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Journal of Primary Education
Published by Universitas Negeri Semarang
ISSN : 22526404     EISSN : 25024515     DOI : -
Core Subject : Education,
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.
Arjuna Subject : -
Articles 8 Documents
 1 
Search results for , issue " Vol 7 No 3 (2018): December 2018" : 8 Documents clear
Type of Verbal and Non-Verbal Reinforcement Given by Teacher in Elementary School Fitrianti, Aulia Nur; Zulaeha, Ida; Kustiono, Kustiono
Journal of Primary Education Vol 7 No 3 (2018): December 2018
Publisher : Journal of Primary Education

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Abstract

The study aimed to analyze the form of reinforcement which given by teachers on its implementation in elementary school. This qualitative study uses data collecting technique in the form of observation and interview. The data were analyzed by using triangulation method. The results showed that there were two forms of reinforcement given by teachers in elementary school, namely verbal and non verbal reinforcements. Verbal reinforcement consists of 3 forms, namely: the form of verbal reinforcement of word, phrase, and sentence. The form of verbal reinforcement of word consists of 3 forms, namely: the form of verbal reinforcement of the numeral word, adjective, and interjection. The form of verbal reinforcement of phrases consists of 2 forms, namely: verbal reinforcement of verbal phrase and adjective phrase. The form of verbal reinforcement of sentence consists of 3 forms, namely: the form of verbal reinforcement of news sentence, command sentence, and interjection sentence. The reinforcement form that is often provided by the teacher in its implementation ofthe Elementary School is a form of non verbal reinforcement.
Influence of Pictorial Crossword Puzzle Media Toward Vocabulary Mastery and Initial Writing Skills of Elementary School Students Maududi, Ahmad; Purwanto, Edy; Awalya, Awalya
Journal of Primary Education Vol 7 No 3 (2018): December 2018
Publisher : Journal of Primary Education

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Abstract

The research aims to analyze the influence of pictoral crossword puzzle media toward vocabulary mastery and initial writing skills of the 1st grade of elementary school in the academic year of 2017/2018. The subjects in this study were 38 student of 1st grade of SDN Sampangan 01 as an experiment class and 34 student of 1st grade of SDN Bendan Ngisor as an control class. The experimental design in this research was quasi-experimental design with nonequivalent control group design. The results of the research on vocabulary mastery in the experimental class obtained n-gain of 0.54 in moderate category, while in the control class obtained n-gain of 0.03 in low category. Furthermore, the results of the research on initial writing skills of the experimental class obtained n-gain of 0.35 in moderate category, while the control class obtained n-gain of 0.11 in low category. Thus, it can be concluded that the using of pictorial crossword puzzle media affect to vocabulary mastery and initial writing skills. From these results, it is suggest to teachers to use pictorial crossword puzzles media in learning process in order to enhance vocabulary mastery and initial writing skills.
Motivation and Learning Achievement of Primary Students in Theme-Based Learning using Blended Learning Model Firdaus, Slamet; Isnaeni, Wiwi; Ellianawati, Ellianawati
Journal of Primary Education Vol 7 No 3 (2018): December 2018
Publisher : Journal of Primary Education

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Abstract

The purpose of this research is to improve motivation and learning achievment of students in theme-based learning using blended learning model in primary schools. This type of research is mixed methods, with the design of embedded experimental models. The mixed methods model consist of three phase. They are pre-intervention, during an intervention, and after intervention. Those phase pre-intervention, interviews with the class teacher, surveys, given the motivation questionnaire, and pre-tests. Then the intervention of theme-based learning using a blended learning model, observation for learning. Then the after-intervention, given the post-test, motivation questionnaire and response after learning implementation. To gain the quantitative data to strengthen the quantitative data the student's response, then focus group discussion (FGD) was implemented. Final interpretation of the data based on quantitative and qualitative data. Data were analyzed using the Wilcoxon Rank and triangulated whit the quantitative. The sample of the study was 113. The data collection was conducted by questionnaire, interviews, and documentation. Results of this study was an increase in motivation and learning achievement significantly. This is evident by the analysis of statistical tests obtained an average increase of 56.50 learning motivation and learning achievement at 57.00. Base on the data analysis can be concluded is an improvment increase in motivation and learning achievement of students after following theme-based learning using blended learning. Students were also responding very well to the learning. Thus the theme-based learning using a blended learning model in primary schools are very effective and recommended for in primary schools especially upper-grade students.
Quantum Learning Model Influence using Series of Drawings Towards The Fifth Grade Students’ Narrative Writing Skill Huda, Wahyul; Mardikantoro, Hari Bakti; Haryadi, Haryadi
Journal of Primary Education Vol 7 No 3 (2018): December 2018
Publisher : Journal of Primary Education

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Abstract

This study aims to determine the effect of quantum learning model with the series of drawings media on the learning achievement to write narrative of the fifth grade students of elementary school in The district of Kudus. The type of this research is quasi-experimental with non equivalent controlled group design. The sampling technique used was Cluster Random Sampling followed by purposive sampling technique. The result of n-gain analysis shows that the quantum learning with the drawing media in the control class gets 0.29 with low criteria while the experimental class gets 0.33 with moderate criteria. The ttest results show that tvalue is 5.911 while ttable is 2.006 or tvalue > ttable and the significance of it is 0.000 so H0 is rejected. The linear regression test of the quantum learning model by using series of drawing media towards the learning result of writing essay ability is 97.0%. Based on the data analysis it can be concluded that there is a significant influence on the use of quantum learning models by using a series of drawings as media on the results of students' ability in learning to write narrative essays.
Pragmatic Functions of Perlocutionary Act in F-3 Leveled Reading Book Musriyono, Anna Ardiyani; Rustono, Rustono; Saptono, Sigit
Journal of Primary Education Vol 7 No 3 (2018): December 2018
Publisher : Journal of Primary Education

