Journal of Primary Education
Journal of Primary Education publishes research articles results and conceptual studies in field of elementary mathematics education, science, Indonesian languange and social studies for primary education level. Journal of Primary Education publishes research studies employing a variety of qualitative and/or quantitative methods and approaches in the field of primary education.
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<![CDATA[Profile of Science Literacy Skill Domain Knowledge of SMPN 2 Bua Ponrang ]]>
<![CDATA[Yanti, Rosmalah]]>;
<![CDATA[Prihatin, Titi]]>;
<![CDATA[Khumaedi, Khumaedi]]>
<![CDATA[ Journal of Primary Education Vol 7 No 1 (2018): April 2018 ]]>
Publisher : <![CDATA[Journal of Primary Education ]]>
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<![CDATA[The assumptions of the intelligent category of students in society are still based on the assessment of knowledge despite authentic assessment. This study aims to describe the science literacy ability of grade VII students of SMPN 2 Bua Ponrang in the knowledge domain consisting of procedural knowledge, epistemic knowledge, and content knowledge. The research method used descriptive quantitative. The sample is determined by using simple random sampling with the number of sample counted 31person. The results showed procedural knowledge of 37, 34%, epistemic knowledge of 34,91% and content knowledge of 27,94%. Maximum score obtained is 55, an average value of 39.77 and a minimum score of 20. It can be concluded improve the ability of science literacy, especially in the domain of knowledge. This research is hoped to give thought contribution in solving science literacy problem so that it can inspire to design activities and factors that can improve science literacy ability.]]>
<![CDATA[The Effectiveness of Karisma Instructional Model in Fostering The Characters and Increasing Students’ Learning Outcomes of 4th Gradeelementary School Students ]]>
<![CDATA[Saputra, Perdana Wira]]>;
<![CDATA[Rusilowati, Ani]]>;
<![CDATA[Sarwi, Sarwi]]>
<![CDATA[ Journal of Primary Education Vol 7 No 1 (2018): April 2018 ]]>
Publisher : <![CDATA[Journal of Primary Education ]]>
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<![CDATA[Educational problems require an innovative learning system and research to solve the problems. Research with learning model is line of way to improve the quality of education. The objectives of the research are to describe the way of implementing Karisma learning model, to know the difference of character improvement and learning outcomes, and to know the problems that occurred when implementing the Karisma learning model in Elementary School. Type of research which was used in the research was experiment, while the data analysis technique which was used was two way variant (two way anava) The result of research of the significance of students’ character improvement for factor of student attitude learning model is 0,026 <0,05, or Ftable = 3,027 and Fcount = 3,683. Students’ learning outcomes generally improved with the average of SD LB score 88, SD MR score 74. SD SM scores 82, and SD DD score 78. The results of study by using Karisma learning modelare better, that is 83.29, compared with conventional model which is only scored 74.76. Response data shows that students feel active and do discussion with score of 83.2%. Based on the data analys, schools that implement the Karisma learning model have more positive impact when it is implemented.]]>
<![CDATA[Storybook Influence on Science Concept Comprehension Through Curiosity of Fifth Grade Elementary School Student ]]>
<![CDATA[Arditama, Andreas Yoga]]>;
<![CDATA[Wardani, Sri]]>;
<![CDATA[Purwanti, Eko]]>
<![CDATA[ Journal of Primary Education Vol 7 No 1 (2018): April 2018 ]]>
Publisher : <![CDATA[Journal of Primary Education ]]>
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<![CDATA[The use of storybooks is rarely used in science learning. Though the storybook is able to help students construct the concept comprehension and the curiosity. The purpose of this research is to know the Influence of the storybook on science concept through curiosity as an intervening variable. This is quantitative expose facto research with the formulation of associative problem. Data of Science Concept Comprehension, storybook, and curiosity are successively obtained through the description test instruments, multiple choice test instruments, and observation instruments, and also analyzed by regression analysis and correlation analysis. Storybook and curiosity influenced Science Concept Comprehension, proven correlation analysis of 0.92 and t-tested by 15.14. With the value of 2.02 ttable, then the results show that the influence of storybook and curiosity is very strong and significant. In the joint influence, the dominance of storybook influence is very high and significant, evidenced by a partial correlation of 0.89 with a value of t-test of 12.20. While the dominance of the influence of curiosity is very low and not significant, with the result of correlation analysis -0.03 and t-test value of -0.20. These results indicate that the storybook has a powerful effect on Science Concept Comprehension. In the storybook's shared influence, curiosity has no big effect on Science Concept Comprehension. This research should give belief to elementary school teachers to use storybook in learning because it proved very influential towards understanding the Science Concept.]]>
<![CDATA[Math Learning with Realistic Mathematics Education Approach (RME) Based On Open Source - Ended to Improve Mathematic Communication ]]>
<![CDATA[Fauzi, Akhmad]]>;
<![CDATA[Waluya, St. Budi]]>;
<![CDATA[Masrukan, Masrukan]]>
<![CDATA[ Journal of Primary Education Vol 7 No 1 (2018): April 2018 ]]>
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<![CDATA[This study aims to determine the feasibility and effectiveness of the application of learning using social arithmetic teaching books by Realistic Mathematics Education (RME) approach based on Open-Ended problem. The research design used in this research is Research and Development with Plomp model. Subjects in this study were students of class VIII SMP Askhabul Kahfi academic year 2017 / 2018. Design implementation is using Posttest Only Control-Group Design. The analysis technique used in the form of analysis of expert validation results and effectiveness test. Post test results on the class performed by the action are compared to the non-action class to ensure, it is done by (1) Complete Test, (2) Different Test, and (3) Simple Linear Regression Test. The results of this study obtained data that (a) the average value of evaluation of classroom communication skills using mathematics learning tools 73.42 (μ> 70) and classical mastery of 76.6% (π> 75%); (b) the average rate of classes using the application of mathematics learning tools with RME approach based on open-ended problem (73.42) is greater than the class that does not use the application of mathematics learning tool with RME approach based on open-ended problem (64.57) and (c) from the regression test obtained tcount = 2.012, tcount (2.012)> ttable (1.99834). Based on the results of research and discussion, obtained the conclusion that (1) Arithmetic learning devices with RME approach developed valid is used based on the expert judgment. According to the results of small large class test, and (2) Arithmetic learning tools with RME approach developed effectively.]]>
