Sekolah Dasar : Kajian Teori dan Praktik Pendidikan
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KAJIAN KRITIS TERHADAP PENERAPAN BAHAN AJAR AFLATON SEBAGAI BAHAN AJAR PENDIDIKAN KARAKTER DI SEKOLAH DASAR
No full textAbstract: The purpose of this research was to describe (a) types of character developed in the Aflaton's learning material as a character education in the elementary schools, (2) pattern of value integration to the learning material, and (3) structure of the learning material providing and structure of activities in the Aflaton learning material as a character education in the elementary schools. The approach of the research was qualitative method. The data source was Aflaton learning material developed internationally and translated in Indonesia Language. The learning material try-outed in the 10 achools in East Java, ie. Gresik, Sidoarjo, Malang, dan Batu city. The results of analysis described developed values comprised personal and social values. The integration of value conducted by character' theme, reading' contents, with model' figures with characters, and value practice' activities. Structure of providing had four main steps, ie. go adventure, think, investigate, ready action. Structure of providing based on reading and writing process. Abstrak:penelitian ini bertujuan memaparkan (a) jenis nilai-nilai karakter yang dikembangkan pada bahan ajar Aflaton sebagai pendidikan karakter di SD, (2) pola pengintegrasian nilai ke dalam bahan ajar, dan (3) struktur penyajian bahan ajar dan struktur kegiatan dalam bahan ajar Aflaton sebagai pendidikan karakter di SD. Pendekatan penelitian menggunakan metode kualitatif. Sumber data bahan ajar Aflaton yang dikembangkan secara internasional dan sudah diterjemahkan ke dalam Bahasa Indonesia. Bahan ajar yang diteliti adalah bahan ajar yang diujicobakan di 10 sekolah di Jawa Timur, yaitu yang diterapkan di Gresik, Sidoarjo, Malang, dan Batu. Hasil analisis menunjukkan bahwa nilai-nilai yang dikembangkan terdiri atas nilai personal dan nilai sosial. Pengintegrasian nilai dilakukan melalui tema karakter, isi bacaan dengan tokoh model yang berkarakter, dan kegiatan-kegiatan melakukan nilai-nilai. Struktur penyajian memiliki empat tahapan utama, yaitu ayo jelajah, pikirkan, selidiki, siap bertindak. Struktur penyajian berbasis pada proses membaca dan menulis.
SIMULASI KREATIF DALAM PEMBELAJARAN MENULIS DI KELAS II SEKOLAH DASAR
No full textThe purpose of this classroom action research was to improve writing teaching quality at grade two of elementary school level. Teaching pattern developed was a creative simulation. The results showed that through the creative simulation students of grade two (elementary schools) had a competency in complementing a story with distinct words and simple sentences. Students’ comprehension and skill acquired from cycle to cycle significantly improved
Karakteristik Cerita yang Berpotensi Meningkatkan Kekritisan Penalaran Anak Usia Sekolah Dasar
No full textAbstract: Based on the conducted research found that story increased elementary school age children’s critical reasoning. Story characteristic that is potential in increasing elementary school age children’s critical reasoning: illogical story, the story is not clearly described, the name of the figure different from their traits, the story figure decription which is different from children schemata, unique figure behaviour, and fantasy story
MASALAH OPEN-ENDED DALAM PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR
No full textKeterampilan berpikir dasar dan keterampilan belajar merupakan bekal utama untuk memahami matematika bagi siswa sekolah dasar. Keterampilan berpikir tersebut meliputi: (1) mencocokkan dan membedakan, (2) menyeleksi dan mengklasifikasi, (3) mengurutkan dan menjajarkan, (4) menderetkan, dan (5) mengenal pola. Masalah open-ended adalah suatu masalah yang memiliki banyak jawab atau banyak cara penyelesaian. Kegiatan tersebut membuat para siswa aktif dan senang dapat mencari dan menemukan sendiri jawabannya. Masalah yang disajikan menurut para pakar pendidikan sebaiknya bersifat realistik, artinya siswa dapat melihat penerapannya di situasi yang nyata. Guru diharapkan dapat membuat pertanyaan atau soal yang memiliki sifat-sifat tersebut di atas
Penerapan Tes Esei Pemetaan Konsep dan Gaya Kognitif dalam Pembelajaran IPA di Sekolah Dasar
No full textAbstract: The research aims at investigating a concept mapping test in science learning and elementary school students’ cognitive styles. A sample of 124 elementary school students in Metro Lampung was drawn randomly. The study revealed that the students’ learning outcomes treated with the concepts of mapping essay test are higher than those treated with the multiple choice test; the learning outcomes of the convergent students’ cognitive style are higher than those of the divergent students’ cognitive style; there is an interaction effect between the formative assessments and the cognitive style toward the students’ learning outcomes; the learning outcomes of the convergent students’ cognitive style treated with the concepts mapping essay test are higher than those treated with the multiple choice; and the learning outcomes of the divergent students’cognitive style treated with the concepts mapping essay test are lower than those treated with the multiple choice test
Penggunaan Permainan dalam Pembelajaran IPS di Sekolah Dasar
No full textAbstract: The purpose of the study is to describe the importance of games in learning social studies in the elementary school. There are some games that can be used in learning process, i.e. concept classification or topics of learning, searching area location in the map, puzzles, and word-puzzle. Through using games in learning, students can improve their learning outcomes
PEMBELAJARAN PENGUKURAN WAKTU DENGAN PERMAINAN TRADISIONAL GASING DI SEKOLAH DASAR
