The purpose of this study was to determine the effectiveness of the implementation of the mathematics learning process from home during the Covid-19 pandemic in class V at SDN 7 Bengkulu Tengah. This study uses descriptive quantitative research methods. The data collection technique used is a questionnaire given to students. The subjects of this study were fifth grade students of SDN 7 Bengkulu Tengah. Based on the results of research conducted by filling out questionnaires, the results of general research on learning mathematics from home (BDR) in fifth grade students at SDN 7 Bengkulu Tengah were quite effective. Here the teacher is able to design learning activities from planning to evaluation in a simpler, more creative way and students are able to understand learning more easily.Keywords: covid-19 pandemic, access to learning, courageous learning.ABSTRAKTujuan penelitian ini adalah untuk menganalisis efektivitas pelaksanaan proses belajar matematika dari rumah selama pandemi Covid-19 di kelas V SDN 7 Bengkulu Tengah. Penelitian ini menggunakan metode penelitian kuantitatif deskriptif. Teknik pengumpulan data yang digunakan adalah berupa kuisioner yang diberikan kepada siswa. Subjek penelitian ini adalah siswa kelas V SDN 7 Bengkulu Tengah. Berdasarkan hasil penelitian yang dilakukan dengan pengisian kuisioner, hasil penelitian secara umum pelaksanaan pembelajaran matematika dari rumah (BDR) pada siswa kelas V SDN 7 Bengkulu Tengah berjalan cukup efektif. Di sini guru dituntut mampu merancang kegiatan pembelajaran dari perencanaan hingga evaluasi dengan cara yang lebih sederhana, lebih kreatif dan efektif agar siswa mampu memahami pembelajaran dengan lebih mudahKata Kunci: pandemi covid-19, akses belajar, pembelajaran daring
本研究的目的是确定在2019冠状病毒病大流行期间在Bengkulu Tengah SDN 7五班实施数学学习过程的有效性。本研究采用描述性定量研究方法。使用的数据收集技术是发给学生的问卷调查。本研究的对象为班古鲁登加小学七年级的五年级学生。根据问卷调查的结果，班古鲁登加中学七年级五年级学生在家学习数学(BDR)的一般研究结果是相当有效的。在这里，教师能够以更简单、更有创造性的方式设计从计划到评估的学习活动，学生也能够更容易地理解学习。关键词:新冠肺炎疫情，学习机会，勇敢学习。[摘要]本库鲁登加市新冠肺炎流行病学调查与分析[j]。Penelitian; mongunakan方法;Penelitian定量描述。人口普查数据显示，人口普查数据显示，人口普查数据显示，人口普查数据显示。科目penelitian ini adalah siswa kelas V SDN 7 Bengkulu Tengah。【翻译】【翻译】【翻译】【翻译】【翻译】【翻译】【翻译】【翻译】新冠肺炎大流行，新冠肺炎疫情，新冠肺炎疫情，新冠肺炎疫情，新冠肺炎疫情，新冠肺炎疫情
{"title":"ANALISIS EFEKTIFITAS PELAKSANAAN PEMBELAJAAN MATEMATIKA DARI RUMAH SELAMA PANDEMI COVID-19 DI SD NEGERI 7 BENGKULU TENGAH","authors":"Dhea Putri Awdiani, Panut Setiono, Nani Yuliantini, Wurjinem Wurjinem","doi":"10.26740/JRPD.V7N2.P94-97","DOIUrl":"https://doi.org/10.26740/JRPD.V7N2.P94-97","url":null,"abstract":"The purpose of this study was to determine the effectiveness of the implementation of the mathematics learning process from home during the Covid-19 pandemic in class V at SDN 7 Bengkulu Tengah. This study uses descriptive quantitative research methods. The data collection technique used is a questionnaire given to students. The subjects of this study were fifth grade students of SDN 7 Bengkulu Tengah. Based on the results of research conducted by filling out questionnaires, the results of general research on learning mathematics from home (BDR) in fifth grade students at SDN 7 Bengkulu Tengah were quite effective. Here the teacher is able to design learning activities from planning to evaluation in a simpler, more creative way and students are able to understand learning more easily.Keywords: covid-19 pandemic, access to learning, courageous learning.ABSTRAKTujuan penelitian ini adalah untuk menganalisis efektivitas pelaksanaan proses belajar matematika dari rumah selama pandemi Covid-19 di kelas V SDN 7 Bengkulu Tengah. Penelitian ini menggunakan metode penelitian kuantitatif deskriptif. Teknik pengumpulan data yang digunakan adalah berupa kuisioner yang diberikan kepada siswa. Subjek penelitian ini adalah siswa kelas V SDN 7 Bengkulu Tengah. Berdasarkan hasil penelitian yang dilakukan dengan pengisian kuisioner, hasil penelitian secara umum pelaksanaan pembelajaran matematika dari rumah (BDR) pada siswa kelas V SDN 7 Bengkulu Tengah berjalan cukup efektif. Di sini guru dituntut mampu merancang kegiatan pembelajaran dari perencanaan hingga evaluasi dengan cara yang lebih sederhana, lebih kreatif dan efektif agar siswa mampu memahami pembelajaran dengan lebih mudahKata Kunci: pandemi covid-19, akses belajar, pembelajaran daring","PeriodicalId":17740,"journal":{"name":"Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83812655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-14DOI: 10.26740/JRPD.V7N2.P69-73
Yubali Ani
The objectives of this research on exploration of PGSD students' online learning were to explore: (1) Constraints in online learning; (2) Attitudes in participating in online learning; (3) Steps to improve attitudes in lectures; and (4) Things obtained during online learning. This research uses descriptive-qualitative methods, using questionnaires and reflection. The data obtained from 40 students were analyzed descriptively. The results obtained are: (1) the biggest obstacle in online learning is networking: (2) the attitude taken in participating in online learning is to adapt; (3) steps to improve attitudes in the next lecture are to focus more on following online learning; and (4) what students get from online learning for one semester is to grow in faith and character.Keywords: college students, exploration, online learningABSTRAKTujuan dari penelitian eksplorasi pembelajaran daring mahasiswa PGSD adalah untuk mengeksplorasi: (1) Kendala dalam pembelajaran daring; (2) Sikap dalam mengikuti pembelajaran daring; (3) Langkah memperbaiki sikap pada perkuliahan; dan (4) Hal yang diperoleh selama pembelajaran daring. Penelitian ini menggunakan metode deskriptif-kualitatif, dengan menggunakan kuisioner dan refleksi. Data yang diperoleh dari 40 mahasiswa dianalisis secara deskriptif. Hasil yang diperoleh adalah: (1) kendala terbesar dalam pembelajaran daring adalah jaringan: (2) sikap yang diambil dalm mengikuti pembelajaran daring adalah dengan beradaptasi; (3) langkah memperbaiki sikap pada perkuliahan selanjutnya adalah lebih fokus dalam mengikuti pembelajaran daring; dan (4) hal yang diperoleh mahasiswa dari pembelajaran daring selama satu semester adalah bertumbuh dalam Iman dan Karakter.Kata Kunci: eksplorasi, mahasiswa, pembelajaran daring
