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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 15 Documents
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Search results for , issue "Vol 8 No 6 (2019): July 2019" : 15 Documents clear
The Influence of Collaboration of Discovery Learning and ARIAS on Students' Critical Thinking Abilities
Journal of Primary Education Vol 8 No 6 (2019): July 2019
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of the study was to analyze the influence of discovery learning model, ARIAS model, and the collaboration of the discovery learning and ARIAS model on the critical thinking ability of the fifth-grade elementary school students. This study applied a quantitative method in the form of quasi-experimental design using pre-test and post-test scores. The samples in this study were taken by using purposive sampling technique. There were three elementary schools participated in this study, and they were the fifth-grade students at Public Elementary School Kebonagung 2, the fifth-grade students at Public Elementary School Kebonagung 3 and the fifth-grade students at Public Elementary School Prigi 2. The data collection techniques used were descriptive test questions. The results showed that there was an influence of discovery learning model, ARIAS, and the collaboration of the discovery learning and ARIAS model on the critical thinking ability of students. The average value of students' critical thinking skills tests using discovery learning models = 79.38 (good category). The average value of the students' critical thinking skills test on the implementation of the ARIAS model = 85.12 (good category). The average value of the application of the collaboration of discovery learning and ARIAS model = 89.03, included in the excellent category.
The Effectiveness of the Two Stay Two Stray Model using Pocket Number Media in Social Sciences Subjects
Journal of Primary Education Vol 8 No 6 (2019): July 2019
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study was to determine the effectiveness of the Two Stay Two Stray (TSTS) learning model using Number Pocket media on social studies subjects in grade IV Public Elementary School 01 Adipala, Cilacap. The method in this study was an experimental method with a sample of grade IV A as an experimental class and grade IV B as a control class. The sampling technique was applied in this study is research design was used pre-test – post-test control group design. The data collection techniques to determine the increased in the interest using the student learning interest is questionnaires, whereas, to measure the achievement of students using evaluation questions (pre-test – post-test). Based on the results of the hypothesis test, interest data and student achievement showed that 2.805 > 2.06, therefore, it can be said that there are differences in the interest and learning achievement between the control class and the experimental class. Based on the results of the student learning interest data showed that the significance value (0.000 < 0.05). Meanwhile, the results of the student achievement test hypothesis showed that the significance value (0.000 < 0.05). Based on these data, it can be concluded that the application of the TSTS model assisted with Number Pocket media is more effective on students' interest and learning achievement in social studies subjects in grade IV.
The Effect of Theme-Based Storytelling and Flash Card on Nutritional Knowledge in Early Childhood Education
Journal of Primary Education Vol 8 No 6 (2019): July 2019
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study was to determine the effect of theme-based storytelling and flashcards nutrition knowledge in Early Childhood Education (ECE). This research was a quantitative research with quasi-experimental equivalent pre-test – post-test control group design. The population was Kindergarten Merpati group in Margorejo, Pati which have 251 children. The sampling technique was purposive sampling. The samples were Pertiwi Kindergarten Langenharjo (32 children), Pertiwi Kindergarten Dadirejo (32 children), Pertiwi Kindergarten Penambuhan (32 children). Data were obtained from non-test techniques consisting of interview, documentation, and observation. Observations were made to see the children' activities before and after intervention about nutritional knowledge through a questionnaire. The data were analyzed by paired sample t-test and one-way analysis of variance. Furthermore, post hoc tests were used to analyze the most optimal interventions. The results showed that the theme-based storytelling method improved children’ nutritional knowledge by 24.45%, the theme-based flashcard media improved children’ nutritional knowledge by 31.84%, the theme-based flashcard was the most influential intervention on children’ nutritional knowledge improvement.
The Implementation of CPS Learning Assisted with Problem Cards on The Ability to Solve Story Problems
Journal of Primary Education Vol 8 No 6 (2019): July 2019
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study is to obtain the ability of students in solving to solve story problems that fulfill learning (Creative Problem Solving) CPS assisted with problem cards is completely more than 75%, the ability to solve story problems that obtain CPS learning assisted with problem cards is better than classes that get learning using an example non-example type cooperative model, and to describe of the ability to solve student story problems. The type of research is quantitative descriptive with a quasi-experimental design. The research sample was all grade IV Public Elementary School Sekaran 01 Semarang. Data collection methods use tests and interviews. Quantitative analysis techniques include the completeness test and the average difference test. Finding shows that students who obtain learning with the CPS learning model assisted with the problem card media reach the ability to solve the story questions more than 75%, that is 90%, students who have the ability to solve story problems that obtain CPS learning by problem card media is better than students who obtain learning with the example-non-example type model, and students with the ability to solve high and medium criterion story problems are able to solve story problems with the four Polya steps, but students with the ability to complete medium criterion story problems have not yet written units, while students with the ability to solve low story criterion problems are still confused in distinguishing steps; plan, implement and recheck.
The Effectiveness of Cooperative Model CIRC Type Assisted by Schoology on The Mathematical Literacy Ability of Junior High School Students
Journal of Primary Education Vol 8 No 6 (2019): July 2019
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study was to determine the effectiveness of cooperative model CIRC type assisted by Schoology on the mathematical literacy ability. Schoology in this research is a free web-based education application which allows teachers to give lessons to students digitally. This study method applied in this research was a quantitative method of quasi-experimental with Nonequivalent Control Group Design model. The population of this study was the grade VII students of Public Junior High School 5 Kudus. Sampling was done by using simple random sampling. Data collection technique was used mathematical literacy ability tests, observation, and documentation, respectively. This study was analyzed using t-test. The results show that the mathematical literacy ability using the cooperative model CIRC type assisted by Schoology has reached 75% of classical completeness, the average mathematical literacy ability using the cooperative model CIRC type assisted by Schoology was better than the average mathematical literacy ability using the expository learning model, the proportion of students 'mathematical literacy ability using the cooperative learning model CIRC type assisted by Schoology was more than the proportion of students' mathematical literacy ability using the expository learning model. The average of total teaching skills and activities of students in mathematics learning was in very good criteria.

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