No full textAbstract: The purpose of this teaching mathematic research about time measurement was to formulate HLT (Hypothetical Learning Trajectory) described and modified in the research process. The location of the research was at SD Pupuk Sriwijaya Palembang. The subjects were students of third grade elementary school at SD Pupuk Sriwijaya Palembang as a teaching experiment class. Results showed: (1) gasing competition in same time; (2) gasing competition in the shift time; (3) measured gasing's rotation time used watch, (4) measured gasing's duration time used watch, and (5) determined a time before and after event. Abstrak: Design research pembelajaran matematika tentang pengukuran waktu ini bertujuan memformulasikan lintasan pembelajaran atau HLT (Hypothetical Learning Trajectory) yang diuraikan dan diperbaiki selama proses penelitian berjalan. Lokasi penelitian di SD Pupuk Sriwijaya Palembang dengan subyek kelas III SD sebagai kelas teaching experiment. Hasil penelitian menunjukkan lintas pembelajaran pengukuran waktu dengan menggunakan permainan gasing tradisional, meliputi (1) bertanding gasing secara bersamaan, (2) bertanding gasing secara bergantian, (3) mengukur waktu putaran gasing menggunakan jam, (4) menentukan durasi waktu menggunakan jam, dan (5) menentukan waktu sebelum dan sesudah dari suatu kejadian
PROFIL PEMBELAJARAN MEMBACA PEMAHAMAN DI KELAS IV SEKOLAH DASAR
No full textAbstract: This case study aims at describing reading-comprehension teaching models and their activities. The research involved twelve schools in five provinces in Indonesia. The data being collected in the research were in the forms of video recording of teaching and learning activities, in which teachers carried out reading-comprehension teaching activities by engaging students in them. The data on teachers and students' activities were then identified, classified, and generalized. The results show that there are four learning models being used in the teaching of reading-comprehension at the elementary schools being researched. The first model involves comprehending while reading the text, teacher providing explanation concerning content, students answering questions and retelling the content. The second model involves discussion on the title, students taking turn reading the text, finding details, and answering questions. The third involves students reading out loud together, teacher explaining the content, word game, finding main idea(s), doing exercises, and writing a composition based on pictures being provided. The fourth involves silent reading, retelling exercise, retelling before class, and rewriting the text. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan pola/model pembelajaran membaca pemahaman di SD, serta aktivitasnya. Penelitian studi kasus ini melibatkan 12 sekolah dari 5 provinsi. Sumber data berupa rekaman pembelajaran membaca pemahaman yang merupakan tampilan guru secara maksimal. Data yang berupa aktivitas guru dan siswa dianalisis dengan langkah identifikasi, kalsifikasi, dan generalisasi. Hasil analisis menunjukkan terdapat empat pola pembelajaran membaca pemahaman. Pola pertama adalah menyimak sambil membaca teks, dijelaskan isinya, menjawab soal, dan menceritakan isi. Pola kedua adalah membahas judul, bergantian membacakan teks, mencari isi paragraf, menjawab pertanyaan, dan bergantian membacakan teks. Pola ketiga adalah membaca keras bersama-sama, dijelaskan isinya, permainan kata, mencari pokok pikiran, mengerjakan latihan, dan mengarang berdasarkan gambar. Pola keempat adalah membaca dalam hati, berlatih bercerita, bercerita di depan kelas, dan menuliskan kembali isi cerita
Strategi Bertanya Guru dalam Pembelajaran Bahasa Indonesia di Sekolah Dasar
No full textAbstract: The objective of the current study is to identify teachers’ strategies in questioning in the learning of Indonesian in elementary schools. This is a qualitative study utilizing a case study design.The research data are collected from teachers and elementary school students of grade IV using field notes on teachers’ strategies in questioning, which were then transcribed. The researcher acted as the key instrument for data collection in this study. The results reveal that teachers have a varied strategies of questioning. On the category of frequency of occurence, teachers tend to employ ‘what’ as a questioning strategy. Teachers’ strategies in questioning also have a variety of functions among others to ask for information, to explain, to emphasize, to beg, to command and to express themselves. The teachers utilized strategies in questioning and responding to the students based on the principles of good questioning and responding to the students
METODE ANGOFF UNTUK PENETAPAN STANDAR KELULUSAN UASBN SEKOLAH DASAR
No full textAbstract: The purpose of this descriptive quantitative research was to describe passing grade standard (cut score) (UASBN) Indonesia national test in the elementary school. The data were collected by interview, questionnaire, and rubric. The subjects were 2009 UASBN questions, students’ answer sheets, and teachers. The research steps followed Angoff method: (1) orientation and training, (2) first round performance prediction, (3) second round performance evaluation. Training was conducted to the teachers in the context of analysing questions, mapping questions, and describing achievement of students. Research results found cut score of Indonesia language = 83.8%, Science = 85.25%, and Math = 81.15%.Abstrak: Penelitian deskriptif kuantitatif ini bertujuan untuk mengetahui standar kelulusan (cut score) UASBN di SD. Teknik pengumpulan data menggunakan wawancara, angket, dan rubrik. Subyek penelitian meliputi soal UASBN 2009, lembar jawaban siswa, dan guru. Langkah-langkah penelitian mengikuti prosedur metode Angoff: (1) orientasi dan pelatihan, (2) putaran pertama perkiraan kinerja, (3) putaran kedua penilaian kinerja. Pelatihan dilakukan tergadap guru untuk menganalisis, memetakan soal, dan mengetahui kemampuan peserta ujian. Hasil penelitian menunjukkan cut score Mata Pelajaran Bahasa Indonesia = 83,8%, IPA = 85,25% dan Matematika = 81,15%.