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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 744 Documents
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The Effectiveness of Model Learning Preser-X Assisted LKS Against Science Process Skills and Understanding Students Concept Abdillah, Candra; Linuwih, Suharto; Isnaeni, Wiwi
Journal of Primary Education Vol 6 No 3 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (488.188 KB) | DOI: 10.15294/jpe.v6i3.15531

Abstract

This study aims to know the effectiveness of worksheet-assisted Preser-X model to science process skillss and concept understanding in third grade of primary student on energy material. The research was conducted in Elementary School of Bategede 01 Nalumsari Jepara academic year 2016/2017. The method was Quasi Eksperimental Design. The sample was taken by using saturated sampling. The data were collected such as science process skills with observation and worksheet instrument, and concept understanding with test instrument. The data were analyzed by using one sample t-test for achievement tested for science process skills, proportion test for achievement of classical mastery, independent t test for difference test, simple linear regression for influence test, and N-gain for improvement test. The result showed average score of science process skills was 77% categorized skilled. Classical mastery of concept understanding was obtained 93,10%. There was difference between concept understanding between experimental class and control class and there was influence of science process skills and concept understanding. The improvement in concept understanding in medium category with the percentage 58,62% . The study concluded that the application of worksheet-assisted preser-X models more effective against science process skills and concept understanding of primary students.
Using SETS Approach on Cognitive Learning Achievement and Naturalist Intelligence of Elementary School Fourth Grade Students Alifah, Rahma Noor; Ahmadi, Farid; Wardani, Sri
Journal of Primary Education Vol 6 No 3 (2017): December 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (440.719 KB) | DOI: 10.15294/jpe.v6i3.15549

Abstract

The purpose of this research was to compare the effectiveness of guided inquiry learning with SETS approach and lecturing on cognitive learning achievement and naturalist intelligence of fourth grade elementary school students. This research used quasy experimental design, pretest-postest control group type design with guided inquiry learning SETS approach as independent variable. The dependent variable is the cognitive learning achievement and naturalist intelligence. The results of this research found that the students' cognitive learning achievement increases after being teached by using guided inquiry learning SETS approach that compare to discussion and lecturing. There is significant difference of learning achievements that apply the guided inquiry learning with SETS approach compared to the discussion and lecturing. Guided inquiry learning is more effective in improving cognitive learning achievement of fourth grade students. There is a high naturalist intelligence on the application of guided inquiry learning with SETS approach on science subject. It is suggested to teachers to apply guided inquiry learning with SETS approach in order to improve cognitive learning and naturalist intelligence. The use of guided inquiry learning with SETS approach should be priopritized in learning.
Perception of Primary School Teachers towards the Implementation of Project Based Learning Cintang, Nyai; Setyowati, Dewi Liesnoor; Dewanti Handayani, Sri Sularti
Journal of Primary Education Vol 6 No 2 (2017): August 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (413.56 KB) | DOI: 10.15294/jpe.v6i2.17552

Abstract

The research focuses to study the perception of primary school teacher on project based learning. The teacher's perception of project based learning is related to the way the teacher designs and implements project based learning. This research aims to: (1) assess the teacher's perception on the implementation of project based learning in primary school, and (2) to study how the teacher interprets project based learning in the implementation. The result of this research shows that: (1) every teacher has a different perception on the implementation of project based learning. Teacher's perception is seen from the understanding of meaning, role of the teacher, role of the student, the required components to be prepared, the urgency and the advantages, as well as the assessment used by the teacher. (2) The teacher's perception on the implementation of project based learning is closely related to the way the teacher interprets project based learning. The interpretation of project based learning in terms of its implementation, use of guidance, defining problem, defining project, and the context of implementation. Based on the results, it can be concluded that teacher's perception on the implementation of project based learning in primary school has special characteristics which derive different interpretations of project based learning conducted in the pilot project primary school.
The Analysis of Requirements Developing Teaching Materials in Writing Folklore with Javanesse Language Based on Local Wisdom Pusparani, Herlina; Samsudi, Samsudi; Haryadi, Haryadi
Journal of Primary Education Vol 6 No 2 (2017): August 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (320.452 KB) | DOI: 10.15294/jpe.v6i2.17555

