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PENGARUH PEMBELAJARAN PROBLEM POSING TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN KOMUNIKASI MATEMATIS SISWA KELAS V SD Asterius Juano; Pardjono Pardjono
Jurnal Prima Edukasia Vol 4, No 1: January 2016
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Penelitian ini bertujuan untuk mendeskripsikan: pengaruh pembelajaran problem posing dan direct instruction, interaksi antara strategi pembelajaran dan tingkat kemampuan belajar matematika peserta didik terhadap kemampuan berpikir kritis dan komunikasi matematis. Penelitian ini merupakan penelitian eksperimen semu (quasi experiment), dengan menggunakan Non-equevalent Pretest-Posttest Control Group Design. Populasi penelitian ini adalah seluruh peserta didik kelas V SD Negeri Pujokusuman I Yogyakarta yang terdiri atas empat kelas. Sampel penelitian sebanyak dua kelas yang dipilih secara acak, kemudian masing-masing kelas yang terpilih dikelompokkan dalam kategori tingkat kemampuan tinggi dan tingkat kemampuan rendah terhadap kemampuan belajar matematika. Data hasil penelitian dianalisis dengan uji Manova 2 jalur dan uji t dengan kriteria Bonferroni. Hasil penelitian ini menunjukkan bahwa terdapat pengaruh antara pembelajaran problem posing dan direct instruction terhadap kemampuan berpikir kritis dan kemampuan komunikasi matematis dan tidak terdapat interaksi antara strategi pembelajaran dan tingkat kemampuan belajar matematika peserta didik terhadap kemampuan berpikir kritis dan komunikasi matematis. Pembelajaran problem posing lebih baik dari direct instruction baik untuk kemampuan tinggi maupun untuk kemampuan rendah terhadap kemampuan berpikir kritis dan komunikasi matematis peserta didik.Kata kunci: problem posing, direct instruction, kemampuan berpikir kritis, kemampuan komunikasi matematis. THE EFFECT OF THE IMPLEMENTION OF LEARNING PROBLEM POSING ON CRITICAL THINKING ABILITY AND MATHEMATICAL COMMUNICATION OF ELEMENTARY SCHOOL GRADE 5TH STUDENTS AbstractThe purposes of this study are to describe: the effect of problem posing instruction and direct instruction and the interaction between instruction strategy and the level of students’ mathematics learning ability at SDN Pujokusuman I Yogyakarta. This study is a quasi-experimental research, using non-equevalent Pretest-Postest Control Group Design. The population was all of the grade 5 students of SD Pujokusuman I Yogyakarta that consisted of four classes. The sample was VA and VB class which were selected randomly. Data were analyzed using two-ways Manova and t-test with Bonferroni criteria. The results show that; there is an effect of the learning problem posing and direct instruction on critical thinking skills and mathematical communication skills and there is no interaction between learning strategy and the level of mathematics learning ability of students to critical thinking skills and mathematical communication. The conclusion of this study is that problem posing instruction is better than direct instruction both for high ability and low ability on critical thinking skills and mathematics communication skill grade 5 of elementary school students.Keywords: problem posing, direct instruction, critical thinking skills, mathematical communication skills.