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Abstract

Perlocutionary act is a speech act spoken by a speaker to influence the interlocutors and can be found in the communication process. One form of communication process can be found in conversations between the characters in story from children's reading books. Perlocutionary act is uttered with different pragmatic functions according to the context of the speech. The objectives of this research are (1) to describe the functions of perlocutionary act in F-3 leveled reading book, and (2) to determine the dominant perlocutionary act function in F-3 leveled reading book. The research approach used in this research was pragmatic approach and qualitative descriptive approach. The data collection was conducted by using observation method with recording technique. After the data have been analyzed using heuristic method, the result of the research shows that (1) 12 perlocutionary acts are found in F-3 leveled reading book with five kinds of functions, which are the function of relieving, persuading, convincing, attention-grabbing, and scaring and (2) the most dominant perlocutionary act function in F-3 leveled reading book is relieving function with total seven speeches. This research is expected to give contributions to the academic study, especially in the field of pragmatic study.
The Effect of Problem Based Learning by using Demonstration Method on The Ability of Problem Solving Riswari, Lovika Ardana; Yanto, Heri; Sunarso, Ali
Journal of Primary Education Vol 7 No 3 (2018): December 2018
Publisher : Journal of Primary Education

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Abstract

The purpose of this study was to determine the effect of PBL model by using the demonstration method on the problem-solving skills to elementary school students. The study applied quasy experimental research method with pretest-posttest control group design. The population of this study was the fourth grade students of Diponegoro cluster in Kudus, Central Java in the academic year 2017/2018. The samples taken for this study were the fourth grade students of SD 1 Kajeksan and SD 2 Demaan with the total number of 30 students for each school. The sampling technique used in this study was Nonprobability Sampling technique. The data collection technique applied in this study was test in the form of essay, as well as non-test technique which consists of observation and documentation. The data were analyzed by using gain score and t-test. The results showed that there is significant influence of PBL model by using demonstration method to student problem solving ability, this is supported by N-Gain result = 0.59 that is categorized as medium category. Then, pretest-posttest results of problem-solving ability by using PBL model with the demonstration method were tvalue = 7.667. Furthermore, there was a difference betwen students' ability in solving the problems by using PBL model within and without demonstration method (tvalue (3,801) > ttable (1,672)). This is supported by the result of observation to the student engagement which was 81.11%. It indicates that the PBL model by using demonstration method affects the problem solving abilities.
Development of Education Games Map Material as a Learning Media for Elementary School Students Nurpratiwiningsih, Laelia; Setiyoko, Didik Tri
Journal of Primary Education Vol 7 No 3 (2018): December 2018
Publisher : Journal of Primary Education

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Abstract

The purpose of this study is to describe the development needs and characteristics of education games learning media based on the perceptions of teachers and students, compile and validate education games learning media and test the effectiveness of learning education learning media at Public Elementary School Jatibarang Lor 02. The type of research used is research and development. These stages of research and development include potential problems, product manufacturing, product validation, product revisions, and product trials. Based on the results of the needs analysis, it can be concluded that the development of learning education learning media is in accordance with the characteristics of teachers and students including material aspects, presentation aspects, linguistic aspects, and graphic aspects. These characteristics are developed into education games learning media products that are ready for expert validation testing. Based on the validation test, education games learning media got a score of 84 with good categories. After going through expert validation tests, then the learning media is tested on students. The results showed that education games learning media were effective and could improve cognitive learning outcomes and skills of students at Public Elementary School Jatibarang Lor 02. So, it can be concluded that this education games learning media became one of the solutions in learning elementary school students, especially on map material.
The Contributions of Teacher's Pedagogical Habitual to the Quality of Learning Services for Children with Special Needs in Inclusive Elementary Schools Sunarsih, Diah; Nurbaeti, Rizki Umi
Journal of Primary Education Vol 7 No 3 (2018): December 2018
Publisher : Journal of Primary Education

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Abstract

Inclusion education at Elementary School is a solution for providing education services for children with special needs who cannot access education at the Extraordinary School so that children with special needs are academically served. Organizing learning in inclusive schools cannot be separated from the role of the teacher. This study aims to determine the contribution of teacher pedagogical habitual to the quality of learning services for children with special needs in inclusive elementary schools in Brebes Regency. The focus of this research is teacher pedagogical habitual towards the implementation of quality learning services for children with special needs in the implementation of inclusive schools in elementary schools. The sample is 35 children. The analysis test used is a Regression test. The results of the F test indicate that the significance value is 0.000. The significant value < 0.05, so it can be concluded that there is a contribution of teacher's pedagogical habitual to the quality of learning services for children with special needs in inclusive schools in Brebes Regency and shows the direction of positive contributions. R square value obtained in the calculation is 0.531. This means that pedagogical habits have an effect of 53% on the quality of inclusion learning services, and 47% are influenced by other factors not examined in this study. The results of the F test indicate that the significance value is 0.000. The significant value < 0.05, so it can be concluded that there is a contribution of teacher's pedagogical habitual to the quality of learning services for children with special needs in inclusive schools in Brebes Regency and shows the direction of positive contributions.

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