Abstract

This study aims to describe and analyze the requirement developing of teaching materials in writing folklore with javanesse languagebased on local wisdom according to the perception of teachers and students of fourth grade elementary school. The research method used is R & D four-D models by Thiagarajan. The stages of research are define, design, development, and dissemination. The analysis is using qualitative analysis and quantitative analysis. The results showed that teachers and learners need teaching materials that are developed based on aspects of contents or materials, presentation aspects, linguistic aspects, and graphics aspects. (1) The developed teaching material consists of folklore material originating from the local area with the content of local wisdom in the form of Javanese values or ethics, (2) The teaching materials are equipped with the beginning, the contents, and the end with the systematic presentation of the material (3) The language used is a simple and communicative Javanese language; (4) A4-size teaching materials and complited with colored illustrations in accordance with the folklore theme.
The Analysis of Mathematical Literacy on Realistic Problem-Based Learning with E-Edmodo Based on Student’s Self Efficacy Kuswidyanarko, Arief; Wardono, Wardono; Isnarto, Isnarto
Journal of Primary Education Vol 6 No 2 (2017): August 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (485.298 KB) | DOI: 10.15294/jpe.v6i2.17556

Abstract

This study aims to: (a) analyze the effectiveness of the realistic approach of project-based learning with E-Edmodo as a media, which is proven if the mathematical literacy ability of the experimental class: (1) passes the classical completion as at least 75% of the students reach minimum score of 70; (2) is better than the control class; (3) is increasing, (b) analyze the mathematical literacy ability of the experimental class based on student’s self efficacy. The mixed method was used in this study. The subject of the qualitative study was the students of class VII C (experimental class) and class VII A (control class), while the subjects of the qualitative study were 6 selected students from class VII C consisting of two students each in high, medium, and low self-efficacy groups. The data collection techniques included observation, test, interview and documentation. Based on the data analysis, it can be concluded that: (1) Realistic project-based learning with E-Edmodo was effective, shown by the achievement of classical completion, the average mathematical literacy ability of the experiment class students was higher than the control class, and there was improvement of mathematical literacy ability on Realistic project-based learning with E-Edmodo by 62%. (2) Students with high self-efficacy achieved excellent level of mathematical literacy ability, while students with medium self-efficacy achieved good mathematical literacy ability, and students with low self-efficacy achieved sufficient degree of literacy mathematics ability.
Influence of CTL Model by Using Monopoly Game Media to The Students’ Motivation and Science Learning Outcomes Agustiya, Faudany; Sunarso, Ali; Haryani, Sri
Journal of Primary Education Vol 6 No 2 (2017): August 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (465.404 KB) | DOI: 10.15294/jpe.v6i2.17559

Abstract

The backround of research is still textual learning and limited learning media in Karanganyar Elementary School that affected to students learning outcomes. The aim of the study is to know the influence of CTL by using Monopoly game to the motivation and the science learning outcome. This study uses Quasy Experimental Research with pretest-posttest control group design. Data of the research was conducted by using multiple choice test and Questionnaire. The Data was analyzed by using descriptive analyzing, gain score and t-test. The result showed that : (1) there is the difference between the students’ learning outcomes in the teaching learning process through CTL by using Monopoly media and the students’ learning outcomes in the teaching learning process without Monopoly Media (N-Gain = 0,71); (2) there is the difference between the students’ learning outcomes in the teaching learning process through CTL by using Monopoly media and the students’ learning outcomes in the teaching learning process through CTL without Monopoly Media (tcount = 7,876 > ttable (2,042)), and The students’ learning motivation improvement of experimental class is higher than the control class, before treatment it was 51%, and after treatment it was 86%. (3) the result of Multiple linear regression test in the students’ science learning outcomes Colum was 0,000 and the students’ learning motivation Colum was 0,000. This significant result is lower than The significant 0, 05. It showed that there is effect of CTL Method by using Monopoly game media to the students’ motivation and Science learning outcomes.
Keefektifan Model Project Based Learning Terbimbing untuk Meningkatkan Keterampilan Proses Sains dan Hasil Belajar IPA Wijanarko, Andrian Gandi; Supardi, Kasmadi Imam; Marwoto, Putut
Journal of Primary Education Vol 6 No 2 (2017): August 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (355.992 KB) | DOI: 10.15294/jpe.v6i2.17561

