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<![CDATA[Pengembangan Media Pembelajaran Tas Pintar Pada Konsep Dasar Perkalian di SDN 1 Papayan ]]>
<![CDATA[Meitha Furi Dewi]]>;
<![CDATA[Meiliana Nurfitriani]]>;
<![CDATA[Yopa Taufik Saleh]]>
<![CDATA[ JURNAL PENDIDIKAN DASAR NUSANTARA Vol 6 No 1 (2020): Jurnal Pendidikan Dasar Nusantara ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jpdn.v6i1.14286
<![CDATA[This study aims to develop and produce smart learning media products on the basic concept of multiplication at SDN 1 Papayan. This research development uses the Research and Development (R&D) stages that adapt the 4D model. Data analysis techniques used in this study are qualitative and quantitative data analysis techniques. The technique of collecting data in this study used a questionnaire and preliminary tests. The results showed three steps, namely Determining, Designing, and Developing. Based on the product evaluation by the material expert obtained a score of 4.9 in the excellent category. Assessment of the product by media experts scored 5 in the excellent category. Results The product assessment by the teacher scored 5 in the very good category. Scores by 3 students in limited trials obtained an average score of 5 in the excellent category. Product scores by 25 students in the field trials obtained an average score of 4.83 in the excellent category. Overall based on learning outcomes learning media obtained a score of 4.89 in the category of very good smart learning media worthy of being used in the basic concept material multiplication. Results on the initial test before using learning media get an average score of 7.320 increased after learning the basic concepts of multiplication using smart bag learning media on the final test getting a score of 9.120. The results of this study are in accordance with the expectations that students have been able to understand the basic concepts of multiplication as a repetitive addition, so that the smart bag learning media is effective for use in the basic concepts of multiplication]]>
<![CDATA[Multimedia Interaktif Tipe Adobe Flash CS6 Berbasis Kurikulum 2013 Dalam Meningkatkan Literasi Verbal Siswa Sekolah Dasar ]]>
<![CDATA[Dwi agus setiawan]]>;
<![CDATA[Farida Nur Kumala]]>
<![CDATA[ JURNAL PENDIDIKAN DASAR NUSANTARA Vol 6 No 1 (2020): Jurnal Pendidikan Dasar Nusantara ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jpdn.v6i1.14358
<![CDATA[Interactive Multimedia Adobe Flash CS6 is a computer-based interactive learning media that is packaged in a CD (Compact Disk) in which there is an interactive application and also has a menu component that can be clicked on to display certain information in it. This interactive multimedia uses the 2013 curriculum as a guide in packaging interactive learning by increasing the verbal literacy of elementary school students. This research and development aims to (1) Produce a product in the form of interactive multimedia based on learning 2013 using Adobe flas CS6 software. (2) Knowing the feasibility of interactive curriculum-based multimedia 2013. 3) Knowing student responses to interactive learning multimedia type Adobe Flash CS6-based learning curriculum 2013 in improving verbal literacy of elementary school students. This research method uses the Research and Development (R&D) method by adopting the ADDIE model which includes: analysis which is conducting curriculum analysis, needs analysis, material analysis; design includes gathering material and questions, display design, story board, components; development, namely media creation and expert validation; implementation of product trials; Evaluation is a discussion of the product after the trial. The research instrument used was observation, interviews, documentation and questionnaires. The data analysis technique used is descriptive analysis of percentages. Research data from limited field trials amounted to 6 students with a percentage of 83.3% with the category "Valid" to be used by grade II elementary school students as a learning resource. Broader field trials totaling 30 students with a percentage of 92.7% with the category "Very Valid" because by using this multimedia in most active students become a spirit of learning and become more active for use by students in grade II elementary school as learning resources, while the test results verbal literacy students get a percentage of 86.20% with a very good category and add understanding to students to have a high enthusiasm in reading. Suggestions for developing this interactive multimedia product There needs to be training for teachers in making multimedia.]]>
