Didaktika Dwija Indria
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Hubungan minat baca dan penguasaan diksi terhadap keterampilan membaca pemahaman kelas v SD negeri se-kecamatan karanganyar
No full textThe researcher applied a quantitative approach with a correlational design to see the relationship between reading interest and mastery of diction on reading comprehension skills. The sampling technique was probability sampling with the cluster random sampling method. Data were collected through reading comprehension and diction mastery skills tests and reading interest questionnaires. Data analysis techniques used descriptive and statistical analysis. Descriptive analysis techniques include average, maximum, minimum, mean, median, mode, variance, and standard deviation. Statistical analysis techniques include swimmer test analysis, simple analysis, and multiple analysis. Based on the calculation results, the results for the correlation of reading interest and mastery of diction on reading comprehension skills were obtained with a Sig. value of 0.000 and a Pearson correlation value of 0.910, which means there is a positive and significant relationship.Kata kunci: Correlation, reading interest, mastery of diction, reading comprehension skills, elementary school
Penerapan media educaplay untuk meningkatkan keterampilan berpikir kritis peserta didik pada mata pelajaran pendidikan pancasila di kelas v sekolah dasar
Get PDFOne of the 21st century skills is critical thinking. Critical thinking is important for learners to master to face future challenges in responding to growing global issues. Critical thinking skills can be improved by choosing the right learning media. The study aims to describe the application of Educaplay media to improve students critical thinking skills in Civic Education class V SDN Kemasan 1 Surakarta in the 2024/2025 academic year, and improve students critical thinking skills in Civic Education class V SDN Kemasan 1 Surakarta in the 2024/2025 academic year. The research method is Classroom Action Research based on the Kemmis and McTaggart procedure with two cycles. The research subjects consisted of 28 students, comprising 18 male students and 10 female students. Data collection techniques were taken through interviews, observations, and tests. This research uses interactive data analysis by Miles and Huberman which consists of data collection, data reduction, data display, and verification. The data validity test used triangulation of techniques and sources. The research achievement indicators were 80% regarding the critical thinking skills of class V students at SDN Kemasan 1 Surakarta. Critical thinking skills show an increase in each cycle, the average in the pre-cycle is 35,71%. In the first cycle showed results of 62,50%, and the second cycle showed results of 82,14%. The results of the research, it can be concluded that Educaplay media can improve students critical thinking skills in Civic Educatio
Analisis kemampuan guru dalam menerapkan keterampilan dasar mengajar dalam pembelajaran ipas di sekolah dasar
Get PDFThis research aims to describe teachers' knowledge and application of basic teaching skills. In this research, researchers used a qualitative approach with the phenomenological method. The data sources in this research were class IV teachers and class V teachers at SD Negeri Karangasem 2. The sampling technique used non probability sampling, namely purposive sampling. The data collected in this research used observation, tests, interviews, questionnaires and documentation. Test the validity of the data using source triangulation and technique triangulation. The data analysis used in this research is the Miles and Huberman model data analysis. The results of this research are that the fourth grade teacher's learning opening and closing skills, the results of the knowledge test have a percentage of 91.6% and the results of the application of teaching skills have a percentage of 83.3%. For class V teachers, the knowledge test results had a percentage of 91.6% and the application results had a percentage of 83.3%. In the fourth grade teacher's questioning skills, the knowledge test had a percentage of 83.3% and the results of applying questioning skills were 91.6%. For class V teachers, the knowledge test results were 91.6% and the application results percentage was 91.6%. In terms of skills for strengthening learning, class IV teachers' knowledge test results have a percentage of 75% and the results of applying teaching skills have a percentage of 83.3%. For class V teachers, the knowledge test results had a percentage of 91.6% and the application results had a percentage of 75%. Regarding the skills of implementing variations in learning for class IV teachers, the results of the knowledge test have a percentage of 91.6% and the results of the application of teaching skills have a percentage of 75%. For class V teachers, the knowledge test results had a percentage of 91.6% and the application results had a percentage of 83.3%. In class IV teachers' learning classroom management skills, the knowledge test results had a percentage of 91.6% and the percentage of results for the application of teaching skills was 83.3%. For class V teachers, the knowledge test results had a percentage of 91.6% and the application results had a percentage of 83.3%. In terms of skills in guiding small group discussions for class IV teachers, the results of the knowledge test were 91.6% and the results of the application of teaching skills were 83.3%. For class V teachers, the knowledge test results had a percentage of 91.6% and the application results had a percentage of 91.6%. Regarding the skill of explaining learning for class IV teachers, the results of the knowledge test have