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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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Articles 8 Documents
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Search results for , issue "Vol 2 No 2 (2013)" : 8 Documents clear
PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF
Journal of Primary Education Vol 2 No 2 (2013)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v2i2.2985

Abstract

Penelitian ini bertujuan untuk : (1) Mengetahui proses pengembangan perangkat pembelajaran dengan model PBL berbantuan CD Pembelajaran untuk meningkatkan kemampuan berpikir kreatif siswa, (2) Menghasilkan perangkat pembelajaran dengan model PBL berbantuan CD Pembelajaran yang valid, (3) Menghasilkan perangkat pembelajaran dengan model PBL berbantuan CD Pembelajaran yang efektif. Penelitian ini merupakan penelitian pengembangan. Pengembangan yang dilakukan dalam penelitian ini meliputi Silabus, Rencana Pelaksanaan Pembelajaran (RPP),  Buku Siswa, Lembar Kegiatan Siswa (LKS),    dan Tes Kemampuan Berpikir Kreatif Siswa. Data penelitian diperoleh melalui  observasi dan tes kemampuan kognitif. Analisis statistik menggunakan uji ketuntasan (KKM) hasil belajar dengan uji One sample t test, uji beda menggunakan independen sample t test, uji normalitas dan uji peningkatan kemampuan menggunakan N-gain. Hasil penelitian menunjukkan: (1) Proses pengembangan perangkat pembelajaran dilakukan melalui empat tahapan yaitu define (pendefinisian /penetapan), design (perancangan), develop (pengembangan), dan disseminate (penyebaran), (2) Hasil pengembangan perangkat pembelajaran dalam penelitian ini valid, (3) Hasil pengembangan perangkat pembelajaran dalam penelitian ini efektif untuk meningkatkan kemampuan berpikir kreatif siswa. This study aims to: (1) Knowing the software development process model of PBL assisted learning with Learning CD to enhance students’ creative thinking skills, (2) Generate the model of learning with Learning CD-assisted PBL valid, (3) Generate the model of learning with PBL CD-assisted learning effective. This research is a research development. Development conducted in this study include syllabus, lesson plan (RPP), Student Book, Student Activity Sheet (LKS), and Student Creative Thinking Ability Test. Data were obtained through observation and tests of cognitive ability. Statistical analysis using the mastery test (KKM) learning outcomes to test One sample t test, using a different test of independent sample t test, normality test and test upgrades using N-gain. The results showed: (1) the development of the learning process is done through four stages define (definition/determination), design (design), develop (development), and disseminate (spread), (2) the development of learning results in the study valid, (3) the results of the development of effective learning in this study to enhance the students’ ability to think creatively
PENGEMBANGAN PERANGKAT PEMBELAJARAN METODE DISCOVERY LEARNING UNTUK PEMAHAMAN SAINS PADA ANAK TK B
Journal of Primary Education Vol 2 No 2 (2013)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v2i2.3064