本研究的目的是探讨研究生在线学习的探索:(1)在线学习的制约因素;(2)参与在线学习的态度;(3)改善听课态度的步骤;(4)在线学习中获得的东西。本研究采用描述性定性方法，采用问卷调查和反思相结合的方法。对40名学生的数据进行描述性分析。研究结果表明:(1)在线学习的最大障碍是网络;(2)参与在线学习的态度是适应;(3)下次讲座中改善态度的步骤是更多地关注在线学习;(4)学生从一个学期的在线学习中得到的是信仰和品格的成长。【关键词】大学生在线学习;探索性;在线学习;(2) Sikap dalam mengikuti pembelajaran胆子;(3) Langkah memberperbaiki sikap pada perkuliahan;(4) Hal yang diperoleh selama pembelajaran胆子大。Penelitian ini mongunakan方法的描述-定性，登安mongunakan方法的描述和反映。数据阳diperoleh达40 mahasiswa分析数据。Hasil yang diperoleh adalah:(1) kendala terbesar dalam pembelajaran daring adalah jaringan; (2) sikap yang diambil dalm mengikuti pembelajaran daring adalah dengan beradaptasi;(3) langkah成员perbaiki sikap pada perkuliahan selanjutnya adalah lebih fokus dalam mengikuti pembelajaran daring;丹(4)hal yang diperoleh mahasiswa dari pembelajaran大胆selama satu学期adalah bertumbuh dalam Iman dan Karakter。Kata Kunci: eksplorasi, mahasiswa, pembelajaran胆子
{"title":"Eksplorasi Pembelajaran Daring Mahasiswa PGSD Tingkat Satu","authors":"Yubali Ani","doi":"10.26740/JRPD.V7N2.P69-73","DOIUrl":"https://doi.org/10.26740/JRPD.V7N2.P69-73","url":null,"abstract":"The objectives of this research on exploration of PGSD students' online learning were to explore: (1) Constraints in online learning; (2) Attitudes in participating in online learning; (3) Steps to improve attitudes in lectures; and (4) Things obtained during online learning. This research uses descriptive-qualitative methods, using questionnaires and reflection. The data obtained from 40 students were analyzed descriptively. The results obtained are: (1) the biggest obstacle in online learning is networking: (2) the attitude taken in participating in online learning is to adapt; (3) steps to improve attitudes in the next lecture are to focus more on following online learning; and (4) what students get from online learning for one semester is to grow in faith and character.Keywords: college students, exploration, online learningABSTRAKTujuan dari penelitian eksplorasi pembelajaran daring mahasiswa PGSD adalah untuk mengeksplorasi: (1) Kendala dalam pembelajaran daring; (2) Sikap dalam mengikuti pembelajaran daring; (3) Langkah memperbaiki sikap pada perkuliahan; dan (4) Hal yang diperoleh selama pembelajaran daring. Penelitian ini menggunakan metode deskriptif-kualitatif, dengan menggunakan kuisioner dan refleksi. Data yang diperoleh dari 40 mahasiswa dianalisis secara deskriptif. Hasil yang diperoleh adalah: (1) kendala terbesar dalam pembelajaran daring adalah jaringan: (2) sikap yang diambil dalm mengikuti pembelajaran daring adalah dengan beradaptasi; (3) langkah memperbaiki sikap pada perkuliahan selanjutnya adalah lebih fokus dalam mengikuti pembelajaran daring; dan (4) hal yang diperoleh mahasiswa dari pembelajaran daring selama satu semester adalah bertumbuh dalam Iman dan Karakter.Kata Kunci: eksplorasi, mahasiswa, pembelajaran daring","PeriodicalId":17740,"journal":{"name":"Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian","volume":"16 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82583454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-14DOI: 10.26740/JRPD.V7N2.P81-85
Blandina Seko Bani, Mikhael Klemens Kedang
This research is a quantitative research with the aim of knowing the differences in Realistic Mathematics Education (RME) learning in solving fraction count operation problems in grade VI students with a scientific learning model. A total of 125 students were used as samples in this study. Sampling using simple random sampling technique, with this technique get 50 students who are given a pre-test to distinguish between control and experimental classes and post-test to determine whether there is a difference in mathematics learning achievement. To analyze the data used SPSS for window 26.0 and manual analysis as a comparison. The results of the analysis of achievement show tcount = 6.76> ttable = 0.20017. With a significant value of 0.000 <0.05. So rejecting H0 means that there is a significant difference in student achievement in mathematics taught using the Realistic Mathematics Education (RME) approach.Keywords: fractions, learning achievement, realistic mathematics education (RME)ABSTRAKPenelitian ini merupakan penelitan kuantitatif dengan tujuan mengetahui perbedaan pembelajaran Realistic Mathematics Education (RME) dalam menyelesaikan masalah operasi hitung pecahan pada siswa kelas VI dengan model pembelajaran saintifik. Sebanyak 125 siswa digunakan sebagai sampel dalam penelitian ini. Pengambilan sampel menggunakan teknik simple random sampling, dengan teknik ini mendapatkan 50 siswa yang diberikan pre-test untuk membedakan kelas kontrol dan eksperimen dan post-test untuk mengetahui ada tidaknya perbedaan prestasi belajar matematika. Untuk menganalisa data digunakan SPSS for window 26.0 dan analisis manual sebagai pembanding. Hasil analisis terhadap prestasi menunjukan thitung = 6,76 > ttabel = 0,20017. Dengan nilai signifikan 0,000 < 0,05. Jadi tolak H0 berarti ada perbedaan yang signifikan terhadap prestasi belajar matematika siswa yang diajarkan menggunakan Pendekatan Realistic Matematics Education (RME).Kata Kunci: pecahan, prestasi belajar, realistic mathematics education (RME)
{"title":"PERBEDAAN PRESTASI BELAJAR MENGGUNAKAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION (RME) DALAM MENYELESAIKAN MASALAH OPERASI HITUNG PEMECAHAN PADA SISWA KELAS VI SD","authors":"Blandina Seko Bani, Mikhael Klemens Kedang","doi":"10.26740/JRPD.V7N2.P81-85","DOIUrl":"https://doi.org/10.26740/JRPD.V7N2.P81-85","url":null,"abstract":"This research is a quantitative research with the aim of knowing the differences in Realistic Mathematics Education (RME) learning in solving fraction count operation problems in grade VI students with a scientific learning model. A total of 125 students were used as samples in this study. Sampling using simple random sampling technique, with this technique get 50 students who are given a pre-test to distinguish between control and experimental classes and post-test to determine whether there is a difference in mathematics learning achievement. To analyze the data used SPSS for window 26.0 and manual analysis as a comparison. The results of the analysis of achievement show tcount = 6.76> ttable = 0.20017. With a significant value of 0.000 <0.05. So rejecting H0 means that there is a significant difference in student achievement in mathematics taught using the Realistic Mathematics Education (RME) approach.Keywords: fractions, learning achievement, realistic mathematics education (RME)ABSTRAKPenelitian ini merupakan penelitan kuantitatif dengan tujuan mengetahui perbedaan pembelajaran Realistic Mathematics Education (RME) dalam menyelesaikan masalah operasi hitung pecahan pada siswa kelas VI dengan model pembelajaran saintifik. Sebanyak 125 siswa digunakan sebagai sampel dalam penelitian ini. Pengambilan sampel menggunakan teknik simple random sampling, dengan teknik ini mendapatkan 50 siswa yang diberikan pre-test untuk membedakan kelas kontrol dan eksperimen dan post-test untuk mengetahui ada tidaknya perbedaan prestasi belajar matematika. Untuk menganalisa data digunakan SPSS for window 26.0 dan analisis manual sebagai pembanding. Hasil analisis terhadap prestasi menunjukan thitung = 6,76 > ttabel = 0,20017. Dengan nilai signifikan 0,000 < 0,05. Jadi tolak H0 berarti ada perbedaan yang signifikan terhadap prestasi belajar matematika siswa yang diajarkan menggunakan Pendekatan Realistic Matematics Education (RME).Kata Kunci: pecahan, prestasi belajar, realistic mathematics education (RME)","PeriodicalId":17740,"journal":{"name":"Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82392814","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-30DOI: 10.26740/JRPD.V7N2.P123-128
