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<![CDATA[PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MENGGUNAKAN MODEL PROBLEM-BASED LEARNING ]]>
<![CDATA[Hamimah Hamimah]]>;
<![CDATA[Ary Kiswanto Kenedi]]>;
<![CDATA[Zuryanty Zuryanty]]>;
<![CDATA[Nelliarti Nelliarti]]>
<![CDATA[ Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/jpfkip.v9i2.7878
<![CDATA[This research is motivated by the learning conducted by the teacher that does not involve students in real problems so that the critical thinking ability of elementary school students in learning social science is low. The purpose of this study was to improve the critical thinking skills of elementary school students using a model of problem-based learning in social studies learning. This research was a classroom action research. The study was conducted on students in the 4th grade at SDN 26 Singkarak with a total of 30 students. These results addressed an increase in students' critical thinking skills from an average score of the initial ability of 65.79, cycle 1 got an average score of 73.87 and increased in cycle 2 with an average score of 81.23. The results showed an increase in the critical thinking skills of elementary school students using a problem-based learning model. This research can be concluded that using problem-based learning can improve the critical thinking skills of elementary school students. This research implies that it can be used as a reference for improving the critical thinking skills of elementary school students.]]>
<![CDATA[PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH SISWA SEKOLAH DASAR MENGGUNAKAN MODEL PROBLEM-BASED LEARNING ]]>
<![CDATA[Faddylla Intan Maharani]]>;
<![CDATA[Maria Montessori]]>
<![CDATA[ Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/jpfkip.v9i2.7887
<![CDATA[The background of this study is due to the low ability of problem-solving at elementary school students. The purpose of this study was to determine the improvement of the problem-solving abilities of elementary school students using problem-based learning models. This research was conducted in class IV SDN 07 KTK Solok City. This research was a classroom action research using Kemmis and Mc Taggart design. The results found that the initial ability of students to get an average score of 45.00, 68.00 for cycle 1 and 79.00 for cycle 2. The results of this study indicated an increase in the problem-solving ability of elementary school students by using problem-based learning models. The research implications can be used as a reference for developing the problem-solving abilities of elementary school students.]]>
<![CDATA[PENGARUH GAYA MENGAJAR GURU TERHADAP KECERDASAN VISUAL-SPASIAL SISWA KELAS IV SD KHADIJAH SURABAYA ]]>
<![CDATA[Ulvi Nur Laily]]>;
<![CDATA[Nafiah Nafiah]]>;
<![CDATA[Sri Hartatik]]>;
<![CDATA[Mohammad Taufiq]]>
<![CDATA[ Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/jpfkip.v9i2.7882
<![CDATA[This research is about the effect of teacher teaching style on visual-spatial intelligence of fourth grade students of Khadijah Surabaya Elementary School. The purpose of this researh was to determine the teaching style used by fourth grade teachers, to determine the visual-spatial intelligence of fourth grade students, and to determine the effect of the teacher's teaching style on the visual-spatial intelligence of fourth grade students. The research method used was quantitative research, the type of correlational research. The total population in this study was 123 students with a total sample of 95 students. Data collection techniques used was a questionnaire with the number of questions 23 variable X questions and 15 valid variable Y questions with a reliable value of 0.893 (variable X) and 0.783 (variable Y). Data analysis techniques used was the Pearson product moment test. The results of this study indicated that: 1) the teaching style used by fourth grade teachers was classical 31.58%, technologically 38.95%, personalization 7.37%, and interactional 22.1%, 2) visual-spatial intelligence of 72 fourth grade students (75.8%) were in the high category, 22 students (23.2%) were in the medium category, and 1 student (1.1%) was in the low category, 3) The teaching style of the teacher had moderate influence on visual-spatial intelligence of fourth grade students with a correlation coefficient of 0.521 and a significance value of 0.000 <0.01. This research hopes to shed some light for researchers, teachers, and schools to apply teaching styles that are in accordance with students' visual-spatial intelligence.]]>
<![CDATA[PENINGKATAN HASIL BELAJAR IPA SISWA SEKOLAH DASAR MENGGUNAKAN QUANTUM TEACHING ]]>
<![CDATA[Haffit Mufarrid]]>;
<![CDATA[Yalvema Miaz]]>
<![CDATA[ Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/jpfkip.v9i2.7879
