Pendagogia: Jurnal Pendidikan Dasar
Pendagogia: Jurnal Pendidikan Dasar berfokus pada isu-isu utama dalam Belajar dan Pembelajaran, Penilaian dan Evaluasi, Metode Pembelajaran, Media Pembelajaran, konten pelajaran pengembangan di sekolah dasar (Bahasa Indonesia, Sains, IPS, Matematika, PPKn, Pendidikan Seni), Bimbingan dan Konseling, Psikologi , dan Manajemen pendidikan dasar. Jurnal ini juga berisi hasil kajian dan penelitian di bidang Pendidikan Dasar di perguruan tinggi dan di pendidikan dasar pada umumnya. Pendagogia: Jurnal Pendidikan Dasar menerima artike terkait hasil kajian dan penelitian dosen, mahasiswa, guru, praktisi dan peneliti di bidang pendidikan dasar serta hasil kajian kepustakaan di bidang pengajaran di sekolah pendidikan dasar. Untuk kategori penelitian, artikel dapat ditulis menggunakan pendekatan kuantitatif, kualitatif, penelitian dan pengembangan (R&D) dan dapat dibuat dalam berbagai desain penelitian (penelitian aksi, eksperimen, korelasi, studi kasus, dll).
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<![CDATA[Hubungan Antara Kemampuan Membaca Pemahaman Dengan Kemampuan Memahami Soal Cerita Matematika Siswa Kelas V Sekolah Dasar ]]>
<![CDATA[Alma Diliana]]>;
<![CDATA[Heri Hadi Saputra]]>;
<![CDATA[Heri Setiawan]]>
<![CDATA[ Pendagogia: Jurnal Pendidikan Dasar Vol 1 No 2: Agustus 2021 ]]>
Publisher : <![CDATA[Educational Consultant & Counseling Career (EC3) Mataram ]]>
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<![CDATA[This study aims to find out the relationship between the ability to read understanding and the ability to understand the math story of grade V students at SDN 3 Midang, West Lombok Regency. This research is quantitative research with correlation method. The population in this study was all grade V students at SDN 3 Midang, which numbered 35 students. Sampling techniques use saturated sampling techniques where all populations are sampled, the method used for data retrieval is in the form of tests. The data obtained is then processed by product moment correlation analysis techniques. The results showed that there is a positive relationship between the ability to read understanding and the ability to understand the math story of grade V students at SDN 3 Midang, Gunung Sari Subdistrict, West Lombok Regency, which is shown by the results of the data using product moment correlation where > at a significance level of 5% namely 0.79 > 0.334, so that Ha is accepted and Ho rejected. This shows that there is a relationship between the ability to read understanding and the ability to understand the problem of the student's math story]]>
<![CDATA[Pengaruh Model Time Token Terhadap Keterampilan Berbicara Siswa Kelas IV SDN Prayitna Kecamatan Praya ]]>
<![CDATA[Mardhiyati Wira Hamdini]]>;
<![CDATA[Khairunnisa Khairunnisa]]>;
<![CDATA[Heri Setiawan]]>
<![CDATA[ Pendagogia: Jurnal Pendidikan Dasar Vol 1 No 2: Agustus 2021 ]]>
Publisher : <![CDATA[Educational Consultant & Counseling Career (EC3) Mataram ]]>
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<![CDATA[This research aims to discover the effect of Time Token on the speaking skill of fourth grade IV students of Prayitna Elementary School. The type of this research is experimental study with repeated treatment research design. The subject of this study is the fourth grade students of Prayitna Elementary School. The methods of data collection are observation and speaking skill test. The speaking skill test is used to gain the data related to the speaking skill of the students while the observation is used to obtain the compliance data done by the teachers. Then the data obtained were analyzed by using anova repeated measure’s formula in order to find out whether there is an effect of the storytelling method through media of picture to the speaking skill of the students. The result of this study shows the significant numbers in 0,000 and that means it is smaller than 0.05. This study implies that Ho is rejected and Ha is received. It can be concluded that the storytelling method that showed through the media of picture can give an effect to the speaking skill of fourth grade students of Prayitna Elementary School for 2020/2021 period.]]>
<![CDATA[Pengaruh Living Values Education Program Terhadap Penguatan Karakter Nasionalisme ]]>
<![CDATA[Runi Anggriani]]>;
<![CDATA[Asrin Asrin]]>;
<![CDATA[Ilham Syahrul Jiwandono]]>
<![CDATA[ Pendagogia: Jurnal Pendidikan Dasar Vol 1 No 2: Agustus 2021 ]]>
Publisher : <![CDATA[Educational Consultant & Counseling Career (EC3) Mataram ]]>