PENGARUH MODEL PBL TERHADAP KEMAMPUAN KOMUNIKASI DAN PEMECAHAN MASALAH MATEMATIKA SISWA KELAS V SD Laila Kodariyati; Budi Astuti
Jurnal Prima Edukasia Vol 4, No 1: January 2016
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Penelitian ini bertujuan untuk mendeskripsikan: (1) pengaruh model Problem Based Learning (PBL) terhadap kemampuan komunikasi matematika; (2) pengaruh model PBL terhadap kemampuan pemecahan masalah matematika; dan (3) pengaruh model PBL terhadap kemampuan komunikasi dan pemecahan masalah matematika secara bersama-sama. Jenis penelitian yang digunakan yaitu kuasi eksperimen dengan desain Pretest-Posttest Control Group Design. Populasi penelitian ini adalah seluruh siswa kelas V SDN se-Gugus V Kecamatan Kasihan Bantul. Pengambilan sampel menggunakan teknik Cluster Random Sampling. Instrumen yang digunakan untuk mengumpulkan data berupa tes uraian objektif. Teknik analisis data yang digunakan meliputi analisis deskriptif dan analisis inferensial, untuk analisis inferensial menggunakan independent sample t-test, uji MANOVA dengan rumus T2 Hotelling, dan dilanjutkan dengan uji kriteria Bonferroni. Hasil penelitian menunjukkan bahwa (1) model PBL berpengaruh positif dan signifikan terhadap kemampuan komunikasi matematika dengan nilai signifikansi lebih kecil dari 0,025; (2) model PBL berpengaruh positif dan signifikan terhadap kemampuan pemecahan masalah matematika terhadap kemampuan pemecahan masalah matematika dengan nilai signifikansi lebih kecil dari 0,025; (3) model PBL berpengaruh positif dan signifikan terhadap kemampuan komunikasi dan pemecahan masalah matematika secara bersama-sama dengan nilai signifikansi lebih kecil dari 0,05.Kata Kunci: model PBL, kemampuan komunikasi matematika, dan kemampuan pemecahan masalah matematika THE EFFECTS OF THE PBL MODEL ON THE MATHEMATICAL COMMUNICATION AND PROBLEM-SOLVING SKILLS OF FIVE-GRADERS OF ELEMENTARY SCHOOL STUDENTSAbstractThis research aims to describe: (1) the effects of the Problem Based Learning (PBL) model on the mathematical communication skills; (2) the effects of the PBL model on the mathematical problem-solving skills; and (3) the effects of the PBL model on both the mathematical communication skills and the mathematical problem-solving skills simultaneously. The research of this study was quasi-experimental with pretest-posttest control group design. The research population consisted of five-graders of all elementary schools located in Group V of Kasihan District, Bantul. The sample was collected using the cluster random sampling technique. The data were analyzed by descriptive and inferential technique which is using independent sample t-test, MANOVA with Hotelling’s trace formula, and the last was by Bonferroni criteria. The findings suggest that: (1) the PBL model positively and significantly affects the mathematical communication skills with a significance value of less than 0.025; (2) the PBL model positively and significantly affects the mathematical problem-solving skills with a significance value of less than 0.025; (3) the PBL model positively and significantly affects both the mathematical communication skills and the mathematical problem-solving skills simultaneously with a significance value of less than 0.05.Keywords: the PBL model, mathematical communication skills, and mathematical problem-solving skills.

PENGEMBANGAN PERANGKAT PEMBELAJARAN PROBLEM SOLVING MATA PELAJARAN IPA TERHADAP HASIL BELAJAR KOGNITIF SISWA SD Ahmad Muzanni; Muhyadi Muhyadi
Jurnal Prima Edukasia Vol 4, No 1: January 2016