Abstract

Latar belakang yang mendorong penelitian ini adalah hasil belajar kognitif siswa yang belum memenuhi kriteria ketuntasan minimal serta pembelajaran belum mengoptimalkan keterampilan proses sains. Tujuan penelitian ini adalah untuk menguji keefektifan model PjBL terbimbing untuk meningkatkan hasil belajar kognitif siswa dan keterampilan proses sains siswa. Penelitian kuantitatif ini dalam bentuk quasy experimental design dengan jenis non equivalent control group design. Kelas eksperimen dikenai pembelajaran menggunakan model PjBL terbimbing, kelas kontrol dikenai pembelajaran menggunakan model PjBL. Subjek penelitian 55 siswa kelas V SD N Kleteran I dan SDN Banaran. Data berupa hasil belajar kognitif dan psikomotor keterampilan proses sains siswa dikumpulkan melalui observasi, tes dan dokumentasi. Penelitian menunjukkan hasil sebagai berikut: (1) terdapat perbedaan hasil belajar kognitif antara kelompok siswa yang mengikuti model PJBL terbimbing dengan kelompok siswa yang mengikuti model pembelajaran PJBL, diperoleh nilai thitung = 2.32. Nilai ini lebih besar dari ttabel yang sebesar 1.67. (2) Terdapat perbedaan keterampilan proses sains antara kelompok siswa yang mengikuti model pembelajaran PjBL terbimbing dengan yang mengikuti model pembelajaran PjBL (thitung = 3.18 > t tabel = 1.67). Peningkatan hasil belajar dan keterampilan proses yang menggunakan model PjBL terbimbing lebih baik dari pada PjBL. Jadi model PjBL efektif untuk meningkatkan hasil belajar dan keterampilan proses siswa.Background to conduct this study is the students’ cognitive learning result which has not fulfilled minimum mastery criteria and the learning process which has not optimized science process skills. The research problems of this study are does guided PjBL model effective for improving students’ cognitive learning result? does guided PjBL model effective to optimize students' science process skills? The purpose of this study is to test the effectiveness of guided PjBL model to improve students’ cognitive learning result and students' science process skills. This quantitative research was in the form of quasy experimental design (quasi-experiment) with nonequivalent control group design types (classes are experimental and control). Experimental class, in the learning process was using guided PjBL model subjected learning, while, the learning process in control class was using PjBL model. The research subject were 55 students of V graders in SD N Kleteran I and SDN Banaran, it was determined by using purposive sampling technique. Data was in the form of cognitive and psychomotoric students' learning result of science process skills, it was collected through observation, test, and documentation. The result of this study are as follows: (1) there are differences in cognitive learning result between groups of students who follow guided PjBL model and group of students who follow PjBL model, the value (tcalculate = 2:32> ttable = 1.67), (2) there are differences in learning result between the science process skills of students who take guided PjBL model and group of students who take PjBL model (tcalculate = 3:18> ttable = 1.67). The conclusions of the study are guided PjBL model is effective to improve and science process skills and students’ learning result.
Keefektifan Simulasi dalam Pembelajaran Kewirausahaan Bagi Anak Usia Dini Taulany, Himmah; Rusilowati, Ani; Mulyono, Sungkowo Edy
Journal of Primary Education Vol 6 No 2 (2017): August 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpe.v6i2.17562

