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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.
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Search results for , issue "Vol 1 No 2 (2012)" : 10 Documents clear
PENGEMBANGAN MODEL KOMEKS BERMUATAN NILAI-NILAI PENDIDIKAN KARAKTER ASPEK MEMBACA INTENSIF DI SEKOLAH DASAR
Journal of Primary Education Vol 1 No 2 (2012)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v1i2.784

Abstract

Tujuan penelitian ini mendeskripsi karakteristik model Komeks sesuai dengan kebutuhan guru  sekolah dasar dan peserta didik, mendeskripsi prinsip-prinsip model Komeks, mengembangkan prototipe buku panduan model Komeks, dan menentukan keefektifan model Komeks bermuatan nilai-nilai pendidikan karakter aspek membaca intensif di sekolah dasar. Penelitian ini menggunakan pendekatan research and development. Sumber data adalah guru-guru dan siswa kelas VI sekolah dasar, ahli model pembelajaran, dan ahli bahasa. Analisis data dilakukan dengan menggunakan deskriptif kualitatif dan kuantitatif sesuai dengan karakteristik data. Karakteristik model Komeks bermuatan nilai-nilai pendidikan karakter aspek membaca berdasarkan kebutuhan siswa dan guru ditinjau dari dimensi sintakmatik, sistem sosial, sistem pendukung, sistem reaksi, dan tujuan instruksional serta dampak pengiring; prinsip-prinsip model Komeks. Hasil uji keefektifan, 34 dari 36 siswa (94%) tuntas dengan nilai rata-rata kelas sebesar 83.06. Model Komeks bermuatan nilai-nilai pendidikan karakter aspek membaca intensif di SD terbukti efektif untuk meningkatkan proses dan hasil belajar peserta didik   The aims of this study are: (1) to describe the characteristics of the learning models of Komeks to meet the needs of the teacher of elementary school, (2) to describe the characteristics of the learning model of Komeks to meet the needs of the students, (3) to describe the principle of the learning models of Komeks, (4) to develop prototype of guidelines of the learning model using Komeks, and (5) to determine the model effectiveness of Komeks involving the values of character education in reading intentive aspect in elementary school. Research and development approaches are employed in this research derived from Borg and Gall (1983). The steps are; (1) collecting information and theoretical reviews, (2) desigining the development model, (3) collecting main data in the field, (4) analysing primary data, (5) composing development model, (6) validation, and (7) effectiveness trial. The resource of the data consists of teachers and students of class VI elementary school and the expert of learning model and linguists. The data employes descriptive qualitative and quantitative method.The result shows that the characteristics of the learning model of Komeks involves the values of character education through reading which is based on the students and teachers’ needs. This refers to the systematical dimension, social system, supporting system, reaction system, and instructional purpose and also its impact. Based on its characteristics, the principles of the Komeks learning model are formulated. The test applied in class VI elementary school of Negeri Batursari 5 suggests that there were 34 out of 36 students who successfully have 83.06 score in average. The result of the correation t test was t(0.95)(35 =2.03 . It shows that there is a difference between the application of the model and after it is applied. Thus, it can be concluded that the learning process using the Komeks model is proven to be effective to improve the process of learning and the end result of the students 
PENGEMBANGAN PERANGKAT PEMBELAJARAN BERBASIS LESSON STUDY DENGAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR IPA DI SD
Journal of Primary Education Vol 1 No 2 (2012)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v1i2.785

