Pub Date : 2019-07-05DOI: 10.15575/AL-AULAD.V2I2.5209
Een Unaenah, Ima Muawiyah
This study aims to determine whether there is a difference between the problem based learning model and the inquiry model on science learning outcomes. This research method is quantitative research. The sample of this study was taken from 2 classes, experimental class 1 and experimental class 2, with 30 students each. In each research class, two tests were conducted, namely pretest and posttest. The formulation of the problem in this study are: 1) Students are still difficult in learning science subjects, 2) Learning models used are less innovative, 3) Motivation of students in participating in science learning is still lacking so students are less motivated and reinforced when the learning process takes place, 4) Monotonous learning, less variative, 5) Lack of student interest in learning. The results revealed that science learning outcomes taught using the problem based learning model with inquiry model differed. This can be seen from the average value of the posttest results of science learning outcomes taught using the problem based learning model is 68.3 and the average score of the posttest learning outcomes in the inquiry model is 76.8. Based on the hypothesis test using the t- test obtained tcount (3.801)> ttable (1.997), the research hypothesis Ho is rejected, meaning that there are differences in learning outcomes of students who are given the Problem Based Learning model with students who are treated by the Inqury model. Keywords: Inquiry, Problem Based Learning, Science
本研究旨在确定问题型学习模式与探究型学习模式在科学学习成果上是否存在差异。这种研究方法是定量研究。本研究的样本取自实验1班和实验2班两个班，每个班30名学生。在每节研究课上，进行两次测试，即前测和后测。本研究的问题表述为:1)学生对科学学科的学习仍然困难;2)使用的学习模式缺乏创新性;3)学生参与科学学习的动机仍然缺乏，学生在学习过程中缺乏动力和加强;4)学习单调，缺乏变化;5)学生缺乏学习兴趣。结果表明，问题型学习模式与探究型学习模式的科学学习效果存在差异。这可以从基于问题的学习模式所教授的科学学习成果的后测成绩平均值为68.3分，探究性学习模式所教授的科学学习成果的后测成绩平均值为76.8分看出。根据t检验所得的tcount(3.801)>表(1.997)的假设检验，研究假设Ho被拒绝，即采用Problem Based learning模型的学生与采用inquiry模型的学生在学习结果上存在差异。关键词:探究，问题学习，科学
{"title":"Perbandingan Model Problem Based Learning dan Model Inquiry Terhadap Hasil Belajar IPA SD","authors":"Een Unaenah, Ima Muawiyah","doi":"10.15575/AL-AULAD.V2I2.5209","DOIUrl":"https://doi.org/10.15575/AL-AULAD.V2I2.5209","url":null,"abstract":"This study aims to determine whether there is a difference between the problem based learning model and the inquiry model on science learning outcomes. This research method is quantitative research. The sample of this study was taken from 2 classes, experimental class 1 and experimental class 2, with 30 students each. In each research class, two tests were conducted, namely pretest and posttest. The formulation of the problem in this study are: 1) Students are still difficult in learning science subjects, 2) Learning models used are less innovative, 3) Motivation of students in participating in science learning is still lacking so students are less motivated and reinforced when the learning process takes place, 4) Monotonous learning, less variative, 5) Lack of student interest in learning. The results revealed that science learning outcomes taught using the problem based learning model with inquiry model differed. This can be seen from the average value of the posttest results of science learning outcomes taught using the problem based learning model is 68.3 and the average score of the posttest learning outcomes in the inquiry model is 76.8. Based on the hypothesis test using the t- test obtained tcount (3.801)> ttable (1.997), the research hypothesis Ho is rejected, meaning that there are differences in learning outcomes of students who are given the Problem Based Learning model with students who are treated by the Inqury model. Keywords: Inquiry, Problem Based Learning, Science","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123462134","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 : 2019-07-05DOI: 10.15575/AL-AULAD.V2I2.5208
D. Kurniawan, Auliya Aenul Hayati, Sri Maryanti
This study aims to develop the lecture method of prospective elementary school teachers in utilizing puppet media as an implementation of local wisdom and storytelling skills in explaining the job profession to elementary school students. The use of puppets as learning media in the form of fairy tales contains subject matter that is rich in the applicative value of character education and moral values for students. Puppet shows can make learning more effective and efficient because of the elements of education such as students, educators, educational interactions, educational goals, subject matter, tools and methods and the educational environment to be fulfilled. One example of a theme in the 2013 curriculum that can use the puppet profession as an educational medium of moral value is the theme "Various Works" intended for fourth grade students of Elementary School. The method used to achieve the goal is through Development Research with the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) which is directed at developing puppet media and fairy-tale texts that explain the occupational profession to elementary school students. This study seeks to develop lecture methods that can provide storytelling skills and make puppet media for prospective elementary school teacher students in one of the private colleges of the city of Cirebon in explaining my theme material and my dreams for elementary school students. Keywords: Traditional Puppet, Elementary School Learning Media, Thematic Basic Education