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran berbasis problem solving yang layak dan efektif digunakan dalam proses pembelajaran IPA materi perubahan lingkungan dan pengaruhnya terhadap hasil belajar kogitif peserta didik kelas IV sekolah dasar. Penelitian pengembangan ini mengacu langkah yang dikembangkan oleh Borg Gall. Perangkat pembelajaran yang dikembangkan divalidasi oleh ahli pembelajaran dan ahli evaluasi sebelum diujicobakan. Kemudian penerapannya dalam proses pembelajaran dinilai oleh guru kelas dan peserta didik. Perangkat pembelajaran berbasis problem solving berupa silabus, Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Siswa (LKS), dan Tes Hasil Belajar (THB) yang layak digunakan pada proses pembelajaran mendapatkan penilaian dengan kategori sangat baik dari ahli kecuali THB dengan kategori penilaian baik. Keefektifan perangkat pembelajaran dapat dilihat pada ketercapaian hasil belajar peserta didik yang pembelajarannya menggunakan perangkat pembelajaran berbasis problem solving lebih tinggi daripada peserta didik yang pembelajarannya dilakukan secara konvensional. Hal ini karena pemilihan materi “perubahan lingkungan dan pengaruhnya” dalam penyusunan perangkat pembelajaran menyajikan beragam permasalahan sehingga proses pemecahan masalah menarik bagi peserta didik.Kata kunci: pengembangan perangkat pembelajaran, problem solving, pembelajaran IPA DEVELOPING LEARNING DEVICES BASED ON PROBLEM SOLVING ON SCIENCE SUBJECT TOWARD COGNITIVE ACHIEVEMENT IN ELEMENTARY SCHOOLAbstractThe aims of this research are to produce learning devices based on problem solving that are appropriate and effective used in environmental changing and it effects materials in science towards cognitive learning result of the elementary school students grade 4. This developmental research refers to the steps developed by Borg Gall. The learning devices that developed, were validated by a learning and evaluation expert before it was tested. Then, the implantation in learning process were evaluated by the teachers and the students. The learning devices based on problem solving include syllabus, lesson plans, student worksheets, learning achievement tests, that are appropriate on learning process because it gets very good category from the expert except the learning achievement test that belongs to good category. The effectiveness of the learning devices can be seen on the student’s result that used learning devices based on problem solving is higher than the students who use the conventional learning it is because the material selection on environmental changing and its effects in arranging the learning devices serves various problems, so the problem solving process interest the students.Keywords:development of learning device, problem solving, and science learning

PENGARUH METODE PBL DAN METODE EXPOSITORY TERHADAP HASIL BELAJAR MATEMATIKA PADA SISWA KELAS V Noviarda Yastika; Haryanto Haryanto
Jurnal Prima Edukasia Vol 4, No 1: January 2016
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Penelitian ini bertujuan untuk mengetahui perbedaan rata-rata hasil belajar pada siswa yang mendapat pembelajaran menggunakan metode Project-based learning dan siswa yang yang mendapat pembelajaran menggunakan metode expository pada siswa kelas V SD di Gugus I Kecamatan Bantul. Penelitian menggunakan metode eksperimen semu. Desain yang digunakan kelompok kontrol prates-pascates berpasangan. Penelitian dilakukan pada siswa kelas V SD di Gugus I Kecamatan Bantul. Pengumpulan data menggunakan angket hasil belajar afektif, tes hasil belajar kognitif, dan lembar observasi hasil belajar psikomotor. Uji validitas menggunakan expert judgement dan uji korelasi product moment. Uji reabilitas menggunakan cronbach alpha. Teknik analisis data yang digunakan adalah teknik analisis data multivariat MANOVA dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan adanya perbedaan hasil belajar yang signifikan antara siswa yang mendapat pembelajaran menggunakan metode Project-based learning dengan siswa yang mendapat pembelajaran menggunakan metode expository. Terdapat perbedaan signifikan pada taraf signifikansi (0,000) kurang dari α (0,05). Hasil belajar baik hasil belajar afektif, hasil belajar kognitif, dan hasil belajar psikomotor dari kelas eksperimen mempunyai rata-rata yang lebih besar daripada kelas kontrol.Kata kunci: Project-based learning, expository, hasil belajar THE EFFECTS OF PBL METHOD AND EXPOSITORY METHOD ON MATHEMATICS LEARNING OUTCOMES IN CLASS VAbstractThis study aims