a percentage of 83.3% and the results of the application of teaching skills have a percentage of 83.3%. For class V teachers, the knowledge test results had a percentage of 91.6% and the application results had a percentage of 91.6%. In terms of group teaching skills and individual learning for class IV teachers, the results of the knowledge test had a percentage of 83.3% and the results of the application of teaching skills were a percentage of 83.3%. For class V teachers, the knowledge test results had a percentage of 91.6% and the application results had a percentage of 91.6%. The conclusion from the results of the tests and questionnaires obtained by the researchers is that teachers have good knowledge of teaching skills and their application has been implemented well, but there are skills that are lacking in their application, such as the skill of providing variations
Pengaruh model pembelajaran make a match dan minat belajar terhadap keterampilan menulis pantun kelas v sd negeri se-kecamatan ngadirojo
Get PDFThis research aims to determine: 1) differences in pantun writing skills between students who are taught using the learning model Make A Match and learning model Think Pair Share (TPS), 2) differences in pantun writing skills between students who have high learning interest and low learning interest, 3) whether or not there is an interaction between the learning model and learning interest on students' pantun writing skills. This research uses a quantitative approach with experimental methods and a 2x2 factorial research design. The research population consisted of all fifth grade students at State Elementary Schools in Ngadirojo District. Sample selection uses techniques cluster random sampling. Data collection techniques include tests and questionnaires. Data analysis used two-way ANOVA. The results of the research show that: 1) There are differences in pantun writing skills of students who are taught using the learning model Make A Match with students who are taught using a learning model Think Pair Share (TPS), because FA = 5,60 > Ftable = 4.08, 2) There is a difference in pantun writing skills of students who have high learning interest and students who have low learning interest, because FB = 144,6 > Ftable = 4.08, 3) There is an interaction between the learning model and learning interest towards pantun writing skills, because FAB = 14,26 > Ftable = 4,08
Profil adversity quotient peserta didik kelas IV sekolah dasar di Kecamatan Pedan
No full textKecerdasan intelektual (IQ) sering disebut sebagai faktor utama yang berkontribusi terhadap keberhasilan akademis, tetapi penelitian terkini menyoroti pentingnya kecerdasan menghadapi tantangan (AQ) untuk menentukan ketahanan siswa terhadap tantangan. AQ didefinisikan sebagai kemampuan untuk mengatasi kesulitan, dan dikategorikan menjadi tiga tingkatan: Quitters, Campers, dan Climbers. Individu dengan AQ rendah cenderung menyerah ketika menghadapi rintangan, sedangkan individu dengan AQ tinggi menunjukkan kecenderungan untuk tekun dalam mencari solusi. Penelitian ini bertujuan untuk mengidentifikasi profil AQ siswa sekolah dasar kelas empat di kecamatan Pedan. Metodologi yang digunakan adalah pendekatan kuantitatif deskriptif, dengan ukuran sampel 50 siswa dari tiga sekolah dasar negeri terakreditasi A dan B. Pengukuran AQ dilakukan berdasarkan empat aspek: Control, Origin and Ownership, Reach, dan Endurance. Hasil penelitian menunjukkan bahwa mayoritas siswa tergolong Campers (58%). Temuan ini menunjukkan bahwa meskipun peserta didik secara umum menunjukkan ketahanan dalam menghadapi tantangan, mereka mungkin belum mencapai tingkat kegigihan yang optimal. Studi ini merekomendasikan penelitian masa depan, pemeriksaan yang lebih mendalam terhadap faktor-faktor yang memengaruhi AQ dan pengembangan strategi pembelajaran untuk meningkatkan ketahanan akademis siswa
Pengaruh pendekatan realistic mathematics education (RME) terhadap pemahaman konsep bangun datar peserta didik kelas III SD gugus diponegoro
No full textThis study aims to determine the effect of the Realistic Mathematics Education (RME) approach on third-grade elementary students' conceptual understanding of plane figures. The low level of mathematical understanding among students, particularly in geometry, serves as the background for this research. A quantitative method with a quasi-experimental design using a non-equivalent control group was employed. The sample consisted of 67 third-grade students divided into experimental and control groups. Data were collected using pretest and posttest essay-based assessments and analyzed through an independent sample t-test. The result showed a significance value of 0.046 (< 0.05), indicating a significant difference between the two groups. Students in the RME group achieved higher average scores than those in the control group. The RME approach proved effective in enhancing conceptual understanding by presenting real-life contexts, engaging students actively, and supporting the cognitive development of elementary learners. Moreover, RME promotes critical thinking and problem-solving through a gradual mathematization process from concrete to abstract. Based on these findings, RME is recommended as an alternative mathematics teaching strategy that is meaningful and enjoyable for young learners
Hubungan minat baca dengan kemampuan menyelesaikan soal cerita matematika Kelas V SDN Se-Kecamatan Terbanggi Besar
