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<![CDATA[Pengaruh Pendekatan Open-Ended Terhadap Keterampilan Berfikir Kreatif dan Kemampuan Pemecahan Masalah Matematis di Sekolah Dasar ]]>
<![CDATA[Rindang Febriani]]>;
<![CDATA[Hendra Syarifuddin]]>;
<![CDATA[Marlina Marlina]]>
<![CDATA[ Jurnal Basicedu Vol 5, No 2 (2021): April Pages 446-1111 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v5i2.582
<![CDATA[Learning is the activity of the teacher in designing teaching materials so that the learning process can take place effectively, that is, students can learn effectively and meaningfully. Learning is an activity to train students' creative thinking skills. Creative thinking skills are skills that students must have in sorting and gathering information or answers to the questions addressed. In addition to creative thinking skills, students must also have the ability to solve problems systematically. The ability to systematically solve problems is needed to translate any problems that students find so that solutions can be found or solutions. This can be done by the teacher using a learning approach. One of them is the open-ended approach. The open-ended approach is a learning approach that presents a problem that has more than one problem solving truth, so that it can provide opportunities for students to gain knowledge and experience in solving problems in a variety of different ways. So that in the learning process using this approach, students can have creative thinking skills and the ability to solve problems systematically.]]>
<![CDATA[Analisis Kebijakan dan Kepemimpinan Guru Dalam Menghadapi Kurikulum 2013 Era Globalisasi ]]>
<![CDATA[Andriana Sofiarini]]>;
<![CDATA[Elya Rosalina]]>
<![CDATA[ Jurnal Basicedu Vol 5, No 2 (2021): April Pages 446-1111 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v5i2.668
<![CDATA[Basically, the change of the curriculum is to adapt to the progress of the times. Changes from the previous curriculum to the 2013 curriculum caused many groups, especially teachers to be less prepared to accept these changes. A challenge for teachers to be able to adapt to the times that are adapted to the 2013 curriculum.The research objective is to analyze the role of teachers in the 2013 curriculum in the globalization era. The research method used in this research is descriptive qualitative method. The source of research data used is the result of direct observation by researchers as observers of the world of education at the school level. In addition to sources of observation, researchers use reference sources in the form of scientific journals and books that are relevant to the research being studied. The results of the study were: 1) The role of teacher leadership, namely a teacher in the world of education, how to be a good leader and responsible for the progress of students in school. Teacher leadership as a facilitator must be implemented to students in accordance with the needs of students in learning, 2) Analysis of the Role of Teachers on the 2013 Curriculum in the Globalization Era, namely teachers in this era of globalization must be able to bring themselves so as not to lag behind the times. The 2013 curriculum that has been implemented in schools must be used by teachers to improve themselves with various activities that support student education in schools. As a facilitator, the teacher must be able to set a good example for students. In addition, teachers must be able to use the technology used in education.]]>
<![CDATA[Pengembangan Buku Ajar Berbasis Problem Based Learning di Sekolah Dasar ]]>
<![CDATA[Fitria Devirita]]>;
<![CDATA[Neviyarni Neviyarni]]>;
<![CDATA[Daharnis Daharnis]]>
<![CDATA[ Jurnal Basicedu Vol 5, No 2 (2021): April Pages 446-1111 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v5i2.680
<![CDATA[The research objective was to develop thematic teaching materials based on Problem Based Learning in the two sub-theme of the diversity of living things in grade IV elementary schools. The development of teaching materials is motivated by the need for learning that can improve students' ability in problem solving, the ability to think critically, and foster curiosity. This type of research is development research (research and development). The development model used is the 4-D model which consists of the stages of defining, designing, developing and disseminating. The define stage will carry out an analysis of the curriculum, student analysis and needs analysis. The design stage is carried out by designing the lesson plans and teaching materials. The development stage is carried out by testing the validity, practicality and effectiveness test. The disseminate stage cannot be carried out because of the covid pandemic 19. The results of the research at the design stage obtained RPP and teaching materials designed by following PBL steps. The development stage based on the validity test of teaching materials is categorized as valid. At the effectiveness stage, the results showed that the teaching materials were effective so that they were easy to use by fourth grade students of SDN 03 Muaro. Based on these results, it can be concluded that the thematic learning tools based on Problem Based Learning on the sub-theme of the Diversity of Living Things for grade IV SD that have been produced can be declared valid, practical and effective.]]>