{"title":"Pengembangan Media Pembelajaran Wayang Profesi Untuk Mengenalkan Jenis Pekerjaan Pada Siswa SD","authors":"D. Kurniawan, Auliya Aenul Hayati, Sri Maryanti","doi":"10.15575/AL-AULAD.V2I2.5208","DOIUrl":"https://doi.org/10.15575/AL-AULAD.V2I2.5208","url":null,"abstract":"This study aims to develop the lecture method of prospective elementary school teachers in utilizing puppet media as an implementation of local wisdom and storytelling skills in explaining the job profession to elementary school students. The use of puppets as learning media in the form of fairy tales contains subject matter that is rich in the applicative value of character education and moral values for students. Puppet shows can make learning more effective and efficient because of the elements of education such as students, educators, educational interactions, educational goals, subject matter, tools and methods and the educational environment to be fulfilled. One example of a theme in the 2013 curriculum that can use the puppet profession as an educational medium of moral value is the theme \"Various Works\" intended for fourth grade students of Elementary School. The method used to achieve the goal is through Development Research with the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) which is directed at developing puppet media and fairy-tale texts that explain the occupational profession to elementary school students. This study seeks to develop lecture methods that can provide storytelling skills and make puppet media for prospective elementary school teacher students in one of the private colleges of the city of Cirebon in explaining my theme material and my dreams for elementary school students. Keywords: Traditional Puppet, Elementary School Learning Media, Thematic Basic Education","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128350502","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 : 2019-07-05DOI: 10.15575/AL-AULAD.V2I2.5210
Muhammad Shaleh Assingkily, Mikyal Hardiyati
This article aims to examine social-emotional development of the student's age. As for the formulation of a problem in this study i.e. (1) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah in learning, (2) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah outside of learning, and (3) how the efforts of teachers in developing social-emotional grade IV MI Nurul Ummah. This research used the qualitative approach with observations on the social-emotional development of grade IV MI Nurul Ummah. As for the results of this study suggest that (1) social-emotional development of students in learning that are achieved, i.e. students show an attitude of caring, participation, communication, interactive, teamwork, ability and showing confidence, While that is not achieved, i.e. quiet, it's hard to adapt, a closed, private, and difficult to communicate with people deems foreign.; (2) the social-emotional development of students outside the learning achieved, i.e. students show the attitude of empathy, caring, helpful friends, don't show the attitude of keakuan, and being able to control your emotions when interacting or play, while not achieved,i.e. play only with friends nearby, less concerned with what is happening around him, speaking only when needed, and enjoy learning more than play.; (3) efforts undertaken teacher in developing social-emotional students; sets the position of the seated students, giving the same attention to all students, and to give guidance to students in order to encourage the achievement of social- emotional development of children.Keywords: Analysis, Social-Emotional Development is Achieved and not Achieved