<![CDATA[Analysis of Reasoning Ability and Mathematical Communication Based on Learning Styles on PMRI Learning ]]>
<![CDATA[Fitrianti, Dwi Agung]]>;
<![CDATA[Mariani, Scolastika]]>;
<![CDATA[Yulianto, Agus]]>
<![CDATA[ Journal of Primary Education Vol 7 No 1 (2018): April 2018 ]]>
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<![CDATA[This study aims to determine the mastery of reasoning ability and mathematical communication, the difference of reasoning ability and mathematical communication in the two sample classes, and also describes the students' reasoning and communication ability. Type of research used is mix method. Quantitative research with random sampling technique while qualitative research with purposive technique. Data collection uses observation, tests, questionnaires, and interviews. The learning mastery test shows that the reasoning ability and the mathematical communication of the experimental class learners reaches completeness. The average difference test shows that the reasoning ability and the experimental mathematics of the experimental class is better than the control class. Based on the learning style not all students who have good reasoning ability, the communication skills are good, and vice versa. This research is expected to be useful to be a source of information in answering the problems that occur in the learning process, especially in improving student learning outcomes in sub rectangular themes.]]>
<![CDATA[STEM-Based Project Based Learning Model to Increase Science Process and Creative Thinking Skills of 5th Grade ]]>
<![CDATA[Lestari, Tri Puji]]>;
<![CDATA[Sarwi, Sarwi]]>;
<![CDATA[Sumarti, Sri Susilogati]]>
<![CDATA[ Journal of Primary Education Vol 7 No 1 (2018): April 2018 ]]>
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<![CDATA[The background that drives this research is not yet honed the skills of the process of science and creative thinking. The aims of this research is to know the effect of STEM based learning based learning model on science process skill and creative thinking. The study was conducted on the water cycle material and its use. The research method is Quasi Eksperimental Design. The sampling technique is saturated sampling. The data collection tools in the form of observation instruments of science process skill, and instrument of creative thinking. The data were analyzed using independent t-test to test the difference. In testing the increase and effect of using N-gain. The result of the research shows that there is difference of influence of creative thinking skill, this is seen from the average of N-gain pretest and posttest in the students. The findings of the research are the significant increase of creative thinking skills in the experimental class 1. Improving creative thinking skill which in the high category is 23% and the middle category is 77%. In the experiment class 2, the high category is calculated as 4% and 96% are categorized into the medium category. The conclusion of the research is the learning model of learning based project based learning STEM can improve the skills of science process and creative thinking of the students. Learning based project based learning STEM is expected to be a reference in the application of learning.]]>
<![CDATA[The Role o Students’ Critical Thinking and Interpersonal Intelligence in Understanding The Concept of Science ]]>
<![CDATA[Fauzi, Muhamad Irfan]]>;
<![CDATA[Hartono, Hartono]]>;
<![CDATA[Utomo, Udi]]>
<![CDATA[ Journal of Primary Education Vol 7 No 1 (2018): April 2018 ]]>
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<![CDATA[This research aims to: (1) analyze the role of critical thinking of grade V students in Science learning using Cooperative Problem Based Learning model, (2) analyze the role of interpersonal intelligence of grade V students in Science learning using Cooperative Problem Based Learning model as reflected on the Science learning outcome, (3) and acknowledge the influence of critical thinking and interpersonal intelligence of grade V students on their learning outcomes in Science learning using Cooperative Problem Based Learning model. This research used mixed method concurrent embedded. The samples of this research were the students of grade V of Tunon 1 and Tunon 2 State Elementary Schools. The data were taken through observation, test, interview and documentation. The results showed that the critical thinking of grade V students in Science learning using cooperative problem based learning model gave positive and significant impact of 36.3% on the outcome of Science learning. Students with high critical thinking skill tend to have high learning outcomes, students with moderate critical thinking skill tend to have moderate learning outcomes, and students with low critical thinking skill tend to have low learning outcomes. Students who have interpersonal intelligence skill in Science learning using cooperative problem based learning model gave positive and significant impact of 34.0% on the outcome of Science learming. Students with high interpersonal intelligence skill tend to have high learning outcomes, students with moderate interpersonal intelligence skill tend to have moderate learning outcomes, and students with low interpersonal intelligence skill tend to have low learning outcomes. Grade V students’ critical thinking skill and interpersonal intelligence together affected their learning outcomes of Science by 53.7%, and the remaining was 100% - 53.7% = 46.3%. Both the critical thinking skill and interpersonal intelligence were complementary abilities in achieving optimal learning outcomes of Science.]]>
<![CDATA[Mathematical Problem Solving Abilities Viewed by Intelligence Quotient and Gender Grade 5th ]]>
<![CDATA[Alifani, Shabrina Mei]]>;
<![CDATA[Suyitno, Hardi]]>;
<![CDATA[Supriyadi, Supriyadi]]>
<![CDATA[ Journal of Primary Education Vol 7 No 1 (2018): April 2018 ]]>
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<![CDATA[Problem solving is part of a very important mathematical curriculum. Through this aspect of mathematical ability such as the application of rules on non-routine issues, pattern discoveries, etc. can be developed better. The purpose of this research are: (1) to analyze mathematical problem solving ability viewed by IQ; (2) to analyze the mathematical problem solving ability viewed by gender.