Abstract

AbstrakPelaksanaan kegiatan pempelajaran sains di Kecamatan Rimbo Bujang belum optimal. Seba- gian besar guru belum menyusun dan menggunakan perangkat pembelajaran dengan metode discovery learning. Tujuan penelitian ini, mengembangkan perangkat pembelajaran metode dis- covery learning untuk pemahaman sains pada anak yang valid dan efektif. Penelitian ini meru- pakan penelitian pengembangan mengacu pada model pengembangan Thiagarajan. Subyek uji coba penelitian ini adalah siswa Kelas TK B di Kecamatan Rimbo Bujang Kota Jambi tahun 2012/2013. Spesifikasi produk yang dikembangkan adalah perangkat pembelajaran metode discovery learning untuk pemahaman sains anak TK B berupa silabus, RKH, bahan ajar, LKA, dan penilain pembelajaran. Data penelitian diperoleh melalui: lembar validasi; lembar pengamatan; dan penilaian pembelajaran. Teknik analisis data dilakukan dengan ana- lisis deskriptif, dan inferensial menggunakan desain Pre-test and Post-tes Group. Hasil penelitian menunjukkan bahwa pengembangan perangkat pembelajaran tergolong valid. Keefektifan perangkat dilihat dari hasil belajar anak. Hasil belajar kognitif anak setelah diterapkan pemb- elajaran metode discovery learning untuk pemahaman sains anak mengalami peningkatan yang signifikan dibanding sebelum diterapkan pembelajaran metode discovery learning. Simpulan dari penelitian ini bahwa perangkat pembelajaran metode discovery learning untuk pemaha- man sains anak TK B yang dikembangkan valid dan efektif. AbstractImplementation of activities in the district science pempelajaran Single Rimbo not optimal. Most of the teachers do not prepare and use the learning to discovery learning method. The purpose of this study, developed a method of discovery learning tools for understanding science learning in children valid and effective. Development of learning device discovery learning method conducted in accordance with the Thiagarajan development model. The subjects are students of kindergarten B in Rimbo Bujang, Jambi in academic year 2012/2013. Disseminate phase is not implemented. The learning devices developed are syllabus, RKH, instructional materials, LKA and learning assessment. Data are obtained through: validation sheet; observation sheets, and assessment of learning. Data analysis technique is descriptive analysis and inferential uses Pre-test and Post-test Group. The results showed that the development of learning tools considered valid. The effectiveness of the views of children’s learning outcomes. Cognitive learning outcomes of children after the applicable discovery learning method for understanding science learning children experience a significant improvement compared to before the discovery learning method applied learning. Conclusions from this research that the discovery learning method for understanding science learning kindergarten children who developed B valid and effective.
PENGEMBANGAN LEMBAR KERJA SISWA BAHASA INGGRIS BERMUATAN NILAI PENDIDIKAN KARAKTER KELAS V MADRASAH IBTIDAIYAH SEMARANG
Journal of Primary Education Vol 2 No 2 (2013)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v2i2.3065

Abstract

AbstrakTujuan penelitian ini adalah mendeskripsikan kebutuhan terhadap LKS, meru- muskan prinsip penyusunan LKS, mengukur kevalidan LKS dan membuktikan keefektifan LKS bahasa Inggris bermuatan nilai karakter kelas V MI. Penelitian pengembangan ini mengikuti model Borg and Gall. Data penelitian diperoleh mela- lui pemberian angket, lembar penilaian, dan tes. Teknik analisisdata menggunakan t-tes dan N-gain. Hasil penelitian ini adalah 1) pemenuhan kebutuhan LKS meliputi aspek desain, isi dan ranah karakter; 2) prinsip penyusunan LKS meliputi prinsip kebermaknaan, keterpaduan dan estetika; 3) kevalidan LKS termasuk dalam kat- egori sangat baik; dan 4) LKS bahasa Inggris bermuatan nilai pendidikan karak- ter sangat efektif dalam meningkatkan hasil belajar siswa berdasarkan hasil perhi- tungan t test dan N-gain. Produk LKS bahasa Inggris bermuatan nilai pendidikan karakter perlu diujicobakan dalam skala luas. AbstractThe purposes of this research are describing needs to English student worksheet, formulating the principles of English student worksheet’s arrangement, measuring the validity of English student worksheet and going to show the effectiveness of English student worksheet consisting character education values of fifth grade students of Islamic elementary school. This rese- arch and development refers to Borg dan Gall’s model. The data collecting techniques uses students and teachers’ need questionnaire, expert assessment and test, then it is analyzed by t-test statistic and normalized gain. The result of this research are 1) fulfillment of English students worksheet’s need, include design, content and character domain; 2) the principles of English students worksheet’s arrangement include meaningfull, cohesiveness and aesthetics; 3) the validity of English student worksheet includes the excellent category; and 4) English student worksheet consisting character education values is very effective in increasing the stu- dent learning outcomes based on the calculation of t-tes and normalized gain. English student worksheet’s product consisting character education values needs to be tested in a wide scale.
PENGEMBANGAN PERANGKAT PEMBELAJARAN IPS TERPADU BERBASIS OUTDOOR LEARNING
Journal of Primary Education Vol 2 No 2 (2013)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v2i2.3066