Naili Sa’ida
The STEAM learning model is a learning innovation that can be applied at various levels of education. STEAM learning is able to stimulate students in overall aspects of development. This study aims to determine the implementation of the STEAM learning model on online learning. Online learning requires teachers to innovate in implementing learning models that are able to create effective and attractive learning for students, one of which is by implementing the STEAM learning model. The method used in this research is literature study. The literature was reviewed based on the method, year published, and main findings. The literature study in this study shows that the STEAM learning model which consists of five fields can be implemented in online learning. The implementation of the STEAM learning model is able to develop children's abilities to think critically, analytically, confidently, productively, responsibly and creativelyKeywords: child, online learning, STEAMABSTRAKModel pembelajaran STEAM merupakan inovasi pembelajaran yang dapat diterapkan pada berbagai jenjang pendidikan. Pembelajaran STEAM mampu mestimulus siswa pada aspek-aspek perkembangan secara menyeluruh. Penelitian ini bertujuan untuk mengetahui implementasi model pembelajaran STEAM pada pendidikan anak usia dini melalui pembelajaran daring. Dengan dilakukannya pembelajaran secara daring menuntut guru untuk berinovasi dalam menerapkan model pembelajaran yang mampu menciptakan pembelajaran yang efektif dan menarik untuk siswa, salah satunya dengan mengimplementasikan model pembelajaran STEAM. Metode yang digunakan dalam penelitian ini menggunakan studi literatur. Literature ditinjau berdasarkan metode, tahun terbit, dan temuan utama. Studi literatur dalam penelitian ini menunjukkan bahwa model pembelajaran STEAM yang terdiri dari lima bidang bisa diimplementasikan dalam pembelajaran daring. Implementasi model pembelajaran STEAM mampu mengembangkan kemampuan anak berpikir kritis, analitis, percaya diri, produktif, tanggung jawab dan kreatif.Kata Kunci: anak, pembelajaran daring, STEAM
STEAM学习模式是一种学习创新，可以应用于各级教育。STEAM学习能够激发学生全方位的发展。本研究旨在确定STEAM学习模式在在线学习中的实施。在线学习要求教师在实施学习模式方面进行创新，为学生创造有效和有吸引力的学习，其中之一就是通过实施STEAM学习模式。本研究采用文献研究法。根据方法、发表年份和主要发现对文献进行综述。本研究的文献研究表明，由五个领域组成的STEAM学习模型可以在在线学习中实现。STEAM学习模式的实施能够培养孩子们批判性、分析性、自信、高效、负责任和创造性的思维能力。关键词:儿童，在线学习，STEAM, merupakan inovasi, pembelajaran yang dapat, diterapkan, pada, berbagai, jenjang, pendidikan。这句话的意思是:蒸汽mampu的意思是蒸汽mampu的意思。Penelitian ini bertujuan untuk mengetahui实现了一个模型penbelajaran STEAM模型penbelajaran和一个模型penbelajaran。Dengan dilakukannya penbelajaran secara daring menuntui guru untuk berinovasi dalam menerapkan模型pembelajaran yang mampu menciptakan penbelajaran yang efektif dan menarik untuk siswa, salah satunya Dengan mengimplementaskan模型penbelajaran STEAM。Metode yang digunakan dalam penelitian ini menggunakan研究文献。文献参见berdasarkan方法，tahunterbit, dantemumutama。研究文献dalam penelitian ini menunjukkan bahwa模型pembelajaran STEAM yang terdiri dari lima bidang bisa diimplementasikan dalam pembelajaran daring。实现模型pembelajaran STEAM mampu mengembangkan kemampuan anak berpikir kritis, analitis, peraya dii，产品，tangung jawab和kreatif。Kata Kunci: anak, pembelajaran, STEAM
{"title":"Implementasi Model Pembelajaran STEAM pada Pembelajaran Daring","authors":"Naili Sa’ida","doi":"10.26740/JRPD.V7N2.P123-128","DOIUrl":"https://doi.org/10.26740/JRPD.V7N2.P123-128","url":null,"abstract":"The STEAM learning model is a learning innovation that can be applied at various levels of education. STEAM learning is able to stimulate students in overall aspects of development. This study aims to determine the implementation of the STEAM learning model on online learning. Online learning requires teachers to innovate in implementing learning models that are able to create effective and attractive learning for students, one of which is by implementing the STEAM learning model. The method used in this research is literature study. The literature was reviewed based on the method, year published, and main findings. The literature study in this study shows that the STEAM learning model which consists of five fields can be implemented in online learning. The implementation of the STEAM learning model is able to develop children's abilities to think critically, analytically, confidently, productively, responsibly and creativelyKeywords: child, online learning, STEAMABSTRAKModel pembelajaran STEAM merupakan inovasi pembelajaran yang dapat diterapkan pada berbagai jenjang pendidikan. Pembelajaran STEAM mampu mestimulus siswa pada aspek-aspek perkembangan secara menyeluruh. Penelitian ini bertujuan untuk mengetahui implementasi model pembelajaran STEAM pada pendidikan anak usia dini melalui pembelajaran daring. Dengan dilakukannya pembelajaran secara daring menuntut guru untuk berinovasi dalam menerapkan model pembelajaran yang mampu menciptakan pembelajaran yang efektif dan menarik untuk siswa, salah satunya dengan mengimplementasikan model pembelajaran STEAM. Metode yang digunakan dalam penelitian ini menggunakan studi literatur. Literature ditinjau berdasarkan metode, tahun terbit, dan temuan utama. Studi literatur dalam penelitian ini menunjukkan bahwa model pembelajaran STEAM yang terdiri dari lima bidang bisa diimplementasikan dalam pembelajaran daring. Implementasi model pembelajaran STEAM mampu mengembangkan kemampuan anak berpikir kritis, analitis, percaya diri, produktif, tanggung jawab dan kreatif.Kata Kunci: anak, pembelajaran daring, STEAM","PeriodicalId":17740,"journal":{"name":"Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83092521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-30DOI: 10.26740/JRPD.V7N2.P166-122
Ishmatun Naila, M.Pd. M. Ridlwan, Muhammad Amirul Haq