<![CDATA[Pengaruh Model Pembelajaran SAVI Berbantuan Media KAPINDO Untuk Meningkatkan Berpikir Kritis Siswa Pada Tema 6 Kelas IV ]]>
<![CDATA[lina rosidah lina rosidah]]>;
<![CDATA[Savitri Wanabuliandari]]>;
<![CDATA[Sekar Dwi Ardianti]]>
<![CDATA[ JURNAL PENDIDIKAN DASAR NUSANTARA Vol 6 No 1 (2020): Jurnal Pendidikan Dasar Nusantara ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jpdn.v6i1.14412
<![CDATA[Tujuan penelitian ini adalah menganalisis perbedaan berpikir kritis siswa aspek pengetahuan sebelum dan sesudah diterapkan model pembelajaran SAVI berbantuan media KAPINDO, menganalisis peningkatan berpikir kritis siswa aspek pengetahuan dan keterampilan dengan model pembelajaran SAVI berbantuan media KAPINDO. Jenis penelitian ini adalah pre-experimental design dengan one-group pretest-postest design. Penelitian ini dilaksanakan di kelas IV SD Negeri 1 Pelemkerep Jepara. Variabel bebas dalam penelitian ini adalah model pembelajaran SAVI berbantuan media KAPINDO, sedangkan variabel terikatnya adalah berpikir kritis siswa. Teknik analisis data yang digunakan yaitu uji z dan uji n-gain. Hasil penelitian mendapatkan bahwa (1) berpikir kritis siswa aspek pengetahuan setelah diterapkan model pembelajaran SAVI berbantuan media KAPINDO lebih baik dibandingakan sebelum diberi perlakuan. Hal ini terlihat dari nilai Zhitung -4,16 < -Ztabel -1,96. (2) penggunaan model pembelajaran SAVI berbantuan media KAPINDO dapat meningkatkan berpikir kritis siswa aspek pengetahuan dan keterampilan. Hal tersebut dapat dilihat dari nilai gain aspek pengetahuan dengan nilai 0,3673 kategori sedang dan nilai gain aspek keterampilan dengan nilai 0,5186 kategori sedang.]]>
<![CDATA[Penanaman Karakter Peduli Lingkungan Pada Siswa di SD Negeri Sukamulya I Melalui Program KURASSAKI ]]>
<![CDATA[Annisa Siti Rufaidah]]>;
<![CDATA[Suparno]]>;
<![CDATA[Ujang Jamaludin]]>
<![CDATA[ JURNAL PENDIDIKAN DASAR NUSANTARA Vol 6 No 1 (2020): Jurnal Pendidikan Dasar Nusantara ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jpdn.v6i1.14423
<![CDATA[Abstract: This study aims to determine the inculcation of environmental care character among students at SDN Sukamulya I through the Kurassaki program. This study uses descriptive qualitative research methods, the resource persons in this study are the principal, teachers, and students. Data collection techniques used were interviews, observation, and documentation, which were then analyzed using the Miles and Huberman models. The results of this study indicate that: 1) Planting environmental care characters in students at SDN Sukamulya I through the Kurassaki program is carried out through three stages: the planning stage, the implementation phase, and the evaluation stage 2) Supporting and inhibiting factors in the implementation of the Kurassaki program, supporting factors of teacher namely the existence of training from the Kurassaki program supervisor who was followed by the teacher to optimize the implementation of the program, from students the characteristics of elementary school children who are still imitative make it easy for students to be directed and participate in the implementation of the program, from facilities and infrastructure that is the availability of supporting facilities and infrastructure. Barriers from students are forgetting to bring food and drink containers, as well as lack of responsibility in maintaining cleaning equipment, from facilities and infrastructure, there are damaged and missing cleaning equipment.]]>
<![CDATA[Penanaman Karakter Gemar Membaca Melalui Program LIterasi Sekolah Rakica di SD Negeri Taman Ciruas Permai ]]>
<![CDATA[Chusnul Khotimah Syamsuri]]>;
<![CDATA[M. Hosnan]]>;