Abstract

AbstrakPelaksanaan kegiatan pembelajaran tematik di SD kota Semarang belum optimal. Sebagian besar guru belum menyusun dan menggunakan perangkat pembelaja- ran IPS Terpadu berbasis outdoor learning. Tujuan penelitian ini mengembangkan, mengkaji keefektifan dan kepraktisan perangkat pembelajaran. Penelitian ini meru- pakan penelitian pengembangan yang dimodifikasi dari penelitian Borg and Gall. Subjek penelitian adalah siswa kelas 3 SD N Jatingaleh 01-02 Kota Semarang ta- hun pelajaran 2012/2013. Spesifikasi produk yang dikembangkan adalah perangkat pembelajaran IPS terpadu berbasis outdoor learning berupa silabus, RPP, media CD Interaktif, LKS dan alat evaluasi meliputi test kognitif, lembar observasi aktivi- tas serta angket respons siswa dan guru. Data dianalisis secara deskriptif dan Pretest- Posttest Control Group Design. Hasil penelitian menunjukkan bahwa pengembangan perangkat pembelajaran tergolong valid. Keefektifan perangkat dilihat dari aktivitas dan hasil belajar siswa. Aktivitas siswa tergolong sangat tinggi. Hasil belajar kog- nitif siswa setelah mengikuti pembelajaran IPS Terpadu berbasis Outdoor Learning mengalami peningkatan yang signifikan serta mencapai ketuntasan belajar. Rata- rata hasil belajar kognitif siswa secara signifikan lebih besar daripada kelompok siswa yang mengikuti pembelajaran in door. Saran, hendaknya dapat dikembangkan lagi keefektifanya sehingga dapat lebih menggali kemampuan siswa, tidak hanya dalam segi kognitif dan afektif tetapi juga psikomotor. AbstractImplementation of thematic learning activities in elementary school of Semarang is not opti- mal. Most of the teachers do not prepare and use integrated social science learning tools based on outdoor learning. This research is aimed to develop the tools and to review the effectiveness and practicality of integrated social science learning based on outdoor learning. This is a research and development study modified from the research developed by Borg and Gall. The developed specifications are integrated social science learning tools based on outdoor learning  such as syllabus, interactive CD media, students work sheets and evaluation. The data is analyzed descriptively with pretest-posttest control group design. The result of the research reveals that the maximization of activities and students study result in integrated social science learning based on outdoor learning is valid. The effectiveness of the activities and views of student learning outcomes. Cognitive learning outcomes improved significantly and achiev mastery learning. Average cognitive achievement of students is significantly larger than the group of students who take lessons in door. Therefore, teachers should develop to maximize the activities and students study result in sales material and effective towards students’ activities in learning, improving their cognitive result while achieving study mastery.
PENGEMBANGAN MODEL PEMBELAJARAN PREDICT, OBSERVE, DISCUSS, DAN EXPLAIN (PODE) UNTUK MENINGKATKAN HASIL BELAJAR IPA SEKOLAH DASAR NEGERI KOMPLEKS IKIP MAKASSAR
Journal of Primary Education Vol 2 No 2 (2013)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v2i2.3067