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<![CDATA[This study aims to determine whether or not there is an effect of the Living Values Education Program assisted by the Value Clarification Technique on increasing the nationalistic character of students in Civics learning at SDN Woro cluster for the academic year 2020/2021. This research is a Quasi Experimental Quantitative Research conducted at SDN Gugus Woro. The population of this study were all fifth grade students of SDN Gugus Woro, totaling 61 people. The sample of this research is SDN Inpres 1 Woro and SDN Inpres 2 Woro, totaling 21 people. The data collection technique in this study used a nationalism character questionnaire. The results of this study after the research hypothesis was tested by t-test obtained tcount = 3,406. While the value of ttable = 2.228. Based on the hypothesis testing criteria, if tcount > ttable then Ho is rejected and Ha is accepted, if tcount < ttable then Ho is accepted and Ha is rejected. Because tcount > ttable, Ho is rejected and Ha is accepted, meaning that the use of LVEP assisted by the VCT learning model has an effect on strengthening the nationalist character of fifth grade students at SDN Gugus Woro]]>
<![CDATA[Analisis Reflektif Tentang Presentasi Dan Diskusi Mahasiswa Pada Mata Kuliah Karya Tulis Ilmiah (KTI) Melalui Fitur Grup Whatsapp (WA) Di Masa Pandemi Covid-19 ]]>
<![CDATA[Fedik Novibriawan]]>;
<![CDATA[Sa'dun Akbar]]>
<![CDATA[ Pendagogia: Jurnal Pendidikan Dasar Vol 1 No 2: Agustus 2021 ]]>
Publisher : <![CDATA[Educational Consultant & Counseling Career (EC3) Mataram ]]>
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<![CDATA[The purpose of this study is to (1) describe the implementation of lectures and the ease of use of the WhatsApp (WA) group feature as a medium for presentation and discussion among students, (2) and researchers want to know the level of effectiveness of presentations and discussions through the WhatsApp (WA) group feature. done by students. This study uses a qualitative descriptive design approach. The researcher gave a questionnaire to 37 students as respondents, the purpose of the questionnaire was to find information about student responses to the experience of the presentation and discussion process using the WhatsApp (WA) group feature. The results showed that the use of the WhatsApp (WA) group feature as a medium for presentations and discussions among students was considered effective (assignments, discussion processes and mid-semester exam scores) and easy to do. This can provide convenience and increase student activity in the presentation and discussion process. The way that can be done when the presentation process takes place is through the WhatsApp (WA) group feature, namely by including a link to the presentation video that has been made previously, then the discussion process can be carried out by typing responses in the comments column and can be done by recording a voice known as the voice note on the WhatsApp (WA) group feature.The purpose of this study is to (1) describe the implementation of lectures and the ease of use of the WhatsApp (WA) group feature as a medium for presentation and discussion among students, (2) and researchers want to know the level of effectiveness of presentations and discussions through the WhatsApp (WA) group feature. done by students. This study uses a qualitative descriptive design approach. The researcher gave a questionnaire to 37 students as respondents, the purpose of the questionnaire was to find information about student responses to the experience of the presentation and discussion process using the WhatsApp (WA) group feature. The results showed that the use of the WhatsApp (WA) group feature as a medium for presentations and discussions among students was considered effective (assignments, discussion processes and mid-semester exam scores) and easy to do. This can provide convenience and increase student activity in the presentation and discussion process. The way that can be done when the presentation process takes place is through the WhatsApp (WA) group feature, namely by including a link to the presentation video that has been made previously, then the discussion process can be carried out by typing responses in the comments column and can be done by recording a voice known as the voice note on the WhatsApp (WA) group feature.]]>
<![CDATA[Pengaruh Model Pembelajaran Mind Mapping Terhadap Keaktifan Belajar Siswa Pada Muatan Materi PPKn Di Kelas IV SDN 4 Praya ]]>
<![CDATA[Marthasari Indraayu]]>;
<![CDATA[Khairunnisa Khairunnisa]]>;
<![CDATA[Ilham Syahrul Jiwandono]]>
<![CDATA[ Pendagogia: Jurnal Pendidikan Dasar Vol 1 No 2: Agustus 2021 ]]>
Publisher : <![CDATA[Educational Consultant & Counseling Career (EC3) Mataram ]]>
