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[Science Literacy Ability and Student Learning Outcomes On Project Based Learning (PjBL) ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 9 (2019): November 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i2.34897
<![CDATA[This study aimed to analyze the effectiveness of Project Based Learning in the ability of science literacy and student learning outcomes in science teaching. The research method used is quantitative in the form of an experimental quasy design with an unequal control group design. The sample in this study were fifth grade students at SDN Jambu 4 and fifth grade students at SDN 3 Sobrong. The sampling of this research used the purpose random sampling technique. Quantitative data were analyzed by t-test and gain test based on the value of scientific literacy abilities and student learning outcomes. The results showed that the average difference in students' scientific literacy skills in classes that apply the Project Based Learning model is better than classes that apply expository model (tvalue= 3.559 > ttable= 2.479); the average difference in student learning outcomes in classes that apply the Project Based Learning model is better than classes that apply the expository model (tvalue= 3.848 > ttable= 2.479); the results of increasing students' scientific literacy skills in classes that apply the Project Based Learning model are better than classes that apply expository model; the results of improved student learning outcomes in classes that apply the Project Based Learning model are better than classes that apply the expository model. The Project Based Learning model is very effective in improving the ability of scientific literacy and student learning outcomes.]]>
<![CDATA[Implementation of Predict Observe Explain Model and Outdoor Guided Inquiry in Improving Students' Critical Thinking in Science Learning ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 9 (2019): November 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i3.34898
<![CDATA[This study aims to analyze the implementation of Predict Observe Explain (POE) learning models for increasing critical thinking skills of fifth grade elementary school students, analyze the Implementation of Outdoor Guided Inquiry learning models in increasing critical thinking skills of fifth grade elementary school students, comparing the effectiveness of POE learning model and Outdoor Guided Inquiry in the critical thinking ability of fifth grade elementary school students. This research used a quasi-experiment with pre-test and post-test control group design. The population and sample taken in this study were all fifth-grade students of SD Negeri 1 Sambong (eksperimen group) and SD Negeri 3 Sambong (control group), totaling 42 students. The experimental group was intervened by Outdoor Guided Inquiry while the control group by Predict Observe Explain. In this study data were taken using test instrument and questionners. Data analysis techniques used in this study were independent samples t-test, and classical completeness test and N-gain test. N-gain calculation results show that the average in the OGI class is 0.61, and the POE class is 0.38, which means that the Outdoor Guided Inquiry model is better in improving students' critical thinking abilitis compared to the Predict Observe Explain model. Based on the t-test calculation of OGY and POE classes, ttable = 2.021 and tvalue = 4.265, so tvalue > ttable shows that the OGI learning model is significantly better than the POE model.]]>
<![CDATA[Effectiveness of Project Based Learning and Guided Inquiry to Improve Learning Achievement and Entrepreneurship in Blora, Indonesia ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 9 (2019): November 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i3.34899
<![CDATA[Current education does not always deal with remembering and memorizing but it should be creative and innovative. This research aimed to compare the effectiveness between Project Based Learning (PjBL) and Guided Inquiry (GI) in improving learning achievement and entrepreneurship of fifth graders at primary school. This quantitative research used quasi experimental design. The experimental group was intervened by Project Based Learning while the control group by Guided Inquiry. The population of this research consisted of Gatot Subroto primary school cluster, Blora Municipal. The sample consisted of SDN 1 Kalen and SDN 2 Nglandeyan. From both schools, all fifth graders were taken by using saturated sampling. The techniques of collecting idea were test, questionnaire, observation, interview, and documentation. The hypothesis test used N-Gain and Independent Sample Test analysis. The findings showed that there were differences by using PjBL and GI in improving learning achievement with score of tvalue = 0.980 with sig score 0.000. In improving entrepreneurship, the tvalue = 0.397 with sig score 0.000. Thus, it could be concluded that Project Based Learning was more effective to improve learning achievement and entrepreneurship of the students than Guided Inquiry. It is suggested for the educators to be more creative in using appropriate learning model to the characteristics of the students and school should facilitate teacher to be more innovative.]]>
<![CDATA[Jigsaw Learning VS Student Team Achievement Divisions (STAD): Which One is Better in Improving Learning Outcomes ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 9 (2019): November 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i3.34900
