Jurnal Inovasi Pendidikan Dasar
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Cooperative Type Snowball Throwing and Inquiry: A Comparing the Two Opposite Models in Science Learning
No full textThis study aims to investigate which one the most effective model between cooperative learning type snowball throwing and inquiry in science learning achievement. Sample of this study was 31 students of class IVA as experimental class I and 28 students of class IVB as Experiment II in one of elementary schools in Jakarta Timur. Research instruments were arranged according to indicators and in consultation with experts, then instruments were tested to students. The validity of the instrument was analyzed using the Biserial Point Correlation formula. While the reliability test used the formula KR-20. Prior to hypothesis testing, there were two prerequisite tests that consist of the normality test and homogeneity test. The normality test used the liliefors test and obtained both classes had the normal distribution. The homogeneity test used the fisher test and obtained both classes had the same variance. Based on the t-test, it can be seen that cooperative learning type snowball throwing was better than inquiry learning to students' achievement in science learning. The implication of this result will be discussed in this article
Perbedaan Hasil Belajar Ilmu Pengetahuan Alam (IPA) dengan Menggunakan Model Pembelajaran Think Talk Write (TTW) dan Think Pair Share (TPS)
No full textThe aim of this research is to determine the difference of science learning outcome between the application of Think Talk Write and Think Pair Share learning models. The research method was a quasi-experimental. The sample of this research were 34 students for first experiment group (VA) and 28 students for second experiment group (VB). Sampling technique was a saturated sampling. The data was collected using multiple choice test that was consist of 30 questions with four choice for the answer. The normality of posttest data was analyzed by using Liliefors test which obtained that both of two experiment groups were normal distributed and the homogeneity of posttest data was analyzed by using Fisher test which obtained that both of them had a similar variance. Based on t-test result, tobs was obtained 3.46 and ttable was obtained 2.00 with df = 60 and alpha = 0.05, therefore, H0 was rejected. The result of this research can be concluded that there was a significant difference of science learning outcome between the application of Think Talk Write and Think Pair Share learning models.Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan hasil belajar IPA antara penerapan Model Pembelajaran Think Talk Write dan Think Pair Share. Metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen dengan partisipan berjumlah 34 siswa untuk eksperimen 1 yaitu kelas V A dan 28 siswa untuk eksperimen 2 yaitu kelas V B dan diambil dengan teknik sampel jenuh. Teknik pengumpulan data pada penelitian ini menggunakan tes hasil belajar berjumlah 30 soal berbentuk pilihan ganda dengan 4 pilihan jawaban. Data postest dilakukan uji normalitas menggunakan uji Liliefors diperoleh hasil kedua kelas eksperimen terditsribusi normal dan uji homogenitas menggunakan uji Fisher diperoleh hasil bahwa kedua kelas memiliki varians yang sama. Berdasarkan analisis uji , diperoleh tobs = 3,46 dan ttabel = 2,00 dengan dk = 60 dan alpha = 0,05 maka H0 ditolak. Hasil penelitian ini menyimpulkan bahwa ada perbedaan yang signifikan antara hasil belajar IPA siswa yang menggunakan model pembelajaran Think Talk Write dan Think Pair Share
Analisis Rencana Pelaksanaan Pembelajaran Ilmu Pengetahuan Alam dari Guru Sekolah Dasar
Full text linkThis study aims to describe the ability of elementary school teachers in preparing, formulating and adapting the components of science lesson plan with National Education Standards. This research method was qualitative descriptive method with survey and documentation techniques. The sample was 28 people that was obtained using purposive sampling technique. The research instruments were form of RPP component analysis that consist of 10 components and professional development questionnaires. Most of science RPP format that created by elementary school teacher in Bengkulu was obtained that 85.7% are matched with the CSP format standard and the characteristics of science lesson. The formulation of each component of RPP such as suitability indicators to SK / KD, clarity of KBM detail, method, media, learning resources, suitability of the material, and the goal of the assessment were good because the majority of respondents (60.71%) have drawn up the component of RPP accordance with the standards and characteristics of science lesson. While the development of indicators is aimed to cognitive level and the allocation of time was still lack of management.Penelitian ini bertujuan untuk menggambarkan kemampuan guru sekolah dasar dalam menyiapkan, merumuskan, dan mengadaptasi komponen RPP bidang studi ilmu pengetahuan alam (IPA) berdasarkan Standar Nasional Pendidikan. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik survei dan dokumentasi. Sampel penelitian adalah 28 orang yang diambil menggunakan purposive teknik sampling. Instrumen penelitian adalah format analisis RPP yang terdiri dari 10 komponen dan kuesioner pengembangan professional. Berdasarkan sebagian besar RPP yang dibuat oleh guru sekolah dasar di Bengkulu diperoleh bahwa 85.7% sesuai dengan standar format CSP dan karakteristik pelajaran IPA. Perumusan dari setiap komponen RPP seperti kesesuaian indikator dengan SK / KD, kejelasan langkah-langkah KBM, metode, media, sumber belajar, kesesuaian bahan ajar, dan penilaian adalah baik karena sebagian besar responden (60.71%) telah menyusun komponen RPP berdasarkan standar dan karakteristik pelajaran IPA. Sedangkan pengembangan indikator yang ditujukan untuk level kognitif dan alokasi waktu masih kurang managemen
The Enhancement of Elementary Students Learning Achievement on Three-Dimensional Shapes through Team Accelerated Instruction
Full text linkThis research aims to improve student's mathematics achievement in learning Three-Dimensional Shape topic through Team Accelerated Instruction (TAI). This study was a classroom action research. The subjects of this study were 32 students of grade V SDN Pekayon 09 Pagi Jakarta Timur. They were consisting of 13 males and 19 females. Data collection technique was observation and test. The research instrument used teacher observation sheet, student observation sheet, and written test. Data analysis technique was descriptive quantitative and qualitative. The results indicated that there was an increase in students' achievement in Three-Dimensional Shape material through Team Accelerated Instruction (TAI). It can be seen from the increase of the average value in all cycle. The average value of first cycle was 54.4, the second cycle was 62.2, and the third cycle was 78.8.The percentage of completeness in the preliminary test reached 21.9%, the first cycle reached 37.5%, the second cycle reached 50 % and the third cycle reached 90.6%. It has been concluded that Team Accelerated Instruction (TAI) could improve student ‘s mathematics achievement on Three-Dimensional Shapes topic
Faktor Kecenderungan Keluarga Dalam Mengungkapkan Alasan Penyalahgunaan NAZA: Sebuah Konteks Komunikasi Antarpribadi
Full text linkThe aim of this research is to find the reason for the user of subtance abuse by understanding family factor as one of tendency factors. Research method was a qualitative phenomology. The research subject was 16 people that majority were age of 10 – 16 years old when started using drugs (1 person started using drugs in primary school). Sampling techniques were quota sampling and snow-ball sampling. The result showed that someone will be involved in subtance abuse until addicted phase if there was a tendency factor. The tendency factor was family factor that can be a trigger of subtance abuse. Therefore, this research was expected to give understanding in society especially family and educational authority to aware the early symptoms of subtance abuse. This case has been a concern of social phenomenon because drug trafficking has entered the age of primary school.Penelitian ini bertujuan mengetahui alasan pelaku penyalahguna NAZA (Narkotika, Alkohol, Zat Aditif) mulai menggunakan NAZA dengan memahami faktor keluarga sebagai salah satu faktor kecenderungan. Metode penelitian kualitatif fenomenologis dilakukan untuk mencapai tujuan tersebut. Terdapat 16 informanyangsebagian besar dengan rentang umur 10-16 tahun ketika mulai menggunakan naza 1 orang mulai menggunakan naza ketika menjadi siswa sekolah dasar yang menjadi subjek penelitian ini. Pengambilan sampel quota (quota sampling) dan sampel bola salju (snow-ball sampling). Hasil penelitian ini menunjukkan bahwa seseorang akan terlibat penyalahguna NAZA dan sampai pada taraf ketergantungan apabila pada individu itu sudah ada faktor kecenderungan, yaitu keluarga yang pada akhirnya faktor kecenderungan tersebut menjadi faktor pemicu seseorang memutuskan menjadi pelaku penyalahguna NAZA. Diharapkan penelitian ini dapat memberi pemahaman kepada masyarakat khususnya keluarga dan dunia pendidikan agar dapat menelusuri gejala awal pelaku penyalahuna NAZA yang menjadi fenomena sosial yang sangat memprihatinkan, karena peredaran narkoba sudah memasuki usia sekolah dasar
Pengaruh Model Creative Problem Solving Terhadap Kemampuan Pemecahan Masalah Matematika Siswa Sekolah Dasar