<![CDATA[Analisis Kesulitan Soal Pemecahan Masalah Pada Buku Sekolah Elektronik (BSE) Pelajaran Matematika Kurikulum 2013 revisi 2017 ]]>
<![CDATA[Yulia Rahayu]]>;
<![CDATA[Ali Umar]]>;
<![CDATA[Rosliana Harapan]]>
<![CDATA[ Jurnal Basicedu Vol 5, No 2 (2021): April Pages 446-1111 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v5i2.694
<![CDATA[This study aims to analyze and describe the level of difficulty of solving mathematical problems in terms of the components of the problem: type of problem, type of number, type of operation, many operations, many questions, sufficiency of data, and similarity with previous questions and difficulty level of problem solving questions in the Electronic School Book (BSE) Mathematics for Senior High School (SMA) class X 2013 curriculum revision of 2017. This research uses literature review or literature study with a descriptive qualitative approach. Data collection methods used were the determination of mathematics teaching materials/textbooks; determination of problem-solving items contained in the competency test. The data analysis technique uses the stages of data reduction, data presentation, and conclusion. The results showed: 1) There are 18% problem solving questions or 20 questions out of 109 total questions; 2) Type of problem solving 55% routine and 45% nonroutine; 2) the dominant number type of whole number is 60%; 3) More types of operations use multiplication operations as much as 90%; 4) Many dominant operations use more than one operation as much as 100%; 5) Many dominant questions use one question as much as 70%; 6) Has sufficient complete data as much as 75%; 7) As many as 60% of the questions were not similar to the previous questions. So that the problem solving questions in the School Electronic Book (BSE) class X SMA are categorized as having an Easy difficulty level.]]>
<![CDATA[Media Words Card to Improve Reading Skills at the beginning of the First Grade Students in Primary School ]]>
<![CDATA[Agusalim Agusalim]]>;
<![CDATA[Suryanti Suryanti]]>;
<![CDATA[Irwan Irwan]]>
<![CDATA[ Jurnal Basicedu Vol 5, No 2 (2021): April Pages 446-1111 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v5i2.701
<![CDATA[This study aims to find the use of word cards to improve reading skills at the beginning by using the action class room method. Based on the results of research conducted in 2 cycles. In cycle I showed that through the Use of Word Card Media in Beginning Reading the average value of student learning outcomes obtained was 68.84 and mastery learning reached 53.85% or there were 14 students out of 27 students who had finished learning. These results indicate that in the first cycle the criteria for student learning are not yet completed, because students who score> 65 are only 68.84% smaller than the desired completeness percentage of 85%, and (2) Furthermore, the results of the study cycle II shows through the Use of Word Card Media in Reading the Beginning obtained the average value of student learning outcomes is 76.92 and mastery learning reaches 88.46% or there are 23 students out of 26 students have finished learning. These results indicate that in the second cycle classically students have finished learning, because students who score> 65 are 92.30% greater than the desired completeness percentage of 85%.]]>
<![CDATA[Revitalisasi Civic Disposition Dalam Menumbuhkan Nilai-Nilai Pancasila Di Sekolah Dasar ]]>
<![CDATA[Irwan Irwan]]>
<![CDATA[ Jurnal Basicedu Vol 5, No 2 (2021): April Pages 446-1111 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v5i2.702
<![CDATA[The research aims to identify and develop the revitalization of civic disposition in fostering the values of Pancasila at SDN 3 Nganganaumala. The research design used a qualitative research type with a qualitative descriptive approach. The subjects used as samples in this study were students, educators, school leaders and parents, totaling 52 people. Research data collection was carried out by observation, interview and documentation techniques. Data analysis used an interactive model consisting of sorting data, describing the data and interpreting conclusions. The results showed that the revitalization of civic disposition in fostering the values of Pancasila in SDN 3 Nganganaumala from all the participants had different answers and experiences consisting of the competence of role models for good students, a conducive and meaningful will given to students , habits of self-respect and integration of school members in fostering morality. The conclusion from research in the revitalization of civic disposition fosters the values of Pancasila, all school residents and parents who have been applied in schools have a good effect.]]>
<![CDATA[Meta-Analisis Quasi Eksperimental Model Pembelajaran Value Clarification Technique (VCT) Terhadap Prestasi Belajar Siswa Sekolah Dasar ]]>
<![CDATA[Akhwani Akhwani]]>;
<![CDATA[Rian Nurizka]]>
<![CDATA[ Jurnal Basicedu Vol 5, No 2 (2021): April Pages 446-1111 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v5i2.706
