
<![CDATA[Penelitian ini dilatarbelakangi oleh temuan penelitian terdahulu yang menujukkan masih terindikasinya pembelajaran IPA yang tidak memberikan siswa kesempatan untuk mengembangkan kemampuan berpikir kritis. Pembelajaran IPA hanya sebatas menghafal teori, penyampaian materi dalam bentuk permasalahan jarang diberikan, dan siswa kurang terlibat dalam pembelajaran. Ini menyebabkan kemampuan berpikir kritis siswa dalam pembelajaran IPA masih rendah. Tujuan penelitian ini adalah untuk mengetahui pengaruh penerapan model pembelajaran learning cycle 7e terhadap kemampuan berpikir kritis siswa dalam pembelajaran IPA materi cahaya dan sifatnya. Metode penelitian yang dipilih adalah kuasi eksperimen dengan the nonequivalent control group design. Sampel yang digunakan sejumlah 71 siswa yang terdiri dari siswa kelas VB dan VC di satu sekolah dasar negeri di Kecamatan Cikampek Karawang. Penelitian ini menggunakan instrumen tes berbentuk essay, lembar observasi aktivitas siswa dan guru. Hasil uji beda rata – rata skor pretest menunjukkan sig.(2-tailed) α (0,05), artinya bahwa kelas eksperimen dan kontrol memilik kemampuan yang setara sebelum adanya perlakuan. Sedangkan hasil uji beda rata – rata skor posttest menunjukkan sig.(2-tailed) α (0,05), sehingga dapat disimpulkan bahwa terdapat perbedaan signifikan antara siswa yang belajar IPA dengan menerapkan model learning cycle 7e dan siswa yang belajar IPA tanpa menerapkan model learning cycle 7e. N-gain kelas eksperimen menujukkan rata – rata peningkatan dengan kategori sedang. Sedangkan n-gain kelas kontrol menujukkan rata – rata peningkatan dengan kategori rendah. Sehingga diperoleh kesimpulan bahwa pembelajaran IPA dengan menerapkan model learning cycle 7e lebih efektif meningkatkan kemampuan berpikir kritis siswa dibandingkan pembelajaran IPA tanpa menerapkan model learning cycle 7e.]]>
<![CDATA[MENGEMBANGKAN KREATIVITAS SISWA SEKOLAH DASAR ]]>
<![CDATA[Muqodas, Idat]]>
<![CDATA[ Metodik Didaktik : Jurnal Pendidikan Ke-SD-an Vol 9, No 2 (2015): Metodik Didaktik Januari 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/md.v9i2.3250
<![CDATA[Kreativitas memang bukan salah faktor utama dalam pendidikan tapipendidikan yang baik adalah pendidikan yang mampu menstimulus siswanyauntuk mengembangkan kreativitasnya. Kreativitas merupakan ciri keberanianmanusia yang menggemakan siapa dirinya dan apa menjadi apa manusiatersebut di kemudian hari. Kreativitas berakar dalam rasa keingintahuan danketerbukaan alamiah individu ketika menjelajahi dunia sekelilingnya danmencari tahu tentang dirinya. Penelitian menggunakan metode literatur reviewdimana peneliti melakukan pengamatan terhadap hasil penelitian yangdilakukan peneliti lain yang tersaji dalam jurnal penelitian. Hasil penelitianmenunjukan terdapat korelasi yang signifikan antara model pembelajarandengan pengembangan kreativitas. Juga terdapat korealsi yang positif antarakreativitas dengan keterampilan membaca.]]>
<![CDATA[UPAYA BIMBINGAN BAGI SISWA UNDERACHIEVER ]]>
<![CDATA[Sulistiana, Dewang]]>;
<![CDATA[Muqodas, Idat]]>
<![CDATA[ Metodik Didaktik : Jurnal Pendidikan Ke-SD-an Vol 10, No 1 (2015): Metodik Didaktik Juli 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/md.v10i1.3228
<![CDATA[Salah satu indikator pencapaian keberhasilan belajar siswa dapatdilihat dari prestasi. Namun, tidak semua siswa dapat mencapai prestasisesuai dengan potensi yang dimiliki, banyak di antara siswa tidakmenampilkan hasil optimal atau underachiever. Underachiever merupakansuatu masalah yang sangat komplek dalam dunia pendidikan. Banyak latarbelakang yang mempengaruhi siswa underachiever karena permasalahansiswa underachiever akan terjadi di kemudian hari. Upaya bimbingan bagisiswa underachiever dapat dilakukan dengan meningkatkan konsep diri,meningkatkan motivasi intrinsik dan ekstrinsik, mengajari cara belajar (studyskills), manajemen waktu dan mengatasi kekurangannya dalam hal akademik.Secara teknik sembilan tahapan layanan bimbingan yang ditawarkan bisamenjadi solusi untuk memberikan membantu siswa underachiever.]]>
<![CDATA[PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN IPA DI SEKOLAH DASAR ]]>
<![CDATA[Maqbullah, Shofiyah]]>;
<![CDATA[Sumiati, Tati]]>;
<![CDATA[Muqodas, Idat]]>
<![CDATA[ Metodik Didaktik : Jurnal Pendidikan Ke-SD-an Vol 13, No 2 (2018): Metodik Didaktik Januari 2018 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/md.v13i2.9500