<![CDATA[This research is motivated by the low learning outcomes of elementary school science students. The purpose of this study was to determine the improvement of science learning outcomes of elementary school students by using quantum teaching. This research was a classroom action research conducted in class IV SDN 10 Pauh. These results indicated an increase in student learning outcomes starting from the initial ability of 65.13, cycle 1 got an average of 66.92 while cycle 2 got an average of 81.27. The results of this study indicated that there was an increase in the science learning outcomes of elementary school students by using quantum teaching. This study concluded that using quantum teaching can improve the learning outcomes of elementary school students. The implication of this research is that it can be used as a reference in improving science learning outcomes of elementary school students.]]>
<![CDATA[MENINGKATKAN KINERJA GURU DALAM PROSES PEMBELAJARAN DI KELAS MELALUI SUPERVISI EDUKATIF KOLABORATIF DI SEKOLAH DASAR ]]>
<![CDATA[Tuti Aina]]>
<![CDATA[ Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/jpfkip.v9i2.7894
<![CDATA[This research is motivated due to the weak implementation of the learning process in elementary schools which makes student less participation in the learning process. This research was a school action research conducted at 001 Pujud Public Elementary School and 002 Pujudti Elementary School. The subjects of this study were 12 elementary school teachers. The strategy used in this research is collaborative educational supervision. The purpose of this study was to improve teacher performance in the learning process. This research was conducted in two cycles. The results showed that the results of planning in the first cycle got a value of 72.1% and increased in the second cycle to 87.9%. The evaluation on the implementation of the first cycle scored 71.9% and increased in the second cycle to 88.6%. The evaluation on the first cycle got a score of 71.2%, and in the second cycle increased to 90.7%. The assessment of follow-up in cycle I was 64.96% and in cycle II it increased to 88.2%. It can be concluded that by implementing collaborative educative supervision can improve teacher competence in the learning process carried out in elementary schools.]]>
<![CDATA[PENGARUH STRATEGI DIRECTED READING THINKING ACTIVITY TERHADAP KEMAMPUAN MEMBACA INTENSIF SISWA SEKOLAH DASAR ]]>
<![CDATA[Dolandari Misvaindra]]>;
<![CDATA[Elfia Sukma]]>
<![CDATA[ Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/jpfkip.v9i2.7880
<![CDATA[This research is motivated by the low ability of intensive reading of elementary school students because the implementation of intensive reading has not met the nature of intensive reading itself. The purpose of this study was to determine the effect of DRTA strategies on the intensive reading skills of elementary school students. This research was experimental in the form of a pre-test-post-test control group design. The results found that the testing of intensive reading skills in the control class and the experimental class in the pre-test was t count < t table, 0.796 < 0.281, so there was no difference in intensive reading skills in the control class and the experimental class in the pre-test which meant that there is no difference in the initial ability of students before being given action. The result showed that intensive reading skills in the control class and experimental class at the time of the post-test was t count > t table or 6.391> 2.642 so that there was a significant difference in the intensive reading ability of elementary school students between the control class and the experiment at the post-test. It was concluded that there was an influence of Directed, Reading, Thinking, Activity (DRTA) strategy on the intensive reading skills of elementary school students. The implication of this study is as teacher reference for improving the intensive reading skills of elementary school student.]]>
<![CDATA[THE IMPLEMENTATION OF PQ4R LEARNING METHOD TO IMPROVE THE STUDENTS’ READING COMPREHENSION OF THE 4th GRADE AT SD MUHAMMADIYAH 6 PEKANBARU ]]>
<![CDATA[Faraditha Dwi Ramayani]]>;
<![CDATA[Lazim N]]>;
<![CDATA[Zufriady Zufriady]]>
<![CDATA[ Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/jpfkip.v9i2.7838
<![CDATA[The purpose of this research is to improve students reading comprehension at the fourth grade of SD Muhammadiyah 6 Pekanbaru. The type of this research was classroom action research, which was in two cycles. The result showed that there was an increasing students’ reading comprehension ability in each cycle. The average grade score of students reading comprehension before implementing PQ4R learning method was 68. After the implementation of PQ4R method at cycle I, the average grade score increased to 76 with a large increased of 12%. In the second cycle, the score increased to 84 with a large increased of 23%. In the cycle I, the teacher’s activities in the first meeting were 62.5% in moderate criteria. Then, in the second meeting, the percentage increased to 70.8% in moderate criteria. Then in the cycle II, the teacher’ activities in the first meeting the percentage became 83.3% in high criteria and in the second meeting increased to 87.5% in very high criteria. In the cycle I, the students’ activites in the first meeting were 58.3% in low criteria. In the second meeting, it increased to 66.7% in moderate criteria. In the cycle II, the students’ activities in the first meeting had the percentage becoming 79.2% in high criteria and then increased to 83.3% in high criteria on the second category. The result of the research proves that the application of PQ4R method can improve students’ reading comprehension ability.]]>