Abstract

Pembelajaran Ilmu Pengetahuan Alam di Sekolah Dasar berlangsung satu arah. Peserta didik kurang aktif dan nilai rata-rata rendah 6,1. Tujuan penelitian ini adalah mendeskripsikan karakteristik perangkat pembelajaran berbasis lesson study dengan kooperatif tipe Numbered Heads Together, menghasilkan perangkat pembelajaran berbasis lesson study dengan NHT, mengetahui kevalidan, keefektifan dan kepraktisan perangkat hasil pengembangan. Jenis penelitian ini adalah penelitian dan pengembangan. Subjek uji coba adalah peserta didik kelas V SDN Rejosari 03 Semarang tahun pelajaran 2010/2011. Instrumen penelitian yang digunakan lembar validasi, lembar observasi, dan angket. Analisis data dilakukan dengan teknik deskriptif persentase dan uji peningkatan menggunakan N-gain. Perangkat pembelajaran hasil pengembangan meliputi silabus, rncana pelaksanaan pembelajaran, bahan ajar, lembar kerja peserta didik, dan evaluasi. Hasil validasi pakar menunjukkan perangkat valid dengan rata-rata 4,24 dari nilai maksimal 5. Peningkatan aktivitas peserta didik pada kategori sedang dengan nilai gain score 0,58 pada uji pemakaian dan peningkatkan hasil belajar pada kategori sedang. Pembelajaran Ilmu Pengetahuan Alam berbasis lesson study dengan Numbered Heads Together terbukti efektif digunakan. Implementasi pelaksanaannya guru perlu lebih memperhatikan aspek keaktifan peserta didik dalam menyusun  laporan. Teaching learning process in SDN Rejosari 03 Semarang in using one way technique, the student are not active and the average score is only 6,1. The reason are teacher used to be the centre of the class and the lack of the beyond school activities. The problem in this research are: how are the characteristics of teaching learning materialesson study  based beyond school with numbered head together, are the developed materialesson study  valid, effective, and practical. The purpose of this research are to produce teaching learning materialesson study  based on beyond school and numbered head together, to know the developed teaching learning materialesson study  validity, effectiveness and practicallity. This research is a kind of development research. The students of fifth grade of SDN Rejosari 03 Semarang 2010/2011 are the subject of this research. The instruments using in this research are validation sheet, observation sheet and questionnaires. The technique of data analysis is percentage descriptive and raising test using N-gain. The development materialesson study  are syllabus, lesson plan, teaching materialesson study , student work sheet, and evaluation. The validation result of the expert shows the materialesson study  are valid, the score average is 4,24 and maximum score is 5. The students increasing activity in the medium category is 0,58 in the aplication and raising the study result in the medium category. IPA teaching learning process based on NHT is effectively proved. The implementation is teachers need to pay attention more to the students activeness in arranging the report.
PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA MODEL COOPERATIVE GROUP INVESTIGATION BERMUATAN PENDIDIKAN KARAKTER UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH MATERI HIMPUNAN SISWA KELAS VII
Journal of Primary Education Vol 1 No 2 (2012)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v1i2.786

Abstract

 This research aims to formulate the math learning tools using Cooperative Group Investigation involving character education class VII which is valid, practical, and effective. The development of learning material tools in math is executed and is referred to Thiagarajan development model, consisting phases. They are defining, designing, and developing. The dissemination phase is not applied. The materials cover Syllabus, RPP, BSS, LKS, and TKPM. The results of the research are (1) the result of the assessment of the validator shows that the material is valid and in a good category; (2) the result of the limited trial has a practical criteria; (3) the assessment of the character education is found to be effective. The indicators are: (1) the result of the validator assessment is found to be very excellent; (b) the students activities are considered good; (c) the result of TKPM reaches the mastery of KKM; (d) the result of TKPM at experimental class is found to be better than the controlled one. Therefore, it can be concluded that the developmento of the student material using the model of CGI covers the character education at class VII is valid, practical, and effective.Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran matematika dengan model Cooperative Group Investigation Bermuatan Pendidikan  Karakter kelas VII yang valid, praktis, dan efektif. Pengembangan perangkat pembelajaran matematika dilakukan dengan mengacu pada model pengembangan perangkat dari Thiagarajan, dengan fase-fase: (1) define, (2) desain,(3) develop. Fase desiminate tidak dilaksanakan. Perangkat pembelajaran terdiri atas Silabus, RPP, BSS, LKS, TKPM. Hasil penelitian: (1) hasil penilaian validator menunjukkan perangkat pembelajaran valid dengan katagori sangat baik; (2) hasil uji coba terbatas memenuhi kriteria paktis (3) implementasi model CGI bermuatan pendidikan karakter memenuhi kriteria efektif, yaitu: (a) penilaian pendidikan karakter  memenuhi kriteri sangat baik; (b) aktivitas siswa memenuhi kriteria baik; (c) hasil TKPM mencapai ketuntasan KKM; (d) hasil TKPM kelas uji coba lebih baik dari pada kelas kontrol; (e) terdapat peningkatan hasil TKPM pretes terhadap postes dari uji gain. Berdasarkan hasil  tersebut dapat disimpulkan bahwa pengembangan perangkat pembelajaran dengan model CGI bermuatan pendidikan karakter materi himpunan siswa kelas VII valid, praktis, dan efektif.
PEMBELAJARAN MATEMATIKA DENGAN STRATEGI ICARE BERACUAN KONSTRUKTIVISME UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF MATERI DIMENSI TIGA
Journal of Primary Education Vol 1 No 2 (2012)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v1i2.787

