Student learning at this level is very important for reading and writing skills which are the driving force for research. Need for learning to read and write to students. are two abilities that must be taught. Lower grade students who learn in their native language usually show better learning outcomes. Purpose of this study was to identify barriers and challenges associated with reading and writing learning as well as the process of learning to read and write through mother tongue. Qualitative method descriptive instruments used interviews, observation, documentation. The results of the study, the first step in learning to read the mother tongue is to introduce letters of the alphabet, string words, read aloud, read sentences, read self-identity, and distinguish letters of the alphabet. Write alphabets, words, sentences, write self-identity, write the difference between capital and lowercase letters. Through asking and answering and interacting with friends, students understand what the teacher teaches, difficulty understanding letters, intellectual and environmental factors.
{"title":"Pembelajaran Membaca dan Menulis Melalui Penggunaan Bahasa Ibu di SDN 153 Rejang Lebong","authors":"Yeni Kartika, Maria Botifar, Muksal Mina Putra","doi":"10.29240/jpd.v7i2.6732","DOIUrl":"https://doi.org/10.29240/jpd.v7i2.6732","url":null,"abstract":"Student learning at this level is very important for reading and writing skills which are the driving force for research. Need for learning to read and write to students. are two abilities that must be taught. Lower grade students who learn in their native language usually show better learning outcomes. Purpose of this study was to identify barriers and challenges associated with reading and writing learning as well as the process of learning to read and write through mother tongue. Qualitative method descriptive instruments used interviews, observation, documentation. The results of the study, the first step in learning to read the mother tongue is to introduce letters of the alphabet, string words, read aloud, read sentences, read self-identity, and distinguish letters of the alphabet. Write alphabets, words, sentences, write self-identity, write the difference between capital and lowercase letters. Through asking and answering and interacting with friends, students understand what the teacher teaches, difficulty understanding letters, intellectual and environmental factors.","PeriodicalId":503925,"journal":{"name":"AR-RIAYAH: Jurnal Pendidikan Dasar","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139181674","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}
One of the reasons for the low scientific literacy abilities of students in Indonesia is the use of learning media that does not contain elements of scientific literacy. Learning carried out directly using practical learning modules can improve students' scientific literacy skills. This research aims to explain the development process and results of developing practical learning modules based on scientific literacy. The research and development method used by researchers is Research and Development using the ADDIE model which includes the Analyze, Design, Development, Implementation and Evaluation stages developed by Robert Maribe Branch. The instruments used in this research and development are observation sheets, interview sheets, media, material and language expert validation questionnaires, student response questionnaires and tests. The results of research and development of practical learning modules based on scientific literacy obtained an average validation score from media, material and language experts of 88%, media experts 92%, material experts 85% and language experts 87%. The small scale student response questionnaire got 82% results, and the large scale student response questionnaire got 91% results from 18 students. The result of calculating the N-Gain score is 0.879, which shows that the practical learning module based on scientific literacy is very effectively applied in learning.
{"title":"Pengembangan Modul Pembelajaran Praktikum Berbasis Literasi Sains pada Materi Sifat Benda dan Perubahannya di Kelas V MI Babul Ulum Kanten","authors":"Runasih Runasih, Nurul Mahruzah Yulia, Midya Yuli Amreta","doi":"10.29240/jpd.v7i2.8338","DOIUrl":"https://doi.org/10.29240/jpd.v7i2.8338","url":null,"abstract":"One of the reasons for the low scientific literacy abilities of students in Indonesia is the use of learning media that does not contain elements of scientific literacy. Learning carried out directly using practical learning modules can improve students' scientific literacy skills. This research aims to explain the development process and results of developing practical learning modules based on scientific literacy. The research and development method used by researchers is Research and Development using the ADDIE model which includes the Analyze, Design, Development, Implementation and Evaluation stages developed by Robert Maribe Branch. The instruments used in this research and development are observation sheets, interview sheets, media, material and language expert validation questionnaires, student response questionnaires and tests. The results of research and development of practical learning modules based on scientific literacy obtained an average validation score from media, material and language experts of 88%, media experts 92%, material experts 85% and language experts 87%. The small scale student response questionnaire got 82% results, and the large scale student response questionnaire got 91% results from 18 students. The result of calculating the N-Gain score is 0.879, which shows that the practical learning module based on scientific literacy is very effectively applied in learning.","PeriodicalId":503925,"journal":{"name":"AR-RIAYAH: Jurnal Pendidikan Dasar","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139180518","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}
Each student's ability to understand lessons is different, where teachers often see students facing learning difficulties caused by various things. So, the aim of this research is to understand students' interest in learning which is linked to teacher creativity or the learning environment. Correlational quantitative is used as the approach for this research. This research had a population of class V students in 3 schools, with random sampling techniques and 126 students as research samples, as well as questionnaires and documentation as data collection techniques. The results of this research (1) directly show a positive relationship between creative teachers and students' interest in learning, meaning that better teacher creativity can also increase students' interest in learning. (2) the positive relationship between the learning environment and student interest in learning, meaning that if the learning environment improves, student interest in learning also tends to improve as well. (3) a positive direct relationship between creative teachers and the learning environment and student interest in learning. This means that if creative teachers and students' learning environment are considered together, this will lead to an increase in students' interest in learning.
