ABSTRAKDisiplin dan tanggung jawab merupakan nilai-nilai karakter yang cukup menjadi sorotan saat ini. Misi penelitian ini yaitu mengembangkan karakter disiplin dan tanggung jawab siswa dengan menerapkan pendekatan saintifik di sekolah dasar. Penelitian ini dilakukan karena melihat banyaknya kasus atau fenomena siswa yang menunjukan perilaku kurang disiplin dan tanggung jawab baik bagi dirinya maupun di hadapan orang lain. Penelitian ini akan mengupas tentang pembentukan karakter disiplin dan tanggung jawab siswa melalui pendekatan saintifik. Metode kuasi eksperimen, merupakan metode dengan menggunakan kelas eksperimen dan kelas kontrol untuk melihat pengaruh Pendekatan Saintifik terhadap karakter disiplin dan tanggung jawab siswa. Hasil penelitian ini dilihat dari presentase rata-rata kelas eksperimen mengalami peningkatan, yang mulanya 60,08% menjadi 76,18% pada karakter disiplin dan 60,07 mengalami peningkatan menjadi 82,86% dengan kriteria hampir seluruhnya siswa memiliki sikap disiplin dan tanggung jawab. Sedangkan pada kelas kontrol peningkatan rata-rata keseluruhan skala awal dan skala akhir sikap disiplin dan tanggung jawab di kelas kontrol menunjukkan 46,27% meningkat menjadi 51,84% pada karakter disiplin dan 44,85% mengalami peningkatan dengan presentase 62,69%, berdasarkan hasil presentase tersebut menunjukkan bahwa pendekatan saintifik dapat mengembangkan karakter disiplin dan tanggung jawab siswa serta lebih baik dibandingkan pendekatan konvensional.Kata Kunci : Pendekatan Saintifik, Disiplin. Tanggung JawabABSTRACTDiscipline and responsibility are the values of character that are sufficiently highlighted today. The mission of this research is to develop the character of discipline and responsibility of students by applying scientific approach in elementary school. This study was conducted because it saw the number of cases or phenomenon of students who showed less discipline behavior and responsibility for both themselves and in the presence of others. This research will explore the formation of the character of discipline and student responsibility through a scientific approach. The quasi-experiment method is a method by using experimental class and control class to see the influence of the Scientific Approach to the character of discipline and student responsibility. The results of this study seen from the average percentage of experimental class increased, 60.08% in the beginning to 76.18% in the character discipline and 60.07 increased to 82.86% with the criteria almost all students have the attitude of discipline and responsibility. While in the control class The average increase of the overall initial scale and the final scale of discipline and responsibility attitude in the control class showed 46.27% increase to 51.84% on the character of discipline and 44.85% increased by 62.69% percentage, based on the results of the percentage showed that the scientific approach can develop the character of discipline and student responsibility and better than the conventional approach.Keywords: Scientific Approach, Discipline. Responsible
Verbal-Linguistic Intelligence and Kinesthetic-Body Intelligence are important for students to have at an early age. The purpose of this study is to see improvement in Verbal-Linguistic and Kinesthetic-Body Intelligence through Instagram-assisted Scientific Approaches. The study used a pre-experimental method with one group pretest-posttest design on the thematic learning of my hobby topic. Determination of the sample by purposive sampling technique. Participants consisted of 15 male students and 12 female students in first-grade elementary school in Purwakarta Regency. Measurement through observation and documentation to observe and record the activities of students' verbal-linguistic and kinesthetic intelligence. Research shows an increase in Verbal-Linguistic and Kinesthetic-Body Intelligence is in the medium category with n-gain values of 0.59 and 0.56, and an increase in Verbal-Linguistic and Kinesthetic-Body Intelligence after learning with a more scientific-assisted Instagram approach significantly better than before being treated with sig. 0,000<0.05. The use of Instagram shows students enthusiastic about expressing their hobbies. Learning development should be able to accommodate a variety of student intelligence and utilize social media that serves to facilitate learning and assessment more interesting
To generate high-quality research, a reliable instrument is required. This study aims to develop an instrument that can measure mathematical dimensions of elementary school students appropriately, for use in mathematics learning on spatial geometry. Each statement item in Mathematical Anxiety Instrument was developed based on 3 learning aspects, namely Attitudinal, Cognitive, Somatic. This study uses Research and Development (R&D) method with a quasi-experimental design on geometry topic. The sample is 100 sixth grade students in an elementary school located in Karawang Regency. The instrument developed in this study is in the form of a questionnaire with closed-ended questions. The validity test analysis implies that 23 out of 30 items on the instrument are valid. This data is supported by Cronbach's Alpha test results, where all item has reliability value higher than 0.80 indicating that the instrument being tested has a very high-test reliability. Therefore, 23 items out of 30 items were developed into instruments for measuring mathematics anxiety that applicable in Mathematics learning activities. Thus, it leads to the conclusion that this mathematics anxiety questionnaire can be utilized as an instrument for future research.
Driven by the elementary students' low self-efficacy (SE) in learning mathematics, this study aims to delve deeper into the interaction between learning based on Mathematical Prior Ability (MPA) and the improvement of students' SE after the implementation of Concrete-Pictorial-Abstract (CPA) approach. In total, 119 elementary school students from Purwakarta, Subang, Karawang dan Bekasi participated. Both tests and non-tests were used as the instruments of this study. Using a quasi-experimental design with a nonequivalent pretest-posttest control group, a two-way ANOVA was used as the technical analysis of the data. The research results revealed that the learning factors are higher than 0.05 i.e. (0.235), the significance of the MPA factor is smaller than 0.05 i.e. (0.030), and the significance of the interaction factor (Learning MPA) is higher than 0.05 i.e. (0.301). It can be concluded that there is an interaction between learning (CPA and conventional) based on MPA and the students' SE. Thus, the CPA approach can be used to enhance the students' SE so that they can learn with higher confidence.
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