https://ejournal-unipra.com/index.php/JWPD/issue/feed JURNAL WAHANA PENDIDIKAN DASAR 2020-06-28T19:55:39+07:00 Fitria Hidayati wahanapendidikan@yahoo.co.id Open Journal Systems <p><strong>Jurnal Wahana Pendidikan Dasar (JWPD) terbit dua kali setahun, bulan Januari dan bulan Juli. Jurnal Wahana Pendidikan Dasar berisi tulisan ilmiah tentang pendidikan dasar yang meliputi pengembangan model pembelajaran, peningkatan kompetensi guru dan pengelolan kelas , baik yang ditulis dalam bahasa Indonesia maupun bahasa Inggris.&nbsp;</strong></p> <p><strong>ISSN : 2303-2685&nbsp; &nbsp; &nbsp; </strong></p> <p><strong>&nbsp;</strong><strong>Indexed&nbsp; by&nbsp; &nbsp;</strong>&nbsp;<a href="https://scholar.google.co.id/citations?user=Aadb6ZYAAAAJ&amp;hl=en"><img src="http://nps.unud.ac.id/assets/uploads/google_scholar_logo.JPG" width="27" height="6"></a><a href="https://journals.indexcopernicus.com/search/details?id=48985&amp;lang=en"><img src="http://www.journals.savap.org.pk/images/cop.jpg" alt="Pic 1" width="33" height="10"></a><a href="http://onesearch.id/Repositories/Repository?library_id=1527"><img src="http://nps.unud.ac.id/assets/uploads/idonesearch.png" width="27" height="9"></a></p> <p style="text-align: justify;"><strong><a href="https://www.researchbib.com/view/issn/2303-2685">Reference:&nbsp;</a> </strong><strong><sub><code><a href="https://www.mendeley.com/download-desktop/"><img src="http://jamal.ub.ac.id/styles/images/mendeley.png" width="30" height="7"></a><a href="http://www.endnote.com/"><img src="http://journal.ubaya.ac.id/public/site/images/maya/logo-endnote.png" width="27" height="7"></a></code></sub></strong></p> https://ejournal-unipra.com/index.php/JWPD/article/view/90 A. Penerapan Metode Demonstrasi Dengan Menggunakan Media Sedotan Warna Dan Gelas Plastik Untuk Meningkatkan Hasil Belajar Pada Konsep Perkalian Dan Pembagian Siswa Kelas II SD Angkasa Surabaya 2020-04-24T16:19:43+07:00 Endah Rahmawati ainioktaviani88@yahoo.com Jaenal Abidin ainioktaviani88@yahoo.com <p><strong>Abstract</strong></p> <p><strong>&nbsp;</strong></p> <p><em>Mathematics learning materials for multiplication and distribution operations carried out in SD Angkasa Surabaya in class II have not fully involved students' roles optimally. As a result, these activities are affected by students' numeracy ability to be less than optimal. The ability to calculate class II multiplication and division material, obtained data as many as 19 students who had not reached the KKM score of 24 students.</em></p> <p><em>To obtain the results of the study, the research method used was the PTK model Arikunto et al. This research was conducted in two learning cycles which included four stages: Planning, Acting, Observing, Reflecting. Data collection is obtained through teacher and student observation, tests, and documentation.</em></p> <p><em>The delivery of the demonstration method using color straw media and plastic straws can improve students' ability to calculate multiplication and division operations in class II SD Angkasa Surabaya students. This is evidenced by the increase in the observation of teacher and student activities experienced an increase, namely, from observation of the teacher's activity scores increased from 72.5% in the first cycle, to 93.3% in the second cycle. Then the score of student activity from the acquisition of 72% in the first cycle, became 86.6% in the second cycle. In addition, the increase in student counting can be categorized as successful. This is evident from the first cycle and the second cycle, from 66.67% to 91.66%.</em></p> <p><strong><em>Keywords</em></strong><em>: Calculating Ability, Multiplication and Distribution Operations, Demonstration Methods</em>.</p> 2019-01-06T00:00:00+07:00 Copyright (c) 2019 JURNAL WAHANA PENDIDIKAN DASAR https://ejournal-unipra.com/index.php/JWPD/article/view/91 B. Peningkatan Hasil Belajar Matematika Menggunakan Metode Demonstrasi Dalam Pembuktian Luas Bangun Datar Siswa Kelas V SDN 2 Banyuurip Ujungpangkah Gresik Tahun Ajaran 2018 / 2019 2020-04-24T16:19:42+07:00 Imam Suharso ainioktaviani88@yahoo.com Angga Arif Kurniawan ainioktaviani88@yahoo.com <p><strong>Abstract</strong></p> <p><strong>&nbsp;</strong></p> <p><em>Learning activities are low because the learning method applied is not appropriate, therefore researchers are interested in conducting classroom action research with the title "Improving Mathematics Learning Outcomes Using Demonstration Methods In Proving the Area of ??Flat Building is the result of classroom action research that ultimately results can be developed in school institutions, so that a little can help teachers overcome mathematics learning which is expected to improve the quality of