JURNAL TUNAS PENDIDIKAN
Jurnal Tunas Pendidikan merupakan jurnal di bawah naungan Prodi PGSD Universitas Muhammadiyah Muara Bungo, yang berisi tentang naskah artikel hasil kajian dan penelitian dalam bidang pendidikan dasar. Jurnal ini difokuskan untuk mewadahi publikasi ilmiah dari hasil penelitian dosen, mahasiswa dan guru baik pada jenjang SD, SMP, ataupun SMA. Jurnal ini diterbitkan dua kali dalam satu tahun, yakni setiap bulan Maret dan Oktober.
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<![CDATA[PEMECAHAN MASALAH BERBASIS KONTEKSTUAL UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA ]]>
<![CDATA[EFRI - YENI]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol 3 No 2 (2021): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LP3M STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v3i2.427
<![CDATA[This research is motivated by the fact in schools that mathematics learning is carried out by the teacher only with the flow of providing information, lectures, practice questions, and giving assignments, without being given the opportunity to find out on their own. Many approaches can be used to change the way teachers teach. The problem of this research is how to apply a contextual approach to improve the learning outcomes of story questions about FPB in class IV SD Negeri 05 / VIII Balai Rajo. While the use of this discussion is as a reference for teachers to use a contextual approach in mathematics learning, especially in problem solving learning. To arrive at the objectives and benefits of this study, a classroom action research was conducted. The research method was conducted using Classroom Action Research. The research procedure starts with planning, implementing, observing (observation), and reflecting. This research was conducted in two cycles, each cycle carried out two meetings. Each cycle carried out a contextual approach and proved that there was an increase in student learning outcomes in the material for solving story questions related to FPB and KPK at IV SD Negeri 05 / VIII Balai Rajo. It can be seen that student learning outcomes increased from the class average of 71.11 in the first cycle to 88.6 in the second cycle. There was also an increase in student activity in the first cycle, only 65 to 80 in the second cycle. This shows that contextual-based problem solving learning can improve student learning outcomes and activities.]]>
<![CDATA[AN ANALYSIS OF MATHEMATICAL REASONING ABILITY IN PROBLEM SOLVING WORD PROBLEM BASED ON GENDER AT UNIVERSITAS MUHAMMADIYAH LAMONGAN ]]>
<![CDATA[Humairah Humairah]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol 3 No 2 (2021): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LP3M STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v3i2.444
<![CDATA[This study aims to describe and analyze the mathematical reasoning and problem solving abilities of PGSD students, Universitas Muhammadiyah Lamongan, based on the gender in resolving story problems. This research is a qualitative descriptive research. The research subjects were 6 PGSD students of Universitas Muhammadiyah Lamongan who were selected based on the criteria of academic abilities; students with high reasoning, moderate reasoning, and low reasoning. The data collection techniques were observation, test, and interview. The data analysis was based on the results of test, observation, and interview obtained by students and based on table rubrics. Data analysis was carried out by the researcher using 6 subjects as representatives consisting of 3 males and 3 females with criteria previously mentioned (high, moderate, low). The results of data analysis on mathematical reasoning and problem solving abilities based on gender were female students' mathematical reasoning abilities were superior than male students' mathematical reasoning abilities. Keywords: Mathematical Reasoning, Problem Solving, Gender]]>
<![CDATA[MANAJEMEN PENDIDIKAN SEKS PADA ANAK PENYANDANG TUNAGRAHITA ]]>
<![CDATA[farid Setiawan]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol 3 No 2 (2021): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LP3M STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v3i2.456
<![CDATA[Sexual violence or sexual harassment has always been a problem that never stops, every year it always increases. Sexual violence can happen to anyone, including children with mental retardation. Children with mental disabilities are those with mental retardation, where their mental condition is below normal limits, this condition is also known as mental retardation, but physically they are normal. It is appropriate to educate them about sexual education, because after all they have to be independent and be able to stand on their own feet. So it takes a proper management management in delivering sexual education to them. Based on the results of the research, it was found that educational management was learning about gender differences and the cultivation of character education. The learning model that can be applied is the center learning model, with the concept of role playing. This is what will be discussed in this article in order to alleviate children with mental retardation from violence or sexual harassment that threatens their future.]]>
<![CDATA[Model Pembelajaran IMPLEMENTASI MODEL PEMBELAJARAN VAK DAN PBL DALAM MENINGKATKAN HASIL BELAJAR SISWA SMP MUHAMMADIYAH 33 JAKARTA ]]>
<![CDATA[Retno Nengsih]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol 3 No 2 (2021): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LP3M STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v3i2.458