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<![CDATA[This study aims to determine the effect of the mind mapping learning model on student learning activities on the content of PPKN material in class IV SDN 4 Praya. The type of research used in this research is quantitative research with a quasi-experimental design method. The population in this study were 88 students, and the sample was an experimental class with 30 students and a comparison or control with 30 students. The technique used to collect data is observation and documentation. The data obtained were analyzed using normality test, homogeneity test and t-test. The results of this study indicate that there is an effect of the mind mapping learning model on student learning activities on the content of the PPKN material in class IV, which can be seen in the comparison of the value of 3.310 which is greater than with db = 58 at the significance level of 5% (0.05) which is 1.996 . And at (2-tailed) of 0.000. The value (2tailed) is 0.000 <0.05, so the hypothesis in this study is that there is a significant effect of the Mind Map learning model on student learning activities on the content of the fourth grade Civics Education material at SDN 4 Praya.]]>
<![CDATA[Peningkatan Pemahaman dan Keaktifan Siswa Kelas V SDN Kalibening Tahun Pelajaran 2017/2018 dengan Model Pembelajaran STAD ]]>
<![CDATA[Alusia Budiasih]]>;
<![CDATA[Warnesih Warnesih]]>
<![CDATA[ Pendagogia: Jurnal Pendidikan Dasar Vol 1 No 2: Agustus 2021 ]]>
Publisher : <![CDATA[Educational Consultant & Counseling Career (EC3) Mataram ]]>
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<![CDATA[The purpose of this study was to increase students' understanding and activeness in science subjects on light material using the STAD model. The type of research used is Classroom Action Research (CAR) which is carried out through III cycles. The research subjects were 15 students of class V of SD Kalibening Kecamatan Dukun Kabupaten Magelang consisting of 9 male students and 6 female students, conducted in the even semester of the 2017/2018 academic year in April. Data collection techniques include observation sheets and test sheets during the action and documentation of learning activities. The results of data analysis showed an increase in student activity in learning from cycle I was quite good, increased to good in cycle II, and increased to very good in cycle III. The results of research using the STAD method have been able to increase students' understanding and activeness even though they have not been maximized. This success is supported by the readiness of teachers in designing learning and learning processes that are carried out according to plan. However, there are still main factors that are felt to be inhibiting, namely not all students are able to work in groups. Therefore, researchers must often train students in group work and make interrogative sentences that help them understand the material.]]>
<![CDATA[Penerapan Strategi Discovery Learning dengan Metode Diskusi untuk Meningkatkan Aktivitas Bertanya dan Hasil Belajar IPA Peserta Didik Kelas VI B SDN 19 Cakranegara Tahun Pelajaran 2019/2020 ]]>
<![CDATA[Ani Sudarsih]]>
<![CDATA[ Pendagogia: Jurnal Pendidikan Dasar Vol 1 No 2: Agustus 2021 ]]>
Publisher : <![CDATA[Educational Consultant & Counseling Career (EC3) Mataram ]]>
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<![CDATA[This study aims to determine the effectiveness of the application of the Scientific Approach to Discovery Learning Strategy with the Discussion Method in an effort to increase questioning activities and science learning outcomes for Class VI-B students of SDN 19 Cakranegara. The benefit of this research is to encourage students to develop learning skills in groups (cognitive) and to socialize with friends as part of the real classroom learning process. And for teachers to improve the development of learning approaches and models by applying scientific and discovery learning strategies in group work learning (cooperative) with the discussion method This research was carried out in two cycles, each cycle of activities were; planning, implementation, observation and reflection. The final result of the action in the second cycle showed that the teacher's observation was 4.42, the result of the observation of the student's asking activity was (50%) with a fairly active category. While the impact of the increase in questioning activity is the increase in the acquisition of student learning outcomes reaching an average value (77.25), meaning that the indicators of success (> 4.0) and learning outcomes (> 70.00) have been exceeded. Because the indicators of success have been proven, the research was declared successful and was discontinued in cycle II.]]>
<![CDATA[Peningkatan Kemampuan Berpikir Kritis dan Penyelesaian Masalah Melalui Model Problem Based Learning (PBL) pada Pembelajaran Tematik Kelas VI SDN 19 Cakranegara ]]>
<![CDATA[Siti Nurbaya]]>
<![CDATA[ Pendagogia: Jurnal Pendidikan Dasar Vol 1 No 2: Agustus 2021 ]]>