Abstract

AbstrakPenelitian ini bertujuan untuk mengetahui pengembangan pembelajaran model PODE, kevalidan model PODE, dan keefektifan model PODE pada pembelajaran IPA di SD. Penelitian dan pengembangan ini meliputi tiga tahap, yaitu studi pen- dahuluan, penyusunan draft produk, dan pengembangan. Instrumen penelitian ini meliputi penilaian ahli dan guru terhadap model PODE yang dikembangkan, soal tes, kemudian dianalisis dengan analisis data uji validasi dan tes. Hasil  penelitian  adalah model pembelajaran ini terdiri atas empat tahapan, yaitu: predict,observe, discuss  dan explain. Pembelajaran model PODE memenuhi kriteria “sangat baik”. Model PODE efektif dalam meningkatkan hasil belajar IPA kelas V di SD. Model PODE perlu diterapkan dalam pembelajaran IPA di Sekolah Dasar. AbstractThe aims of the study are finding out (1) developing of PODE learning model; (2) the va- lidity of PODE learning model; (3) the effectiveness of PODE learning model on science learning at elementary school. This research and development which consist of three steps namely: (1) pre-study; (2) arranging draft of product: and (3) developing. The instruments of this study are: (1) expert and teacher assessment instrument on PODE model; (2) instrument of test question. Technique analyses of the data used in this study were test and validation analysis. The conclusions of this study are: (1) Predict, Observe, Discuss and Explain; (2) PODE learning model gets “excellence” criteria from the experts; (3) PODE model is effective in increasing learning outcomes of science at the fifth grade students of elementary school. PODE’s model needs to be applied in learning science at the elementary school.
STRATEGI QUANTUM LEARNING DENGAN PENDEKATAN KONSTRUKTIVISME UNTUK MENINGKATKAN DISPOSISI DAN PENALARAN MATEMATIS SISWA
Journal of Primary Education Vol 2 No 2 (2013)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v2i2.3068

Abstract

AbstrakPenelitian ini dilatarbelakangi rendahnya disposisi dan kemampuan penalaran matematis siswa kelas V khususnya materi pecahan. Tujuan penelitian adalah untuk memperoleh hasil pengembangan perangkat pembelajaran matematika strategi quantum learning dengan pen- dekatan  konstruktivisme untuk meningkatkan disposisi dan kemampuan penalaran matema- tis siswa, yang valid, praktis dan efektif.  Perangkat yang dikembangkan:  silabus, rencana pelaksanaan pembelajaran,   buku ajar siswa, lembar kegiatan siswa, dan tes kemampuan penalaran matematis. Kevalidan perangkat berdasarkan penilaian validator pakar/ahli dan te- man sejawat. Perangkat diujicobakan terbatas untuk mendapatkan kepraktisan perangkat ber- dasarkan pengamatan kemampuan guru dan angket respon siswa. Implementasi pembelaja- ran dikategorikan efektif, meliputi: siswa mencapai ketuntasan belajar, disposisi berpengaruh positif terhadap kemampuan penalaran matematis,  disposisi matematis siswa meningkat, ke- mampuan penalaran matematis siswa meningkat. Subjek ujicoba penelitian adalah siswa kelas V. Variabel penelitian ini, disposisi matematis dan kemampuan penalaran matematis. Hasil validasi perangkat dinyatakan valid, hasil validasi ahli dalam skala 0-4, rata-rata skor 3,60.  Perangkat yang dikembangkan praktis, meliputi: kemampuan guru kategori baik, respon siswa kategori baik. Implementasi pembelajaran efektif, meliputi: ketuntasan belajar siswa tercapai, disposisi matematis mempengaruhi kemampuan penalaran matematis sebesar 61,9%, dispo- sisi matematis siswa meningkat 0,50;  kemampuan penalaran matematis meningkat 0,42. Di- simpulkan perangkat pembelajaran yang dikembangkan  dapat meningkatkan disposisi dan kemampuan penalaran matematis siswa, dan dinyatakan valid, praktis dan efektif. AbstractThis research is motivated by the low disposition and mathematical reasoning ability of fifth grade stu- dents. The purpose of this study is to obtain the results from the development of mathematic teaching through quantum learning strategy with a constructivism approach to improve disposition and mathe- matical reasoning ability of the fifth grade students which is valid, practical, and effective. The developed teaching instrument is tested in limitation to obtain instrument’s practicality based on the observation of teacher skills and student questionnaire responses. The implementation of teaching instrument is catego- rized to be effective, it comprises: students achieve learning mastery, the disposition influences positively toward mathematical reasoning ability, students’ mathematical disposition is developed, students’ mat- hematical reasoning ability is developed. Validation result of teaching instrument is decided to be valid, in the average score of 3,60.Teaching instrument which is developed practically: teacher’s ability is cate- gorized good, students’responses are categorized good. The implementation of effective teaching,  comple- teness of students’ learning mastery is achieved, mathematical disposition influences the mathematical reasoning ability, students’ mathematical dispositions increase; mathematical reasoning ability increase. It can  concluded that the developed teaching instrument can improve disposition and mathematical rea- soningability of the students and it is decidedto be valid, practical, and effective.
PEMBELAJARAN MATEMATIKA BERBANTUAN MINIATUR TEENZANIA UNTUK MENINGKATKAN KARAKTER DAN KEMAMPUAN BERPIKIR KREATIF
Journal of Primary Education Vol 2 No 2 (2013)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v2i2.3070