to find out the average difference in the learning outcomes of students who received learning using Project-based learning method and students who received learning using expository method in the fifth grade students elementary school in the first group of sub-districts of Bantul. The study used a quasi-experiment method. The design was a matching pretest-postest control group design. The study was conducted at the fifth grade students in the first group of Bantul districts. The data were colected using questionnaires of affective learning outcomes, a cognitive achievement test, and observation sheets of psychomotor learning outcomes. The validity test used was expert judgment and product moment correlation test. Reliability test used Cronbach Alpha. The data were analyzed using technique of multivariate data analysis MANOVA with a significance level of 0.05.The research shows significant differences in learning outcomes between students who receive learning using Project-based learning method and those getting learning using expository method. There are significant differences in the Sig. (0.000) less than α (0.05). Affective learning outcomes, cognitive learning outcomes, and psychomotor learning outcomes of the experimental class have an average bigger than that of the control class.Keywords: Project-based learning, expository, learning outcomes

PENGEMBANGAN PICTURE BOOK SEJARAH NASIONAL DENGAN PENDEKATAN TEMATIK TERPADU UNTUK KELAS IV SEKOLAH DASAR Intan Kurniasari Suwandi; Muhsinatun Siasah Masruri
Jurnal Prima Edukasia Vol 4, No 1: January 2016
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Penelitian ini bertujuan untuk: (1) menghasilkan picture book sejarah nasional dengan pendekatan tematik terpadu dan (2) mengetahui keefektifan picture book sejarah nasional dengan pendekatan tematik terpadu dalam meningkatkan pemahaman peserta didik kelas IV Sekolah Dasar. Jenis penelitian ini adalah Research and Development. Pengembangan produk menggunakan model pengembangan Dick Carey. Subjek coba dalam penelitian ini adalah peserta didik kelas IV SD Negeri Percobaan 3 Pakem. Teknik pengumpulan data dengan cara wawancara, angket, observasi, tes, dan catatan lapangan. Instrumen penelitian terdiri dari pedoman wawancara, angket, lembar observasi, soal tes hasil belajar; serta catatan lapangan. Teknik analisis data dengan statistik deskriptif. Hasil penelitian menunjukkan bahwa produk yang dikembangkan layak dan efektif digunakan. Kelayakan dilihat dari: (1) Hasil penilaian ahli materi pembelajaran= 80,00 (baik) dan ahli media pembelajaran= 89,14 (sangat baik). (2) Angket tanggapan peserta didik one-to-one evaluation= 91,80 (sangat baik), small-group evaluation= 90,31 (sangat baik), dan field trial evaluation= 86,37 (sangat baik). Keefektifan media yang dikembangkan dilihat dari: (1) Hasil observasi di kelas small-group evaluation= 100,00 (sangat baik) dan field trial evaluation= 85,71 (sangat baik) dan (2) Ketuntasan disimpulkan berdasarkan skor rata-rata posttest pada tahap one-to-one evaluation= 86,67 (sangat baik), small-group evaluation= 92,13 (sangat baik), dan field trial evaluation= 89,53 (sangat baik). Dengan demikian, picture book sejarah nasional yang dikembangkan dapat meningkatkan pemahaman peserta didik.Kata kunci: picture book sejarah nasional, pendekatan tematik terpadu DEVELOPING A NATIONAL HISTORY PICTURE BOOK WITH INTEGRATED THEMATIC APPROACH FOR GRADE 4 PRIMARY SCHOOLAbstractThis research aims to: (1) produce a national histories picture book and (2) determine the effectiveness of the developed book for increase students’ comprehension of grade 4 Primary School. This research is research and development. Product development use to Dick Carey’s model. Data collection techniques using interview, questionnaire, observation, achievement tests, and field note. Instruments using interview guide, questionnaires, observation sheet, paper based test item, and field note and analysed using descriptive statistics. The results showed that the product is feasible and