Full text linkThe aim of this study is to determine the effectiveness of Creative Problem Solving (CPS) on problem solving skill of mathematics students. This study was quantitative study with quasi experimental design type nonequivalent control group design. The data were collected through problem solving test. Partisipants of this study were 56 students on third grade in Sekolah Dasar Negeri Kebayoran Lama Utara. They were separated into two groups; 28 students in experimental group and 28 students in control group. The experimental group was treated by CPS learning, while the control group was treated by traditional learning. The study was conducted in the even semester of the academic year 2016/2017. The data was analyzed using t-test. The result showed that there was a significant difference in problem solving skill between the experimental and the control class. The average of problem solving skill in experimental group was higher than control group. Herewith, it has been concluded that CPS had an effect on students' problem solving skill.Penelitian ini bertujuan untuk mengetahui terdapat atau tidaknya pengaruh penggunaan model Creative Problem Solving terhadap kemampuan pemecahan masalah matematika siswa. Jenis penelitian ini merupakan penelitian kuantitatif dengan metode Quasi Experimental Design tipe Nonequivalent Control Group Design. Data diperoleh menggunakan tes kemampuan pemecahan masalah. Terdapat 56 siswa kelas tiga SDN Kebayoran lama Utara 13 Pagi yang berpartisipasi dalam penelitian ini. Mereka terbagi menjadi dua kelompok, yaitu 28 siswa di kelompok eksperimen yang dikenai CPS dan 28 siswa di kelompok kontrol yang menggunakan pembelajaran biasa (tradisional). Penelitian ini dilakukan di semester genap pada tahun ajaran 2016/2017. Instrumen yang digunakan untuk mengumpulkan data adalah soal tes kemampuan pemecahan masalah matematika. Teknik analisis data yang digunakan adalah Uji-t. Hasil analisis menunjukkan bahwa terdapat perbedaan yang signifikan antara kelompok eksperimen dan kontrol. Perbedaan yang dimaksud menunjukkan bahwa rata-rata hasil tes kemampuan pemecahan masalah matematika siswa yang menggunakan model creative problem solving lebih tinggi dibandingkan yang tidak menggunakan model creative problem solving. Dengan kata lain, CPS memberikan pengaruh terhadap kemampuan pemecahan siswa
Keefektifan Pendidikan Matematika Realistik dan Means Ends Analysis terhadap Hasil Belajar Matematika Siswa
Full text linkThis study aims to determine differences in mathematics achievement between Realistic Mathematic Education (RME) class and Means Ends Analysis (MEA) class. A quasi-experimental method was adopted to obtain the answer to the research question. Sample of the study consisted of 65 fourth-grade students were selected by cluster random sampling from population that is all of the students in SDN Kembangan Selatan 01 Pagi. The sample consisted of by two groups, i.e. RME class that involved 32 students and MEA class that involved 33 students. The mathematics achievement data obtained by 6-item written test. Based on t-test analysis can be concluded that there is the difference between students' mathematics achievement by using RME and MEA. In this context, the research findings indicate that students' mathematics achievement who received RME better than MEA. One of the factors supporting the finding is that the RME provides more opportunities for students to build meaningful learning through a process of reinventing the mathematical concepts.Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar matematika antara kelompok yang dikenai pembelajaran Realistic Mathematic Education (RME) dan Means Ends Analysis (MEA). Metode eksperimen semu diadopsi untuk memperoleh jawaban dari pertanyaan penelitian. Sampel dalam penelitian ini terdiri dari 65 siswa kelas IV yang diambil secara cluster random sampling dari populasinya yaitu seluruh siswa di SDN Kembangan Selatan 01 Pagi. Sampel tersebut terbagi atas dua kelompok yaitu kelompok yang dikenai RME sebanyak 32 siswa dan kelompok yang dikenai MEA sebanyak 33 siswa. Instrumen hasil belajar matematika siswa menggunakan tes tertulis berbentuk esai sebanyak 6 butir soal. Berdasarkan analisis terhadap uji t dapat disimpulkan bahwa terdapat perbedaan hasil belajar matematika siswa dengan menggunakan RME dan MEA. Dengan kata lain, temuan penelitian ini mengindikasikan bahwa siswa yang dikenai RME lebih baik dibandingkan dengan MEA. Salah satu faktor pendukung temuan tersebut adalah siswa lebih memaknai pembelajaran melalui proses menemukan kembali konsep-konsep matematika
Pengaruh Hypnoteaching dalam Problem-Based Learning terhadap Kemampuan Komunikasi Matematis Siswa
No full textThis study examined the application of hypnoteaching in problem based learning (PBL) to the junior high school student's mathematical communication ability. This study used design research a static group comparison of two experimental groups. First experiment received PBL without hypnoteaching. Second experiment received PBL and hypnoteaching. This study was tested to grade seventh junior high school students with quasi experimental method. The result of this study showed that there are differences the mathematical communication abilities between students who obtained hypnoteaching in PBL and students who didn't obtain hypnoteaching in PBL.Penelitian ini mengkaji pengaruh hypnoteaching dalam problem-based learning (PBL) terhadap kemampuan komunikasi matematis siswa SMP. Penelitian menggunakan desain Intact-Group Comparasion yang terdiri dari dua kelompok eksperimen. Kelompok eksperimen 1 mendapat PBL tanpa hypnoteaching. Kelompok eksperimen 2 mendapatkan PBL dan hypnoteaching. Penelitian dilakukan pada siswa SMP kelas VII dengan metode kuasi eksperimen. Temuan penelitian ini mengindikasikan bahwa terdapat perbedaan kemampuan komunikasi matematis antara siswa yang memperoleh hypnoteaching dalam PBL dan siswa yang tidak memperoleh hypnoteaching dalam PBL