{"title":"Analisis Perkembangan Sosial-Emosional Tercapai dan Tidak Tercapai Siswa Usia Dasar","authors":"Muhammad Shaleh Assingkily, Mikyal Hardiyati","doi":"10.15575/AL-AULAD.V2I2.5210","DOIUrl":"https://doi.org/10.15575/AL-AULAD.V2I2.5210","url":null,"abstract":"This article aims to examine social-emotional development of the student's age. As for the formulation of a problem in this study i.e. (1) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah in learning, (2) how the social-emotional development is achieved and not achieved grade IV MI Nurul Ummah outside of learning, and (3) how the efforts of teachers in developing social-emotional grade IV MI Nurul Ummah. This research used the qualitative approach with observations on the social-emotional development of grade IV MI Nurul Ummah. As for the results of this study suggest that (1) social-emotional development of students in learning that are achieved, i.e. students show an attitude of caring, participation, communication, interactive, teamwork, ability and showing confidence, While that is not achieved, i.e. quiet, it's hard to adapt, a closed, private, and difficult to communicate with people deems foreign.; (2) the social-emotional development of students outside the learning achieved, i.e. students show the attitude of empathy, caring, helpful friends, don't show the attitude of keakuan, and being able to control your emotions when interacting or play, while not achieved,i.e. play only with friends nearby, less concerned with what is happening around him, speaking only when needed, and enjoy learning more than play.; (3) efforts undertaken teacher in developing social-emotional students; sets the position of the seated students, giving the same attention to all students, and to give guidance to students in order to encourage the achievement of social- emotional development of children.Keywords: Analysis, Social-Emotional Development is Achieved and not Achieved","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"84 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126231510","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 : 2019-07-05DOI: 10.15575/AL-AULAD.V2I2.5212
Maulida Rizqia, Wahyu Iskandar, N. Simangunsong, S. Suyadi
This article has a purpose to find out the development of the elementary student psychomotor which carried out in SDN Demangan, Yogyakarta. The development is related to the activity using fingers to do a variety of activities such as drawing. This research used descriptive qualitative method and to quest the data it used observation, interviews and documentation method by observing the development of the student psychomotor. The focus of this research is on finding: 1) how the development of the student psychomotor whether it is reached or not, 2) how the factors that affect the development of the student psychomotor, 3) how the solution to the development of the student psychomotor. The result are: 1) the development of the student psychomotor which is reached and not, it is marked by the coordination of nerve and well fingers movement, so the student obtains the result of the good drawing, 2) the factor that affects the development of the student psychomotor, there are two factors; internal and external. Internal factor is influenced from genetic factor and the external is from the surrounding environment to support the development, 3) the solution is to anticipate the problems of the development of the student psychomotor by seeking the training and giving guidance toward the student to motivate them achieving the development.Keywords: Development, psychomotor, children, elementary school
{"title":"Analisis Psikomotorik Halus Siswa Ditinjau dari Keterampilan Menggambar Anak Usia Dasar SD","authors":"Maulida Rizqia, Wahyu Iskandar, N. Simangunsong, S. Suyadi","doi":"10.15575/AL-AULAD.V2I2.5212","DOIUrl":"https://doi.org/10.15575/AL-AULAD.V2I2.5212","url":null,"abstract":"This article has a purpose to find out the development of the elementary student psychomotor which carried out in SDN Demangan, Yogyakarta. The development is related to the activity using fingers to do a variety of activities such as drawing. This research used descriptive qualitative method and to quest the data it used observation, interviews and documentation method by observing the development of the student psychomotor. The focus of this research is on finding: 1) how the development of the student psychomotor whether it is reached or not, 2) how the factors that affect the development of the student psychomotor, 3) how the solution to the development of the student psychomotor. The result are: 1) the development of the student psychomotor which is reached and not, it is marked by the coordination of nerve and well fingers movement, so the student obtains the result of the good drawing, 2) the factor that affects the development of the student psychomotor, there are two factors; internal and external. Internal factor is influenced from genetic factor and the external is from the surrounding environment to support the development, 3) the solution is to anticipate the problems of the development of the student psychomotor by seeking the training and giving guidance toward the student to motivate them achieving the development.Keywords: Development, psychomotor, children, elementary school","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"192 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124260423","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 : 2019-07-05DOI: 10.15575/AL-AULAD.V2I2.5213