effective to used in SD Negeri Percobaan 3 Pakem. Feasibility to used seem from: (1) subject-matter expert evaluation= 80.00 (“good”) and instructional media expert= 89.14 (“excellent”). (2) Questionnaire of student’s respons in one-to-one evaluation= 91.80 (“excellent”), small-group evaluation= 90.31 (“excellent”), and field trial evaluation= 86.37 (“excellent”). Effectiveness seem from: (1) Observation of product-used in small-group evaluation’s class= 100.00 (“excellent”) and field trial evaluation’s class= 85.71 (“excellent”). (2) Mastery learning inferred from the average score of posttest in one-to-one evaluation= 86.67 (“excellent”), small-group evaluation= 92.13 (“excellent”), and field trial evaluation= 89.53 (“excellent”). Thus, national histories picture book which developed can increase student’s comprehension.Keywords: national histories picture book, integrated thematic approach

PERBEDAAN PRESTASI BELAJAR MATEMATIKA SISWA DITINJAU DARI GAYA BELAJAR DAN MODEL PEMBELAJARAN Alimah Amin; Siti Partini Suardiman
Jurnal Prima Edukasia Vol 4, No 1: January 2016
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Penelitian ini bertujuan untuk: (1) mengetahui perbedaan prestasi belajar matematika siswa antara siswa dengan gaya belajar auditorial, visual, dan kinestetik, dan siswa yang memperoleh pembelajaran TGT dan NHT, (2) mengetahui mana yang lebih baik prestasi belajar matematika siswa dengan menggunakan TGT atau NHT.Sampel dari enam Sekolah Dasar (SD) yang terdiri atas kelas IV sebanyak 92 siswa ditentukan dengan cluster random sampling. Pengumpulan dara dilakukan dengan menggunakan angket gaya belajar dan tes prestasi belajar. Teknik analisis data yang digunakan adalah statistik deskriptif, one way anova, uji independent t test.Hasil penelitian ini menunjukkan bahwa: (1) tidak terdapat perbedaan prestasi belajar matematika antara siswa dengan gaya belajar auditorial, visual, dan kinestetik pada pembelajaran TGT dan NHT, serta ada perbedaan prestasi belajar matematika siswa antara siswa yang memperoleh pembelajaran TGT dan siswa yang memperoleh pembelajaran NHT, (2) prestasi belajar matematika dengan model pembelajaran TGT lebih baik dari pada model pembelajaran NHT. Siswa SD masih senang bermain, sehingga tidak dominan dengan satu gaya belajar. Pembelajaran TGT bisa meningkatkan prestasi belajar matematika siswa karena siswa dituntut lebih aktif mulai dari diskusi sampai turnamen.Kata kunci: prestasi belajar, gaya belajar, TGT, NHT THE DIFFERENCES IN MATHEMATICS LEARNING ACHIEVEMENT SEEN FROM LEARNING STYLES AND LEARNING MODELAbstractThis study aims to: (1) know the difference between mathematics learning achievement of students with auditory, visual, and kinesthetic learning styles and receiving TGT and NHT learning (2) know which one has higher mathematics achievement between students who is TGT or NHT.92 students of grade IV from 6 elementary schools were taken as samples using cluster random sampling technique. Data collection was done by using learning style questionnaires and learning achievement tests. The data analysis technique used was statistics descriptive, one way anova, independent t test.The results of this study indicate that: (1) there is no difference in mathematics achievement between students with auditory, visual, and kinesthetic learning style, (2) the are differences in mathematics achievement between students who received TGT learning and students who received NHT, (3) students with TGT learning model have higher mathematics learning achievement than those with NHT. Elementary school students still love to play, so they are not dominant with one learning style. TGT learning can improve students’' mathematics achievement as students demanded to be active from the discussion to the tournament.Keywords: achievement, learning styles, TGT, NHT

PENGEMBANGAN ADOBE FLASH PADA PEMBELAJARAN TEMATIK-INTEGRATIF BERBASIS SCIENTIFIC APPROACH SUBTEMA INDAHNYA PENINGGALAN SEJARAH Giri Prasetyo; Lantip Diat Prasojo
Jurnal Prima Edukasia Vol 4, No 1: January 2016