<![CDATA[Social study is an essential subject for intellectual, emotional, cultural and social development for students, namely being able to develop responsible ways of thinking, behaving and behaving as individuals and citizens. The average cognitive results of students from the four schools based on midterm exam (UTS) I scores only 35.4% of students completed, while the rest were failed.The purpose of this study was to determine the differences oflearning outcomes between the Jigsaw learning model and Student Team Achievement Division (STAD) in the cognitive, affective and psychomotor domains. This comparative experimental study uses a pre-test–post-test comparations group design. The data collection tool uses test instruments and non-tests with quantitative data analysis techniques. The cognitive domains of students were measured using test instruments, including pre-test and post-test questions, while to measure affective, and psychomotor were measured using non-test instruments in the form of student observation sheets. The results of this study show that there is no difference increase in cognitive learning outcomes of students taught using Jigsaw and STAD learning models, but there are differences for affective and psychomotor domains. The Jigsaw learning model is more effective in improving social studies learning outcomes compared to that of the learning model (STAD). The highest score of Jigsaw in the cognitive domain is 84.17, and the affective domain is 64.17, but the lowest score of Jigsaw in the psychomotor domain is 63.09. The advantages of STAD in the psychomotor domain is 81.40, but in the affective domain is 59.58, based on learning outcomes in social studies students.]]>
<![CDATA[Improving Students’ Achievement in Energy Resources Theme by Using Edusainsnopoly in Grade IV at SDN 3 Karang Tengah ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 9 (2019): November 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i3.34901
<![CDATA[The aim of this study is to improve the students achievement in energy resources theme by using Edusainsnopoly in grade IV of elementary school. The type of study is a Classroom Action Research using 2 cycles. The result of analyzing data and reflection in every cycles show the improvement of students’ achievement by using energy resources theme is higher than that of student’s who using contextual learning in the classroom. The achievement percentage target indicators is 75%, but in cycle 1 the percentage is about 72%. Since it have not fulfilled yet the achievement target indicators, so it continues to cycle II. In cycle II, the percentage of the achievement target indicators increases into 84%, which mean that there are about 12% of increasing. According to the result above it shows that the use of edusainsnopoly media can improve the students achievement in energy source, theme in grade IV of elementary school.]]>
<![CDATA[The Effectiveness of Brain Based Learning Assisted by Schoology towards Students’ Creative Thinking and Self-Efficacy ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 9 (2019): November 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i3.34902
<![CDATA[This study aims to determine the effectiveness of brain-based learning assisted by schoology for the creative thinking ability in mathematics; determine the creative thinking ability of students who were taught using brain-based learning assisted by schoology whether they were better than students who were taught using brain-based learning without schoology-assisted learning; determine students' mathematical creative thinking ability in terms of self-efficacy that are taught using brain-based learning assisted by schoology. This type of research is a mix method with a sequential explonatory design. Quantitative analysis techniques include completeness test and average difference test. The qualitative analysis technique used is triangulation. The results of this study show that the schoology-assisted brain based learning is effective in improving students' mathematical creative thinking abilities; The creative thinking ability in the experimental class with brain-based learning assisted by schoology is better than the control class with brain-based learning without schoology-assisted learning; Students who have creative thinking ability in terms of self efficacy with high category are able to meet all indicators of creative thinking. Students who have creative thinking ability in terms of self efficacy with medium category are able to meet some of the indicators of creative thinking ability. A student who has creative thinking ability in terms of self efficacy with low category is less able to meet each indicator. Learning by using a brain based learning model is an effective model to improve students’ creative thinking abilities and self-efficacy, where the students have reached the minimum completeness criteria of 75 and students’ classical completeness has exceeded 75%. The results from the students’ answers and the unterviews on problems in the mathematics creative thinking ability test show that the students who have high self efficacy category have a very good creative thinking ability, students who have medium self efficacy category are having good creative thinking ability and students with low self efficacy category have a pretty good creative thinking ability.]]>
<![CDATA[Analysis of Character Education Integration On Civics Lesson Plan for Fourth Graders at Primary School ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 9 (2019): November 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i3.34936