Abstract

Penelitian  ini  bertujuan  untuk:  (1)  menghasilkan  perangkat  pembelajaran  matematika  berupa  silabus pembelajaran (SP), rencana pelaksanaan pembelajaran (RPP), lembar kegiatan siswa (LKS), modul siswa (MS), dan  tes kemampuan berpikir kreatif   (TKBK) yang valid,  (2) memperoleh perangkat pembelajaran yang  praktis,  dan  (3)  tercapainya  pembelajaran matematika  yang  efektif.  Penelitian  ini mengacu  pada model pengembangan Plomp dengan  tahapan:  investigasi awal; desain;  realisasi/konstruksi;  tes, evaluasi dan revisi; dan implementasi. Uji coba perangkat pembelajaran dilakukan pada siswa SMA Negeri 2 Kudus kelas X-5  sebagai  kelas  ICARE  dan  kelas X-3  sebagai  kelas Ekspositori. Data  diambil  dengan  lembar validasi, pengamatan, angket dan tes. Data diolah dengan uji ketuntasan, regresi, banding, dan peningkatan kemampuan berpikir kreatif. Hasil penelitian menunjukkan: (1) rata-rata skor  SP, RPP, LKS, MS, dan TKBK lebih dari 4,00 menunjukkan kriteria valid,  (2)  respon  siswa dan  guru  terhadap komponen dan kegiatan pembelajaran  positif,  (3)  pembelajaran  matematika  dengan  strategi  ICARE  beracuan  konstruktivisme efektif. Efektivitas ditandai dengan: (a) jumlah siswa yang nilai prestasi belajarnya > 73 mencapai 93,33%, (b) motivasi belajar  siswa dan  aktivitas  siswa berpengaruh  sebesar 51,9%  terhadap kemampuan berpikir kreatif, (c) rata-rata prestasi belajar kelas ICARE sebesar 81,33 sedangkan kelas Ekspositori 58,70, dan (d) kemampuan berpikir kreatif  siswa meningkat dari rata-rata nilai pre-tes 28,27 menjadi pos-tes 81,33.The aims of this study are: (1) to describe the characteristics of the learning models of Komeks to meet the needs of the teacher of elementary school, (2) to describe the characteristics of the learning model of Komeks to meet the needs of the students, (3) to describe the principle of the learning models of Komeks, (4) to develop prototype of guidelines of the learning model using Komeks, and (5) to determine the model effectiveness of Komeks involving the values of character education in reading intentive aspect in elementary school. Research and development approaches are employed in this research derived from Borg and Gall (1983). The steps are; (1) collecting information and theoretical reviews, (2) desigining the development model, (3) collecting main data in the field, (4) analysing primary data, (5) composing development model, (6) validation, and (7) effectiveness trial. The resource of the data consists of teachers and students of class VI elementary school and the expert of learning model and linguists. The data employes descriptive qualitative and quantitative method.  The research aims to: (1) produce the math learning materials in the form of syllabus (SP), study plan (RPP), student work (LKS), student modules (MS), and test to have a creative thinking (TKBK) which are valid; (2) formulate the learning materials which are practical and, (3) to have an effective math learning. This research refers to the Plomp development model with several stages; desigining, realizing/constructing; test, evaluation, and revision, and implementation. The material for prototype learning 1 is validated and revised according to validator inputs. Hence, the prototype 2 is then applied in a experimental class. After that, it will be finalised as prototype 3. The subjects of the study are students of senior high school state of 2 Kudus class X consisting of eight classes. X-5 is chosen as has been randomly selected. It is callsed ICARE. And class X-3 is called expository. The validation sheet, observatiob, questioner, and test are used. It is then processed through test, regression, comparative test, and creative thinking test.  The result shows that : (1) after the validation from the expert and the peers, the scores are SP 4,233, RPP 4,150, LKS 4,080, MS 4,140, TKBK 4,200 which proved their validity. (2) the response of the students and the teachers are found to be positive, (3) math learning using strategy ICARE referred to constructivism is effective. It is shown by: (a) the students performance > 73 (KKM) reached 93,33%, (b) the students motivation in studying and their activities play vital roles as much as 51,9% towards the creative thinking, (c) the average of the students achievement in class ICARE is 81,33 >  with the average of the Ekspocitory is 58,70, and (d) the ability of creative thinking increases from 28,27 in pre-test to 81,33 in post test. It is suggested that the math learning using ICARE based on constructivism can be developed in other math materials. 
PENGEMBANGAN MODEL PEMBELAJARAN SINEKTIK MENULIS KARANGAN NARATIF BERMUATAN NILAI-NILAI KARAKTER PESERTA DIDIK KELAS V SD
Journal of Primary Education Vol 1 No 2 (2012)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v1i2.788