Radite Kurniawan, Esa Nur Wahyuni, M. N. Yaqin
Creative writing skills are still a challenge that must be faced by students of 6th grade in the Ar- Roihan Lawang Integrated Ibtidaiyah Madrasah. One of the contributing factor is the lack of interesting textbooks available at the school. This study aims to develop creative writing visual textbooks that improve students' skills in writing. This type of research is Research and Development (R & D) with the stage model Borg and Gall (2003). The stages include: needs analysis, product design, product development, product validity testing, testing on predetermined subjects, and product revisions. The results of this research and development of creative writing visual textbook products were based on the assessment of the media validator team with linguistic averages, presentation, graphics, scores of 4.72. Whereas from expert learning content with indicators of accuracy, attractiveness, and usability of 4, 29 are categorized very well. The product trial series found 33% addition in the experimental class post-test results and tested significantly with the number 0,000 SPSS t-test. Interviews in students indicated that creative writing visual textbook was very interesting so it can be concluded that this textbook product can improve the writing skills of 6th grade students of the Ibtidaiyah Ar-Roihan Lawang Madrasah.Keywords: Developing visual textbook, creative writing, writing skill.
{"title":"Pengembangan Buku Ajar Visual Menulis Kreatif untuk Peserta Didik Madrasah Ibtidaiyah","authors":"Radite Kurniawan, Esa Nur Wahyuni, M. N. Yaqin","doi":"10.15575/AL-AULAD.V2I2.5213","DOIUrl":"https://doi.org/10.15575/AL-AULAD.V2I2.5213","url":null,"abstract":"Creative writing skills are still a challenge that must be faced by students of 6th grade in the Ar- Roihan Lawang Integrated Ibtidaiyah Madrasah. One of the contributing factor is the lack of interesting textbooks available at the school. This study aims to develop creative writing visual textbooks that improve students' skills in writing. This type of research is Research and Development (R & D) with the stage model Borg and Gall (2003). The stages include: needs analysis, product design, product development, product validity testing, testing on predetermined subjects, and product revisions. The results of this research and development of creative writing visual textbook products were based on the assessment of the media validator team with linguistic averages, presentation, graphics, scores of 4.72. Whereas from expert learning content with indicators of accuracy, attractiveness, and usability of 4, 29 are categorized very well. The product trial series found 33% addition in the experimental class post-test results and tested significantly with the number 0,000 SPSS t-test. Interviews in students indicated that creative writing visual textbook was very interesting so it can be concluded that this textbook product can improve the writing skills of 6th grade students of the Ibtidaiyah Ar-Roihan Lawang Madrasah.Keywords: Developing visual textbook, creative writing, writing skill.","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126109591","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 : 2019-03-30DOI: 10.15575/AL-AULAD.V2I1.4433
Anisa Ul-Khoiriyah
This research was conducted with the aim to determine students’ understanding of mathematics subjects when applied to the REACT strategy in the learning process. This study used classroom action research in class V of MI Al-Musdariyah Cileunyi Bandung which amounted to 24 students. Data collection techniques in this study used tests, observations, and documentation. Learning outcomes before using the REACT strategy were obtained 25% of the test results. Teacher activities in cycle I of action 1 and 2 were 50% and 66,67% increased in cycle II action 1 and 2 by 83,33% and 91,67%. Students activities in cycle I actions 1 and 2 amounted to 60,60% and 69,70%. There was an increase in cycle II of action 1 and 2 by 84,84% and 96,97%. The test result of students understanding using the REACT strategy increased, namely the first cycle of learning completeness classically, which was 74,98% and in the second cycle the classical learning completeness increased to 89,58%. It can be concluded that this REACT strategy can improve students understanding of mathematics subjects at MI Al-Musdariyah Cileunnyi.