<![CDATA[This research aimed to analyze character education integration into civics lesson plan for fourth graders on theme 9 of How resourceful my country, Indonesia is. The instilled characters into Civics lesson plan were: care, confidence, and responsibility. This qualitative study case technique was conducted at SD N 4 Depok, Toroh district, Grobogan municipal. The techniques of collectin data were interview, observation, and documentation. The validity was done by source and methodology triangulations. The process of analyzing data was done through data reduction, data presentation, and data conclusion/verification. The finding showed that the teacher had been able to instill character education in students. However, the integration of civics lesson plan was not optimum. The lesson plan character was arranged without any modification, especially to develop valuable characters of the students because teacher only transferred what was in her textbook. This lack of integration knowledge of character education in the lesson plan became the main hindrance for teachers. Limited time became the reason of less optimum lesson plan of the teacher. Efforts which could be done is by comprehending the integrative methods of character education in learning and teacher professionalism in managing time wisely so that all tasks could be done.]]>
<![CDATA[Supervision of Standard Operating Procedures (SOP) in Early Childhood Education Learning ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 9 (2019): November 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i3.35068
<![CDATA[This study aims to determine effort in improving the quality of teacher competenes in Pre-School institutions; to describe the use of learning management Standard Operating Procedures (SOP); as well as to describe the quality of learning management. Data in the form of suggestions and reasons were analyzed using qualitative analysis. The results of the study are teacher performance in Pre-School institutions can be improved by implementing SOP on learning management, the use of SOP affects the quality of learning in Pre-School, measurement of teacher performance in a Pre-School institution after applying SOP on learning management with 80% results in good category, teacher responses to the developed learning management SOP show good responses, provide convenience. The study concludes that the importance of SOP on learning management for quality of early childhood services, the program process is still lacking because in the aspect of SOP implementation there is still a lack of smoothness and awareness of the program teacher is still minimal, the product program is quite good, because it provides convenience in working, program evaluation is carried out with supervision activities and filling out an assessment form from the school principal. Assessment tools as supervision sheets must be available to assess teacher performance. The principal as a supervisor, carries out classroom supervision activities by observing and monitoring teaching and learning activities in schools. Some important things in supervision by school principals are related to discipline, creativity, innovation, effective ways of communication, responsibility and accuracy of teachers in using learning media.]]>
<![CDATA[Model of Problem Based Learning Assisted with Multimedia Flash in Improving the Concept Understanding of Elementary School Students ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 9 (2019): November 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i3.35099
<![CDATA[This study has purpose to determine the difference of the improvement of concept understanding in the problem based learning model assisted with flash multimedia with direct instruction model. The research method used in this study was quantitative of research using pretest-posttest design. This study was conducted at an Elementary School in Brebes Regency in science learning of single and mixed substances in grade V. The sample in this study were 38 students taken for experimental class and 32 students for control class. The data collection techniques used were observation and test. The data analysis techniques used to gain the significant difference was t-test. The results of this study indicated that the ability of concepts understanding of students in the problem based learning model assisted with flash multimedia is better than that of the direct instruction learning model. The independent sample t-test with a significance of 0.015 < 0.05. The average value obtained by the experimental class with a score of 79.95 and the average value of the control class with a score of 75. Therefore, it can be concluded that the use of problem based learning model assisted with flash multimedia can improve the ability of concepts understanding of students.]]>
<![CDATA[The Effect of Scout Extracurricular to the Integrity of the Students in Elementary School ]]>
<![CDATA[ Journal of Primary Education Vol 8 No 9 (2019): November 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i3.35348
<![CDATA[The current issue for the Indonesian nation is the decline of the nation's character. This declining can be seen from the phenomena that occur in society such as students cheating during exams, some students do not report to the teachers when they found others' belonging, and during the scouting activities, some students cannot express their opinion in a discussion. Those facts indicate that Indonesian is still lack of integrity. This study aims to determine and analyze the influence of scout extracurricular activities on integrity. The ex post facto method was used with a data analysis technique using simple linear regression. The students at the elementary school level, the scout extracurricular coaches, the teachers, and the students' parents were the samples of this study. To obtain the data, questionnaires, interviews, and documentation were used. In order to make sure that the research data are valid, a questionnaire instrument test was carried out consisting of validity and reliability tests. The normality test and the linearity test were done first before testing the hypothesis. The results of this study revealed that scout extracurricular influences students' integrity. Hopefully, this research can be used as a basis for developing scout activities as a compulsory extracurricular in the 2013 curriculum.]]>