Abstract

Pembelajaran keterampilan menulis naratif memerlukan model yang dapat memberikan kesempatan kepada peserta didik untuk mengekspresikan nilai-nilai karakter. Tujuan penelitian ini adalah memaparkan karakteristik model pembelajaran sesuai kebutuhan guru dan peserta didik, prinsip-prinsip model, prototipe, dan keefektifan model. Pengembangan model dilakukan dengan Research and Development melalui prosedur analisis kurikulum, teoretis, kebutuhan guru dan peserta didik, pengembangan prototipe, uji ahli, revisi prototipe, uji coba terbatas, dan penyusunan model. Pengumpulan data dilakukan dengan menggunakan angket, lembar pengamatan, panduan wawancara, dan lembar penilaian. Penelitian ini menghasilkan karakteristik model pembelajaran sinektik menurut guru dan peserta didik; prinsip-prinsip model; propotipe model; dan keefektifan model setelah diujicobakan pada peserta didik kelas V SD Brumbung dengan rata-rata skor hasil belajar menulis karangan naratif 77,19. Dampak pengiring model ini adalah nilai-nilai kreatif, komunikatif, cinta tanah air, dan peduli lingkungan. Model ini dapat digunakan untuk meningkatkan hasil belajar menulis karangan naratif. Essay writing skills is important mastered by students, it needs to be developed through the learning process. This study aims to describe the characteristics of learning models fit the needs of teachers and students, the principles of the model, prototype, and the effectiveness of the model. Model development conducted by Research and Development, Borg and Gall. Hierarchically from the curriculum analysis, theoretically, the needs of teachers and students, develop a prototype, testing experts, the revised prototype, limited testing, and preparation of the model. Data collection by questionnaire, observation sheets, interview guides, and the assessment form. Development of models to give: (1) the characteristics of sinektik learning models by teachers and students, (2) the principles of the model (3) prototype models, (4) the effectiveness of the model to be tested in fifth grade Brumbung elementary school students. Hasilnya mampu meningkatkan hasil belajar menulis karangan naratif dari rata-rata 60,63 menjadi 77,19 dan pencapaian KKM dari 40,63% menjadi 93,75%. Dampak pengiring karakter kreatif, komunikatif, cinta tanah air, dan peduli lingkungan. Berdasarkan hasil penelitian ini disimpulkan  bahwa model ini dapat meningkatkan hasil belajar menulis karangan naratif dan model ini dapat dikembangkan sesuai perkembangan teknologi pendidikan. The result can improve learning outcomes narrative essay writing from an average of 60.63 to 77.19 and from 40.63% achievement of KKM to 93.75%. Impact the character of accompaniment creatively, communicative, patriotism, and caring environment. Based on the results of this study concluded that this model can improve the results of learning to write narrative essay and the model can be developed according to the development of educational technology.
PEMBELAJARAN APRESIASI CERITA PENDEK BERMUATAN KONSERVASI BUDAYA DAN MENULIS KREATIF DENGAN MODEL KREATIF PRODUKTIF MELALUI METODE EKSPRESI TULIS DAN VISUAL BERDASARKAN MINAT SASTRA
Journal of Primary Education Vol 1 No 2 (2012)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v1i2.789