{"title":"Penerapan Strategi React Untuk Meningkatkan Pemahaman Siswa Pada Pembelajaran Matematika","authors":"Anisa Ul-Khoiriyah","doi":"10.15575/AL-AULAD.V2I1.4433","DOIUrl":"https://doi.org/10.15575/AL-AULAD.V2I1.4433","url":null,"abstract":"This research was conducted with the aim to determine students’ understanding of mathematics subjects when applied to the REACT strategy in the learning process. This study used classroom action research in class V of MI Al-Musdariyah Cileunyi Bandung which amounted to 24 students. Data collection techniques in this study used tests, observations, and documentation. Learning outcomes before using the REACT strategy were obtained 25% of the test results. Teacher activities in cycle I of action 1 and 2 were 50% and 66,67% increased in cycle II action 1 and 2 by 83,33% and 91,67%. Students activities in cycle I actions 1 and 2 amounted to 60,60% and 69,70%. There was an increase in cycle II of action 1 and 2 by 84,84% and 96,97%. The test result of students understanding using the REACT strategy increased, namely the first cycle of learning completeness classically, which was 74,98% and in the second cycle the classical learning completeness increased to 89,58%. It can be concluded that this REACT strategy can improve students understanding of mathematics subjects at MI Al-Musdariyah Cileunnyi.","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121947889","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 : 2019-03-30DOI: 10.15575/AL-AULAD.V2I1.4429
A. Hidayat
The purpose of this study is to find out student learning activities before applying the Academic Controversy method, then the learning process using the Academic Controversy method, and student learning activities after applying the Academic Controversy method on social studies subjects in each cycle. The method used in this study is Classroom Action Research (CAR) which consists of four stages repeatedly, namely planning, action, observation and reflection. The technique of collecting data was carried out through the evaluation instruments of the pro and contra debates then with observation sheets for student and teacher activities. Based on the results of the study, the percentage of student learning activities before being applied to the academic controversy (academic controversy) method was only 31.2% with the less active category, after the application of the academic controversy (academic controversy) method in the first cycle student learning activities increased to 62 % included in the category is quite active. And student learning activities continue to increase in the second cycle which is at a very active stage which is 86%. From these data it can be concluded that the application of the method of academic controversy (academic controversy) can increase learning activities.
{"title":"Penerapan Academic Controversy Dalam Meningkatkan Aktivitas Belajar","authors":"A. Hidayat","doi":"10.15575/AL-AULAD.V2I1.4429","DOIUrl":"https://doi.org/10.15575/AL-AULAD.V2I1.4429","url":null,"abstract":"The purpose of this study is to find out student learning activities before applying the Academic Controversy method, then the learning process using the Academic Controversy method, and student learning activities after applying the Academic Controversy method on social studies subjects in each cycle. The method used in this study is Classroom Action Research (CAR) which consists of four stages repeatedly, namely planning, action, observation and reflection. The technique of collecting data was carried out through the evaluation instruments of the pro and contra debates then with observation sheets for student and teacher activities. Based on the results of the study, the percentage of student learning activities before being applied to the academic controversy (academic controversy) method was only 31.2% with the less active category, after the application of the academic controversy (academic controversy) method in the first cycle student learning activities increased to 62 % included in the category is quite active. And student learning activities continue to increase in the second cycle which is at a very active stage which is 86%. From these data it can be concluded that the application of the method of academic controversy (academic controversy) can increase learning activities.","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124532019","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 : 2019-03-30DOI: 10.15575/AL-AULAD.V2I1.4432
Khoerun Musthofa
This research motivated by low student learning outcomes. To resolve the issue, given learning using the CRA approach. This research aims to find out student learning outcomes before using the CRA approach in mathematics subjects in Class IV MI Nurul Huda, also to find out student learning outcomes after using the CRA approach in mathematics subjects in Class IV MI Nurul Huda District Paseh, Bandung Regency. The method used is classroom action research methods. This research was carried out in 2 cycles and four actions. Data collection techniques using observation, testing, interview and documentation. Data analysis uses statistics and observation sheets. Subjects consisted of 24 students, 14 women and 10 men. The results of data analysis concluded that (1) student learning outcomes before using the CRA approach were still low with an average value of 57. (2) The application of the CRA approach works well according to the stages. Teacher and student activities have increased in each cycle. (3) student learning outcomes after using the Talking Chips model have increased each cycle. The percentage of classical learning completeness in pre cycle 33% (less), cycle I was 58% (less), in cycle II was 92% (Very High).