{"title":"Hubungan Kreativitas Guru dan Lingkungan Belajar dengan Minat Belajar IPS di SDN Pinangsia Tamansari","authors":"Siti Rustimah, Nurrohmatul Amaliyah, Edy Sukardi","doi":"10.29240/jpd.v7i2.8483","DOIUrl":"https://doi.org/10.29240/jpd.v7i2.8483","url":null,"abstract":"Each student's ability to understand lessons is different, where teachers often see students facing learning difficulties caused by various things. So, the aim of this research is to understand students' interest in learning which is linked to teacher creativity or the learning environment. Correlational quantitative is used as the approach for this research. This research had a population of class V students in 3 schools, with random sampling techniques and 126 students as research samples, as well as questionnaires and documentation as data collection techniques. The results of this research (1) directly show a positive relationship between creative teachers and students' interest in learning, meaning that better teacher creativity can also increase students' interest in learning. (2) the positive relationship between the learning environment and student interest in learning, meaning that if the learning environment improves, student interest in learning also tends to improve as well. (3) a positive direct relationship between creative teachers and the learning environment and student interest in learning. This means that if creative teachers and students' learning environment are considered together, this will lead to an increase in students' interest in learning.","PeriodicalId":503925,"journal":{"name":"AR-RIAYAH: Jurnal Pendidikan Dasar","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184663","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}
Ari Afianto, Rifda El Fiah, N. Hidayah, Yudesta Erfayliana
This research was conducted based on some problems that occur, namely the fact that when carrying out the teaching and learning process, students were still oriented towards the low order thinking skill (LOTS) and were not oriented towards the higher order thinking skills (HOTS) yet. In that case, instruments or questions were used during the evaluation process. In other words, measuring high order thinking skill has not been implemented yet, especially in physic (PJOK) subjects, so that teachers only focus on physical exercises in the field during the teaching and learning process. Teachers have not used physic (PJOK) assessments using HOTS yet. The type of research was research and development or R&D. This research referred to the Borg and Gall model which limited to 7 stages from the 10 stages including potential problems, data collection, product design, product validation, product revision, product testing, and design revision. The instrument used in this research was an assessment scale to determine the feasibility of the product and a Likert scale to determine the response of teachers and students to the feasibility and attractiveness of the product. The data analysis carried out was collecting data from validation results done by assessment experts, language experts, material experts and media experts, teachers and elementary students. The result of analysis showed that questions and tests based on higher order thinking skills (HOTS) for class V physic subject (PJOK) was developed "Very decent or Very interesting" to be used as a measuring tool for students in training their high order thinking skills. These results were obtained based on validation from assessment experts, material experts, language experts and material experts. The assessment results from the assessment experts showed the "Very decent" category with a percentage value of 92.5%. The results of the material expert assessment reached the "Very decent" category with a percentage value obtained of 90%. Then, the results of the language expert’s assessment reached the "Very decent" category with the percentage value obtained reaching 92.25%.