<![CDATA[Ujang Jamaludin]]>
<![CDATA[ JURNAL PENDIDIKAN DASAR NUSANTARA Vol 6 No 1 (2020): Jurnal Pendidikan Dasar Nusantara ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jpdn.v6i1.14424
<![CDATA[This study aims to determine the process of cultivation of delight in reading character by rakica school literacy program reading along with supporting and inhibiting factors through the rakica school literacy program at Taman Ciruas Permai public elementary school program. This research is a descriptive qualitative research. Data collection techniques used are interview, observation and documentation. Then analyzed using the Miles and Huberman model. The results of the study are as follows: (1)The process of cultivation of delight in reading character by rakica school literacy program is carried out based on the literacy stage, which is the habituation, development and learning phase. active in the implementation of the rakica program by providing guidance to students, then from outside the school such as student guardians by helping schools provide the facilities needed by students, as well as the local government by providing books to the school.]]>
<![CDATA[Pembelajaran Pendidikan Karakter Peduli Lingkungan Melalui Program Adiwiyata di SDN Bunulrejo 2 Kota Malang ]]>
<![CDATA[Martha Setyaningati Martha]]>;
<![CDATA[Sa’dun Akbar]]>;
<![CDATA[Putri Mahanani]]>
<![CDATA[ JURNAL PENDIDIKAN DASAR NUSANTARA Vol 6 No 1 (2020): Jurnal Pendidikan Dasar Nusantara ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jpdn.v6i1.14427
<![CDATA[Abstract: Learning environmental character education is a process of organizing the environment around students in the learning prosess that can be done inside and outside classroom. The purpose of this research is to describe the implementation of the Adiwiyata program and environmental care characters that appear to have been carried out by students as well as the role of the Adiwiyata program in learning environmental chacarter education at SDN Bunulrejo 2 Malang City. This research use qualitative descriptive approach. Sources of data in this research are the principal, teachers, and students. Data collection tehniques carried out by observation, interviews, and documentation. Data analysis of the research carried out by data reduction, data presentation, and conclusion recall. The results showed that the role of the Adiwiyata program in learning character education at SDN Bunulrejo 2 Malang City can develop the character of protecting the environment, cooperation, responsibility, and discipline in the school environment. The implementation of the Adiwiyata program at SDN Bunulrejo 2 Malang City was carried out using four components: (1) School policies with an environmental perspective, (2) Implementation of an environment-based curriculum, (3) Participatory based environmental activities, (4) Management of environmentally friendly. Chacarter cares the environment that looks conducted by students at SDN Bunulrejo 2 Malang City is to protect environment, cooperation, responsibility, and discipline.]]>
<![CDATA[IMPLEMENTASI KEDISIPLINAN DI SDN SUKORAME 2 SEBAGAI BEKAL MEMBENTUK PENDIDIKAN KARAKTER PADA SISWA ]]>
<![CDATA[Sindy Kartika]]>;
<![CDATA[Frans Aditia Wiguna]]>
<![CDATA[ JURNAL PENDIDIKAN DASAR NUSANTARA Vol 6 No 1 (2020): Jurnal Pendidikan Dasar Nusantara ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jpdn.v6i1.14439
<![CDATA[Abstrak: SDN Sukorame 2 memiliki komitmen yang kuat untuk mengembangkan karakter siswa. Penelitian ini bertujuan untuk memaparkan implementasi kedisiplinan sebagai bekal membentuk pendidikan karakter pada siswa di SDN Sukorame 2. Penelitian ini menggunakan pendekatan kualitatif. Berdasarkan hasil penelitian bahwa implementasi kedisiplinan sebagai bekal membentuk pendidikan karakter pada siswa di SDN Sukorame 2 telah dicurahkan kedalam program sekolah yang meliputi: Siswa hadir 10 menit sebelum pelajaran dimulai, siswa memakai seragam sesuai jadwal, mengikuti upacara benderan dengan khidmat, melaksanakan dan mentaati tata tertib sekolah, melaksanakan tugas piket sesuai jadwal.]]>