Abstract

Penelitian ini dilakukan dengan tujuan untuk menguji keefektifan metode ekspresi tulis dan ekspresi visual dalam model kreatif produktif pada pembelajaran apresiasi cerpen dan menulis kreatif bermuatan konservasi budaya dan menjelaskan interaksi antara kemmapuan peserta didik mengapresiasi cerita pendek dan menulis kreatif dengan minat peserta didik terhadap karya sastra, baik minat tinggi maupun rendah. Dalam penelitian ini digunakan metode eksperimen dengan desain faktorial dua kelas eksperimen Sekolah Menengah Pertama. Analisis statistik yang digunakan adalah Uji T untuk mengetahui perbedaan keefektifan kedua metode dalam pembelajaran dan Uji F MANCOVA untuk mengesahkan interaksi antara kemmapuan peserta didik mengapresiasi cerita pendek dan menulis kreatif dengan minat sastra tinggi dan rendah. Hasilnya, metode ekspresi tulis lebih efektif digunakan dalam pembelajaran apresiasi cerpen dan menulis kreatif pada peserta didik memiliki minat sastra tinggi dan rendah. Minat peserta didik terhadap karya sastra tidak berpengaruh terhadap kemampuan peserta didik mengapresiasi cerita pendek dan menulis kreatif yang mengikuti pembelajaran dengan metode ekspresi tulis dan visual. This research aims to show the effectiveness of Written Expression Method and Visual Expression Method in Creative Productive Model on students’ academic achievement of short story appreciation and creative writing in Indonesian class. This research is also intended to investigate that whether or not students’ interest in literary works interact with those academic achievements especially in Junior High School students. This research was a quasi-experimental study on two different intact groups of the seventh graders in Junior High Schools. The statistical analysis used were T-test to see the different effect of Written Expression and Visual Expression Method on academic achievement, and MANCOVA to prove whether or not students’ interest in literary works interact with the academic achievements on both groups. The findings by T-test showed that Written Expression Method proved to be more effective on both groups of students who have high and low interest in literary works compared to the Visual Expression Method. The test of MANCOVA showed that the methods were significantly influence the improvement of academic achievement. However, it was also proved that students’ interest in literary works as the covariate didn’t interact with the academic achievement of short story appreciation and creative writing.
PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA BERPENDEKATAN SETS BERKARAKTER
Journal of Primary Education Vol 1 No 2 (2012)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v1i2.790

Abstract

Pembelajaran IPA di SMP RSBI Blora belum menekankan keterkaitan antara sains, teknologi, lingkungan dan masyarakat juga mengembangkan karakter peserta didik. Tujuan penelitian ini adalah  mengembangkan perangkat pembelajaran IPA berpendekatan SETS berkarakter materi Klasifikasi Zat untuk siswa SMP RSBI yang valid, efektif, dan praktis. Penelitian pengembangan (R & D) ini terdiri atas 4 tahap yaitu tahap pengembangan, validasi, uji coba skala terbatas, dan uji coba skala luas. Data validitas perangkat pembelajaran dianalisis dengan deskripif persentase. Data hasil belajar dianalisis dengan deskriptif persentase dan uji t-test berpasangan. Peningkatan hasil belajar dihitung dengan gain ternormalisasi. Hasil hitung t-test satu sampel menunjukkan harga t hitung > t tabel sehingga Ha diterima. Hasil penelitian menunjukan bahwa perangkat pembelajaran IPA berpendekatan SETS berkarakter valid dengan rerata nilai validator 3,56 pada kategori sangat baik. Implementasi perangkat pembelajaran IPA berpendekatan SETS berkarakter efektif untuk mencapai ketuntasan kerjasama, kreatif, peduli lingkungan dan pemahaman karena mencapai ketuntasan klasikal ≥ 80%, rerata hasil belajar kelas eksperimen lebih besar dari rerata hasil belajar kelas kontrol, dan hasil perhitungan perbedaan signifikan dengan t-test berpasangan thitung> t tabel. Penerapan perangkat pembelajaran IPA berpendekatan SETS berkarakter praktis ditinjau dari rerata respons siswa dan guru terhadap pelaksanaan pembelajaran mencapai kategori tinggiScience learning in International Standart of Junior high School at Blora are not dependability between science, technology, environment and society and always develop character educates. The purpose of this research  is to develop science learning instrument using SETS with character for Matter Classification material that  validity, effective and practise. The research was carried out by using the Research and Development  (R&D) method. Reseach and development   stage consists of development stage, validation stage, test tries limited scale, and field test. Validity data of learning instrument is analyzed with deskripif percentage. Effectivity and practise of learning instrument are analyzed descriptively percentage and test t-test. The increasing of learning result  are counted with gain normalization. Hypothesis test uses t-test one sample. The counting result of t-test one sample shows the value tcount > ttable so that Ha accepted.The result of research showed, science instrument learning using SETS with character approach is valid with value average validator 3,56 in category very good. The application of learning  instrument is effective to achieve cooperation, creative, care environment and understanding because classical achievement  ≥ 80%, result average experiment  is more than the result average control class and the result of difference calculation significant with t-test is tcount > t table. The Science instrument learning using SETS with character approach is practise because students and teachers response average achieves hight category. 
PEMBELAJARAN MATEMATIKA MODEL PROBLEM BASED LEARNING BERBASIS SAVI UNTUK MENGEMBANGKAN KREATIVITAS PESERTA DIDIK
Journal of Primary Education Vol 1 No 2 (2012)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v1i2.791

