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These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan
Published by Universitas Pendidikan Indonesia
ISSN : 28290976     EISSN : 28088263     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences
Mathematics, Science and Social Education, Higher Level Thinking Skills Learning (HOTS), Information and Communication Technology (ICT) for Classroom Today, Society Era 5.0, Cooperative/Collaborative Learning, Multicultural Education and Inclusive Education, School Leadership and Management, Assessment and Student Achievement, Language and Literacy, Science, Technology, Engineering, and Mathematics (STEM) Learning, Improving Classroom Teaching, Industrial Revolution 4.0, Multimedia Applications, Curriculum, and Instructional Designs, Citizenship, and Character Education, Guidance and Counseling, Art, Local Wisdom, and Culture Education, Applying Psychological Theories to Classroom Instruction, Pedagogical Content Knowledge (PCK), and Classroom Action Research.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 574 Documents
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PROVIDING FAMILY AS A MAIN AND FIRST ENVIRONMENT FOR THE DEVELOPMENT OF CHILDREN LITERATURE
International Conference on Elementary Education Vol. 1 No. 1 (2018): Proceedings The 1st International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

The family as the primary and first environment for the development of children's literacy, but the role of the family is rarely explicit so that family members rarely focus on what it does. This article aims to raise awareness that the people closest to the child will determine literacy skills especially reading. This article is based on literature review that has been done by the author from various sources as a material to give explanation about empowering family to child literacy development. In addition, data is collected through interviews to parents who have given a role in developing children's literacy skills. The strategy to empower families in this article refers to Roskos, et al (2003) suggests 8 strategies that can be done in the school environment. But only 4 strategies are taken in this article because it is considered in accordance with the purpose and can be implemented in the home environment (1) rich teacher talk; (2) reading a story book; (3) alphabetical activity; (4) support the occurence of reading.
RELATIONSHIP OF ACHIEVEMENT MOTIVATION AND COCKATA DISCUSSION WITH WRITING EXPOSITION ABILITY
International Conference on Elementary Education Vol. 1 No. 1 (2018): Proceedings The 1st International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

This study aims to look at the relationship between achievement motivation and vocabulary mastery of exposition writing skills. This research was conducted on 5th grade students of elementary school Semanan 12 Pagi Kali d eres South Jakarta School in 2018 with a sample of 72 students in grade 5 elementary school. The approach used is a quantitative approach with survey methods (correlational studies) that describe the variables studied, while investigating the relationship between variables, including bounded variables (endogenous) and independent variables (exogenous). The results showed that: (1) There was a significant relationship between achievement motivation towards exposition writing ability. (2) There is a significant relationship between vocabulary mastery and exposition writing skills. (3) There is a significant relationship between achievement motivation and mastery of vocabulary towards the ability to write the exposition of 5th grade students in elementary school.
SHARING SESSION STRATEGY:THE ABILITY OF DIGITAL LITERACY
International Conference on Elementary Education Vol. 1 No. 1 (2018): Proceedings The 1st International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

The research objective is to develop digital literacy skills for students in elementary schools using the Sharing Session strategy. To support this research, we used an experimental method with a One-group pretest-posttest design and a questionnaire developed from digital literacy indicators. The results of this study indicate that the Sharing Session strategy in developing students' digital literacy skills is significant both procedurally and conceptually. Interactive discussion in sharing sharing session strategies can strengthen students' understanding of how to use smart internet. This is an implication of digital literacy. The conclusion of this study is that the Sharing Session strategy is proven to develop digital literacy skills so that digital literacy skills become an important capital to understand the use of information and communication technology wisely and wisely in the midst of the rise of Hoak information that can threaten national and state unity, although there are differences in conceptual digital literacy skills and there is no difference in students' procedural digital literacy skills in elementary schools
SQRQCQ Method Implementation to Improve Reading Comprehension of 4th Grade: Action Research Conducted in Indonesian Elementary School
International Conference on Elementary Education Vol. 1 No. 1 (2018): Proceedings The 1st International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