Abstract

AbstrakMembelajarkan materi fungsi komposisi dan invers kelas XI-IPS tidak mudah, karena materi tersebut materi abstrak.Penelitian ini diterapkan pembelajaran melalui Scaffolding berban- tuan miniatur TeenZania skenario pembelajaran dibentuk kelompok diskusi penerapan materi dalam kehidupan sehari-hari. Pengembangkan perangkat pembelajaran modifikasi model 4-D (menjadi 3-D) dengan tahap-tahap: Define, Design, dan Develop. Perangkat yang dikembang- kan adalah Silabus, RPP, LKS, Buku Siswa, Miniatur TeenZania dan instrumen Hasil Bela- jar. Data penelitian diperoleh melalui (1) lembar validasi untuk uji kevalidan perangkat, (2) pengamatan variabel kerja keras,pengamatan variabel keterampilan berpikir kreatif,tes vari- abel kemampuan berpikir kreatif  matematika untuk uji keefektifan. Data diolah deskriptif, uji statistika, uji pengaruh regresi. Uji coba dilaksanakan di SMAN 2 Mranggen memilih 1 kelas untuk uji coba dan 1 kelompok terdiri dari 6 siswa dan  pemilihan siswa melalui Zona Proximal Development   untuk kelompok eksperimen. Hasil penelitian: (1) perangkat valid dengan skor rata-rata validitas Silabus 3,70, RPP 3,63, LKS 3,60, BS 3,56, dan TKBKM 3,57 untuk skor maksimum 4. (2) perangkat pembelajaran efektif ditunjukkan dengan keterlaksan- aan RPP sangat baik, kemampuan berpikir kreatif kelompok eksperimen memenuhi KKM: 73 untuk kentuntasan individu dan 80% untuk ketuntasan klasikal,nilai karakter kerja keras kelompok eksperimen mencapai tingkat “Mulai Berkembang (MK)” sebanyak 85,2%, ket- erampilan berpikir kreatif siswa mencapai kriteria Baik sebanyak 83,0% terdapat pengaruh positif kerja keras siswa, keterampilan berpikir kreatif terhadap kemampuan berpikir kreatif matematika siswa, dan rataan kemampuan berpikir kreatif matematika kelompok eksperimen sebesar 79,69. AbstractItsn’t easy to teach the materials of composition and invers functions the social students of grade  XI because the materials are abstract.This applies learning scaffolding aided by TeenZania miniature. The learning scenario making discussion groups implement the daily life. The learning instruments develop- ment modified 4-D model (3-D) make Define, Design, and Develop. The instruments developed are sylla- bus, RPP, LKS, Students’ Book, TeenZania Miniature, Learning Result Instruments. The data research were gained by (1) validation forms validating instruments, (2) observation hard work variable, creative thinking variable,and variable test mathematically creative thinking  effectiveness.The data descriptively analyzed,statistically examined T-comparative test and regression.The trial test at SMAN2 Mranggen one class that divided into some groups.Each groups six students and grouping Zone Proximal Development. The results of research (1) the valid instruments having scores:syllabus validity 3.70, RPP 3.63, LKS 3.60, BS 3.56, TKBKM 3.57 for 4 ranged score. (2) The effective learn instruments by (a) RPP implemen- tation very good. (b)the creative thinking capability experimental groups KKM,that is 73 for individual and80%for classical completeness,(c) the character value experimental groups’ hard work the stage of Beginning to Develop as 85.2%, (d) The students’ creative thinking good criteria as 83.0%, (e) the positive of the students’ hard work and creative thinking skills students’ mathematically creative thinking,(f)the means mathematically creative thinking capability experimental groups reached 79.69.
UPAYA PENUMBUHAN SIKAP TANGGAP BENCANA TSUNAMI MELALUI PEMBELAJARAN BERVISI SETS IPA KELAS V SEKOLAH DASAR
Journal of Primary Education Vol 2 No 2 (2013)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v2i2.3071