<![CDATA[Implementasi Perkuliahan DARING Matakuliah Pendidikan Laboratorium IPA Pada Masa Pandemi ]]>
<![CDATA[farida Nurlaila Zunaidah]]>
<![CDATA[ JURNAL PENDIDIKAN DASAR NUSANTARA Vol 6 No 1 (2020): Jurnal Pendidikan Dasar Nusantara ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jpdn.v6i1.14466
<![CDATA[Abstract: This research was conducted with the aim to describe the implementation of online lectures on Pendidikan Laboratorium IPA courses at the 4th semester of students college PGSD during the covid-19 pandemic. The method in this research is descriptive qualitative. The research data are described in the form of words that describe the stages of conducting online lectures. The results of this study are online lectures on Pendidikan Laboratoriun IPA consisting of three stages, namely the preparatory stage, the implementation stage, and the structured assignment stage in the form of reports on the results of practical activities. Keywords: implementation of online lecturer, Pendidikan Laboratorium IPA course, pandemic period]]>
<![CDATA[Pengaruh Model Brain Based Learning (BBL) Berbasis Eksperimen Terhadap Hasil Belajar Siswa Kelas V Sekolah Dasar ]]>
<![CDATA[Riska Erlita]]>;
<![CDATA[Esti Untari]]>;
<![CDATA[Sri Murdiyah]]>
<![CDATA[ JURNAL PENDIDIKAN DASAR NUSANTARA Vol 6 No 1 (2020): Jurnal Pendidikan Dasar Nusantara ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jpdn.v6i1.14495
<![CDATA[Pelaksanaan Pembelajaran tematik tema 7 subtema 3di kelas V SDN Sumberpucung 6 lebih sering menggunakan model pembelajaran konvensional. Selain itu, metode yang digunakan yaitu metode ceramah dan penugasan. Tujuan dilakukannya penelitian untuk mengetahui pengaruh model Brain Based Learning (BBL) berbasis eksperimen terhadap hasil belajar tema 7 subtema 3 peristiwa mengisi kemerdekaan. Pendekatan yang digunakan pendekatan kuantitatif dengan jenis penelitian menggunakan metode eksperimen. Hasil uji soal pretest yaitu data berdistribusi normal dan homogen, pada uji hipotesis memperoleh hasil 0,15 > 0,05 artinya H0 diterima. Setelah kelas eksperimen dan kelas kontrol diberi perlakuan, dilakukan posttest. Hasilnya data tersebut berdistribusi normal dan homogen, sedangkan pada uji hipotesis adalah 0,179 > 0,05 artinya H0 diterima. Hasil penghitungan N Gain Score kelas eksperimen memperoleh rata-rata 0,3519 sedangkan kelas kontrol 0,2668. Hasil yang diperoleh menunjukkan pembelajaran model BBL tidak ada pengaruh terhadap hasil belajar tena 7 subtema 3 peristiwa mengisi kemerdekaan pada siswa kelas V SDN sumberpucung 6 Kabupaten Malang.]]>
<![CDATA[Upaya Peningkatan Kemampuan Berpikir Kreatif Mahasiswa Dengan Pembelajaraan Kooperatif Berbasis Android ]]>
<![CDATA[anggun winata]]>;
<![CDATA[Sri Cacik]]>;
<![CDATA[Heny Sulistyaningrum]]>
<![CDATA[ JURNAL PENDIDIKAN DASAR NUSANTARA Vol 6 No 1 (2020): Jurnal Pendidikan Dasar Nusantara ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jpdn.v6i1.14523
<![CDATA[21st century skills include critical thinking, creative, collaborative and communicative. Early 21st century skills still show low results. The ability to think creatively is one of the important skills in 21st century abilities in addition to other abilities. The research aims to improve the ability to think creatively through Android-based cooperative learning. This study uses an experimental research type, a pre-experimental research design, and a one group pretest posttest design type. Analysis of research data in the form of creative thinking ability test sheets using indicators (1) Fluency, (2) Flexibility, and (3) Novelty (novelty). Data analysis uses the normalized gain score formula. The results of the study concluded that (1) the results of the pretest indicators of fluency, flexibility, and novelty were 2.85; 1.71; and 1.04. (2) the results of the posttest indicators of fluency, flexibility, and renewal respectively were 3.14; 3.02; and 3.35. (3) Students' creative thinking skills can be improved on the three indicators through android-based cooperative learning. Indicators of fluency and flexibility obtain moderate results with successive results of 0.50 and 0.54. The novelty indicator gives the highest result, which is 0.78.]]>