<![CDATA[PENDIDIKAN KARAKTER BERBASIS KEARIFAN LOKAL BUGIS DI SDN LAUTANG KECAMATAN BELAWA KABUPATEN WAJO ]]>
<![CDATA[Andi Eka Rezkianah]]>;
<![CDATA[Rosleny Babo]]>;
<![CDATA[Muhlis Madani]]>
<![CDATA[ Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/jpfkip.v9i2.7856
<![CDATA[Character education has become widespread in the education world nowadays. Character education requires educators to contribute fully in the cultivation of character values to realize a civilized nation by maintaining local knowledge of each in every area that eroded due to shifting of the age. This study aims to describe the character education based on local wisdom (Bugis) in primary school SDN Lautang Belawa Wajo District of South Sulawesi. This research was a qualitative research using a case study with the observation method by looking at direct activities at school, interview to learn the characters that were applied at school, and documentation by looking at the results of report cards or portfolios of students. The result showed that the implementation of the character based on local wisdom that consists of obedience to God almighty (mapatoh ri Dewatae), honest (ma lempu), discipline (ma patoh), hard work (ma reso temangingi), responsible (Soppo: renge), love for the homeland (ma ri poji wanuata), peace-loving (siamaseang) were not completely applied and still needed to be evaluated. Supporting factors were the motivation of parents and school cooperation then inhibiting factors were the facilities, rules, learners’ background, lack of awareness of learners, and learners’ social environment. The conclusion of the research was the implementation of character based on local wisdom from several findings of the character value has not been seen and was well implemented.]]>
<![CDATA[PENINGKATAN KEMAMPUAN BERPIKIR TINGKAT TINGGI SISWA SEKOLAH DASAR MELALUI PROBLEM-BASED LEARNING ]]>
<![CDATA[Ully Fauziah]]>;
<![CDATA[Yanti Fitria]]>
<![CDATA[ Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/jpfkip.v9i2.7881
<![CDATA[The era of the industrial revolution 4.0 requires students to have higher-order thinking skills in solving everyday problems. The purpose of this study was to determine the improvement of high-order thinking skills of elementary school students using problem-based learning. This research was a classroom action research conducted on 30 fifth grade students of SDN 05 Birugo. The results showed that the average score of students' initial ability was 45.00 with a percentage of completeness of 35%, in cycle 1 getting an average score of 58.00 with a percentage of completeness of 70% and in cycle 2 getting an average score of 75.00 with 80% completeness. The results showed an increase of high-order thinking skills of elementary school students using problem-based learning. The implications of this study can be used as a reference for improving Higher-Order Thinking Skills (HOTS) of elementary school students.]]>
<![CDATA[KEEFEKTIFAN PEMBELAJARAN MENULIS KARANGAN NARASI BERDASARKAN PENGALAMAN DENGAN TEKNIK CLUSTERING DAN TEKNIK MODELING PADA SISWA KELAS V SD ]]>
<![CDATA[Hafsah Amiran Mangga]]>;
<![CDATA[Munirah Munirah]]>;
<![CDATA[Tarman A. Arif]]>
<![CDATA[ Primary: Jurnal Pendidikan Guru Sekolah Dasar Vol 9, No 2 (2020) ]]>
Publisher : <![CDATA[Laboratorium Program Studi Pendidikan Guru Sekolah Dasar ]]>
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DOI: 10.33578/jpfkip.v9i2.7869
<![CDATA[This study aims to demonstrate the effectiveness of clustering techniques and modelling techniques in learning to write narrative essays based on personal experience. From the results of preliminary observations, it was found that by using conventional methods, students' ability in learning to write narrative essays based on personal experience was still lacking. The use of clustering and modelling techniques in learning to write narrative essays based on personal experience was expected to have a significant influence. This type of research used quantitative research that was True Experiment Design with pre-test, post-test control group design. The research findings showed that an increase in students’ learning outcomes in the experimental class by using clustering techniques and modelling techniques. Based on the results of the study, it can be concluded that the use of clustering and modelling techniques in learning to write narrative essays based on personal experience had a significant effect.]]>