Mengidentifikasi Strategi Pembagian dari Calon Guru Sekolah Dasar
Full text linkThis study focuses on identifying pre-service primary school teachers' works with division problem using a mathematical approach called Realistic Mathematics Education (RME). A case study was conducted to thirty-six pre-service primary school teachers in one private university in Jakarta who took RME course. The result of analysis of the participants' written responses indicates that the approach led the participants to develop mathematical meaning to deal with division problems by means of various strategies. In compliance with the tenets of RME, to wit, the use of model and symbol for progressive mathematization, the study shows that the participants could acquire orientation for developing their mathematical ideas and strategies. Implications of the findings are discussed.Penelitian ini fokus untuk mengidentifikasi karya calon guru sekolah dasar terhadap masalah pembagian menggunakan pendekatan matematis yang disebut Realistic Mathematics Education (RME). Sebuah studi kasus dilakukan untuk 36 calon guru di salah satu universitas swasta di Jakarta yang mengambil matakuliah RME. Hasil analisis dari jawaban tertulis partisipan menunjukkan bahwa pendekatan mengarahkan partisipan untuk mengembangkan makna matematika untuk menangani masalah pembagian melalui berbagai strategi. Sesuai dengan prinsip RME, yakni, penggunaan model dan simbol untuk matematisasi progresif, penelitian ini menunjukkan bahwa partisipan dapat memperoleh orientasi untuk mengembangkan ide-ide matematika dan strategi. Implikasi dari temuan ini dapat ditemukan dalam pembahasan
Analisis Spasial Penyediaan Fasilitas Pendidikan pada Sekolah Menengah Pertama di Kabupaten Boyolali
No full textThe research aimed to know: (1) spatial distribution, distribution pattern and educational facilities reach, (2) the availability of educational facilities, (3) the function of availability of educational facilities at junior high school in Boyolali District. This research used descriptive research method. The population of the research is all junior high school in Boyolali District at 2011, the sampling technique is stratified random sampling. The technique of collecting data are documentation and observation. The technique of data analysis is map analysis and nearest neighbour analysis. The result shown: (1) junior high school spasial distribution mostly located in Boyolali Subdistrict and the least in Selo Subdistrict, the distribution pattern at mountainous topography is random, in the lowland topography also random, and there are 11.1% junior high schools are easy to reach, 81.1% junior high schools are quite easy to reach, and 7.7% junior high schools are difficult to reach; (2) The highest junior high school adequate is in Ampel Subdistrict, Boyolali Subdistrict, Sawit Subdistrict, Banyudono Subdistrict, Sambi Subdistrict, Simo Subdistrict, Karanggede Subdistrict, Klego Subdistrict, Andong Subdistrict, and Wonosegoro Subdistrict, and the least junior high school adequate is in Cepogo Subdistrict; (3) The subdistrict which number of schools are not enough they are: Selo, Cepogo, Musuk, Ngemplak, Nogosari, Kemusu, and Juwangi.Penelitian ini bertujuan untuk mengetahui: (1) Persebaran, pola, dan jangkauan (2) Ketersediaan fasilitas pendidikan (3) Daya layan fasilitas pendidikan pada Sekolah Menengah Pertama di Kabupaten Boyolali. Penelitian ini menggunakan metode penelitian deskriptif. Populasi penelitian yaitu seluruh SMP di Kabupaten Boyolali tahun 2011, dengan teknik sampling menggunakan stratified random sampling. Teknik pengumpulan data dengan dokumentasi dan observasi lapangan. Teknik analisis yang digunakan adalah analisis peta dan analisis tetangga terdekat. Hasil penelitian menunjukkan: (1) Distribusi SMP paling banyak terdapat di Kecamatan Boyolali, paling sedikit terdapat di Kecamatan Selo, pola persebaran pada topografi bergunung acak, pada topografi dataran rendah juga acak, dan sebesar 11.1% SMP mudah terjangkau, 81.1% cukup terjangkau, dan 7.7% SMP sulit terjangkau; (2) Kecukupan SMP tertinggi di Kecamatan Ampel, Kecamatan Boyolali, Kecamatan Sawit, Kecamatan Banyudono, Kecamatan Sambi, Kecamatan Simo, Kecamatan Karanggede, Kecamatan Klego, Kecamatan Andong, dan Kecamatan Wonosegoro, dan kecukupan terendah di Kecamatan Cepogo; (3) Kecamatan yang jumlah sekolahnya belum memenuhi kebutuhan yaitu: Selo, Cepogo, Musuk, Mojosongo, Teras, Ngemplak, Nogosari, Kemusu, dan Juwangi