这项研究是基于出现的一些问题开展的，即在开展教学和学习过程中，学生仍然偏向于低阶思维技能（LOTS），而尚未偏向于高阶思维技能（HOTS）。在这种情况下，在评价过程中使用了工具或问题。换句话说，高阶思维能力的测量尚未实施，尤其是在物理（PJOK）科目中，因此教师在教学过程中只关注实地的物理练习。教师尚未使用 HOTS 进行物理（PJOK）评估。研究类型为研究与开发或研发。这项研究参考了 Borg 和 Gall 模型，该模型将 10 个阶段限定为 7 个阶段，包括潜在问题、数据收集、产品设计、产品验证、产品修订、产品测试和设计修订。本研究使用的工具是评估量表，用于确定产品的可行性，以及李克特量表，用于确定教师和学生对产品的可行性和吸引力的反应。数据分析是从评估专家、语言专家、教材专家、媒体专家、教师和小学生的验证结果中收集数据。分析结果表明，为五年级物理学科（PJOK）开发的基于高阶思维能力（HOTS）的问题和测试 "非常得体或非常有趣"，可用作学生训练高阶思维能力的测量工具。这些结果是在评估专家、材料专家、语言专家和材料专家的验证基础上得出的。评估专家的评估结果显示，"非常得体 "类别的百分比值为 92.5%。材料专家的评估结果为 "非常好"，百分比为 90%。语言专家的评估结果为 "非常好"，百分比为 92.25%。
{"title":"Pengembangan Instrumen Soal Tes Mata Pelajaran PJOK Berbasis Higher Order Thinking Skills (HOTS)","authors":"Ari Afianto, Rifda El Fiah, N. Hidayah, Yudesta Erfayliana","doi":"10.29240/jpd.v7i2.8496","DOIUrl":"https://doi.org/10.29240/jpd.v7i2.8496","url":null,"abstract":"This research was conducted based on some problems that occur, namely the fact that when carrying out the teaching and learning process, students were still oriented towards the low order thinking skill (LOTS) and were not oriented towards the higher order thinking skills (HOTS) yet. In that case, instruments or questions were used during the evaluation process. In other words, measuring high order thinking skill has not been implemented yet, especially in physic (PJOK) subjects, so that teachers only focus on physical exercises in the field during the teaching and learning process. Teachers have not used physic (PJOK) assessments using HOTS yet. The type of research was research and development or R&D. This research referred to the Borg and Gall model which limited to 7 stages from the 10 stages including potential problems, data collection, product design, product validation, product revision, product testing, and design revision. The instrument used in this research was an assessment scale to determine the feasibility of the product and a Likert scale to determine the response of teachers and students to the feasibility and attractiveness of the product. The data analysis carried out was collecting data from validation results done by assessment experts, language experts, material experts and media experts, teachers and elementary students. The result of analysis showed that questions and tests based on higher order thinking skills (HOTS) for class V physic subject (PJOK) was developed \"Very decent or Very interesting\" to be used as a measuring tool for students in training their high order thinking skills. These results were obtained based on validation from assessment experts, material experts, language experts and material experts. The assessment results from the assessment experts showed the \"Very decent\" category with a percentage value of 92.5%. The results of the material expert assessment reached the \"Very decent\" category with a percentage value obtained of 90%. Then, the results of the language expert’s assessment reached the \"Very decent\" category with the percentage value obtained reaching 92.25%.","PeriodicalId":503925,"journal":{"name":"AR-RIAYAH: Jurnal Pendidikan Dasar","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184859","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}
The aim of this research is to analyze the influence of gamification-based learning with conventional learning on class V students' mastery of concepts. The quasi-experimental method used in this research. Inferential statistical analysis and descriptive statistics using Microsoft Excel 2016 and SPSS version 20 were used for data processing. Sampling used purposive sampling technique with 31 students from class V-A control class and 33 students from class V-B experimental class. Research findings show that gamification-based learning has a positive effect on students' concept mastery and motivation. Students' mastery of concepts increased from an average score of 56.991 to 80.191. Students' learning motivation after applying gamification-based learning did not increase. The t-test results obtained were sig. = 0.593 ≥ 0.05. Gamification-based learning has a better effect on students' mastery of concepts compared to conventional learning as seen from the t-test results with an average in the experimental class of 80.358 > 72.97 in the control class.