<![CDATA[The purpose of this study was to analyze the results of learning mathematics in the visual, auditory, and kinesthetic (vak) learning model and the problem-based learning (pbl) model for students of SMP Muhammadiyah 33 Jakarta. The research method used in this research is a quasi-experimental method. The sampling technique used was cluster sampling and simple random sampling. The instrument for collecting data was a test with 8 essays. The data analysis technique used is descriptive analysis technique and data requirements test. Test data requirements used are normality test and homogeneity test. In normality test, obtained sig. > α, means that data in the experimental and control class are normally distributed. In homogeneity test, obtained sig.> α, that is, both data have homogeneous variants. Furthermore, the hypothesis is tested using a free (independent) sample t-test. Based on the calculation, obtained sig. <α and tcount> ttable, so H0 is rejected and the mathematics learning outcomes of students who are given visual, auditory, and kinesthetic (vak) learning models are higher than learning outcomes who are given problem-based learning models. Thus, the VAK learning model is better than the PBL learning model for mathematics learning outcomes of SMP Muhammadiyah 33 Jakarta. Keywords: vak learning model, pbl learning model, efforts to improve learning outcomes.]]>
<![CDATA[FAKTOR PEMBENTUK MINAT SISWA PUTRI KELAS V DAN VI DALAM MENGIKUTI EKSTRAKURIKULER BOLA VOLI DI SD NEGERI 180/II MULIA BHAKTI KECAMATAN PELEPAT KABUPATEN BUNGO ]]>
<![CDATA[Komar Komar]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol 3 No 2 (2021): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LP3M STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v3i2.460
<![CDATA[Tujuan dalam penelitian ini untuk mengetahui faktor pembentuk minat siswa putri kelas V dan VI dalam ekstrakurikuler bola voli di SD Negeri 180/II Mulia Bhakti tahun pelajaran 2019/2020. Penelitian ini merupakan penelitian deskriptif menggunakan metode survei. Populasi penelitian adalah siswa putri kelas V dan VI sebanyak 20 anak. Data dikumpulkan dengan angket dengan koefisien reabilitas sebesar 0,571. Analisis data dilakukan dengan analisis deksriptif kuanitatif dengan presentase. Hasil penelitian menunjukkan faktor pembentuk minat sebagian besar pada kategori tinggi sebesar 53%. Berdasarkan faktor dari dalam individu terdiri dari aspek umur sebesar 53%, aspek bobot sebesar 53%, aspek jenis kelamin sebesar 47%, aspek pengalaman sebesar 53%, aspek perasaan mampu sebesar 40%, dan aspek kepribadian sebesar 60%. Sedangkan faktor dari luar individu terdiri dari aspek lingkungan keluarga sebesar 60%, aspek lingkungan sekolah sebesar 47%, dan aspek lingkungan masyarakat sebesar 53%.]]>
<![CDATA[PENINGKATAN HASIL BELAJAR PKn MENGGUNAKAN MODEL ROLE PLAYING PADA PESERTA DIDIK KELAS V SDN O4 ]]>
<![CDATA[Abdulah Abdulah]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol 3 No 2 (2021): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LP3M STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v3i2.467
<![CDATA[This study began with the low PKn learning outcomes in V, teaching and learning activities are too dominated by teachers, many students are lazy about participating in the learning process, talking with their friends. This han an impact on low student learning interest so that ultimately student learning outcomes are less satisfying. This study aims to determine the result of civics learning in grade V students at SDN 04/II Jaya Setia at the year 2019/2020. This type of research is classroom action research, subjects of all fifth grade students at SDN 04/II Jaya Setia totaling 36 students. The technique of inferring the data in this with observation, learning achievement test sheets and documentation. The analysis technique used is qualitative and quantitative approaches. The results of the study using the role playing model showed an increase in each cycle for learning outcomes in cycle I namely 44% and 78% in cycle II. Then the learning process increased in cycle I, namely 74,9% and cycle II increased to 89,7%. Based on these data, it showa that the use of role playing can improve the process and learning outcomes of PKn in grade V SDN 04/II Jaya Setia.]]>
<![CDATA[HASIL BELAJAR MATERI FPB DAN KPK MELALUI METODE PEMBELAJARAN KOOPERATIF STAD ]]>
<![CDATA[Nurdin Nurdin]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol 3 No 2 (2021): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LP3M STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v3i2.469
<![CDATA[The implementation of mathematics learning in MIN 4 Bungo must be created actively, innovatively, creatively, effectively, and pleasantly through STAD's educational cooperative learning. This condition indicates that the STAD cooperative learning model has not been implemented or used optimally for mathematics learning on FPB and KPK material, including in MIN 4 Bungo. Therefore, Classroom Action Research was carried out in collaboration with teachers and principals. The goal is to describe the effectiveness of using STAD cooperative learning to improve the quality of learning. Classroom Action Research uses descriptive qualitative methods of cycle models: planning, implementing, observing, and reflecting. The subjects were students and teachers of class V MIN 4 Bungo Semester I in 2019. The results: (1) For mathematics learning in class V MIN 4 Bungo requires STAD cooperative learning model. (2) The application of STAD cooperative learning can improve understanding of the FPB and KPK concepts. (3) Improvements in mathematics learning in grade V MI can be carried out through CAR so that the learning process and the results are better quality. (4) The obstacle is limited time, materials / teaching aids, and the ability of teachers and students. Conclusion: The handling of problems faced by students of class V MIN 4 Bungo in improving understanding of the FPB and KPK concepts through STAD cooperative learning needs to be carried out in a planned, systematic and sustainable manner so that students gradually master the competencies related to mathematics learning.]]>