This type of research is qualitative. Research subjects consisted of 6 students VB grade SD Nusaputera Semarang 2016 school year. Qualitative analysis includes data reduction, display data, and conclusion drawing. The results of this study are (1) there are three categories of IQ that is high average, average, and low average, which has the ability to solve the best math problem that are high average, then average, and the last is low categories which refers to their ability to solve mathematical problem solving; (2) based on the total number of indicators that can be fulfilled by male gender and female' gender in this study, it shows that female's mathematics problem solving ability is better than that of male. Important finding of this research is that IQ and gender determine the level of problem solving ability of math student.
This research can be used as a guide in giving learning to students in improving problem solving ability of math based on IQ and gender difference.]]>
<![CDATA[Creative Thinking Analysis, Motivation and Concept Mastery on Learning of Cooperative Discovery Model in Elementary School ]]>
<![CDATA[Asrul, Asrul]]>;
<![CDATA[Ridlo, Saiful]]>;
<![CDATA[Susilo, Susilo]]>
<![CDATA[ Journal of Primary Education Vol 7 No 1 (2018): April 2018 ]]>
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<![CDATA[The reason to do this research is because the creative thinking ability, motivation and mastery concept still less than optimal. The purpose of this research is to analyze the improvement of creative thinking ability, motivation and mastery of students’ concepts through cooperative discovery learning model. This research is quantitative research and design experimental with nonequivalent control group. The population in this research is the fifth grade students’ of Rejosari 02 and Rejosari 03 elementary schools. The sample of this research is choosen by using purposive sampling technique. The are 5a obtained 51 students as a control class and class 5b, 50 students as an experimental class. The research instrument is in the form of tests of creative thinking ability, questionnaire of learning motivation and concept of mastery test. The hypothesis test using the N-gain test and independent sample t-test. The result showed as follows: (1) the improvement of students’ creative thinking ability taught by using cooperative discovery learning of, is in category and those who average are in medium category. (2) the improvement of students’ learning motivation that taught by using cooperative discovery learning is of 82.12 and that of conventional learning is of 76.69. (3) There is a difference in the mastery of students' concepts that taught by using cooperative discovery learning and the conventional learning. So it can be concluded that by using cooperative discovery learning are the students’ creative thinking, motivation and concept mastery higher than that of conventional learning. This research gives the implication that cooperative discovery learning is suitable to use in the fifth grade of elementary school to increase the students’ creative thinking, motivation and as.]]>
<![CDATA[The Effect of Problem-Based Learning Model Increase The Creative Thinking Skill and Students Activities on Elementary School ]]>
<![CDATA[Sari, Dewi Kartika]]>;
<![CDATA[Banowati, Eva]]>;
<![CDATA[Purwanti, Eko]]>
<![CDATA[ Journal of Primary Education Vol 7 No 1 (2018): April 2018 ]]>
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<![CDATA[The objective of this research is to know the effect of problem-based learning model towards creative thinking skill and students activity. The research was conducted on the social problem material. The research method was Quasi Experimental Design. The sampling technique was cluster random sampling. The data collected in the form of observation sheet instrument of students’ activity and instrument of creative thinking skill. Data were analyzed by using the independent t-test to test the comparasion or difference. In testing the effect, it used N-gain. The results of the research shows that there is a difference of influence of creative thinking skill; it is seen from the average of N-gain pretest and posttest of the students. The result of t-test in the experimental class reveals that the average score of pretest is 51.45, while in the posttest is 87.90, so the experimental group has an improvement of 26%. It is obtained tvalue is higher than ttable (2.917 > 2.000). The achievement of students activity in the experimental class improves, with the average score of observations that reaches very well criteria. The conclusion of this research is the problem-based learning model has an effect on the creative thinking skill and the students activity.]]>