Abstract

Telah dapat dilakukan pengembangan perangkat pembelajaran matematika dengan model Problem Based Learning berbasis SAVI yang valid, praktis, dan efektif. Pengembangan  dilakukan dengan mengacu pada model pengembangan perangkat dari Thiagarajan, dengan tahap-tahap: (1) define, (2) desain, (3) develop. Tahap desimminate tidak dilaksanakan. Perangkat pembelajaran matematika terdiri dari: Silabus, RPP, SBPD, LKPD, dan TKPD. Dalam uji coba dilakukan pengamatan proses pembelajaran dan keaktifan belajar peserta didik. Diakhir pembelajaran dilakukan tes kreativitas peserta didik, pengisian angket respon peserta didik, dan angket motivasi. Data diolah dengan analisis diskriptif, uji homogenitas, uji normalitas, uji ketuntasan, uji beda, dan uji pengaruh. Hasil penelitian: (1) hasil penilaian validator menunjukkan perangkat pembelajaran dengan nilai kategori baik; (2) hasil uji coba terbatas memenuhi kriteria praktis, dan (3) implementasi model PBL berbasis SAVI memenuhi kriteria efektif, yaitu: (a) aktivitas peserta didik memenuhi kriteria baik, (b) hasil TKPD mencapai ketuntasan KKM, (c) hasil TKPD kelas uji coba lebih baik daripada kelas kontrol, dan (4) adanya pengaruh aktivitas dan motivasi peserta didik terhadap kreativitas peserta didik. Berdasarkan pada hasil tersebut dapat disimpulkan bahwa pembelajaran matematika model PBL berbasis SAVI materi lingkaran peserta didik kelas VIII valid, praktis, dan efektif.This study aims to generate the model of learning mathematics with Problem Based Learning (PBL) based Savi VIII class are valid, practical, and effective.The development of learning mathematics is done by reference to the developmentmodel of Thiagarajan, with the steps of: (1) define, (2) design, (3) develop. Desimminate stage is not implemented. The device consists of mathematical learning: syllabus, lesson plans, SBPD, LKPD, and TKPD. In a trial conducted observations of the active learning process and learners learn. In addition, the end of the study carried out tests of creativity of students, filling the questionnaire responses of students, and motivation questionnaire used to obtain the necessary data. The research data obtained through the validation sheet, observation sheets and creativity tests. Data processed by descriptive analysis, test of homogeneity, normality test, test thoroughness, different test, and test the influence.  Results of the study: (1) the assessment of learning with the validator shows the value of either category, (2) the results of limited testing of practical criteria, and (3) implementation of the PBL model of effective criteria-based Savi, namely: (a) the activities of students meet both criteria, (b) the results of KKM TKPD achieve completeness, (c) the results of a trial class TKPD better than the control class, and (4) the influence of activity and motivation of students to the creativity of students. Based on these results it can be concluded that the mathematical model of PBL-based learning materials SAVI class VIII student circles valid, practical, and effective. 
PENGEMBANGAN MATERI AJAR MEMBACA CERITA ANAK BERMUATAN NILAI-NILAI KARAKTER
Journal of Primary Education Vol 1 No 2 (2012)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v1i2.792