learning through Demonstration methods. The results of the analysis that have been performed are analyzed. on the first and second cycles of learning with the use of Demonstration media. Students who got a score of 70 and above were 3 students, while those who scored less than 70 there were 4 students. Thus students who complete their study are 43%, so that classically it has not been completed. While from the daily repetition analysis in the second cycle towards increasing classical completeness from 43% in the first cycle to 100% and the average value from 65 to 88. Based on the results the research that has been done can be concluded that the demonstration method can improve the results and mathematics learning activities of class V students on extensive evidence of flat building material.</em></p> <p><em>&nbsp;</em></p> <p><strong><em>Keywords:</em></strong><em>&nbsp;Demonstration Method, Proof of Build Flat Area.</em></p> 2019-01-07T00:00:00+07:00 Copyright (c) 2019 JURNAL WAHANA PENDIDIKAN DASAR https://ejournal-unipra.com/index.php/JWPD/article/view/92 C. Peningkatan Hasil Belajar IPS Materi Dokumen Pribadi Dan Dokumen Keluarga Menggunakan Model Pembelajaran Jigsaw Pada Siswa Kelas II SD Negeri Sidomukti Bungah Gresik Tahun Pelajaran 2018 / 2019 2020-04-24T16:19:44+07:00 Bambang Widjajanto ainioktaviani88@yahoo.com Fakhriyah Nur Diana ainioktaviani88@yahoo.com <p><strong>Abstract</strong></p> <p><em>This study aims to improve student learning outcomes in social studies subjects through the use of the Jigsaw cooperative learning model.This research is a classroom action research conducted with 2 cycles. Each cycle consists of four stages, namely: planning, implementation, observation, reflection. As the subject of this study were second grade students of SD Negeri Sidomukti Bungah Gresik with a total of 18 students. Data collection techniques used are test, observation, documentation. Tests for learning outcomes and observation data for teacher activity data.</em></p> <p><em>The results of this study that have been carried out in two cycles by applying the Jigsaw cooperative learning model succeeded in improving student learning outcomes in social studies learning. This is evidenced by the increase in learning outcomes of class II Sidomukti Bungah Gresik Elementary School students who initially did not complete 10 students with classical completeness 44% to 4 students with 77% classical completeness.</em></p> <p><em>Based on the results of this study, it can be concluded that social studies learning in the Jigsaw type cooperative learning model in class II SD Negeri Sidomukti Bungung Gresik can improve student learning outcomes.</em></p> <p><em>&nbsp;</em></p> <p><strong><em>Keywords</em></strong><em>: Improvement, Learning Outcomes, Cooperative Type Jigsaw Model</em></p> 2020-04-24T00:00:00+07:00 Copyright (c) 2019 JURNAL WAHANA PENDIDIKAN DASAR https://ejournal-unipra.com/index.php/JWPD/article/view/93 D. Peningkatan Hasil Belajar Matematika Pada Siswa Kelas III Melalui Model Pembelajaran Kooperatif Tipe NHT (Numbered Heads Together) Di SDN 2 Banyuurip Ujungpangkah Gresik Tahun Pelajaran 2018/2019 2020-04-24T16:19:45+07:00 Elmi listiyonongsih ainioktaviani88@yahoo.com Dzawil Almaiyah ainioktaviani88@yahoo.com <p><strong>Abstract</strong></p> <p><strong>&nbsp;</strong></p> <p><em>This research is motivated by the low problem of achievement of Mathematics values ??because students who are still not paying attention to the lessons when learning takes place, the low understanding of students about the measurement material (weight, length, and time), the lack of creativity of the teacher in delivering. So that student learning outcomes tend to be low. This is what makes researchers want to apply the cooperative learning model type NHT (Numbered Heads Together).</em></p> <p><em>The steps of learning by applying the cooperative learning model type NHT (Numbered Heads Together) are, 1) Numbering 2) Submission of questions 3) Think together 4) Giving answers. Based on the results of this study it can be concluded that through the cooperative learning model type NHT (Numbered Heads Together) can improve student learning outcomes from 57% with an average of 72 increasing to 87% with an average of 83.