<![CDATA[Penelitian ini dilatarbelakangi oleh kemampuan berpikir kritis siswa pada pembelajaran IPA kelas V di salah satu Sekolah Dasar Negeri di Jalan Kamojing Kecamatan Cikampek Kabupaten Karawang yang masih rendah. Proses pembelajaran masih menggunakan metode satu arah sehingga tidak banyak melibatkan aktivitas siswa selama pembelajaran berlangsung, kurangnya sumber belajar di sekolah, dan tidak ada media pembelajaran. Hal tersebut menyebabkan rendahnya kemampuan berpikir kritis siswa kelas V dalam pembelajaran IPA. Tujuan penelitian untuk mengetahui aktivitas belajar siswa dan peningkatan kemampuan berpikir kritis siswa dengan menerapkan model problem based learning. Jenis penelitian yang dipilih adalah penelitian tindakan kelas (PTK) yang terdiri dari tiga siklus. Setiap siklus meliputi empat tahap, yaitu: planning (menyusun rancangan tindakan), acting (pelaksanaan tindakan), observing (pengamatan), dan reflecting (refleksi). Instrumen yang digunakan yaitu observasi dan tes evalusi berpikir kritis Hasil penelitian pada siklus pertama dan memperoleh hasil 31% (8 orang yang berada di atas KKM), dan tindakan pada siklus kedua memperoleh hasil 65% (17 orang yang berada di atas KKM). Selanjutnya pada tindakan di siklus ketiga mencapai hasil yang maksimal karena memperoleh hasil 92% (24 orang yang telah tuntas dan berada di atas KKM). Nilai kemampuan berpikir kritis meningkat karena dipengaruhi oleh aktivitas siswa yang meningkat selama pembelajaran. Siklus pertama memperoleh nilai persentase 65% “cukupâ€, pada siklus kedua meningkat memperoleh nilai persentase 75% “baikâ€, selanjutnya pada siklus ketiga meningkat mencapai nilai persentase 92% “sangat baikâ€. Hal tersebut membuktikan bahwa ada peningkatan pada setiap siklus yang sudah disesuaikan dengan indikator berpikir kritis. Dengan demikian penerapan model problem based learning pada umumnya dapat meningkatkan kemampuan berpikir kritis siswa pada pembelajaran IPA di Sekolah Dasar dalam penelitian tindakan kelas (PTK). ]]>
<![CDATA[The Effect of Concrete-Pictorial-Abstract (CPA) Approach on Improving Elementary School Students’ Spatial Sense Ability ]]>
<![CDATA[Putri, Hafiziani Eka]]>;
<![CDATA[Rahayu, Puji]]>;
<![CDATA[Muqodas, Idat]]>;
<![CDATA[Wahyudy, Mukhamad Ady]]>
<![CDATA[ Mimbar Sekolah Dasar Vol 7, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.53400/mimbar-sd.v7i1.19585
<![CDATA[The spatial sense ability of elementary school students is still low. Concrete-Pictorial-Abstract (CPA) approach is considered able to improve students' spatial sense abilities. This research aims to find out the increase of spatial sense of elementary school students who learned with CPA approach and conventional learning in terms of overall students as well as categories of high, medium, and low Mathematical Prior Ability (MPA). This research uses a quasi-experimental method with pretest and posttest control design in Mathematics subject with the topic of 3D geometry for 131 fifth grade elementary school students in Kotabaru District, Karawang Regency and Cipeundeuy District, Subang Regency. This research was conducted by dividing the students into two groups, namely students who received learning using CPA approach as the experimental group and students who received conventional learning as the control group. Descriptive analysis and inferential analysis results showed that there was an increase of spatial sense in students who learned with CPA approach, which was better than students who received conventional learning. Thus, learning using the CPA approach can improve and develop spatial sense abilities of elementary school students.]]>
<![CDATA[Use of instagram to improve verbal-linguistic intelligence and kinesthetic-body intelligence of low-class students through scientific approach in primary schools ]]>
<![CDATA[Yuliyanto, Aan]]>;
<![CDATA[Amalia, Dinda Mifta]]>;
<![CDATA[Muqodas, Idat]]>
<![CDATA[ Premiere Educandum : Jurnal Pendidikan Dasar dan Pembelajaran Vol 10, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.25273/pe.v10i1.6344
<![CDATA[Verbal-Linguistic Intelligence and Kinesthetic-Body Intelligence are important for students to have at an early age. The purpose of this study is to see improvement in Verbal-Linguistic and Kinesthetic-Body Intelligence through Instagram-assisted Scientific Approaches. The study used a pre-experimental method with one group pretest-posttest design on the thematic learning of my hobby topic. Determination of the sample by purposive sampling technique. Participants consisted of 15 male students and 12 female students in first-grade elementary school in Purwakarta Regency. Measurement through observation and documentation to observe and record the activities of students' verbal-linguistic and kinesthetic intelligence. Research shows an increase in Verbal-Linguistic and Kinesthetic-Body Intelligence is in the medium category with n-gain values of 0.59 and 0.56, and an increase in Verbal-Linguistic and Kinesthetic-Body Intelligence after learning with a more scientific-assisted Instagram approach significantly better than before being treated with sig. 0,000<0.05. The use of Instagram shows students enthusiastic about expressing their hobbies. Learning development should be able to accommodate a variety of student intelligence and utilize social media that serves to facilitate learning and assessment more interesting]]>
