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[The Implementation of Mnemonic Method to Improve the Primary School Learner’s English Writing Skills ]]>
<![CDATA[Jamik, Haritzah Ningrum]]>;
<![CDATA[Soeharno, Soeharno]]>
<![CDATA[ Journal of Primary Education Vol 9 No 4 (2020): September 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i4.39954
<![CDATA[The problems of this research were the learners’ difficulties to express their ideas into a simple English sentence. The learner low motivation while learning English was also one of the influential factors. This research aims to find out how mnemonic method could improve the learners’ writing skills in the primary school during learning English. The subjects consisted of fifth graders of Integrated Islamic 5 Primary School, Semarang. The applied method in this research was quasi experimental research. The findings showed the learners’ writing skills were improved after being intervened by the mnemonic method. The learners were motivated and were not afraid to express the ideas into simple sentences. The writing skill in experimental class obtained better than that of the conventional class as well as than learning achievements. The post-test results showed the learners’ scores were higher than the standard after being intervened by mnemonic method. It was 80. It could be concluded that the mnemonic could improve the learners’ skills to write the simple English sentences.]]>
<![CDATA[Implementation of Content Language Integrated Learning Approach in Reading Skills and Communication Skills of Elementary School Students ]]>
<![CDATA[Amurdawati, Ganis]]>;
<![CDATA[Rusdarti, Rusdarti]]>;
<![CDATA[Wagiran, Wagiran]]>
<![CDATA[ Journal of Primary Education Vol 9 No 4 (2020): September 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i4.40544
<![CDATA[In an era of disruption, the skills needed by students include reading and communication. One approach that is believed to be able to practice reading and communication skills is the content language integrated learning approach. This study aims to analyze and identify the effectiveness of a content language integrated learning approach on reading and communication skills for third grade elementary school students. The research design was pre-experimental and the sampling technique used purposive sampling. This study involved 2 elementary schools with a sample size of 99 students. The data collection techniques used were tests, performance assessment, and documentation. The data obtained were analyzed using paired t-test and N-Gain test. The results showed that the implementation of the integrated content language learning approach was able to improve the students 'reading test results and students' communication performance assessments. The finding proves that the integrated language learning approach is effective for training the reading and communication skills of third grade elementary school students.]]>
<![CDATA[Mathematical Literacy Ability Reviewed From Self-Efficacy In Realistic Mathematics Education Approach ]]>
<![CDATA[Faozi, Rizal]]>;
<![CDATA[Wardono, Wardono]]>;
<![CDATA[Haryani, Sri]]>
<![CDATA[ Journal of Primary Education Vol 9 No 4 (2020): September 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i4.40556
<![CDATA[Mathematical literacy is one of the abilities of students assessed by PISA studies in terms of formulating, applying, and interpreting mathematical problems in various contexts. This ability is believed to increase if students are given structured training to solve problems close to their daily lives. Structured training can be done with a project or expository approach and both have their own strengths in eliciting student self-efficacy. The study aimed to analyse students' mathematical literacy ability reviewed from their self-efficacy in Realistic Mathematics Education (RME) model both in project and expository approach. The research was a mixed methods study with sequential explanatory design. There were 60 students, selected by simple random sampling, equally distributed in the experimental class with project based learning and control class with expository based learning. Data of students’ mathematical literacy were collected by using tests and were triangulated with observational dan document data analysis. The results showed that the average mathematical literacy ability of the experimental class is better than that of the control class. The mathematical literacy were influenced by students’ self-efficacy variables of 53.5%. The effect of self-efficacy on mathematical literacy of the way students solve problems was discussed.]]>
<![CDATA[THE The Effect of The Problem Based Learning Model Using Quizizz Evaluation on Student’s Cognitive Science Learning Outcomes in Elementary School ]]>
<![CDATA[ZUHARA, NAFISA RISMA]]>;
<![CDATA[Imam Supardi, Kasmadi]]>;
<![CDATA[Susilaningsih, Endang]]>
<![CDATA[ Journal of Primary Education Vol 9 No 4 (2020): September 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i4.40752