<![CDATA[PENINGKATAN AKTIVITAS DAN HASIL BELAJAR MATEMATIKA MENGGUNAKAN METODE NUMBER HEAD TOGETHER DI KELAS V SDN 131/II SKB ]]>
<![CDATA[RANDI EKA PUTRA - SISKA]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol 3 No 2 (2021): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LP3M STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v3i2.470
<![CDATA[The problem in this study is the students’ activities and learning outcomes is still low in mathematics at Class V SD Negeri 131/II SKB, this is evidenced by the results of premilinary observations made by the researchers the result is from 27 students only 30% students achieve the KKM. The reason is because teacher only use lecture methot that did not make students’ interested in learning. The purpose of this study was to describe and know about the implementation of the number head together in increasing the result of learning activities an class V. This study is kind of classroom action research (CAR). This study consisted of 2 cycles, each cycle carried out through 4 stages, namely planning, action, observation and reflection and consisted of 2 meetings. The results of this study indicate that based on observation of cycle I for learning 1 from the aspect of teachers 75% and 85% for learning 2 while in cycle II 90% for learning 1 and 90% for learning 2. On the participant aspect students cycle I 67% for learning 1 and 74% for learning 2 while in second cycle 81% for learning 1 and 85% for learning 2. The application of the number head together method in learning in first cycle is still not optimal. This can be seen from the test of the results of the test in first cycle only 74% of students who met the curriculum and in second cycle there was an increase of 85% of student who fulfilled the curriculum.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN KOPERATIF TIPE JIGSAW MENINGKATKAN PROSES DAN HASIL BELAJAR SISWA ]]>
<![CDATA[APDOLUDIN APDOLUDIN]]>;
<![CDATA[RANDI EKA PUTRA]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol 3 No 2 (2021): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LP3M STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v3i2.471
<![CDATA[The problem in this study is the low learning process and outcomes of students in science learning, this is evidenced by the results of observations and school documentation which shows that out of 19 students only 47% fulfilled the KKM. This research was conducted in Class V SDN 188 / VIII Wiroto Agung. The purpose of this study was to describe and determine the application of the jigsaw cooperative model in increasing the activity and learning outcomes of science learning in Class V. The method used in this study was classroom action research (PTK). This study consisted of 2 cycles, each cycle carried out through 4 stages, namely planning, acting, observing and reflecting and consisted of 2 meetings. The results of the research can be explained as follows: (1) the application of the jigsaw cooperative model in learning activities seen from the observation sheet, namely the first cycle of the teacher aspect of 84% and the student aspect of 57%, while in the second cycle there was an increase of 91% of the teacher and student aspects% who have reached the indicators of success. (2) the application of the jigsaw cooperative model in learning in cycle I is still not optimal. This can be seen from the test results in cycle I only 32% of students who meet the KKM and in cycle II an increase is 79% of students who meet the KKM, thus it can be concluded that the jigsaw cooperative model can improve the process and learning outcomes at SDN 188 / VIII Wiroto Agung.]]>
<![CDATA[PENGARUH KARAKTERISTIK INDIVIDU DAN GAYA KEPEMIMPINAN TERHADAP KINERJA GURU SMA NEGERI 3 MUARA BUNGO ]]>
<![CDATA[Syofiatul Hidayah]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol 3 No 2 (2021): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LP3M STKIP Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v3i2.473
<![CDATA[As a teacher or teacher educator is one determining factor for the success of any educational effort. Teacher performance in planning and implementing learning is a major factor in achieving teaching goals. This type of research is descriptive quantitative research, namely research that aims to describe or describe the characteristics (characteristics) of a situation or research object. The nature of this research is explanatory research, which aims to explain the position of the variables under study and the relationship between one variable and another. The results of hypothesis testing using the t test indicate that the Individual Characteristics variable (X1), the t-count value is 2.176, while the t table is 2.028. tcount> ttable, this means that H0 is rejected and Ha is accepted. Thus, individual characteristics have a significant effect on teacher performance, while in the leadership style variable (X2), the tcount is 3,140, while the ttable is 2,028. tcount> ttable, this means that H0 is rejected and Ha is accepted. Thus, the leadership style has a significant influence on teacher performance. The results of the F test show that the value of Fcount is 8.184, while Ftable is 1.753, where Fcount> Ftable. This shows that H0 is rejected and Ha is accepted, which means that the alternative hypothesis proposed is accepted by all independent variables, namely individual characteristics and leadership style together have a significant effect on teacher performance. Based on the results of this study it was found that individual characteristics and leadership styles both partially and simultaneously had an effect on the performance of teachers at SMA Negeri 3 Muara Bungo.]]>
