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Profesi Pendidikan Dasar
Published by Universitas Muhammadiyah Surakarta
ISSN : 24068012     EISSN : 25033530     DOI : https://doi.org/10.23917/ppd
Core Subject : Education,
Education Mathematics Other
Profesi Pendidikan Dasar (PPD) is an open-accessed and peer-reviewed scholarly journal published by the Department of Elementary School Teacher Training of Universitas Muhammadiyah Surakarta, in collaboration with Himpunan Dosen PGSD Indonesia (HDPGSDI). PPD focuses on elementary/primary education from an excellent perspective. PPD aims to be a media of communication, information, and discussion of elementary education such as instruction, curriculum, management, guidance and counseling, psychology, and teacher training.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 3 Documents
 1 
Search results for , issue "Vol. 11, No. 1, April 2024" : 3 Documents clear
Value Clarification Technique Integrated with Socioscientific Issues through Role-Playing to Enhance Scientific Literacy in Elementary School Aisyah, Siti; Kawuryan, Sekar Purbarini
Profesi Pendidikan Dasar Vol. 11, No. 1, April 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i1.3505

Abstract

This study seeks to examine the differences between the Value Clarification Technique (VCT) model, integrated with socioscientific issues through role-playing, and the more commonly used problem-based learning model in schools. Scientific literacy among elementary school students remains low, necessitating innovative teaching approaches. The research employed a quantitative, quasi-experimental design, specifically utilizing a non-equivalent control group pretest-posttest model. The sample consisted of 71 fifth-grade students, divided into two groups: the experimental group, which received the VCT-based intervention, and the control group, which followed the standard curriculum. Data were collected through pretest and posttest assessments, and hypothesis testing was performed using paired sample t-tests and independent sample t-tests via SPSS 2022. The results indicate that the VCT model, integrated with socioscientific issues through role-playing, significantly improves students' scientific literacy, particularly their ability to explain scientific phenomena. As a critical 21st-century competency, scientific literacy enables students to analyze information, articulate scientific concepts, and draw evidence-based conclusions from data.
Analysis of Madrasah Ibtidaiyah Teachers' Understanding of Differentiated Learning Training for Merdeka Curriculum Lailiyah, Siti; Arrifadah, Yuni; Sadieda, Lisanul Uswah; Sutini, Sutini; Yanti, Aning Wida; Sari, Firda Mareta
Profesi Pendidikan Dasar Vol. 11, No. 1, April 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i1.4311

Abstract

Differentiated learning is crucial for addressing student diversity and ensuring all students have equal opportunities to achieve their learning objectives. Therefore, it is essential that teachers understand and implement these strategies in the classroom. This study analyzes Islamic primary school (Madrasah Ibtidaiyah/MI) teachers' understanding of differentiated learning. Using a mixed-methods approach, the research involved 54 MI teachers (10 male and 44 female) from 34 MI schools in Babat Lamongan, East Java. Instruments included written tests and interviews. The written test featured a pre-test and post-test via the Quizizz application, while interviews followed the differentiated learning training. Data analysis combined quantitative and qualitative techniques. Quantitative results showed that the MI teachers' conceptual understanding, measured by the N-gain score, was 0.078, categorizing it as low. However, qualitative findings revealed that, post-training, MI teachers demonstrated a solid understanding of all indicators: explaining concepts, identifying characteristics, providing examples and non-examples, and applying differentiated learning strategies. The study concludes that training in differentiated learning significantly enhances teachers' understanding. Regular and consistent training is recommended to sustain and further develop teachers' expertise in this area.
Self-Directed Learning (SDL) Model on Pentigraph Writing Skills Among Primary School Students Cahyono, Bambang Eko Hari; Maruti, Endang Sri; Arvani, Fida
Profesi Pendidikan Dasar Vol. 11, No. 1, April 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v11i1.4751

Abstract

Students' waning interest in writing personal narratives and the rise of readily available online examples have led them to take shortcuts, hindering their creative development. Traditional writing instruction, often limited to theoretical explanations, fails to engage students and lacks innovative strategies. This research investigates the effectiveness of the Self-Directed Learning (SDL) model in improving the pentigraph (three-paragraph) writing skills of fifth-grade students. Employing a quasi-experimental design with a quantitative approach and a Posttest-Only Control Design, the study involved 82 fifth-graders from Taman Kota Elementary School in Madiun, Indonesia. Convenience sampling selected two classes (VB and VC) with 20 students each. Data collection utilized questionnaires, tests, and documentation. Findings revealed a positive impact of the SDL model on students' Indonesian pentigraph writing skills. Through independent learning, students demonstrated improvement, progressing from basic tasks to planning, controlling, and self-assessment. The SDL model empowers students to develop their writing based on their unique learning styles. This research highlights the effectiveness of the SDL approach in enhancing pentigraph writing and student ownership of the learning process

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