This study aims to determine how digitalization of learning content, especially learning media, in elementary schools. Digital literacy, as a critical skill for teachers and elementary school students, consists of information literacy, media literacy, and ICT literacy. Through digital literacy, students are expected to have extraordinary abilities to think, learn, communicate, work together, and create. The research results conducted in three different elementary schools show that teachers have provided learning media with a touch of technology.Keywords: elementary school teachers, learning content, digital literacy, learning media, elementary students.ABSTRAKPenelitian ini bertujuan untuk mengetahui sejauh mana digitalisasi konten pembelajaran terutama media pembelajaran di sekolah dasar. Literasi digital sebagai keterampilan yang sangat penting dimiliki guru dan siswa sekolah dasar terdiri dari: literasi informasi, literasi media, dan literasi ICT. Melalui literasi digital siswa diharapkan memiliki kemampuan yang luar biasa untuk berpikir, belajar, berkomunikasi, bekerja sama, serta berkarya. Hasil penelitian yang dilakukan di tiga sekolah dasar berbeda menunjukkan bahwa guru telah memberikan media pembelajaran dengan sentuhan teknologi.Kata Kunci: guru SD, konten pembelajaran, literasi digital, media pembelajaran, siswa SD
{"title":"Literasi Digital bagi Guru dan Siswa Sekolah Dasar: Analisis Konten dalam Pembelajaran","authors":"Ishmatun Naila, M.Pd. M. Ridlwan, Muhammad Amirul Haq","doi":"10.26740/JRPD.V7N2.P166-122","DOIUrl":"https://doi.org/10.26740/JRPD.V7N2.P166-122","url":null,"abstract":"This study aims to determine how digitalization of learning content, especially learning media, in elementary schools. Digital literacy, as a critical skill for teachers and elementary school students, consists of information literacy, media literacy, and ICT literacy. Through digital literacy, students are expected to have extraordinary abilities to think, learn, communicate, work together, and create. The research results conducted in three different elementary schools show that teachers have provided learning media with a touch of technology.Keywords: elementary school teachers, learning content, digital literacy, learning media, elementary students.ABSTRAKPenelitian ini bertujuan untuk mengetahui sejauh mana digitalisasi konten pembelajaran terutama media pembelajaran di sekolah dasar. Literasi digital sebagai keterampilan yang sangat penting dimiliki guru dan siswa sekolah dasar terdiri dari: literasi informasi, literasi media, dan literasi ICT. Melalui literasi digital siswa diharapkan memiliki kemampuan yang luar biasa untuk berpikir, belajar, berkomunikasi, bekerja sama, serta berkarya. Hasil penelitian yang dilakukan di tiga sekolah dasar berbeda menunjukkan bahwa guru telah memberikan media pembelajaran dengan sentuhan teknologi.Kata Kunci: guru SD, konten pembelajaran, literasi digital, media pembelajaran, siswa SD","PeriodicalId":17740,"journal":{"name":"Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80948677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-31DOI: 10.26740/jrpd.v7n1.p48-55
Suhirno Suhirno, Hesty Prayekti, Y. Nugraha
ABSTRACTResearch on this development was intended to produce device learning of a syllabus, lesson plans, sheets of students activity, book students, and tests the ability of think critically students on subjects science class grade 5 second semester. The kind of research this namely research the development of which reference on the model 4D, with stage define, design, development and disseminate. Subject research is the primary school grade 5. Research instruments composed of sheets assessment validity syllabus, lesson plans, sheets of students activity, book students, and tests the ability of think critically. Based on the results they actually obtained (1) syllabus developed valid with a value of 4.10 criteria perfectly valid (2) lesson plans developed valid with a value of 4,25 criteria perfectly valid (3) sheets of students activity developed valid with a value of 4.3 criteria perfectly valid (4) books students who developed valid with a value of 4,25 criteria perfectly valid (5) tests the ability of think critically developed valid with a value of 4.45 criteria perfectly valid. The results of research tests the ability to think critically students obtained the percentage completion of achievement 96,83% the average value of 80.Keywords: device learning, brainstorming, the ability to think critically.ABSTRAKPenelitian pada pengembangan ini bertujuan untuk menghasilkan perangkat pembelajaran yang berupa silabus, rencana pelaksanaan pembelajaran (RPP), lembar kegiatan siswa (LKS), buku siswa, dan tes kemampuan berpikir kritis siswa pada mata pelajaran IPA kelas V semester 2. Jenis penelitian ini yaitu penelitian pengembangan yang mengacu pada model 4D, dengan tahapan Define, Design, Development dan Disseminate. Subyek penelitian adalah siswa-siswi SD kelas V. Instrumen dalam penelitian terdiri dari lembar penilaian validitas silabus, RPP, LKS, buku siswa, dan tes kemampuan berpikir kritis. Berdasarkan hasil penilaian diperoleh (1) silabus yang dikembangkan valid dengan nilai 4,10 dengan kriteria sangat valid. (2) RPP yang dikembangkan valid dengan nilai 4,25 dengan kriteria sangat valid. (3) LKS yang dikembangkan valid dengan nilai 4,3 dengan kriteria sangat valid. (4) Buku siswa yang dikembangkan valid dengan nilai 4,25 dengan kriteria sangat valid. (5) tes kemampuan berpikir kritis yang dikembangkan valid dengan nilai 4,45 dengan kriteria sangat valid. Hasil penelitian untuk tes kemampuan berpikir kritis siswa diperoleh presentase ketuntasan prestasi 96,83% dengan nilai rata-rata 80.Kata Kunci: Perangkat pembelajaran, brainstorming, kemampuan berpikir kritis.
摘要本研究旨在编制一套装置学习的教学大纲、教案、学生活动单、学生书，并测试五年级下学期理科课学生的批判性思维能力。本研究即对模型4D的研究与借鉴的开发，进行阶段性的定义、设计、开发和推广。课题研究是小学五年级。研究工具包括评估效度的表格、教学大纲、教案、学生活动的表格、学生的书，以及测试学生批判性思考的能力。根据他们实际获得的结果:(1)教学大纲的有效值为4.10，标准完全有效(2)课程计划的有效值为4,25，标准完全有效(3)学生活动的有效值为4.3，标准完全有效(4)书籍的有效值为4,25，标准完全有效(5)测试批判性思维的能力的有效值为4.45，标准完全有效。研究结果表明，批判性思维能力测试学生获得的成绩完成率为96.83%，平均值为80%。关键词:设备学习，头脑风暴，批判性思维能力。摘要/ abstract摘要:penelitian padpenembangan ini bertujuan untuk menghasilkan perangkat penbelajan yang berupa silabus, rencana pelaksanan penbelajan (RPP)， lembar kegiatan siswa (LKS)， buku siswa, and tes kemampuan berpikir kritis siswa padmata pelajan IPA kelas V学期2。Jenis penelitian ini yitu penelitian penembangan yang mengacu patada模型4D, dengan tahapan定义，设计，开发丹传播。kelas V.仪器研究:阴茎的有效性，RPP, LKS, buku siswa，和kemampuan berpikir kritis。Berdasarkan hasil penilaiediperoleh (1) silabus yang dikembangkan valid dengan nilai 4,10 dengan标准sangat valid。(2) RPP yang dikembangkan有效，dengan nilai 4,25 dengan标准有效。(3) LKS yang dikembangkan valid dengan nilai 4,3 dengan标准sangat valid。(4) Buku siswa yang dikembangkan valid dengan nilai 4,25 dengan标准sangat valid。(5)将kemampan berpikir kritis Yang dikembangkan有效，并将其作为有效标准。Hasil penelitian untuk研究了kemampuan berpikir kritis - siswa diperolle的存在，ketuntasan prestsi为96,83%的dengan nilai -rata为80。Kata Kunci: Perangkat pembelajaran，头脑风暴，kemampuan berpikir kritis。