Abstract

Penelitian ini bertujuan mengembangkan prototipe materi ajar membaca cerita anak, menentukan tingkat keterbacaan, keefektifan  materi ajar cerita anak dalam meningkatkan minat baca, pembentukan karakter, dan ketuntasan belajar siswa, serta menentukan tingkat keberterimaan materi ajar cerita anak-anak yang bermuatan karakter oleh siswa SD kelas tinggi. Pendekatan penelitian yang digunakan adalah penelitian pengembangan yang menggunakan sembilan  langkah. Berdasarkan hasil penelitian disimpulkan: (1) Pengembangan prototipe berupa dua buah buku yaitu pedoman penggunaan materi ajar dan  materi ajar membaca cerita anak yang bermuatan nilai-nilai karakter; (2) Tingkat keterbacaan materi ajar membaca cerita anak  termasuk kategori sangat tinggi; (3) Materi ajar cerita anak terbukti efektif untuk meningkatkan minat baca dan pembentukan karakter bagi siswa SD Kelas tinggi; dan (4) Tingkat keberterimaan materi ajar cerita anak-anak yang bermuatan nilai karakter termasuk dalam kategori sangat tinggi. This research aims to develop a prototype, to determine the level of readability, the effectiveness of the teaching materials in improving the children's story reading, character building, and mastery learning students, as well as determine the level of acceptability of material of a children's story by the character-laden high-grade elementary students. The research approach used is the research and development that uses nine steps. Based on the results of the study concluded: (1) development of a prototype in the form of two books on the guidelines for the use of teaching materials and teaching materials to read a children's story, (2) readability level reading material of children's stories very high category, (3) effective teaching materials for children's literature increase reading and character building classes for high school students, and (4) the level of acceptance of material of children's stories including the value-laden character in the very high category. 
STRATEGI PEMBELAJARAN AKTIF MODELLING THE WAY BERBASIS TEORI BRUNER PADA PEMBELAJARAN MATEMATIKA
Journal of Primary Education Vol 1 No 2 (2012)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v1i2.793

Abstract

Latar belakang penelitian ini adalah refleksi pada pelaksanaan pembelajaran mata kuliah Pembelajaran Matematika SD 1 yang belum memberikan kesempatan melatih keterampilannya dalam peer teaching. Faktor lain adalah belum tersedianya bahan ajar, silabus, dan media pembelajaran. Berdasarkan masalah tersebut, peneliti melaksanakan penelitian pengembangan perangkat pembelajaran strategi aktif  modelling the way berbasis teori Bruner pada kompetensi dasar pecahan, perbandingan dan pengukuran. Tujuan penelitian ini adalah: 1) menentukan proses pengembangan perangkat pembelajaran, 2) Memperoleh perangkat pembelajaran  yang valid, 3) Mengetahui keefektifan implementasi perangkat pembelajaran dan 4) Mengetahui kepraktisan perangkat pembelajaran. Jenis penelitian adalah pengembangan dengan model pengembangan 4-D (Four D Model) dari Thiagarajan. Tahap yang dilaksanakan sampai 3 tahap yaitu pendefinisian (define), perancangan (design) dan sampai pada tahap pengembangan (develop). . Perangkat pembelajaran yang dikembangkan adalah 1) Silabus, 2) SAP, 3) Bahan Ajar, 4) LK Peer Teaching, 5) Media presentasi, dan  6) Tes Hasil Belajar. Instrumen pengumpul data 1) penilaian kinerja peer teaching, 2) Tes Hasil Belajar, dan 3) Lembar pengamatan. Rata-rata skor pengembangan perangkat 4.24 (sangat baik) sehingga perangkat valid.  Keefektifan penggunaan perangkat pembelajaran: 1) Ketuntasan klasikal dengan KKM = 71 mencapai 100%, 2) Hasil belajar kelas eksperimen (88.1) lebih tinggi dari kelas kontrol (75.3) The background of this research is a reflection on the implementation of learning of Mathematics in Elementary School 2. In fact, they were not given an opportunity  to train their skills in peer teaching. Another factor is the unavailability of teaching materials, syllabus, and media of learning. Based on these problems, the researcher conducted a research of development of the active learning strategy modelling which is based on Bruner's theory on the competence of fractions, ratios, and measurement. The objectives of  this study were: 1) to determine the process of development of learning tools, 2) to obtain valid learning tools, 3) to know the effectiveness of the implementation of learning tools, and 4) to know the practicality of learning tools. This type of research is a development one by selecting the Four D Model from Thiagarajan. It is implemented through 3 stages, e.g. define, design and develop. The learning tools which were developed are 1) syllabus, 2) lesson plan, 3) teaching materials, 4) Worksheet of Peer Teaching, 5) Instructional presentation media, and 6) Achievement Test. Data collection instruments in this study are: 1) peer teaching performance assessment, 2) Achievement Test, and 3) the lesson observation sheet. The average score of learning tool development was 4.24(very good) so that the device was valid. The effectiveness of the use of learning tools is determined by: 1) Classical  achievement mastery or  minimum mastery criteria = 71 reached 100%,  and 2) The achievement the experimental class reached average of 88.1; better than control class (75.3).

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