<![CDATA[The Effect of Concrete-Pictorial-Abstract (CPA) Approach on The Decrease of Mathematical Anxiety in Primary School ]]>
<![CDATA[Putri, Hafiziani Eka]]>;
<![CDATA[Muqodas, Idat]]>;
<![CDATA[Wahyudy, Mukhamad Ady]]>;
<![CDATA[Nuraeni, Fitri]]>
<![CDATA[ International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (322.863 KB)
<![CDATA[Mathematics is still regarded as a difficult subject that promotes students’ anxiety. The aim of this study is to investigate the effect of Concrete-Pictorial-Abstract (CPA) approach on the decrease of students’ mathematical anxiety in primary school. This study use Research and Development (RnD) model which includes descriptive, experimental and evaluative methods. Experimental method was used to identify the effect or the efficacy of CPA approach implementation on the decrease of students’ mathematical anxiety. The subjects of this study were 131 fifth grade students in two different primary schools in Subang and Karawang, West Java. The lesson was implemented by assigning students into two groups: (1) students who experienced learning with Concrete-Pictorial-Abstract (CPA) as experimental group and (2) students who experienced learning with convensional method as control group. Inferential data analysis suggests the significant effect of Concrete-pictorialAbstract (CPA) implementation on the decrease of students’ mathematical anxiety in primary school. This evidence is supported by the calculation of determinant test which imply high percentage of Concrete-Pictorial-Abstract (CPA) effecton the decrease of students’ mathematical anxiety in primary school. Therefore, instruction with CPA can be used as an alternative solution to reduce mathematical anxiety of students in primary school]]>
<![CDATA[Phenomenology Study: Developing Intrapersonal Intelligence Through Multicultural Values In Early Childhood At Yos Sudarso Kindergarten In Purwakarta Regency ]]>
<![CDATA[Wulandari, Hayani]]>;
<![CDATA[Nikawanti, Gia]]>;
<![CDATA[Muqodas, Idat]]>
<![CDATA[ International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (241.614 KB)
<![CDATA[This study aims to determine and understand the role and function of multicultural education in developing intrapersonal intelligence in early childhood and to share insights with the public about how to instill multicultural education early on in children. This research will be carried out for 6 months from April to October 2019. The place of the research is located at Yos Sudarso kindergarten in Purwakarta Regency. This research uses a qualitative method with a phenomenological research design. Phenomenology research in the sense of research is focused on one phenomenon that is chosen and wants to be understood in-depth, namely how the role and function of multicultural education in developing intrapersonal intelligence in early childhood in Yos Sudarso kindergarten. The data analysis technique in this study uses data reduction, which actually encodes and classifies data according to the research indicators. The results of this study are the role and function of multicultural education in developing intrapersonal intelligence in early childhood in Yos Sudarso kindergarten. This can be seen from the behavior of children who have consistently shown multicultural behavior in teaching and learning activities in the classroom]]>
<![CDATA[Online Learning Behavior During COVID-19 Pandemic toward Students' Digital Literacy Skills ]]>
<![CDATA[Lestari, Intan]]>;
<![CDATA[Setiawan, Wawan]]>;
<![CDATA[Muqodas, Idat]]>
<![CDATA[ International Conference on Elementary Education Vol. 3 No. 1 (2021): Proceedings The 3rd International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (347.067 KB)
<![CDATA[COVID-19 pandemic changes the learning pattern is everywhere, including in Indonesia. This change raises problems in elementary school. This study analyzed online learning behavior in elementary school and the digital literacy skills of students during the Covid-19 pandemic in Indonesia. The descriptive qualitative research method with survey techniques toward 60 respondents was employed to investigate online learning behavior and digital literacy skills. The finding and data on digital literacy indicators show that the students have 8 elements of digital literacy, there are functional skills, creativity, critical thinking and evaluation, cultural and social understanding, collaboration, the ability to find and select information, effective communication, and e-safety. According to the data, the result shows that online learning behavior affects students' digital literacy skills.]]>