{"title":"PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA DENGAN MENGGUNAKAN METODE BRAINSTORMING UNTUK MENINGKATKAN BERPIKIR KRITIS DI KELAS V SEKOLAH DASAR","authors":"Suhirno Suhirno, Hesty Prayekti, Y. Nugraha","doi":"10.26740/jrpd.v7n1.p48-55","DOIUrl":"https://doi.org/10.26740/jrpd.v7n1.p48-55","url":null,"abstract":"ABSTRACTResearch on this development was intended to produce device learning of a syllabus, lesson plans, sheets of students activity, book students, and tests the ability of think critically students on subjects science class grade 5 second semester. The kind of research this namely research the development of which reference on the model 4D, with stage define, design, development and disseminate. Subject research is the primary school grade 5. Research instruments composed of sheets assessment validity syllabus, lesson plans, sheets of students activity, book students, and tests the ability of think critically. Based on the results they actually obtained (1) syllabus developed valid with a value of 4.10 criteria perfectly valid (2) lesson plans developed valid with a value of 4,25 criteria perfectly valid (3) sheets of students activity developed valid with a value of 4.3 criteria perfectly valid (4) books students who developed valid with a value of 4,25 criteria perfectly valid (5) tests the ability of think critically developed valid with a value of 4.45 criteria perfectly valid. The results of research tests the ability to think critically students obtained the percentage completion of achievement 96,83% the average value of 80.Keywords: device learning, brainstorming, the ability to think critically.ABSTRAKPenelitian pada pengembangan ini bertujuan untuk menghasilkan perangkat pembelajaran yang berupa silabus, rencana pelaksanaan pembelajaran (RPP), lembar kegiatan siswa (LKS), buku siswa, dan tes kemampuan berpikir kritis siswa pada mata pelajaran IPA kelas V semester 2. Jenis penelitian ini yaitu penelitian pengembangan yang mengacu pada model 4D, dengan tahapan Define, Design, Development dan Disseminate. Subyek penelitian adalah siswa-siswi SD kelas V. Instrumen dalam penelitian terdiri dari lembar penilaian validitas silabus, RPP, LKS, buku siswa, dan tes kemampuan berpikir kritis. Berdasarkan hasil penilaian diperoleh (1) silabus yang dikembangkan valid dengan nilai 4,10 dengan kriteria sangat valid. (2) RPP yang dikembangkan valid dengan nilai 4,25 dengan kriteria sangat valid. (3) LKS yang dikembangkan valid dengan nilai 4,3 dengan kriteria sangat valid. (4) Buku siswa yang dikembangkan valid dengan nilai 4,25 dengan kriteria sangat valid. (5) tes kemampuan berpikir kritis yang dikembangkan valid dengan nilai 4,45 dengan kriteria sangat valid. Hasil penelitian untuk tes kemampuan berpikir kritis siswa diperoleh presentase ketuntasan prestasi 96,83% dengan nilai rata-rata 80.Kata Kunci: Perangkat pembelajaran, brainstorming, kemampuan berpikir kritis.","PeriodicalId":17740,"journal":{"name":"Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85464305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-31DOI: 10.26740/JRPD.V7N1.P62-68
Abdul Kholik, Tarmujianto Tarmujianto
ABSTRACTThis study aims to determine the effect of online education and training providers on the learning outcomes of participants. The object of his research is the implementation of integrated service training for persons with disabilities. using a correlational research design (Correlational Research) to determine the effect of service providers as an independent variable on learning outcomes as the dependent variable based on the correlation coefficient. Data collection techniques using interviews via google form and documentation of evaluation results. The results of the study concluded that the online service quality carried out by the organizers had a positive and significant effect on the learning outcomes of participants as indicated by the regression coefficient equation obtained, namely Y = 60.375 + 3.151X. The coefficient of determination of participant satisfaction with service providers on learning outcomes is 0.348 or 34.8%, which means that participant satisfaction with online services from providers contributes 34.8% to learning outcomes, while the remaining 65.2% is influenced by variables. others who were not examined in this study.Keywords: Learning outcames, service, trainingABSTRAKPenelitian ini bertujuan untuk mengetahui pengaruh pelayanan daring penyelenggara diklat terhadap pencapaian hasil belajar peserta. Objek penelitiannya adalah tentang pelaksanaan diklat pelayanan terpadu penyandang disabilitas menggunakan desain penelitian korelasional (Correlational Research) untuk mengetahui pengaruh pelayanan penyelenggara sebagai variabel bebas terhadap hasil belajar sebagai variabel terikat berdasar koefisien korelasi. Teknik pengumpulan data dengan menggunakan wawancara melalui google form dan dokumentasi hasil evaluasi. Hasil penelitian disimpulkan bahwa mutu pelayanan secara daring yang dilakukan oleh penyelenggara berpengaruh posistif dan signifikan terhadap hasil belajar peserta yang ditunjukkan dengan persamaan koefisien regresi yang diperoleh yakni Y = 60,375 + 3,151X. Koefisien determinasi kepuasan peserta dengan pelayanan penyelenggara terhadap hasil belajar tersebut adalah 0,348 atau 34,8% yang mengandung arti bahwa kepuasan peserta terhadap pelayanan daring dari penyelenggara memberikan kontribusi sebanyak 34,8% terhadap hasail belajar, sedang sisanya sebesar 65,2% dipengaruhi oleh variabel lain yang tidak diteliti dalam penelitian ini..Kata Kunci: Hasil belajar, pelayanan, diklat
摘要本研究旨在探讨在线教育与培训提供者对参与者学习成果的影响。他的研究对象是残疾人综合服务培训的实施。采用相关研究设计(correlational research)，根据相关系数确定服务提供者作为自变量对学习成果的影响作为因变量。通过谷歌表格和评估结果文档使用访谈的数据收集技术。研究结果表明，组织者开展的在线服务质量对参与者的学习成果有显著的正向影响，得到回归系数方程Y = 60.375 + 3.151X。参与者对服务商满意度对学习成果的决定系数为0.348，即34.8%，即参与者对服务商的在线服务满意度对学习成果的贡献为34.8%，其余65.2%受变量影响。其他没有在这项研究中被调查的人。[关键词]学习成果，服务，培训[关键词]学习成果，服务，培训[关键词]学习成果，服务，培训]【摘要】目的:研究penelitiannya adalah tententenpelaksanaand diklat pelayanan penyandang disabilitas menggunakan desain penelitian korelal(相关研究)，研究对象:mengetahui pengaruh pelayanan penyelenggara sebagai变量bebebehadap, belajar sebagai变量terikat berdasar koefisien korelasi。Teknik pengpulan数据登安menggunakan wawananca melalui谷歌形式和文档的hasil评估。Hasil penelitian dispulpulkan bahwa mutu pelayanan secara daring yang dilakukan oleh penyelenggara berpengaruh阳性dan signifikan terhadap Hasil belajar peserta yang ditunjukkan dengan persaman koefisien regresi yang diperoleh yakni Y = 60,375 + 3,151X。Koefisien determinasi kepuasan peserta dengan pelayanan penyelenggara terhadap belajar terseajar terseajar terseajar terseajar tereshadap pelayanan daring dari penyelenggara memberikan kontribusi sebanyak 34,8% terhadap hasail belajar, sedang sisanya sebesar 65,2% dipengaruhi oleh variabel lain yang tidak diteliti dalam penelitian ini. Kata Kunci: hasil belajar, pelayanan, diklat