Abstract

AbstrakPembelajaran IPA di SD Negeri Glempangpasir 01 masih menggunakan metode ceramah dan hafalan serta kurang menekankan keterkaitan antara sains, lingkungan, teknologi dan masyarakat atau science, environment, technology, society (SETS) dalam menumbuhkan sikap tanggap bencana tsunami. Penelitian ini bertujuan mengembangkan perangkat pemb- elajaran bervisi SETS IPA yang valid, efektif, dan praktis. Perangkat yang dikembangkan:  silabus, RPP, buku ajar, LKS, dan tes hasil belajar. Penelitian pengembangan (R & D) ini terdiri atas 4 tahap yaitu tahap pengembangan, validasi, uji coba skala terbatas, dan uji coba skala luas. Data validitas dan kepraktisan perangkat pembelajaran dianalisis dengan deskriptif persentase. Perbedaan hasil belajar dianalisis dengan uji t-test berpasangan, sedangkan ke- tuntasan hasil belajar siswa dihitung dengan uji - z.. Hasil penelitian  menunjukkan bahwa perangkat pembelajaran berbasis SETS IPA valid dengan rerata nilai 3,69 pada kategori sangat baik. Penerapan perangkat pembelajaran berbasis SETS IPA praktis ditinjau dari rerata ket- erlaksanaan RPP 3,79 dalam kategori sangat baik, respons siswa dan respons guru mecapai kategori sangat baik. Penerapan  perangkat  pembelajaran berbasis SETS IPA efektif dalam mencapai ketuntasan hasil belajar klasikal ≥ 75% dan ketuntasan individu (KKM ≥ 70), rerata hasil belajar kelas eksperimen lebih besar dari rerata hasil belajar kelas kontrol, dan berbeda secara signifikan karena t hitung > t tabel. AbstractScience learning in elementary school Glempangpasir 01 still use the lecture method and rote and less stressed linkages between science, environment, technology and society or SETS in growing tsunami disas- ter responsiveness. This study aims to develop a vision of learning tools SETS IPA valid, effective, and practical. Device developed: syllabi, lesson plans, textbooks, worksheets, and achievement test. Research & development (R & D) is composed of 4 phases: development, validation, testing a limited scale, and large- scale trials. Data validity and practicality of learning devices were analyzed with descriptive percentages. Differences in learning outcomes were analyzed by paired t-test, whereas mastery of student learning outcomes calculated by the test-z .The results show that the learning-based SETS valid IPA with a mean value of 3.69 in the excellent category. The application of science-based learning SETS practical feasibi- lity in terms of the mean RPP 3.79 in the excellent category, student and teacher responses mecapai very good category. The application of science-based learning SETS effective in achieving learning outcomes classical completeness ≥ 75% and completeness of the individual (KKM ≥ 70), the mean experimental class learning outcomes greater than the mean control classroom learning outcomes, and significantly different because t count> t table.

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