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Penelitian ini bertujuan untuk menghasilkan Multimedia Interaktif Adobe Flash yang layak dan efektif pada pembelajaran tematik-integratif berbasis scientific approach Subtema Indahnya Peninggalan Sejarah kelas IV Sekolah Dasar. Hasil penelitian menunjukkan bahwa software multimedia interaktif ini layak dan efektif untuk meningkatkan prestasi peserta didik. Kelayakan multimedia ini dapat dilihat dari penilaian hasil validasi multimedia oleh ahli materi pada aspek ketepatan materi sebesar 4,5; aspek keluasan materi sebesar 4, aspek kelengkapan materi sebesar 4,5; aspek kejelasan materi sebesar 4,6; aspek kemutahiran materi sebesar 4,5; aspek sistematika materi sebesar 4,5, hasil validasi oleh ahli media dari aspek isi dan tujuan media skor rerata 3,8; aspek kualitas instruksional media skor rerata 3,7 dan aspek kualitas teknis multimedia skor rerata 4,1, Sedangkan keefektifan multimedia ini dapat dilihat dari rerata persentase peningkatan nilai antara nilai pretest dan posttest dengan rerata uji coba lapangan awal sebesar 54,7%, uji coba lapangan sebesar 44,7%, dan pada uji pelaksanaan lapangan sebesar 31,7%. Dengan rerata prosentase peningkatan nilai antara pretest dan posttest sebesar 43,7%, sehingga digunakan dalam pembelajaran.Kata Kunci: multimedia interaktif, adobe flash, tematik-integratif, scientific approach DEVELOPING ADOBE FLASH AT THE INTEGRATIVE TEMATIC LEARNING BASED ON SCIENTIFIC APPROACH SUB-THEMS BEAUTY OF HISTORICAL HERITAGEAbstractThis research was aimed at produce Adobe Flash Interactive Multimedia which is feasible and effective at the integrative thematic learning based on scientific approach Sub-thems the Beauty Historical Heritage at class IV in elementary schools. The findings show that the developed interactive multimedia software is feasible and effective to improve the achievement of learners. Multimedia eligibility can be seen from the results of the validation assessment by expert multimedia material on the accuracy of the material aspects 4.5; aspects of the breadth of material amounted 4, aspect completeness of the materials 4.5; clarity of the material aspects 4.6; up to date material aspects 4.5; systematic aspects of the material 4.5, result validation by experts from the aspect of media content and media objectives mean score 3.8; aspect of the quality of instructional media mean score 3.7 and multimedia aspects of technical quality mean score 4.1, While the effectiveness of multimedia can be seen from the average percentage increase in value between the pretest and post-test with average initial field trials 54.7%, field trials 44.7%, and the implementation of field trials by 31. 7%. With the average percentage increase in value between the pretest and posttest 43.7%, so it is used in learning.Keywords: interactive multimedia, adobe flash, integrative thematic, scientific approach

PENGARUH KARAKTERISTIK GENDER DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR MATEMATIKA SISWA SD Arif Hidayat; Siti Irene Astuti Dwiningrum
Jurnal Prima Edukasia Vol 4, No 1: January 2016
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Penelitian ini bertujuan untuk mendeskripsikan pengaruh karakteristik gender dan motivasi belajar, baik secara parsial maupun secara simultan, terhadap prestasi belajar matematika siswa kelas VI SD Negeri di Kabupaten Pekalongan. Penelitian ini menggunakan pendekatan kuantitatif dengan jenis ex-post facto. Populasi penelitian adalah siswa kelas VI SD Negeri di Kabupaten Pekalongan sebanyak 12.056. Sampel penelitian sebanyak 393 siswa ditentukan dengan menggunakan teknik area sampling. Data dikumpulkan dengan menggunakan instrumen angket dan dokumentasi. Analisis data menggunakan regresi dengan variabel dummy, regresi sederhana, dan regresi berganda. Analisis dilakukan pada taraf signifikansi 5%. Penelitian menunjukkan hasil sebagai berikut. (1) Tidak terdapat pengaruh yang signifikan (p 0,05) karakteristik gender terhadap prestasi belajar matematika