{"title":"Penerapan Pendekatan Concrete Representational Abstract Untuk Meningkatkan Hasil Belajar Kognitif Siswa","authors":"Khoerun Musthofa","doi":"10.15575/AL-AULAD.V2I1.4432","DOIUrl":"https://doi.org/10.15575/AL-AULAD.V2I1.4432","url":null,"abstract":"This research motivated by low student learning outcomes. To resolve the issue, given learning using the CRA approach. This research aims to find out student learning outcomes before using the CRA approach in mathematics subjects in Class IV MI Nurul Huda, also to find out student learning outcomes after using the CRA approach in mathematics subjects in Class IV MI Nurul Huda District Paseh, Bandung Regency. The method used is classroom action research methods. This research was carried out in 2 cycles and four actions. Data collection techniques using observation, testing, interview and documentation. Data analysis uses statistics and observation sheets. Subjects consisted of 24 students, 14 women and 10 men. The results of data analysis concluded that (1) student learning outcomes before using the CRA approach were still low with an average value of 57. (2) The application of the CRA approach works well according to the stages. Teacher and student activities have increased in each cycle. (3) student learning outcomes after using the Talking Chips model have increased each cycle. The percentage of classical learning completeness in pre cycle 33% (less), cycle I was 58% (less), in cycle II was 92% (Very High).","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132677275","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 : 2019-03-30DOI: 10.15575/AL-AULAD.V2I1.4431
Imam Syaefulloh Hady Pratama
The purpose of knowing students 'understanding in Islamic Culture History (SKI) subjects before using Stop Think Do (STD) method, applying through STD method, and increasing students' understanding after using STD method in class IV MI. The method used in this study is classroom action research (CAR).Based on the results of data analysis before using the STD method the average value obtained by students was only 56.00 with a percentage of classical achievement of 20%. After applying the STD method the results obtained in the observation of teacher activity in the first cycle 65% were quite active and in the second cycle 94.50% were very active categories. While the results obtained in the observation of student activity in the first cycle were 63.50% of the category was quite active and in the second cycle 85% were very active categories. Furthermore the reality of students' understanding after using the STD method obtained the value in the first cycle 75.00 with the percentage of classical achievement 50% enough category, and in the second cycle 89.00 with the percentage of classical achievement 90% good category.
为了了解学生对伊斯兰文化史(SKI)科目的理解情况，在使用Stop Think Do (STD)方法之前，通过STD方法进行应用，在MI IV班使用STD方法后，增加学生的理解。本研究使用的方法是课堂行动研究(CAR)。根据使用STD方法前的数据分析结果，学生的平均成绩仅为56.00，其中经典成绩占20%。应用STD方法对教师活动进行观察，第一周期65%的教师活动相当活跃，第二周期94.50%的教师活动非常活跃。而在第一个周期的学生活动观察中得到的结果是63.50%的类别是相当活跃的，在第二个周期中85%是非常活跃的类别。此外，采用STD方法后学生对现实的理解在第一个周期的值为75.00，古典成绩占50%的百分比足够的类别，在第二个周期的值为89.00，古典成绩占90%的百分比良好的类别。
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Pub Date : 2019-03-30DOI: 10.15575/AL-AULAD.V2I1.4426
Arisonia Puspita, Suciati Purwo
The purpose of this study was to see the effect of the application of literacy based thematic teaching materials with a contextual approach to student learning outcomes. The method used in this study is a type of quantitative research. The research design used in this study was Quasi Experimental Design with the form of Nonequivalent Control Group Design. In the design of this study researchers used one experimental group with a control group that began with the pretest in each group. The results of this study found that the use of thematic teaching materials had a significant effect on student learning outcomes. Contextual based thematic teaching materials with a literacy approach can be used as supporting teaching materials in addition to the main teaching material.
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