TEACHING-LEARNING THROUGH THE COOPERATIF LEARNING BASED ON INFORMATION LITERACY IN MADRASAH IBTIDAIYAH
International Conference on Elementary Education Vol. 1 No. 1 (2018): Proceedings The 1st International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

THE ANALYSIS OF SCIENCE TEXTBOOK FOR FIFTH GRADE OF ELEMENTARY SCHOOL IN SAMBONG SUBDISTRICT, DISTRICT OF BLORA BASED ON SCIENTIFIC LITERACY ASPECTS
International Conference on Elementary Education Vol. 1 No. 1 (2018): Proceedings The 1st International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

This study aims to explain scientific literacy aspects on science textbook for fifth grade used for Elementary School. Scientific literacy aspects involve (1) the knowledge of science, (2) the investigative nature of science, (3), science as the way of thinking, and (4) interaction of science, technology and society. The approach of this study was qualitative. This study used purposive sampling and the observed samples were three science textbooks that most used at Elementary School in Sambong Sub-District, District of Blora. The data of this study were obtained by using technique of documentation study based on scientific literacy aspects. The data analysis was done using descriptive statistics with percentage calculation. The result of this study showed that scope of scientific literacy aspects on books that were analyzed, especially in Biology, were 67,4% contains of the knowledge of science , 16,8% contains of the investigative nature of science, 13,3% contains of science as the way of thinking, and 2,5% contains of interaction of science, technology and society. The result of analysis indicated that books used were not show the balance of scientific literacy aspects where science as the body of knowledge aspect is still much greater than three other aspects.
THE EFFECT OF MODEL COLLABORATIFE LEARNING ASSISTED BY MEDIA BIG BOOK TO WRITING NARRATIVE SKILLS TO PRIMARY SCHOOL STUDENT
International Conference on Elementary Education Vol. 1 No. 1 (2018): Proceedings The 1st International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

Learning to write in elementary school needs to get serious attention. This results in low interest in students' reading and writing. This study aims to find out how much influence the collaborative learning model is assisted by the big book media on the skills of narrative essay writing in fourth grade elementary school students. The research method used is quantitative research with a type of pre-experimental research with the design of one shot case study. The research subjects in this study were fourth grade students of Matla'ul Khoiriah Elementary School, totaling 26 students and one teacher as active participants. The results showed hypothesis testing using one sample t-test which shows the results output data which can be analyzed that the amount of data as many as 26 students produce an average of 68.26 and testing hypothesis showed that the hypothesis is not accepted. This means that the average score of students is less than the Indonesian learning value minimal which is 72. It can be concluded that the collaborative learning model assisted by the big book media does not affect the narrative essay writing skills of the fourth grade students of elementary school. Nevertheless, the teacher and students gain learning experience by applying collaborative learning models assisted by the big book media namely narrative essay writing skills. Especially for teachers to gain experience assessing analytical narrative essays with five aspects, namely content, organization, vocabulary, language use and mechanics.
THE EFFECT OF THEMATIC LEARNING APPROACH (WEBBED MODEL AND INTEGRATED MODEL) AND SELFCONCEPT ON THE ABILITY OF READING COMPREHENTION IN GRADE 4TH ELEMENTARY SCHOOL
International Conference on Elementary Education Vol. 1 No. 1 (2018): Proceedings The 1st International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