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Pub Date : 2021-01-28DOI: 10.26740/JRPD.V7N1.P14-22
Julianto Julianto, S. Suprayitno, S. Supriyono, Endang Darmawati, M. Mulyani
ABSTRACT The success of a lecture process in the PGSD FIP Unesa Department can be observed from the success of students who take the lecture. The success of a lecture conducted by a lecturer can be seen from several indicators including; level of understanding, mastery of material and learning outcomes achieved by a student. The success achieved by a student is also influenced by several factors, one of which is the student's learning pattern. The purpose of this research was to identify and obtain various information related to student learning patterns before and during the Covid-19 pandemic, PGSD Department, FIP Unesa. This type of research is descriptive research. The population in this study were all students of the PGSD FIP Unesa Department and the sample used in the 2017-2018 class, this was because the two groups in the lecture were taught by researchers to make it easier to collect data. The data collection method used was a questionnaire. The research instrument developed is related to learning patterns which have several indicators including; (1) planning learning activities, (2) participating in learning activities, (3) taking exams, and (4) learning evaluations. The data obtained will be analyzed in a descriptive qualitative manner which describes the learning patterns of students of the PGSD FIP Unesa Department before and during the Covid-19 pandemic. So far, it can be concluded that the research with the title of descriptive study of learning patterns before and during the Covid-19 pandemic in students of the PGSD FIP UNESA Department carried out by researchers ran according to the planned time. Student learning patterns have changed between before and during the Covid-19 pandemic. This is influenced by internal and external factors. According to the results and discussion in this study, it is necessary to suggest some activities that can be used in maintaining student learning patterns during the Covid-19 pandemic, namely packaging classroom learning using synchronous and asynchronous methods. Keywords: Learning Patterns, Learning, Covid-19 ABSTRAKKeberhasilan suatu proses perkuliahan di Jurusan PGSD FIP Unesa dapat diamati dari keberhasilan mahasiswa yang mengikuti perkuliahan tersebut. Keberhasilan perkuliahan yang dilaksanakan oleh seorang dosen dapat diketahui dari beberapa indikator diantaranya; tingkat pemahaman, penguasaan materi dan hasil belajar yang dicapai oleh seorang mahasiswa. Keberhasilan yang dicapai oleh seorang mahasiswa juga dipengaruhi oleh beberapa faktor, salah satunya pola belajar yang dimiliki oleh mahasiswa. Tujuan penelitian yang dilakukan ini adalah untuk mengidentifikasi dan mendapatkan berbagai informasi terkait pola belajar mahasiswa sebelum dan selama masa pandemic covid-19 Jurusan PGSD FIP Unesa. Jenis penelitian yang digunakan adalah penelitian deskriptif. Adapun populasi dalam penelitian ini yaitu seluruh mahasiswa Jurusan PGSD FIP Unesa dan sampel yang digunakan angkatan 2017-2018, hal ini dikar
PGSD FIP Unesa系讲座过程的成功可以从参加讲座的学生的成功中观察到。讲师讲课的成功可以从几个指标来看，包括;学生对材料的理解程度、掌握程度和学习成果。一个学生的成功也受到几个因素的影响，其中一个是学生的学习模式。本研究的目的是确定和获取与Covid-19大流行之前和期间学生学习模式相关的各种信息，FIP Unesa PGSD部门。这种类型的研究是描述性研究。本研究的人群是PGSD FIP Unesa系的所有学生，样本用于2017-2018年的课程，这是因为讲座中的两组都是由研究人员教授的，以便于收集数据。数据收集方法为问卷调查。所开发的研究工具与学习模式有关，其指标包括:(1)规划学习活动;(2)参与学习活动;(3)参加考试;(4)学习评价。获得的数据将以描述性定性的方式进行分析，该方式描述了在Covid-19大流行之前和期间，PGSD FIP Unesa系学生的学习模式。到目前为止，可以得出的结论是，研究人员进行的关于PGSD FIP UNESA系学生在Covid-19大流行之前和期间学习模式的描述性研究是按计划进行的。在2019冠状病毒病大流行之前和期间，学生的学习模式发生了变化。这受内部和外部因素的影响。根据本研究的结果和讨论，有必要提出一些在Covid-19大流行期间可以用于维持学生学习模式的活动，即使用同步和异步方法包装课堂学习。摘要:keberhasilan suatu proses perkuliahan di Jurusan PGSD FIP Unesa dapat diamati dari keberhasilan mahasiswa yang mengikuti perkuliahan tersebut。Keberhasilan perkuliahan yang dilaksanakan oleh seorang dosen dapat diketahui dari beberapa指标diantaranya;Tingkat pemahaman，企鹅材料Dan hasil belajar Yang dicapai oleh seorang mahasiswa。Keberhasilan yang dicapai oleh seorang mahasiswa juga dipengaruhi oleh behasiswa ftor, salah satunya polajar yang dimiliki oleh mahasiswa。图juan penelitian yang dilakukan ini adalakukan untuk mengfifikasi dan mendapatkan berbagai信息为terkait pola belajar mahasiswa sebelum dan selama masa大流行covid-19 Jurusan PGSD FIP Unesa。Jenis penelitian yang digunakan adalah penelitian写字台。apadapun populasi dalam penelitian ini yitu seluruh mahasiswa Jurusan PGSD FIP Unesa dan sampel yang digunakan angkatan 2017-2018, hal ini dikarenakan kedua angkatan tersebut dalam perkualihan diampu oleh peneliti seingga memudahkan pengambilan数据。方法:人口普查资料。仪器penelitian yang dikembangkan terkait dengan pola belajar yang memoriliki beberapa指标diantaranya;(1) merencanakan kegiatan belajar; (2) mengikuti kegiatan belajar; (3) mengikuti ujian; (4) evaluasi belajar。数据yang diperoleh akan diperoleh akan diananpola belajar mahasiswa Jurusan PGSD FIP Unesa sebelum dan selama masa大流行covid-19。Sampai sejauh ini, dapat dispulpulkan bahwa penelitian dengan judul研究办公室，pola belajar sebelan danselama大流行covid-19 paada mahasiswa Jurusan PGSD FIP UNESA yang dilakukan oleh peneliti berjalan sesuai dengan waktu yang direncanakan。Pola belajar mahasiswa mengalami perubahan antara sebelum dan selama大流行covid-19。Hal ini dipengaruhi是内部和胸骨的一个重要因素。新冠肺炎大流行covid-19是一种传染病，是一种传染病，一种传染病，一种传染病，一种传染病，一种传染病。Kata Kunci: Pola Belajar, pembelajan, Covid-19
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Pub Date : 2021-01-28DOI: 10.26740/JRPD.V7N1.P23-30
S. Supriyono, Julianto Julianto, S. Suprayitno, Endang Darmawati