本研究旨在分析游戏化学习与传统学习对五班学生掌握概念的影响。本研究采用准实验法。数据处理采用 Microsoft Excel 2016 和 SPSS 20 版进行推断性统计分析和描述性统计。抽样采用目的性抽样技术，31 名学生来自 V-A 级对照班，33 名学生来自 V-B 级实验班。研究结果表明，游戏化学习对学生的概念掌握和学习动机有积极影响。学生对概念的掌握程度从平均 56.991 分提高到 80.191 分。应用游戏化学习后，学生的学习动机没有提高。t 检验结果为 sig. = 0.593 ≥ 0.05。与传统学习相比，游戏化学习对学生掌握概念的效果更好，从 t 检验结果可以看出，实验班的平均值为 80.358 > 对照班的 72.97。
{"title":"Pengaruh Pembelajaran Berbasis Gamifikasi Terhadap Penguasaan Konsep dan Motivasi Siswa pada Materi Siklus Air","authors":"Ani Rostiani, Atep Sujana, Asep Kurnia Jayadinata","doi":"10.29240/jpd.v7i2.8116","DOIUrl":"https://doi.org/10.29240/jpd.v7i2.8116","url":null,"abstract":"The aim of this research is to analyze the influence of gamification-based learning with conventional learning on class V students' mastery of concepts. The quasi-experimental method used in this research. Inferential statistical analysis and descriptive statistics using Microsoft Excel 2016 and SPSS version 20 were used for data processing. Sampling used purposive sampling technique with 31 students from class V-A control class and 33 students from class V-B experimental class. Research findings show that gamification-based learning has a positive effect on students' concept mastery and motivation. Students' mastery of concepts increased from an average score of 56.991 to 80.191. Students' learning motivation after applying gamification-based learning did not increase. The t-test results obtained were sig. = 0.593 ≥ 0.05. Gamification-based learning has a better effect on students' mastery of concepts compared to conventional learning as seen from the t-test results with an average in the experimental class of 80.358 > 72.97 in the control class.","PeriodicalId":503925,"journal":{"name":"AR-RIAYAH: Jurnal Pendidikan Dasar","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139184955","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}
This research aims to create a product in the form of a civic education module for learning civic education in the first year of primary school on the material for recognizing the symbols and precepts of Pancasila. This study uses the 4D (Define, Design, Develop and Disseminate) research model, which is a type of research and development (R&D). Three specialists were involved in the study: materials experts, design experts and linguists. In this research, the data collection tool was a questionnaire with an evaluation on a Likert scale. Aiken's V formula was used to analyze the data.. From the calculation results, the following research results were obtained: (1) The average value of the validity test in terms of overall material is 0.892857 with valid status. (2) The average value of the validity test in terms of overall design is 0.964286 with valid status. (3) The average value of the validity test in terms of language as a whole is 0.714286 with valid status. Thus, the Civics module in learning Civics grade 1 elementary school material recognizing the symbols and precepts of Pancasila has good validity and is suitable for use.