Get PDFThe objective of this study is to ascertain the correlation between a person’s reading interest and their capacity to tackle mathematical story problems.. This research is descriptive quantitative research with a correlational approach. The research population was all fifth grade students of SDN in Terbanggi Besar District. Cluster random sampling was used to select the 125 participant for this study. The data collection technique uses a reading interest questionnaire. According to the findings of this study, a strong and favorable correlation exists between an interest in rrading and the capacity to answer mathematical word problems. The results are shown from the results of simple correlation calculations with a Pearson Correlation value of 0.858 with the information that there is a very strong relationship between variables
Pengaruh Model Numbered Head Together Terhadap Kemampuan Berpikir Kritis Dalam Pembelajaran Penjas Kelas V Di Sekolah Dasar
No full textReyhan Aulia Putra. K7121236. Pembimbing I: Dr. Matsuri, M.Pd. PENGARUHMODEL NUMBERED HEAD TOGETHER TERHADAP KEMAMPUANBERPIKIR KRITIS DALAM PEMBELAJARAN PENJAS KELAS V DISEKOLAH DASAR SE-GUGUS V KOKAP TAHUN AJARAN 2024/2025.Skripsi, Surakarta: Fakultas Keguruan dan Ilmu Pendidikan Universitas SebelasMaret. Surakarta, Mei 2025Learning refers to the efforts made by educators to encourage students toengage in learning activities. Elementary Schools (SD) provide basic education andhelp students develop essential 4C skills: creativity, critical thinking,communication, and collaboration. Critical thinking is especially important inphysical education, which involves psychomotor processes requiring analysis andevaluation. Learning models at the elementary level can be adapted to matchstudents' developmental stages, making the material easier to understand. TheNumbered Heads Together (NHT) model promotes collaboration and activeparticipation, thereby enhancing critical thinking skills. This study aims to examinethe effect of the NHT model on critical thinking in physical education. A quantitativeapproach with a quasi-experimental method was used. The research took place atSDN 1 Pripih, SDN Gambir, and SDN Banjaran, involving 46 fifth-grade students inCluster V of Kokap District. Critical thinking skills were categorized as very critical,critical, quite critical, less critical, and very less critical. Hypothesis testing using theIndependent Sample T-test showed a significance value (Sig. 2-tailed) of 0.001 withtcount > ttable (11.924 > 2.045). It was concluded that the implementation of theNumbered Heads Together model positively affects critical thinking skills inphysical education.Kata Kunci: Numbered Head Together, Kemampuan Berpikir kritis, Elementary Schoo
Analisis peran guru penggerak sebagai pendorong komunitas belajar serta diskusi kolaborasi pada kurikulum merdeka di sekolah dasar
No full textThis study aims to analyze the role of motivational teachers in the independentcurriculum at Ta'mirul Islam Elementary School in Surakarta. This study uses a qualitativeapproach with a case study research type. The sources of data for this study include twomotivational teachers, one principal, and one colleague. The sampling technique used waspurposive sampling. Data collection was conducted through observation, interviews, anddocumentation. The validity test technique used was triangulation of techniques and sources.The data analysis technique used interactive analysis. The results of the study show thatmotivational teachers have five main roles. However, in this article, the author takes only tworoles, namely motivating the learning community both within the school and between schoolsand opening up space for positive discussion and collaboration with teachers, parents, andexternal stakeholders. This study confirms that Motivational Teachers play a strategic role asagents of change in supporting the successful implementation of the Merdeka Curriculum, whichis relevant to current educational needs and contributes to building an adaptive, collaborativelearning environment oriented towards the Pancasila Student Profile
Pengaruh partisipasi upacara bendera terhadap pembentukan karakter disiplin peserta didik di sekolah dasar
No full textAbstract. Character education, particularly discipline, is crucial for shaping students' personalities from an early age. Despite its importance, disciplinary issues such as tardiness, unexplained absences, and non-participation in ceremonies are still prevalent in elementary schools, negatively impacting character development and academic achievement. Flag ceremonies, routinely held in Indonesian schools like SD Negeri Dalangan 01, are considered an important medium for instilling national values and discipline. However, observations at SD Negeri Dalangan 01 revealed varying levels of participation and discipline among students. This study aimed to deeply examine the positive influence of student participation in flag ceremonies on the formation of their disciplinary character at SD Negeri Dalangan 01. A quantitative method with an associative design was employed, involving 35 students from grades IV, V, and VI selected via Simple Random Sampling. Data were collected using Likert-scale questionnaires for participation and discipline, which demonstrated high validity and reliability. Prerequisite tests confirmed normal distribution, linearity, and no heteroscedasticity. Simple linear regression analysis yielded a regression equation of Yi = 44.378 + 0.446Xi, indicating a positive relationship. The T-test (t-statistic = 4.448 > t-table = 2.035, Sig. = 0.000 < 0.05) confirmed a significant positive influence. The coefficient of determination (R-squared = 0.375) revealed that flag ceremony participation accounts for 37.5% of the variation in disciplinary character formation, with the remaining 62.5% influenced by other unexamined factors. The study concludes that student participation in flag ceremonies significantly influences disciplinary character, highlighting the crucial role of routine ceremonies through positive habituation in instilling disciplinary values