ABSTRACT PLP is a stage in the process of preparing professional teachers at the Bachelor of Education program level, in the form of assigning students to implement learning outcomes through observing the learning process in schools / educational institutions, training in developing learning tools, and guided teaching and learning, and accompanied by reflective action under guidance. and supervision of supervisory lecturers and tutors in stages. At the undergraduate level, PLP is divided into 2, namely PLP1 and PLP 2.The essence of PLP I activities is observation, analysis and direct appreciation of activities related to school culture, school management, and school dynamics as educational and learning development institutions which are usually carried out in semester three or four. PLP 1 activities usually go directly to the field, because in the current situation there is a Covid-19 pandemic, the implementation of PLP 1 is carried out online. The purpose of this research was to identify and obtain various information related to the implementation of PLP activities during the Covid-19 pandemic for students in the PGSD Department of FIP Unesa. This type of research is descriptive research. The population in this study were all students of the PGSD FIP Unesa Department and the sample used by the 2018 class, this was because the class programmed and participated in PLP 1 activities online. In addition, the researcher is also the facilitator for one of the classes that programs PLP 1 to make it easier to collect data. The data collection method used was a questionnaire. The research instrument developed related to the implementation of PLP 1 online in partner schools, has several indicators including; (1) preparation, (2) provisioning, (3) implementation, and (4) evaluation / report. The data obtained will be analyzed in a descriptive qualitative manner which describes the implementation of PLP 1 for students in the PGSD FIP Unesa Department during the Covid-19 pandemic. Based on the results and discussion, it can be concluded that the implementation of PLP 1 during the Covid-19 pandemic in April-May for students of the PGSD FIP UNESA Department went well. This can be seen in the four aspects and sub-indicators used to determine the implementation of PLP activities, most of them get good to very good responses. Although there are several aspects that must be improved in the implementation of PLP in the future, because there are still several obstacles that arise in the implementation, especially in the field or partner schools. According to the results and discussion in this study, it is necessary to suggest some activities that can be used as improvements in the implementation of PLP activities in the future. These suggestions include: (1) it is necessary to develop video tutorials related to preparation, provision, implementation and reporting; (2) it is necessary to develop an online instrument that can be filled objectively by DPL, GP, and parti
PLP是教育学士学位专业教师培养过程中的一个阶段，其形式是分配学生通过观察学校/教育机构的学习过程、开发学习工具的培训和指导教学来实现学习成果，并伴有指导下的反思行动。并分阶段对指导讲师和导师进行监督。在本科阶段，PLP分为2个，即PLP1和plp2。PLP I活动的本质是观察、分析和直接欣赏与学校文化、学校管理和学校动态相关的活动，这些活动通常在第三学期或第四学期进行。plp1活动通常直接到现场进行，因为在目前Covid-19大流行的情况下，plp1的实施是在线进行的。本研究的目的是确定和获取与FIP Unesa PGSD系学生在Covid-19大流行期间实施PLP活动相关的各种信息。这种类型的研究是描述性研究。本研究的人群为PGSD FIP Unesa系的所有学生和2018届班级使用的样本，这是因为该班级在线编程并参与了PLP 1活动。此外，研究人员也是其中一个课程的推动者，该课程对plp1进行编程，使其更容易收集数据。数据收集方法为问卷调查。与在合作学校实施plp1在线相关的研究工具有几个指标，包括;(1)准备，(2)供应，(3)实施，(4)评估/报告。获得的数据将以描述性定性的方式进行分析，描述在2019冠状病毒病大流行期间，PGSD FIP Unesa部门对学生实施plp1的情况。根据结果和讨论，可以得出结论，在4 - 5月的Covid-19大流行期间，PGSD FIP UNESA部门的学生实施了plp1。这可以从用于确定PLP活动实施情况的四个方面和子指标中看出，大多数都得到了良好到非常好的反应。虽然在未来PLP的实施中有几个方面必须改进，但由于在实施中仍然存在一些障碍，特别是在实地或合作学校中。根据本研究的结果和讨论，有必要提出一些活动，可以作为未来实施PLP活动的改进。这些建议包括:(1)有必要开发与准备、提供、实施和报告相关的视频教程;(2)有必要开发一个在线工具，使DPL、GP和与PLP实施相关的参与者能够客观地填写;(3)必须有一个活动日志，由参与者制作，作为参与者在PLP活动期间进行的每周进度的一种形式。【摘要】PLP adalah suatu tahapan dalam proses penpenajan guru专业pada jenjang程序Sarjana Pendidikan, berupa penugasan kehasiswa mahasiswa untuk mengimplementasikan hasil belajar melalui pengamatan proses penbelajan di sekolah/lembaga Pendidikan, latihan mengbangkan perangkat penbelajan, dan belajar mengajar terbiming, serta disertai tindakan reflektif di bawah bimbingan dan pengawasan dophbiming dan papajaan guru pamong secara berjenjang。Pada jenjang pendidikan sarjana PLP dibagi menjadi 2 yakni PLP1 dan plp2。I adalah aktivitas observasi, analysis dan penghayatan langsung terhadap kegiatan terkait dengan cultural sekolah, managajemen sekolah, dan dinamika sekolah sebagai lembaga pengembang pendidikan dan pembelajan yang biasanya dilaksanakan paada学期tiga atau empat。Kegiatan plp1 biasanya langsung ke lapangan, dikarenakan pada情境，sekarang adanya大流行covid-19 maka pelaksanaan plp1 dilaksanakan secara胆大。图juan penelitian yang dilakukan ini adalakukan untuk mengidfifikasi danmendapatkan berbagai信息，图juan penelitian yang dilakakukan ini adalakakakan an adalakakakan an kegiatan PLP selama masha大流行covid-19 pada mahasiswa di Jurusan PGSD FIP Unesa。Jenis penelitian yang digunakan adalah penelitian写字台。apapun populasi dalam penelitian ini yyitu seluruh mahasiswa Jurusan PGSD FIP Unesa dan sampel yang digunakan angkatan tersebut memprogram dan mengikuti kegiatan PLP 1 secara daring。Selain itu, peneliti juga sebagai pengampu salah, satu kelas yang memprogram plp1, seingga memudahkan pengambilan数据。方法:人口普查资料。 在mitra学校，与PLP 1在网上的发布相关的研究工具有几个指标;(1)准备，(2)汇报，(3)执行，(4)评估/报告。所获得的数据将被分析为描述性定性，描述在大洪水covid-19期间，PGSD FIP Unesa学生中的p -1将被实施。根据结果和讨论，4月- 5月，PGSD FIP UNESA的学生在大流行covid这可以在了解PLP活动的四个方面和分支机构的各个方面看到，它们在很大程度上得到了良好的响应。尽管PLP未来的表现有一些方面需要改进，但在实施方面仍存在一些障碍，特别是在合作伙伴的领域或学校。根据本研究的结果和讨论，有必要建议一些可以作为今后PLP活动进行改进的活动。建议包括:(1)需要开发有关准备、汇报、执行和报告制作的视频教程;(2)需要开发一种在线工具，可由DPL、GP和参与者客观地对PLP实施进行填写;(3)参与者需要制作一份活动日志，作为参与者在PLP活动期间每周进行的进展形式。关键词:描述性研究，PLP, Covid-19
{"title":"STUDI DESKRIPTIF PELAKSANAAN PLP SELAMA PANDEMI COVID-19 PADA MAHASISWA JURUSAN PGSD FIP UNESA","authors":"S. Supriyono, Julianto Julianto, S. Suprayitno, Endang Darmawati","doi":"10.26740/JRPD.V7N1.P23-30","DOIUrl":"https://doi.org/10.26740/JRPD.V7N1.P23-30","url":null,"abstract":"ABSTRACT PLP is a stage in the process of preparing professional teachers at the Bachelor of Education program level, in the form of assigning students to implement learning outcomes through observing the learning process in schools / educational institutions, training in developing learning tools, and guided teaching and learning, and accompanied by reflective action under guidance. and supervision of supervisory lecturers and tutors in stages. At the undergraduate level, PLP is divided into 2, namely PLP1 and PLP 2.The essence of PLP I activities is observation, analysis and direct appreciation of activities related to school culture, school management, and school dynamics as educational and learning development institutions which are usually carried out in semester three or four. PLP 1 activities usually go directly to the field, because in the current situation there is a Covid-19 pandemic, the implementation of PLP 1 is carried out online. The purpose of this research was to identify and obtain various information