This study aims to determine the effect of the theme approach (integrated model and webbed model) and self-concept of comprehension reading skills in elementary schools. This research was conducted on 4th grade students of SDN Kembangan Utara 04 Pagi, Kembangan, Jakarta Barat in 2018 with 60 elementary school students. Data retrieval was obtained through a two-track variant analysis test with treatmeant by level 2 x 2 design. Data collection techniques were used in this study with multiple choice / multiple choice tests. The results of the study showed that: (1) the reading ability of the group understanding of students using the integrated thematic model approach was higher than the group of students who studied using the themed webbed model approach. (2) the results of reading comprehension abilities do not have an interaction effect between thematic approaches and self-concepts. (3) the results of reading the understanding of groups of students who have high self-concept and learning with an integrated thematic approach to the model are no higher than the group of students who have a high self-concept who learns thematic approach to the webbed model. (4) the results of reading the understanding of groups of students who have low self-concept and learning with an integrated thematic approach to the model is not higher than the group of students who have a low self-concept who learns thematic approach to the webbed model.
THE INFLUENCE OF SERIES PICTURE MEDIA ON WRITING STUDENTS IN CLASS V STUDENTS OF SDN LIMBANGAN WETAN 02 LEARNING LANGUAGE
International Conference on Elementary Education Vol. 1 No. 1 (2018): Proceedings The 1st International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

Errors in learning that are too rigid give the impression that writing is difficult. Not many teachers have been able to present the subject matter in the right and interesting way. This research aims to find out the Effect of Series Picture Media on Student Writing Skills. The research method uses descriptive quantitative with a population of 31 consisting of 31 control class students and 31 experimental classes. The research instrument is the validity of the problem with the number of 15 valid questions 11 questions. The Control Class shows the Kolmogorov-Smirnov coefficient 0.239> 0.05 in the 2-tailed Sig 0,000 indicating a significant data distribution of normal patterns. Then in the Experiment Class Kolmogorov-Smirnov coefficient 0.213> 0.05 on a 2-tailed Sig 0.089> 0.05 and the data can be said to be normally distributed, the data is homogeneous on the Levene Statistic coefficient of 3.339 in Asym Sig 0.070> 0.05 in hypothesis testing with t test after the results of the writing skills of the control class and experiment are submitted to the testing of the hypothesis produced t count 4.045> t table 2.00 at the significant level of 5% or 0.05 so that Ho is rejected, it is said that the use of the series image media has a significant effect on student writing skills.
USE OF MULTILITERATION LEARNING MODELS IN READING COMPREHENTION IN CLASS V ELEMENTARY SCHOOL: (Quasi Research Experiments on Class V Students of Trajaya III Elementary School Palasah Subdistrict Majalengka Regency)
International Conference on Elementary Education Vol. 1 No. 1 (2018): Proceedings The 1st International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

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Abstract

This study aims to determine the effect of multiliteration learning models on improving students' reading comprehension skills. This research was carried out by Trajaya III Elementary School, Palasah Subdistrict, Majalengka Regency, from January to April 2018. This study used a quasi-experimental method with the Nonequivalent Pre-Test and Post-Test Control Groups Design. The instrument used is a Process Worksheet (LKP) to measure the level of students' reading comprehension skills. The results showed that the normality test used the Shapiro-Wilk test that the posttest of the experimental class had a significance level of 0.165 or more than 0.05, so it could be stated that the data was normally distributed. Whereas for post-control data the control class has a significance value of 0.756 or more than 0.05, it can be said that the data is normally distributed. From the results of the normality test it can be concluded that the posttest data of the experimental class and the control class obtained were normally distributed. Subsequent testing using the homogeneity test in the posttest of the experimental class and the control class obtained a significance value of 0.053. From this explanation, it can be seen that the significance value is greater than 0.05. So it can be concluded that the population has a homogeneous variant. Next the results of the t test analysis show that the significance value is 0,000. The significance value is 0.05, so it can be stated that Ho is rejected, which means that there is a significant difference between the results of the experimental class and the control class. Thus, it can be concluded that there is a significant difference in the results of the experimental class posttest learning that uses multiliteration with control classes whose learning uses conventional methods. Furthermore, by using the gaint test, based on the control class data has an average gain index of 0.28 with the criteria being. The results of the gain index have medium criteria as many as 13 students and who have low criteria as many as 11 students. The gain index of the experimental class has an average of 0.63 with medium criteria, while the control class has an average of 0.28 with low criteria. Thus, there is a difference in increasing the ability to read students' understanding of the gain index between the experimental class and the control class.

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