Journal of Teaching and Learning in Elementary Education
Journal of Teaching and Learning in Elementary Education (JTLEE) is an international peer-reviewed journal interested in any aspect related to teaching and learning in elementary education. JTLEE invites lectures, researchers, teacher educators, university students (Master and Doctoral), and elementary school teachers who want to publish their research reports or literature review articles. JTLEE receives manuscripts on all aspects that have international relevance. This Journal invites original empirical research, theoretical or methodological contributions, literature reviews, meta-analyses, comparative or historical studies on the topics related to elementary education such as: 1. Teaching and Learning Mathematics for Elementary School 2. Teaching and Learning Science for Elementary School 3. Teaching and Learning Social Science for Elementary School 4. Teaching and Learning Language and Literature for Elementary School 5. Teaching and Learning Art and Music for Elementary School 6. Elementary teachers and pre-service teachers’ knowledge 7. Teaching and Learning STEM for Elementary School 8. Theory and Practice in learning and teaching in elementary education 9. Classroom management in Elementary School
Articles
118 Documents
<![CDATA[Improving Fourth Grade Students’ Critical Thinking Skills with MIKIR Approach ]]>
<![CDATA[Mahmud Alpusari]]>;
<![CDATA[Eva Astuti Mulyani]]>;
<![CDATA[Neni Hermita]]>;
<![CDATA[Elpri Darta Putra]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v3i2.7850
<![CDATA[This study aims to evaluate the implementation of an approach to improve elementary school students’ critical thinking skills. The approach is called MIKIR that stands for mengalami (experiencing), interaksi (interaction), komunikasi (Communication), internalisasi (internalization), and refleksi (reflection). This research was conducted at a public elementary school in Pasir Penyu District, Indragiri Hulu Regency, Indonesia. The subject of this research was 23 fourth grade students. The method used in this research was quasi-experimental method. The experimental design used in this study was pre-test and post-test one group design. The results of the study obtained an average pretest score of 22.13 and an average posttest score of 27.70 from a maximum score of 36. Based on these results, the score increased by 5.57 points or 20.10%. The overall average N-gain value of 0.41 with moderate criteria, so that the MIKIR approach can improve fourth grade students’ critical thinking skills. This result was supported by the results of student learning activities and student responses to learning with the MIKIR approach obtaining an average of 84.6% with a very good category.]]>
<![CDATA[Elementary School Teachers’ Conception of E-learning and Blended Learning ]]>
<![CDATA[Mufarrahatus Syarifah]]>;
<![CDATA[Hany Handayani]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 2, No 1 (2019) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v2i1.6702
<![CDATA[The developments of school infrastructure that provides and involves computers in learning encourage teachers to adapt the use of these advanced technologies. The intended form of adaptation is through e-learning. Questionnaires were given to 43 elementary school teachers, who were able to operate computers, randomly selected to describe e-learning concept that they understood and applied. Although the majority of them mention e-learning specifically as learning involving computers in their implementation, and assuming they have implemented e-learning, they basically apply blended learning. Computers were used as a complementary medium, not the main. Through the results of the survey conducted, we discussed a gap between the perceptions of elementary school teachers believed with the actual concept of e-learning. Through the discussion, we also obtained a picture of how the actual application of e-learning by teachers is blended learning. Suggestions on the urgency of implementing e-learning in elementary school are also included.]]>
<![CDATA[The Effect of 7E Learning Cycle Model toward Students' Learning Outcome of Basic Science Concept ]]>
<![CDATA[Riri Marfilinda]]>;
<![CDATA[Rona Rossa]]>;
<![CDATA[Jendriadi Jendriadi]]>;
<![CDATA[Sry Apfani]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v3i1.7826
<![CDATA[This study aims to investigate the effect of the application of the 7E (Elicit, Engange ,Explore, Explain, Elaborate, Evaluation and Extend) Learning Cycle Model to the learning outcomes of the Basic Science Concepts of second grade student of Elementary School. This research is a quasi-experimental study with a randomized pretest-posttest control group design. The population of this study was all students of Primary Teacher Education in higher educational private university college in Padang in the 2018/2019 school year. The sample consisted of 24 control class students and 28 experimental class students. The experimental class uses the 7E Learning Cycle model while the control class uses the conventional model. The data collection technique is in the form of a learning outcome test (cognitive). From this study, there were differences in student learning outcomes using learning with the learning model Cycle 7E with conventional learning. Learning with 7E Learning Cycle model gives an effect of 72% (moderate) to the improvement of student learning outcomes in the Basic Science Concept Course.]]>
<![CDATA[The Performance of Primary School Teachers In the Unit of Education Technical Implementation, Banyumanik, Semarang ]]>
<![CDATA[Muhamad Afandi]]>;
<![CDATA[Sari Yustiana]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 1, No 2 (2018) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v1i2.5878
<![CDATA[The purpose of this study is mainly to describe the performance of primary school teachersin the unit of education technical implementation in Banyumanik, Semarang. This researchwas conducted in January- August 2017. The sample of this research is 162 primaryschool teachers selected by random sampling technique in order to get the same opportunityas sample. The instruments used in this study were the assessment sheets, the RatingSheet consisted of 64 items of question, and 3 indicators of Primary School TeacherPerformance. The results show that each of Implementation of lesson plans is categorizedvery well (90, 9%), the execution of the learning is 83.4%, assessment of learning is good(82.8%). The Overall performance of primary school teachers is categorized good( 85 , 7 % ). In other words, the primary school teachers of the unit of education technicalimplementation in Banyumanik Semarang can arrange the lesson plans, carry out learningand teaching process and assess the learning process in elementary school.]]>