Abstract

Penelitian ini bertujuan untuk mengetahui keefektifan simulasi dalam pembelajaran kewirausahaan bagi anak usia dini. Jenis penelitian yang dilakukan adalah penelitian eksperimen dengan desain eksperimen quasi-experimental design tipe nonequivalent control group design. Keefektifan simulasi dilihat dari hasil belajar anak meliputi aspek kognitif, afektif dan psikomotorik. Instrumen pengumpulan data aspek kognitif berupa lembar soal kewirausahaan anak usia dini dan data aspek afektif-psikomotorik berupa lembar observasi jiwa kewirausahaan anak. Hasil penelitian menunjukkan bahwa simulasi kewirausahaan berupa serangkaian kegiatan bermain peran sesuai tiga bagian proses ekonomi (mikroekonomi) yaitu produksi, distribusi dan konsumsi terbukti efektif dalam pembelajaran kewirausahaan bagi anak usia dini. Keefektifan simulasi terbukti dari hasil uji Two Related Samples Wilcoxon dan uji Mann Whitney U-Test serta dikuatkan oleh hasil uji Gain Ternormalisasi dan analisis penilaian berbasis perkembangan yang menunjukkan hasil belajar anak kelompok eksperimen lebih tinggi dibandingkan kelompok kontrol. Saran, materi kewirausahaan dapat digali lebih lanjut selain dari pendekatan mikroekonomi.This study is aimed for understanding of simulation effectivity in entrepreneurship education for pre-school children. The conducted research is quasi-experimental design with nonequivalent control group design type. Simulation effectivity is observed from student’s study report, including cognitive, affective, and psychomotoric aspecs. Instrumen used for cognitive data observation is pre-school student entrepreneurship test sheet, and for affective-psychomotoric data is using student’s entrepreneurship spirit test sheet. Result of this research is showing entrepreneurship simulation in form of serial of economy three parts process (microeconomy) role playing game, which are production, distribution, and consumption, is proven to be effective in entrepreneurship learning for pre-school students. Simulation’s effectiveness is verified using Two Related Samples Wilcoxon and Mann Whitney U-Test, which also reinforced by Normalized Gain test and Development based Assessment Analysis. Those tests resulting in increased performance of experimental student group compared to students in control group. For suggestion, entrepreneurship learning material can be further being studied aside from microeconomy approach.
Pengaruh Problem Based Learning Melalui Demonstrasi dan Diskusi terhadap Kemampuan Verbal Fatchurrohmah, Anis Eka; Sarwi, Sarwi; Utsman, Utsman
Journal of Primary Education Vol 6 No 2 (2017): August 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (559.328 KB) | DOI: 10.15294/jpe.v6i2.17567

