The purpose of this study was to determine how the level of numeracy literacy skills of students based on cognitive style, namely reflective-impulsive. The method used in this study was a quantitative research with a survey method. The object of the study or population was the 2018 PGSD Bone student class using the MFFT test to see cognitive style and written test related to numeracy literacy skills. The result of the research and discussion showed that the numeracy literacy ability of students was still not maximal, namely 34.7%. Judging from the cognitive style, 55% entered into reflective cognitive style and 22.08% entered an impulsive style. The reflective cognitive style in solving the questions takes a long time, but the results obtained to be correct or accurate, while the impulsive cognitive style is said to rush in answering and tend to be wrong. Another finding is that there are reflective cognitive style with a long time used but the answers are also many wrong and about 10% impulsive style answers correct in a short time. To improve numeracy literacy skills, a learning strategy or model is needed in accordance with the characteristics of students to develop creative, critical, high-order thinking by integrating 21st century
The purpose research is of this study is for decribe application of inquiry learning model can improve science learning outcomes of fifth gradestudents of SD inpres 6/75 Ta’ sub-district Tanete Riattang district Bone. This classroom action research is recyled using a descriptive qualitative approach. Each cycle consists of four stages including planning, execution, observation and reflection. The focus of this research is application of inquiry learning model and science learning outcomes. Subject of this research is teacher and of fifth gradestudents of SD inpres 6/75 Ta’ sub-district Tanete Riattang district Bone. The data collection technique is test, observation and documentation with qualitative data analysis techniques that is reduce data, presents data and draw a conclusion. Research result shows improvement in student learning outcomes from cycle I with enough category and increased into a good category in cycle II. The conclusion of this study is to use application of inquiry learning model can improve science learning outcomes of fifth gradestudents of SD inpres 6/75 Ta’ sub-district Tanete Riattang district Bone.
The problem in this study is the lack of parental attention to students, so students are less disciplined in learning. This study is a quantitative study with a correlation design which aims to determine the relationship between parental attention and learning discipline for fifth grade students in SD Cluster II. The results showed that there was a significant relationship between parental attention to the learning discipline of fifth graders at SD Cluster II with a tcount value of (4.5302) greater (>) ttable value (1.68488), which means H0 is rejected and H1 is accepted. Based on the analysis of the data above, it can be concluded that parental attention will have an impact on student learning discipline. So, the better the parents' attention, the better the student's learning discipline. From these conclusions, the impact resulting from this study is known that good parental attention will improve student learning discipline.
This research is a type of descriptive qualitative research that aims to find out how the perceptions of classroom teachers at SD Inpres 6/75 Ta Kecamatan Tanete Riattang Kabupaten Bone, regarding 21st century learning skills today. Data was collected by giving questionnaires (questionnaire) and in-depth interviews. Data reduction analysis techniques, data display, and conclusion drawing/verification. Class teachers' perceptions of 21st century learning can be viewed from four descriptors, namely, (1) Teacher's motivation to always apply 21st century skills. (2) Learning skills always support the components of creative thinking and collaboration of students. (3) Encouraging students to always demonstrate the ability to think critically and communicate well. (4) Teachers try to improve their quality by improving their information, media and technology skills. The results of the study showed that the 5 classroom teachers who were interviewed, 4 of whom did not experience obstacles in the implementation of 21st century learning, only 1 class teacher who experienced slight obstacles, namely during the ICT learning process where facilities and infrastructure were felt to be lacking to support the 21st century skills learning process. The conclusion of this study is that the perception of classroom teachers on 21st century learning at SD Inpres 6/75 Ta Kecamatan Tanete Riattang District Kabupaten Bone is said to be good and can improve students' skills in 21st century learning.
Program Studi PGSD Fakultas Ilmu Pendidikan UNM 1 syamsuddin.s@unm.ac.id 2 m.idris.jafar@unm.ac.id 3 rahmawati.patta@unm.ac.id ABSTRAKTujuan yang ingin dicapai dalam penelitian adalah untuk memperoleh gambaran tingkat kemampuan siswa kelas III SD Kecamatan Ulaweng Kabupaten Bone.Penelitian ini termasuk penelitian deskriptif kuantitatif yang bervariabel tunggal, yaitu kemampuan berhitung siswa kelas III SD. Populasinya adalaah seluruh siswa kelas III SD Negeri Kecamatan Ulaweng Kabupaten Bone. Sampel sekolah ditarik secara area random sampling setiap gugus kepengawasan UPTD Kecamatan Ulaweng. Karena ada empat gugus sehingga ada empat sekolah sebagai sampel sekolah dan siswa kelas III dari sekolah tersebut sekaligus menjadi subjek penelitian. Instrumen pengumpulan data digunan tes. Data hasil tes dianalisis dengan teknik analisis statistik deskriptif berupa distribusi frekuensi, rata-rata hitung, simpangan baku, dan persentase. Berdasarkan analisis data disimpulkan bahwa tingkat kemampuan berhitung siswa kelas III SD Negeri Kecamatan Ulaweng Kabupaten Bone berada pada kategori rendah. Rendahnya hasil belajar matematika siswa kelas III SD, tentunya dapat direkomendasikan kepada semua pihak yang punya kepentingan dalam dunia pendidikan agar dapat lebih berupaya meningkatkan proses pembelajar matematika di sekolah dasar.
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