<![CDATA[Cognitive learning outcomes of elementary school students are still less than optimal. The learning process still used conventional models with lectures, questions and answers, taking notes, listening, and giving assignments. The teacher still uses the lecture method by cramming various concepts of science into a system of listening, note taking, and memorizing. The purpose of this study was to analyze the effect of the Problem Based Learning’s model using Quizizz evaluation on student cognitive learning outcomes and to determine the difference in the effect of the Problem Based Learning’s model using Quizizz evaluation with conventional learning on student cognitive learning outcomes. The approach used a a quantitative research, namely a quasi-experimental method. The research design used a pretest-posttest control group design. This design involved two groups of subjects, one was given experimental treatment (experimental group) and the other was not given treatment (control class). The results was the Problem Based Learning’s model using Quizizz evaluation affects students' cognitive learning outcomes and there are differences in student cognitive learning outcomes between the experimental class and the control class. In conclusion, the Problem Based Learning’s model using Quizizz evaluation has a positive impact on cognitive learning outcomes of fifth grade students of SDIT Al-Madina]]>
<![CDATA[Mathematics Creative Thinking Skills Reviewed from the Students’ Self-Confidence by Implementing the Treffinger Learning Model Assisted by Geogebra ]]>
<![CDATA[Ratri Ratnasari, Dwi Indah]]>;
<![CDATA[Mariani, Scolastika]]>;
<![CDATA[Mulyono, Mulyono]]>
<![CDATA[ Journal of Primary Education Vol 9 No 4 (2020): September 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i4.41059
<![CDATA[Creativity and self-confidence play important roles in learning mathematics. Treffinger learning model was believed to facilitate the strengthening of both aspects. This learning model theoretically will be more meaningful if it is supported by software that can help visualize the mathematics concept. That choice is the Geogerbra software. This research aimed to describe the mathematics creative thinking skills reviewed from self-confidence aspects of 7th grade students. The study was mixed-methods research with a sequential explanatory design. There were 30 students involved in this study. They were taken based on three self-confidence categories: high, moderate, and low level. The quantitative data collection technique used creative thinking test and the qualitative data collection techniques were questionnaire and interview. The findings shown that (1) the learning outcome by implementing Treffinger assisted by Geogebra was effective, (2) in terms of mathematics creative thinking skills process aspect, the students with high self-confidence could master all indicators well. Students with moderate self-confidence only could master three aspects. They were fluency, flexibility, and elaboration. The low self-confidence students only mastered fluency and elaboration aspects. Based on the findings, it can be concluded that Treffinger learning model could improve the students' mathematics creative thinking skills reviewed by their self-confidence.]]>
<![CDATA[The Effects of Multimedia Assisted Quantum Learning Models Towards Science Learning Outcomes in Elementary School Students ]]>
<![CDATA[Kusuma Wardani, Pondra]]>;
<![CDATA[Sutarto, Joko]]>;
<![CDATA[Awalya, Awalya]]>
<![CDATA[ Journal of Primary Education Vol 9 No 4 (2020): September 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i4.41118
<![CDATA[The low student learning outcomes usually due to learning process which have not used a variety of models and emphasizesmemorization learning. Media is used to create interesting learning so that students canbe active in learning activities. The objective of this research was to determine the effect of multimedia-assisted quantum learning models on science learning outcomes in elementary school students. This type of research was a Quasi Experimental with pretest-posttest control group design. The samples of this research were 28 students of grade IV students of SDN Ngesrep 02 and 27 students of grade IV of SDN Ngesrep 03. Instruments used in this researchwere observation sheets and tests. Data analysis techniques include normality test, homogeneity test, n-gain score test and t-test. The results show that the average score of learning outcomes in the experimental class was 76.85 and the control class was 73.39. The independent test results state that there are differences between the experimental class and the control class, indicated by tcount>ttable of the significant value of 0.024 <0.05. It can be concluded that there was a significant influence in learning using multimedia-assisted quantum learning models towards student learning outcomes.]]>
<![CDATA[The Effectiveness of Guided Inquiry-Based of Interactive Media to Increase Interests and Learning Outcomes ]]>
<![CDATA[Alfiyani, Primanita]]>;
<![CDATA[Sulistyorini, Sri]]>;
<![CDATA[Subali, Bambang]]>
<![CDATA[ Journal of Primary Education Vol 9 No 4 (2020): September 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i4.41137
<![CDATA[This study was based on students' low interest in learning. The renewal of learning is needed to improve students' interest and scientific literacy. The purpose of this study was to examine and analyze the effectiveness of the guided inquiry-based of interactive media to increase interest and student learning outcomes. The method used in this research was true experimental design with a form of pre-test and post-test control group design. Population in this study were students of Elementary School Pati Kidul 01. Meanwhile, sample in this study was 88 students that consists of 30 students VA as a trial class, 28 students VB as an experimental class, and 29 students VD as a control class. Student learning interest data were collected using questionnaire and analysis technique used the T test. Simultaneously, Student learning outcomes data were collected using performance tests and analyzed using the effect size and descriptive statistics. The results in this study show that guided inquiry-based of interactive media effectively increases student interest in learning as well as their science learning outcomes. It can be concluded that research on guided inquiry model which was applied to the development of interactive media has been able to increase student interest and science learning outcomes.]]>