Publisher : <![CDATA[Educational Consultant & Counseling Career (EC3) Mataram ]]>
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<![CDATA[The ability to think critically and solve HOTS questions for grade VI students of SDN 19 Cakranegara for the 2019/2020 academic year is not as expected. This condition can be seen from the number of students who have not met the Minimum Completeness Criteria for MTK subjects, which is 70. This problem occurs because of the lack of critical thinking skills and problem solving on HOTS-based math problems. To overcome this, researchers made improvements using a problem based learning (PBL) model. This study aims to improve critical thinking skills and problem solving HOTS questions for grade VI students of SDN 19 Cakranegara by applying a problem based learning (PBL) model. This type of research is Classroom Action Research which is carried out in 2 cycles, each cycle consists of 4 stages, namely planning, implementing actions, observing and evaluating, and reflecting. The subjects of this study were students of class VI. Data on students' critical thinking and problem solving abilities were collected through written tests given at the end of each cycle. Based on the results of the study obtained data on increasing students' critical thinking skills in the first cycle of 6.81%, increasing in the second cycle of 9.46%. In addition, there was an increase in student problem solving in the first cycle of 10.14%, an increase in the second cycle of 11.96%. The conclusion of this study is that the application of the problem based learning (PBL) model can improve critical thinking skills and problem solving HOTS questions for class VI SDN 19 Cakranegara Academic Year 2019/2020.]]>
<![CDATA[Penerapan Model Pembelajaran Jigsaw Untuk Meningkatkan Prestasi Belajar IPA Siswa Kelas V SDN 2 Joanyar ]]>
<![CDATA[Kadek Eva Susanti]]>;
<![CDATA[Kadek Juli Firmanita]]>
<![CDATA[ Pendagogia: Jurnal Pendidikan Dasar Vol 1 No 2: Agustus 2021 ]]>
Publisher : <![CDATA[Educational Consultant & Counseling Career (EC3) Mataram ]]>
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<![CDATA[This research is classified as action research. Because it is conducted in the classroom, this research is called classroom action research. This study took 25 students who were studying in class V in the first semester of the 2017/2018 academic year at SD Negeri 2 Joanyar. This classroom action research aims to improve science learning achievement by maximizing the application of the Jigsaw Cooperative Model in the implementation of the learning process. The belief that emerged from the beginning was that the use of traditional models used by teachers to achieve day-to-day activities was an obstacle to the expected increase in learning achievement so that researchers chose a more constructive model. After the data was collected using a learning achievement test and analyzed using descriptive analysis, it was found that the increase in student achievement from the initial data was 62.60 in the first cycle, the average increased to 67.76 and in the second cycle it increased again to 75.40 with good learning mastery. initially 44,00% increased to 60,00% in the first cycle and increased to 92.00% in the second cycle. The conclusion that can be drawn from the implementation that has been carried out optimally following the theories of educational experts is that the Jigsaw Type Cooperative model can improve student learning achievement.]]>
<![CDATA[Penerapan Model Direct Instruction Berbantuan Media Power Point untuk Meningkatkan Hasil Belajar Siswa Kelas I SD Negeri 4 Sebatu Tahun Ajaran 2020/2021 ]]>
<![CDATA[Ni Made Sulastriningsih]]>;
<![CDATA[Sulfan Efendi]]>
<![CDATA[ Pendagogia: Jurnal Pendidikan Dasar Vol 1 No 2: Agustus 2021 ]]>
Publisher : <![CDATA[Educational Consultant & Counseling Career (EC3) Mataram ]]>
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<![CDATA[This research was carried out at SD Negeri 4 Sebatu in Class I, where the ability and learning outcomes of students to study Theme 3 My Activities were still low. The purpose of writing this classroom action research is to find out whether student learning outcomes can be improved by applying the steps of the Direct Instruction learning model. The data collection method is a learning outcome test. The results obtained from this study are student learning outcomes can be improved by applying the steps of the Direct Instruction learning model. 65.36 with a percentage of classical completeness 46.42% and an increase in the second cycle the average value becomes 68.92 with a percentage of classical completeness 85.71%. The conclusion obtained from this study is that student learning outcomes can be improved by applying the steps of the Direct Instruction Learning Model.]]>