</em></p> <p><em>&nbsp;</em></p> <p><strong><em>Keywords</em></strong><em>: Mathematics Learning Outcomes, Cooperative Learning Model NHT Type (Numbered Heads Together)</em></p> 2019-01-07T00:00:00+07:00 Copyright (c) 2019 JURNAL WAHANA PENDIDIKAN DASAR https://ejournal-unipra.com/index.php/JWPD/article/view/94 E. Peningkatan Hasil Belajar Siswa Kelas VI SD Negeri 1 Depok, Kabupaten Trenggalek,Pada Materi Proses Pemilu Dan Pilkada Melalui Metode Bermain Peran 2020-04-24T16:19:46+07:00 Fitria Hidayati ainioktaviani88@yahoo.com Bara Juangga ainioktaviani88@yahoo.com <p><strong>Abstract</strong></p> <p><em>Learning carried out by teachers / researchers in class VI of SD Negeri 1 Depok, Trenggalek Regency, on the material for elections and local elections many obstacles experienced. This election learning requires students to understand, understand and master the electoral and election material. Mastery of material in class VI students is still very less seen from the results of tests on this material. Of the 18 class VI students only 7 students complete their studies or get learning outcomes in accordance with KKM. The rest is still getting a value under KKM. Based on the formulation of the problem above, this study aims to determine the improvement in learning outcomes of class VI students at SD Negeri 1 Depok, Trenggalek Regency, on the material of the electoral process and local elections through the role playing method. This research refers to the improvement of continuous learning. Kemmis and Taggart (1988: 14) state that the action research model is spiral. This research was conducted using 2 cycles, namely Suklis I and cycle II. Each cycle consists of planning, implementation, observation and reflection. Based on data analysis, it can be described that the results of the first cycle test amounted to 74.89, the results of the second cycle test were 81.72 so that there was an increase of 6.83. The results of the first cycle of observations amounted to 52.21%, the results of the second cycle of observations amounted to 79.99% so that an increase of 27.78%. The overall increase amounted to 34.61 with an average increase of 17.30%.</em><em>&nbsp;</em><em>Thus it can be concluded that there is an increase in learning outcomes of class VI students at SD Negeri 1 Depok, Trenggalek Regency, on the material of the electoral process and local elections through the role playing method.</em></p> <p><em>&nbsp;</em></p> <p><strong><em>Keywords:</em></strong><em>&nbsp;Learning Outcomes, Role Playing Methods</em></p> 2019-01-07T00:00:00+07:00 Copyright (c) 2019 JURNAL WAHANA PENDIDIKAN DASAR https://ejournal-unipra.com/index.php/JWPD/article/view/95 F. Peningkatan Hasil Belajar IPA Melalui Model Pembelajaran Kooperatif Tipe STAD (Student Team Achievement Division) Pada Siswa Kelas II SDN Sidomukti Bungah Gresik Tahun Pelajaran 2018/2019 2020-04-24T16:19:47+07:00 Juwita Permata Arya Utari ainioktaviani88@yahoo.com Iin Hardiyanti Sri Rohmania ainioktaviani88@yahoo.com <p><strong>Abstrac</strong></p> <p>&nbsp;</p> <p><em>This research is motivated by the problem of students' lack of motivation in participating in science learning because teachers still use conventional learning models. So that student learning outcomes tend to be low. This makes researchers want to apply the STAD type cooperative learning model (Student Team Achievement Division).</em></p> <p><em>The research subjects were the second grade students of SDN Sidomukti Bungah Gresik which numbered 18 students. Theoretical studies that support this research include the notion of learning and learning outcomes, kinds of learning outcomes, factors that influence learning outcomes, understanding of natural sciences, characteristics of learning natural sciences, learning objectives of natural sciences, learning of natural sciences at school basic, characteristics of elementary school students, cooperative learning models, STAD models (Student Team Achievement Division), science materials for animal and plant growth. Based on the results of this study it can be concluded that through the cooperative learning model STAD type (Student Team Achievement Division) can improve student learning outcomes from 94% increase to 100%.</em></p> <p><em>&nbsp;</em></p> <p><strong><em>Keywords:</em></strong><em>&nbsp;Science Learning Outcomes, STAD Type Cooperative Learning Model (Student Team Achievement Division).</em></p> 2019-01-07T00:00:00+07:00 Copyright (c) 2019 JURNAL WAHANA PENDIDIKAN DASAR https://ejournal-unipra.com/index.php/JWPD/article/view/96 G. Peningkatan Prestasi Belajar IPS Pada Kompetensi Dasar Perjuangan Tokoh Pejuang Pada Masa Penjajahan Belanda Melalui Model Jigsaw Pada Siswa Kelas V MI Darul Ulum Desa Toba Timur Kabupaten Sampang Tahun Pelajaran 2018/2019 2020-04-24T16:19:48+07:00 AH. Busyairi ainioktaviani88@yahoo.com Rizal Pahlevi ainioktaviani88@yahoo.com <p><strong>Abstract</strong></p> <p><em>For most students in school, social studies are considered difficult subjects, although not a few enjoy this lesson. Many of the school students, especially elementary schools, are the basic level of all education that children will undergo complaining about social studies. They consider IPS as a difficult and tedious lesson. Moreover, if they get a score below the average. If this situation continues to the level of education, then, throughout their education they consider Ips to be the scariest lesson. In fact, IPS is actually an exciting lesson especially for elementary students.