Abstract

Penelitian bertujuan untuk menganalisis pengaruh problem based learning (PBL) melalui demonstrasi dan diskusi terhadap kemampuan verbal dengan keaktifan sebagai variabel moderator. Jenis penelitian adalah penelitian eksperimen dengan rancangan pretest-postest. Populasi penelitian adalah kelas V SD se-Kecamatan Banyubiru tahun 2016/2017. Sampel diambil dengan teknik purposive sampling. Keaktifan siswa digunakan sebagai variabel moderator. Metode yang digunakan adalah tes, wawancara tidak terstruktur, skala sikap, dan dokumentasi. Teknik analisis data dengan uji validitas, reliabilitas, tingkat kesukaran, uji normalitas, uji homogenitas, uji one sample t-test, uji two sample t-test, uji N-gain, dan uji korelasi sederhana. Hasil penelitian menunjukkan: (1) terdapat perbedaan nyata antara skor rata-rata kemampuan verbal siswa dengan skor KKM sesudah pembelajaran dengan PBL melalui demonstrasi, (2) tidak terdapat perbedaan nyata antara skor rata-rata kemampuan verbal siswa dengan skor KKM sesudah pembelajaran dengan PBL melalui diskusi, (3) terdapat perbedaan kemampuan verbal siswa sesudah penggunaan PBL melalui demonstrasi dengan melalui diskusi, dan (4) terdapat hubungan positif antara tingkat keaktifan terhadap kemampuan verbal siswa. Simpulan hasil penelitian adalah pembelajaran PBL melalui demonstrasi lebih baik dalam meningkatkan kemampuan verbal. PBL melalui demonstrasi mampu membantu siswa yang mengalami kesulitan dalam memahami soal cerita sehingga meningkatkan pemahaman siswa terhadap permasalahan pada soal cerita matematika.The objective of this study is to analyze the effect of problem based learning (PBL) through demonstration and discussion towards verbal skill and students’ activity as moderating variable. This type of study is experimental research with pretest-posttest design. The population of the study were the fifth grade elementary schools in Banyubiru District in the year of 2016/2017. Samples were taken by purposive sampling technique. The method used were test, unstructured interview, attitude scales, and documentation. Data analysis techniques by validity test, reliability, level of difficulty level, normality test, homogeneity test, one sample t-test, two sample t-test, N-gain test, and correlate bivariate test. The results of the study shows that: (1) there is significance difference in the average score of verbal skill with Minimum Mastery Criteria (MMC) score after being taught by using PBL through demonstration, (2) there isn’t significance difference score in the average of verbal skills with MMC score after being taught by using PBL through discussion, (3) there is significance difference of verbal skills after being taught by using PBL through demonstration and discusion, and (4) there is positive correlation of the level of activity and verbal skill. The conclusions are PBL through demonstration is better in improving verbal skill. PBL through demonstration will enhance students' understanding towards the problems that exist in mathematics word problems.
Pengembangan Model Cooperative Learning Melalui Chained Games untuk Meningkatkan Kemampuan Kerjasama Anak Usia 5-6 Tahun Rochmawati, Ika; Sutarto, Joko; Anni, Catharina Tri
Journal of Primary Education Vol 6 No 2 (2017): August 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (510.654 KB) | DOI: 10.15294/jpe.v6i2.17568

Abstract

Model cooperative learning melalui chained games dapat diterapkan untuk meningkatkan kemampuan kerjasama anak, sehingga anak dapat mengembangkan kemampuan sosial emosional khususnya dalam kegiatan pembelajaran dengan bermain. Tujuan penelitian ini adalah untuk mengetahui model faktual cooperative learning, pengembangan model cooperative learning melalui chained games, dan menentukan keefektifan model cooperative learning melalui chained games dalam meningkatkan kemampuan kerjasama anak. Metode penelitian ini merupakan penelitian pengembangan research & development (R&D). Desain ujicoba penelitian menggunakan pre-experimental design dengan bentuk one group pretest-posttest design. Teknik analisis data menggunakan pengujian nonparametrik yaitu uji wilcoxon. Hasilnya, model ini efektif dan praktis untuk meningkatkan kemampuan kerjasama anak. Dinyatakan efektif karena terdapat peningkatan dari pretest menuju posttest, dan dinyatakan praktis karena guru dan anak memberikan lebih banyak respon positif, sehingga dengan menggunakan model tersebut dapat meningkatkan kemampuan kerjasama anak usia 5-6 tahun. Kesimpulannya, bahwa model cooperative learning melalui chained games efektif dan praktis.Cooperative learning model through chained games can be applied to increase children teamwork capability, so children can develop their social emotional capability especially in the learning activities using games. The objectives of this research are to describe the factual model of cooperative learning, the development of cooperative learning through chained games, and the effectiveness of cooperative learning model through chained games to increasing children’s teamwork capability. This research method is research development, research & development (R&D). Pre-experimental design is the design of this research, which use one group pretest-posttest design. Data analysis using nonparametric test, which is wilcoxon test. The result is, this model is effective to increase children’s teamwork ability. Otherwise effective because there’s a kind of enhancement from pretest to posttest, and otherwise practical because teacher and students gave more positive response so that by using that model can increase the teamwork’s ability of 5-6 years old children. The conclusion is, cooprative learning model through chained games is effective and practical.

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