siswa. (2) Terdapat pengaruh yang signifikan (p 0,05) motivasi belajar terhadap prestasi belajar matematika siswa dengan kontribusi sebesar 44,6%. (3) Secara bersama-sama terdapat pengaruh yang signifikan (p 0,05) antara karakteristik gender dan motivasi belajar terhadap prestasi belajar matematika siswa dengan kontribusi sebesar 44,8%.Kata kunci: karakteristik gender, motivasi belajar, prestasi belajar matematika THE EFFECTS OF GENDER CHARACTERISTICS AND LEARNING MOTIVATION ON MATHEMATICS LEARNING ACHIEVEMENT OF ELEMENTARY SCHOOLAbstractThis study aims to investigate the effects of gender characteristics and learning motivation separately and simultaneously on mathematics learning achievement of Elementary School Sixth Grade Students in Pekalongan District. This study used quantitative approach with the ex-post facto types. The population of this study was grade six students of public elementary schools in Pekalongan numbered 12,056. While the sample of 393 students was determined using the technique of sampling area. Data were collected using questionnaires and documentation. Data were analyzed using regression with dummy variables, simple regression, and multiple regression. The analyses were carried out at significance level of 5%. Research shows the following results. (1) There is no significant effect (p 0.05) of gender characteristics on students mathematics learning achievement. (2) There is a significant effect (p 0.05) of learning motivation on students mathematics learning achievement with a contribution of 44.6%. (3) Simultaneously, there is a significant effect (p 0.05) of gender characteristics and learning motivation on students mathematics learning achievement with a contribution of 44.8%.Keywords: gender characteristics, learning motivation, mathematics learning achievement

IMPLEMENTASI PENDEKATAN SAINTIFIK DALAM PEMBELAJARAN IPS DI MIDDLE GRADE SD TUMBUH 3 KOTA YOGYAKARTA Anastasia Endah Anastika Dewi; Mukminan Mukminan
Jurnal Prima Edukasia Vol 4, No 1: January 2016
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Penelitian ini bertujuan untuk: (1) Mendapatkan bukti-bukti otentik implementasi pendekatan saintifik, (2) Menilai kesesuaian pendekatan saintifik. (3) Menemukan faktor-faktor penghambat dan pendukung implementasi pendekatan saintifik pada pembelajaran IPS di middle grade SD Tumbuh 3 Kota Yogyakarta. Penelitian ini merupakan penelitian kualitatif menggunakan desain studi kasus. Hasil penelitian menunjukkan: (1) Implementasi pendekatan saintifik meliputi sudah sesuai kurikulum dan, pelaksanaan sesuai tahapan pendekatan saintifik, penilaian belum sesuai penilaian otentik, tindak lanjut sudah sesuai. (2) Penerapan pendekatan saintifik pada pembelajaran IPS untuk siswa middle grade sesuai dengan perkembangan berfikir dan proses belajar siswa. (3) Faktor pendukung pendekatan saintifik adalah: kepala sekolah, guru yang profesional, iklim sekolah yang kondusif, sarana dan prasarana yang lengkap. Faktor penghambatnya adalah: sistem penerimaan siswa tidak transparan, ada beberapa peserta didik belum bisa membaca dan menulis, instrumen penilaian tidak sesuai, dan jam pembelajaran yang terbatas dan guru tidak membatasi bobot cakupan materi sesuai dengan tingkat perkembangan berpikir siswa.Kata kunci: implementasi, pendekatan saintifik, middle grade, IPS IMPLEMENTATION OF SCIENTIFIC APPROACH IN SOCIAL STUDIES INSTRUCTION AT MIDDLE GRADE OF SD TUMBUH 3 KOTA YOGYAKARTAAbstractThis study aims to: (1) Getting authentic proof of scientific approach implementation (2) Asses the scientific approach appropriateness in social studies, (3) to find some factors that become the barriers and the proponents of the scientific approach implementation in social studies instruction in middle grade. This study is a qualitative research which uses case study design. The results of this reasearch are as follows: (1) The scientific approach implementation ranges from, the planning aspect has already been appropriate, the implementation aspect has already been good, the assessment aspect