<![CDATA[The Analysis of Character Formation of Curiosity in Science Learning in Elementary Schools ]]>
<![CDATA[Wulandari, Niken]]>;
<![CDATA[Eko Nugroho, sunyoto]]>;
<![CDATA[Lisdiana, Lisdiana]]>
<![CDATA[ Journal of Primary Education Vol 9 No 4 (2020): September 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i4.41245
<![CDATA[Embedding integrated character in learning is still a problem in implementation in schools, especially the development of the value of curiosity in science learning. This research aims to describe the value of the character of students curiosity in science learning; analyze the signs of curiosity character values that emerge; and know the obstacles experienced when applying the character of curiosity in the science learning process. This research used a qualitative research method, namely, case study research. Research in Elementary School 4 Besito Kudus. Research respondents included 16 fifth grade students and fifth-grade teachers. Data collection using interviews, observation, questionnaires, and documentation. Triangulation is used as a data validity test. The process of data analysis through the process of data reduction, data presentation, and conclusions. The results showed that the enthusiasm of students in the scientific process, enthusiastic about looking for answers; the emergence of the character of curiosity in science learning is carried out by the teacher in teaching by providing practice; and different backgrounds affect the character of children and the role of teachers and parents in encouraging student curiosity, so it can be concluded that the formation of curiosity characters in science learning through a scientific approach in elementary school, it is necessary to get used to teaching and learning activities.]]>
<![CDATA[The Effectiveness of Learning to Write Narrative Text Using Problem Based Learning and Discovery Learning Based Learning on Parenting Pattern ]]>
<![CDATA[Nur Aini, Indah]]>;
<![CDATA[Zulaeha, Ida]]>;
<![CDATA[Susilogati Sumarti, Sri]]>
<![CDATA[ Journal of Primary Education Vol 9 No 4 (2020): September 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i4.41301
<![CDATA[Learning to write narrative text needs to use an effective learning model so that learning becomes easier. Problem-based learning (PBL) and direct learning (DL) are two learning models that both have advantages in practicing writing skills. Besides, the factors of parenting patterns were considered as to have an important role in developing vocabulary which is also important in presenting the narrative. This study aims to analyze the effectiveness of the PBL and DL models in learning to write narrative text, as well as the interaction between the effectiveness of the PBL and DL models with parenting pattern. This type of research was experimental research with a quasi-experimental method. The instrument used to measure the effectiveness of the PBL and DL models is a test (pretest and posttest) and questionnaire instrument was used to classify the parenting styles of students. The data analysis technique used were the t test and ANOVA test. The results of the t-test showed that there was a difference in the average writing skills of students' narrative text with the PBL model and the DL model based on the type of parenting pattern and there was an interaction between the effectiveness of learning to write narrative text using PBL and DL models with parenting pattern. PBL models are effectively used in democratic parenting and permissive parenting pattern, while the DL model is effective for authoritarian parenting pattern. It can be concluded that PBL and DL models are effective for learning to write narrative text for certain parenting pattern.]]>
<![CDATA[The Influence of Parenting and Peers on Early Childhood Character ]]>
<![CDATA[Dewi yuarna, Agus]]>;
<![CDATA[Sutarto, Joko]]>;
<![CDATA[Suminar, Tri]]>
<![CDATA[ Journal of Primary Education Vol 9 No 4 (2020): September 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v9i4.41766
<![CDATA[Character is very important to build from an early age because it affects how individuals perceive themselves and their environment in everyday life. This study aims to explore the influence of parenting and peers on early childhood character. It is a quantitative correlational research employing a survey approach. The samples of this study were 169 early childhoods of Raudhatul Athfal Ambawara who had obtained permission from their parents. The data of parenting variables were collected by using questionnaires, while the data of peers and character variables were obtained through observation. The data analysis technique used was multiple regression analysis with the help of SPSS 20.0 software. The results show that there is an influence of parenting on early childhood character with a t value of 11,744 and a sig. value of 0.00. This study also found that peers have an influence on early childhood character with a t-value of 9,090 and a sig. value of 0.00. Implementing a proper parenting to early childhood and fostering social attitudes to interact with their peers are necessary to build their character.]]>