<![CDATA[The Effect of Realistic Mathematic Approach on Students’ Learning Motivation ]]>
<![CDATA[Shindy Lestari]]>;
<![CDATA[Syahrilfuddin Syahrilfuddin]]>;
<![CDATA[Zetra Hainul Putra]]>;
<![CDATA[Neni Hermita]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v2i2.7335
<![CDATA[This research is to determine the effect of realistic mathematical approach on students’ learning motivation. The research method is pre-experiment of one group pretest posttest design. This study was conducted with 34 fifth grade students from a public school in Pekanbaru, Indonesia. The results indicate that students’ learning motivation significantly increases. Among six indicators measuring students’ learning motivation, the indicator of interesting activities in learning is the most increase, from 80.76% in pre-test to 86.40% in post-test. The average score of pretest in form of students’ learning motivation questionnaire before applying treatment was 90.56 while score posttest after treatment was 95,09 and the results of the research hypotheses using the comparative t-test tcount (6.997) > ttable (2.039). This means that there is an effect of applying the realistic mathematical approach to students’ learning motivation.]]>
<![CDATA[Utilizing Cooperative Learning Model Types Make a Match toPromote Primary Students’ Achivement in Science ]]>
<![CDATA[Lazim N]]>;
<![CDATA[Novi Aldriyanti]]>;
<![CDATA[Mahmud Alpusari]]>;
<![CDATA[Neni Hermita]]>;
<![CDATA[Khoiro Mahbubah]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v1i1.5389
<![CDATA[This study aims to promote primary students’ achivement in scince learning utilizing cooperative leraning model types make a match. The method is Classroom Action Research by applying cooperative learning model type make a match. The data collected in this research are observation sheet of teacher activity and student activity and learning result. The average learning outcomes of science obtained before the action was 62.33 increased to 77.67 in first cycle by percentage of 24.61%. In the second cycle increased to 88.00 with a percentage increase of 41.18%. Thus, it can beconcluded that cooperative learning model type make a match efeectively to promote primary students’ achivement in science learning.]]>
<![CDATA[The Importance of Multicultural Education in Indonesia ]]>
<![CDATA[MT Hartono Ikhsan]]>;
<![CDATA[Sandi Fauzi Giwangsa]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 2, No 1 (2019) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v2i1.6665
<![CDATA[Indonesia is a multicultural country both ethnic, religion, cultural, regional languages from Sabang to Merauke. This diversity on one hand is a gift for Indonesian people but if it is not addressed wisely, this difference has the potential to be a source of conflict for this nation. Multicultural education becomes a necessity so that people do not only know about the existed diversity but also must be practical and positive towards diversity. Therefore, this multicultural education should be instilled as early as possible in the next generation of our nation in order to maintain the unity of this nation amid the differences that exist.]]>
<![CDATA[Creating Joyful Learning within a Democratic Classroom ]]>
<![CDATA[Peter Waterworth]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v3i2.7841
<![CDATA[Learning is enhanced when it occurs within a positive environment where the learners feel a sense of passion and excitement about what they are learning. A joyful learning experience creates new neural pathways in the brain and enhances the acceptance of content. Learners learn more quickly and more deeply when their emotions are touched and the learning experience is accompanied by the positive feelings and reactions of their teacher and other fellow learners. This paper considers the factors and classroom processes that lead to positive learning sentiment and explores the way a teacher can create a suitable collaborative and democratic learning space.]]>
<![CDATA[Promoting Mathematics Students’ Learning Outcome Using Jarimatika Method For Primary School ]]>
<![CDATA[Dani Firmansyah]]>;
<![CDATA[Syahrilfuddin Syahrilfuddin]]>;
<![CDATA[Zariul Antosa]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 1, No 2 (2018) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v1i2.5884
<![CDATA[This study aims to implementation jarimatika method to promote students’mathematics leraning outcome for elementary school. This study was conductedin class third elementary schools. Design of this research was classroom actionresearch. Based on the results of mathematics learning students obtained data onthe initial score taken from the scores of the first semester Mathematics examstudents before the application of the Jarimatikaini method was 59.62 then thecycle I daily test increased by 13.63 to 73.42 with an increase percentage of22.80%. It can be concluded that the application of the Jarimatika method canimprove the results of third grade elementary school mathematics learning.]]>
<![CDATA[Development of Thematic Skill Learning Based on the 21st Century Skill Model for Fourth Graders ]]>
<![CDATA[Tio Gusti Satria]]>;
<![CDATA[Tri Juli Hajani]]>
<![CDATA[ JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 3, No 1 (2020) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau ]]>
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DOI: 10.33578/jtlee.v3i1.7825
<![CDATA[Thematic learning using 21st Century skills is learning with higher-order thinking skills (HOTS). It is a series of stages of activities organized in such a way that students can master the competencies that must be achieved in thematic learning by actively participating. This research is educational research with a design research model that develops a product. The product developed in this study is a thematic lesson plan for grade IV elementary school. Thematic learning implementation plan based on 21st Century skills models with an overall validation yield of 92% (very valid). The thematic learning media is very practical with an average of 92.5%. The effectiveness of the use of thematic lesson plans can be known through the learning activities of students while learning by using this learning tool is very effective, and students' learning outcomes are above the school minimum completeness criteria. These observations illustrate that the use of thematic lesson plans based on 21st Century skills models have been effectively implemented.]]>