<![CDATA[Tidak ada model pembelajaran yang paling baik dan paling buruk. Model pembelajaran memiliki karakteristik sesuai dengan konten tujuan pembelajaran yang ingin dicapai. Penelitian ini berujuan untuk menganalisis pengaruh model pembelajaran VCT terhadap prestasi belajar siswa sekolah dasar. Metode yang digunakan adalah meta-analisis. Penelitian didesain dengan mengganalisis beberapa hasil penelitian quasi eksperimental terkait model pembelajaran VCT terhadap hasil belajar siswa sekolah dasar. Hasil penelitian menunjukan bahwa terdapat selisih antara kelas eksperimen dengan kelas kontrol terhadap prestasi belajar siswa sekolah dasar. Rata-rata nilai siswa pada model pembelajaran VCT sebesar 75,02, sementara kelas konvensional adalah 67,06, terdapat selisih 7,96. Dengan kata lain terdapat kenaikan rata-rata 10,61 persen. Model pembelajaran VCT cenderung digunakan dalam materi Pendidikan Kewarganegaraan dan IPS. Pendidikan Kewarganegaraan merupakan materi yang berbasis nilai, sementara VCT merupakan model pembelajaran yang dapat digunakan untuk mengembangkan nilai. VCT dapat dipadukan dengan media video untuk menyampaikan stimulus cerita. Model pembelajaran VCT dapat digunakan guru untuk meningkatkan hasil belajar siswa sekolah dasar.]]>
<![CDATA[4-D Model : Teaching Materials To Reading Comprehension With DRTA Strategy For Elementary School Students ]]>
<![CDATA[Otang Kurniaman]]>;
<![CDATA[Eddy Noviana]]>;
<![CDATA[Guslinda Guslinda]]>;
<![CDATA[Zufriady Zufriady]]>
<![CDATA[ Jurnal Basicedu Vol 5, No 2 (2021): April Pages 446-1111 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v5i2.710
<![CDATA[Reading is a skill that must be mastered by elementary school students because it can increase a person's reasoning for that a teacher must be a bridge in transferring knowledge by using teaching materials with DRTA strategies. Research method 4-D development with 4 stages define, design, develop, and disseminate. Teaching materials that have been validated by experts and practitioners with validation results of content eligibility with an average of 88.3 are very valid, linguistic aspects with an average of 91.6 are very valid, presentation aspects with an average of 90 are very valid, and aspe graphic of 87.5 is very valid.. After the validated teaching materials were tested in the class using a quasi-experimental method to obtain an increase in experimental class reading comprehension 18.75% higher than the increase in the control class with a 12.5% increase in class. To test whether there is a significant difference in the gain value tested by using normality and homogeneity tests, after the results are obtained, it is re-tested using the average difference test with the results of t_counts = 0.26 and t_table= 2.00 so that it can be concluded that the ability to read comprehension does not exist significant difference.]]>
<![CDATA[Pengaruh Kepemimpinan Kepala Sekolah terhadap Kinerja Guru Sekolah Dasar ]]>
<![CDATA[Muhamad Romadhon]]>;
<![CDATA[Zulela MS]]>
<![CDATA[ Jurnal Basicedu Vol 5, No 2 (2021): April Pages 446-1111 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v5i2.711
<![CDATA[Penelitian ini bertujuan untuk menganalisis pengaruh Kepemimpinan Kepala Sekolah terhadap Kinerja. Guru di SDN Sunter Jaya 03 Jakarta Utara. Populasi dalam penelitian ini ada 30 guru di Guru di SDN Sunter Jaya 03 Jakarta Utara. Hasil penelitian menunjukkan uji F diperoleh Fhitung = 10,037 dengan nilai sig = 0,03 < 0,05 dapat disimpulkan bahwa Ho ditolak. Hal ini menyatakan bahwa ada pengaruh kepemimpinan kepala sekolah terhadap kinerja guru. Berdasarkan hasil penelitian menunjukkan bahwa ada pengaruh kepemimpinan kepala sekolah terhadap kinerja guru sebesar 15,1% sedangkan sisanya dipengaruhi faktor lain. Disimpulkan bahwa kepemimpinan kepala sekolah memberikan pengaruh terhadap kinerja guru di Guru di SDN Sunter Jaya 03 Jakarta Utara. Disarankan agar kepala sekolah sebaiknya lebih memperhatikan kompensasi yang berkenaan dengan besarnya honorarium atau gaji dengan upaya yang dilakukan, pemberian insentif atau bonus yang diberikan secara adil dan pemberian kompensasi yang tepat waktu. Kepala sekolah sebagai pelaksana supervisi sebaiknya tetap menjalankan kegiatan pengontrolan terhadap ketertiban pembuatan perencanaan pengajaran yang disesuaikan dengan kurikulum yang sedang berlaku dan tidak mengurangi rutinitas kunjungan kelas yang dilaksanakan sewaktu-waktu ke kelas-kelas pada saat kegiatan belajar mengajar sedang berlangsung.]]>
<![CDATA[Efektifitas Model Quantum Teaching Terhadap Pembelajaran Matematika Siswa di Sekolah Dasar ]]>
<![CDATA[Muhammad Nursalam]]>;
<![CDATA[Eka Fitriana HS]]>;
<![CDATA[Jusmawati Jusmawati]]>
<![CDATA[ Jurnal Basicedu Vol 5, No 2 (2021): April Pages 446-1111 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/basicedu.v5i2.724
<![CDATA[This research stems from the difficulty of students of SDN Salupompong, Mamuju Regency, West Sulawesi in following the learning process, this is due to the lack of development of teaching models and methods by teachers which impact on relatively low student learning outcomes. Therefore, this study aims to determine the effectiveness of the Quantum Teaching model in class IV SDN Salupompong, Mamuju Regency, West Sulawesi. This study used an experimental research method with descriptive analysis and imperative analysis carried out with four learning meetings and two test meetings. The learning outcomes obtained were 3,7, student activity was 3,53, and student response was 3,44, from the three indicators of the effectiveness of the Quantum Teaching learning model, it can be obtained an average effectiveness of 3,55 with the very effective category.]]>