本研究旨在以公民教育模块的形式创建一个产品，供小学一年级学生学习有关认识潘查希拉标志和戒律的公民教育材料。本研究采用 4D（定义、设计、开发和传播）研究模式，这是研发（R&D）的一种。三位专家参与了研究：材料专家、设计专家和语言学家。在这项研究中，数据收集工具是一份采用李克特量表进行评价的调查问卷。数据分析采用艾肯 V 公式。根据计算结果，得出以下研究成果：(1) 从整体材料来看，效度检验的平均值为 0.892857，处于有效状态。(2) 整体设计的有效性检验平均值为 0.964286，处于有效状态。(3) 语言整体有效性检验的平均值为 0.714286，有效。因此，小学一年级教材《认识潘查希拉的象征和戒律》中的思品模块具有良好的有效性，适合使用。
{"title":"Pengembangan Bahan Ajar Modul PPKn Kelas 1 Sekolah Dasar","authors":"Risda Lestari, Rany Setiawati, Leni Maryanah, Asep Ediana Latip","doi":"10.29240/jpd.v7i2.7956","DOIUrl":"https://doi.org/10.29240/jpd.v7i2.7956","url":null,"abstract":"This research aims to create a product in the form of a civic education module for learning civic education in the first year of primary school on the material for recognizing the symbols and precepts of Pancasila. This study uses the 4D (Define, Design, Develop and Disseminate) research model, which is a type of research and development (R&D). Three specialists were involved in the study: materials experts, design experts and linguists. In this research, the data collection tool was a questionnaire with an evaluation on a Likert scale. Aiken's V formula was used to analyze the data.. From the calculation results, the following research results were obtained: (1) The average value of the validity test in terms of overall material is 0.892857 with valid status. (2) The average value of the validity test in terms of overall design is 0.964286 with valid status. (3) The average value of the validity test in terms of language as a whole is 0.714286 with valid status. Thus, the Civics module in learning Civics grade 1 elementary school material recognizing the symbols and precepts of Pancasila has good validity and is suitable for use.","PeriodicalId":503925,"journal":{"name":"AR-RIAYAH: Jurnal Pendidikan Dasar","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139185690","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}
The aim of this research is to find out how to create an electronic header using Flip PDF Professional software. The limited availability of teaching materials in schools causes this problem. Apart from that, e-modules are not technically used as teaching materials by educators. Apart from that, because teachers have not created their own e-module-based teaching materials, learning only depends on textbooks. Researchers carry out research and development (R&D) or development using a four-stage development version, which consists of defining, designing, development (developing), and dissemination (disseminating). This research uses validity and practicality test sheets. The study shows that the product is an e-module that uses a professional PDF flip. The validation results of the E-module show that it is very feasible in terms of appropriateness of content, media, and language. An average score of 87% is categorized as very appropriate in terms of language eligibility. Apart from that, 96% of students and 95% of teachers stated that the E-module could be used as teaching material for reading the proclamation text for class V UPT SDN 23 Cubadak.
本研究的目的是了解如何使用 Flip PDF Professional 软件制作电子书头。学校教材有限是造成这一问题的原因。此外，教育工作者在技术上并没有使用电子模块作为教材。此外，由於教師沒有自行製作以電子單元為本的教材，學習只能依賴教科書。研究人员采用定义、设计、开发（研制）和传播（传播）四个阶段的开发版本进行研究与开发（R&D）或研制。本研究使用有效性和实用性测试表。研究表明，该产品是一个使用专业 PDF 翻页的电子模块。电子模块的验证结果表明，该模块在内容、媒体和语言的适宜性方面非常可行。在语言资格方面，87%的平均分被归类为非常合适。此外，96% 的学生和 95% 的教师表示，该电子模块可用作 UPT SDN 23 Cubadak 第五班阅读《公告》课文的教材。
{"title":"Pengembangan E-Modul Menggunakan Flip PDF Professional Pada Mata Pelajaran IPS Kelas V SD","authors":"A. Mizani, Syaiful Marwan","doi":"10.29240/jpd.v7i2.8270","DOIUrl":"https://doi.org/10.29240/jpd.v7i2.8270","url":null,"abstract":"The aim of this research is to find out how to create an electronic header using Flip PDF Professional software. The limited availability of teaching materials in schools causes this problem. Apart from that, e-modules are not technically used as teaching materials by educators. Apart from that, because teachers have not created their own e-module-based teaching materials, learning only depends on textbooks. Researchers carry out research and development (R&D) or development using a four-stage development version, which consists of defining, designing, development (developing), and dissemination (disseminating). This research uses validity and practicality test sheets. The study shows that the product is an e-module that uses a professional PDF flip. The validation results of the E-module show that it is very feasible in terms of appropriateness of content, media, and language. An average score of 87% is categorized as very appropriate in terms of language eligibility. Apart from that, 96% of students and 95% of teachers stated that the E-module could be used as teaching material for reading the proclamation text for class V UPT SDN 23 Cubadak.","PeriodicalId":503925,"journal":{"name":"AR-RIAYAH: Jurnal Pendidikan Dasar","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139186547","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}
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