related to the implementation of PLP activities during the Covid-19 pandemic for students in the PGSD Department of FIP Unesa. This type of research is descriptive research. The population in this study were all students of the PGSD FIP Unesa Department and the sample used by the 2018 class, this was because the class programmed and participated in PLP 1 activities online. In addition, the researcher is also the facilitator for one of the classes that programs PLP 1 to make it easier to collect data. The data collection method used was a questionnaire. The research instrument developed related to the implementation of PLP 1 online in partner schools, has several indicators including; (1) preparation, (2) provisioning, (3) implementation, and (4) evaluation / report. The data obtained will be analyzed in a descriptive qualitative manner which describes the implementation of PLP 1 for students in the PGSD FIP Unesa Department during the Covid-19 pandemic. Based on the results and discussion, it can be concluded that the implementation of PLP 1 during the Covid-19 pandemic in April-May for students of the PGSD FIP UNESA Department went well. This can be seen in the four aspects and sub-indicators used to determine the implementation of PLP activities, most of them get good to very good responses. Although there are several aspects that must be improved in the implementation of PLP in the future, because there are still several obstacles that arise in the implementation, especially in the field or partner schools. According to the results and discussion in this study, it is necessary to suggest some activities that can be used as improvements in the implementation of PLP activities in the future. These suggestions include: (1) it is necessary to develop video tutorials related to preparation, provision, implementation and reporting; (2) it is necessary to develop an online instrument that can be filled objectively by DPL, GP, and parti","PeriodicalId":17740,"journal":{"name":"Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian","volume":"164 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86375683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-20DOI: 10.26740/JRPD.V7N1.P31-37
Y. Nugraha, Manggalastawa Manggalastawa
ABSTRACTThe purpose of this research is; (1) determine the effect of traditional game-based learning on learning motivation; and (2) find how much difference the effect of traditional game-based learning and expository learning on student motivation. This type of research is a quantitative research method in the form of a quasy experiment with a pretest-posttest control group design. The study population consisted of all fourth grade elementary school students in Cluster 1 UPTD, Maja District, Majalengka Regency. The sample was selected through random sampling technique. The data collection technique uses non-test techniques which include interview guidelines, observation guidelines, and documentation. The results showed that; (1) student learning motivation in the experimental class is higher than the control class, with the acquisition of the independent t-test results of 0.00 <0.05, and the mean data in the experimental class is higher than the control class; the N-Gain result of the control class was 0.24, while the experimental class was 0.43; and (2) there is a difference in the average learning motivation of students at very high, high, and sufficient levels in the experimental class. This is evidenced by the acquisition of one way ANOVA test results of 0.00 <0.05. Furthermore, the post hoc test was carried out to determine which group was the most significant, and the largest mean difference was obtained in the very high group, namely 22,333Keywords: Independent School, Pancasila, Education, National Insight ABSTRAKTujuan dari penelitian ini adalah; (1) menentukan pengaruh pembelajaran berbasis permainan tradisional terhadap motivasi belajar; dan (2) menemukan seberapa besar perbedaan pengaruh pembelajaran berbasis permainan tradisional dan pembelajaran ekspositori terhadap motivasi belajar siswa. Jenis penelitian yang digunakan adalah metode penelitian kuantitatif bentuk quasy eksperiment dengan pretest-posttest control group design. Populasi penelitian terdiri atas seluruh siswa kelas IV SD di Gugus 1 UPTD Kecamatan Maja Kabupaten Majalengka. Sampel dipilih melalui teknik random sampling. Teknik pengumpulan data menggunakan teknik non tes yang meliputi pedoman wawancara, pedoman observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa; (1) motivasi belajar siswa di kelas eksperimen lebih tinggi dibandingkan kelas kontrol, dengan perolehan hasil uji independet t-test sebesar 0,00 < 0,05, serta data rerata dikelas eksperimen lebih tinggi dari kelas kontrol; hasil N-Gain kelas kontrol sebesar 0,24, sedangkan kelas eksperimen sebesar 0,43; dan (2) terdapat perbedaan rata-rata motivasi belajar siswa tingkat sangat tinggi, tinggi, dan cukup pada kelas eksperimen. Hal ini dibuktikan dengan perolehan hasil uji one way ANOVA sebesar 0,00 < 0,05. Selanjutnya dilakukan uji post hoc untuk mengetahui kelompok yang paling signifikan, diperoleh mean difference terbesar pada kelompok sangat tinggi, yaitu 22.333Kata Kunci: Engklek, Motivasi Belaja
摘要本研究的目的是:(1)确定传统游戏学习对学习动机的影响;(2)发现传统游戏学习与说明文学习对学生学习动机的影响有多大差异。这类研究是一种定量研究方法，采用前测后测对照组设计的准实验形式。研究人群为Majalengka县Maja区UPTD第1组所有四年级小学生。采用随机抽样技术选取样本。数据收集技术使用非测试技术，包括访谈指南、观察指南和文档。结果表明:;(1)实验班学生的学习动机高于对照组，获得的独立t检验结果为0.00 <0.05，且实验班的平均数据高于对照组;对照组N-Gain为0.24，实验班N-Gain为0.43;(2)实验班“非常高”、“高”、“充分”水平学生的平均学习动机存在差异。获得的单因素方差分析结果0.00 <0.05证明了这一点。此外，我们还进行了事后检验，以确定哪一组最显著，在非常高的组中获得了最大的平均差异，即22,333。(1) menentukan pengaruh pembelajan beran基于永久的传统terhadap motivasi belajar;Dan (2) menemukan seberapa besar perbedaan pengaruh pembelajaran perbedaan永久传统Dan pembelajaran ekspositori terhadap motivasi belajar siswa。简氏penpenelitian yang digunakan adalah方法penpenelitian定量bentuk quasy实验设计和前测后测对照组设计。Populasi penelitian terdiri atas seluruh siswa kelas IV SD di Gugus 1 UPTD Kecamatan Maja Kabupaten Majalengka。样本采用随机抽样技术。人口普查数据，人口普查数据，人口普查数据，人口普查数据，人口普查数据。Hasil penelitian menunjukkan bahwa;(1)实验数据表明，实验数据与实验数据比较，实验数据与实验数据比较，实验数据与实验数据比较，实验数据与实验数据比较，实验数据与实验数据比较，实验数据与实验数据比较;hasil N-Gain kelas control sebesar 0,24, sedangkan kelas ekspar 0,43;Dan (2) terdapat perbedaan和rata-rata motivasi belajar siswa tingkat sangat tinggi, tinggi, Dan cuup pada kelas eksperen。结果表明:1、0、00 < 0、05。Selanjutnya dilakukan uji post hoc untuk mengetahui kelompok yang paling signikan, diperoleh mean difference terbesar pada kelompok sangat tinggi, yitu 22.33 . kata Kunci: Engklek, Motivasi Belajar, permain传统
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