has not been appropriate to the approach used, the follow-up aspect has been carried out based on the students' need. (2) Scientific approach in for middle-grade age has already been appropriate,(3) The supporting factors are: a good headmaster, professional teache, The conductive school climate, the complete facilities and infrastructures. The inhibiting factors are: the non-transparent admission system, students who have not been able to read and write, the inappropriate assessment, and limited schedule of social studies the teacher do not limit the range of Social Studies material based on student’s cognitive development stage.Keywords: implementation, scientific approach, middle grade, social studies

PENGEMBANGAN BAHAN AJAR DAN INSTRUMEN PENILAIAN IPA TEMA INDAHNYA NEGERIKU PENYEMPURNAAN BUKU GURU DAN SISWA KURIKULUM 2013 Heru Purnomo; Insih Wilujeng
Jurnal Prima Edukasia Vol 4, No 1: January 2016
Publisher : Asosiasi Dosen PGSD dan Dikdas Indonesia

Penelitian ini bertujuan untuk menghasilkan bahan ajar dan instrumen penilaian IPA tema “Indahnya Negeriku” buku guru dan buku siswa kelas 4 Kurikulum 2013 yang layak dan efektif. Penelitian ini merupakan penelitian dan pengembangan. terdiri atas sembilan tahap, yaitu: (1) studi pendahuluan ,(2) perencanaan,(3) pengembangan produk awal, (4) uji coba awal, (5) revisi untuk menyusun produk utama, (6) uji coba lapangan,(7) revisi untuk menyempurnakan produk hasil uji coba lapangan,(8) uji pelaksanaan lapangan, dan (9) revisi produk final. Hasil penelitian sebagai berikut. (1) Kelayakan penilaian ahli materi belajar IPA dengan kriteria Sangat Baik, uji coba terbatas dengan kriteria Sangat Baik dan uji coba pelaksanaan lapangan dengan kriteria Sangat Baik, hasil penilaian ahli Instrumen Penilaian IPA dengan kriteria Baik, uji coba terbatas dengan kriteria Sangat Baik dan uji coba pelaksanaan lapangan dengan kriteria Sangat Baik. (2) Efektifitas produk pengembangan perhitungan gain score mengetahui aspek pengetahuan (knowledge) diperoleh indeks gain sebesar 0,80 dengan kategori Tinggi, sedangkan aspek sikap (atittude) dan keterampilan (skill) dengan observasi menunjukan hasil yang positif.Kata kunci: pengembangan, bahan ajar, Instrumen Penilaian IPA, Kurikulum 2013. DEVELOPMENT OF LEARNING MATERIAL AND SCIENCE ASSESSMENT OF INSTRUMENTS ON THE THEME MY BEAUTIFUL COUNTRY THE FINALIZATION OF TEACHER BOOK AND STUDENT CURRICULUM 2013AbstractThis study aims to produce learning material and Science assessment of instruments on the theme “My beautiful country” for the Finalization of Teacher Book and Student Book Grade 4 of Curriculum 2013 which is suitable and effeetive. This was a research and development (R D) study consisting of nine stages, namely: (1) preliminary studies, (2) planning, (3) early product develop-ment, (4) early trials, (5) revision to draft the main product, (6) field tryout (7) revisions to enhance the results of field trials of products, (8) field impelementation testing and (9) revision of the final product.The results show (1) It is shown on the assessment of the feasibility study materials science experts which obtained an average value of 4.44 with the criteria Very Good, limited trial gained an average value of 4.53 with the criteria Very Good and piloted the field obtained average values 4.80 with criteria Very Good, whereas the results of expert assessment of Science assessment of instruments obtained an average value of 3.92 with the criteria Good, limited trial gained an average value of 4.33 with the criteria Very Good and piloted the field with an average value 5 with the criteria Very Good. (2) The effectiveness of the product development is shown in the calculation of the gain score to know the aspects of knowledge that obtained an index gain of 0.80 with High category, while aspects of attitude and skills with observation show positive results.Keywords: development, learning material, science assessment of instruments, Curriculum 2013

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INDONESIA