</em></p> <p><em>In general, this activity aims to determine the role of the Jigsaw type cooperative learning model in improving the learning achievement of fifth grade students and to find out how the impact of using the Jigsaw type cooperative learning model on student achievement in social studies learning. The benefit of this activity is to provide information about the use of the Jigsaw type cooperative learning model in social studies learning.</em></p> <p><em>To achieve the objectives set in the study used a descriptive qualitative method by using observational data analysis and social studies learning data to increase from the initial cycle to the second cycle. In the initial cycle = 59.4, Cycle I = 75.4, Cycle II = 79.04. Thus, it can be concluded that the use of the Jigsaw type cooperative learning method in social studies learning can increase the fifth grade students of MI Darul Ulum, East Toba Village, Sokobanah District, Sampang Regency.</em></p> <p><em>&nbsp;</em></p> <p><strong><em>Keywords</em></strong><em>: Cooperative Model, Type Jigsaw</em></p> 2019-01-07T00:00:00+07:00 Copyright (c) 2019 JURNAL WAHANA PENDIDIKAN DASAR https://ejournal-unipra.com/index.php/JWPD/article/view/97 H. Pengembangan Modul Mata Kuliah Pembelajaran Terpadu Untuk Meningkatkan Perkuliahan Di Jurusan S-1 PGSD FIP UNESA 2020-04-24T16:19:49+07:00 Julianto . ainioktaviani88@yahoo.com Jandut Gregorius ainioktaviani88@yahoo.com Endang Darmawati ainioktaviani88@yahoo.com <p><strong>Abstract</strong></p> <p><em>S1 PGSD in the curriculum, integrated learning is one of the subjects that must be programmed S1 students PGSD (UNESA Handbook, 2011-2012). Through several revisions description of the curriculum, this course has not had a textbook that is adequate for students S1 PGSD, just book supplements of program D-2, and publications such as Fogarti that have not been able to provide examples of real students PGSD as well as the occurrence of disagreement between lecturers eye the lecture. For the purpose of this research proposal was made to develop an integrated learning course modules in accordance with their lessons in primary schools. The module includes (1) the introduction, (2) Learning Activities section, and (3) references. Introductory section contains (1) a general explanation of the module, (2) indicator of learning. Learning Activities section contains (1) a description of the content of learning, (2) summarize, (3) test, (4) the answer key, and (5) feedback. Contributions in the study subjects resulted in a module integrated learning at the Department PGSD Unesa FIP. This research is a development being done by developing an integrated learning course modules. This module adopts the model of development of research and development by Gravemeijer (1994, in Amin, 2006) which includes the steps of: 1) Analysis of the problem; 2) Design; 3) Realization; 4) Validation; and 5) Implementation. In this study only at the stage 3 only namely to produce a draft module integrated learning courses. Outcomes in this study is the MK Module Integrated Learning. So far, it can be concluded that the research module development conducted by researchers went according to planned time, so it can produce MK Module Integrated Learning accordance with the characteristics and needs of students in the field. Modules produced in this study, requires students to learn independently in understanding the concepts that exist in the MK-integrated learning, in addition to regular students attend lectures in the classroom.</em></p> <p><em>Based on the expert validation results showed that the modules that have been developed feasible for use with some revisions suggested by the experts. For expert validation results gained an average of 4.13 for the material terms, in terms of construction 4.10, and 4.20 in terms of language. While student response to MK module Integrated Learning gained an average of 4.33 in material terms, in terms of construction of 4.35 and 4.64 in terms of language. As for suggestions obtained from the results of validation and student response associated with the writing (spacing, font, and font letters are used) and the summary contained in the module are simplified.</em></p> <p><em><br></em><strong><em>Keywords:</em></strong><em>&nbsp;Module, Integrated Learning, PGSD.</em></p> 2019-01-07T00:00:00+07:00 Copyright (c) 2019 JURNAL WAHANA PENDIDIKAN DASAR