Pengantar Praktik Mendidik Anak Usia Sekolah Dasar

Trianingsih, Rima

doi:10.24235/al.ibtida.snj.v3i2.880

Cited by 66 publications

(65 citation statements)

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“…It can reduces the student desire to play excessive gadgets (Febrino, 2017). Islam confirms that the potential development of students is one of the responsibilities for parents as well as educators in schools (Jannah, 2015;Sukring, 2016;Trianingsih, 2016).…”

Section: Introductionmentioning

confidence: 92%

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Developing Red-White Monopoly Games through Integrative Thematic Learning in the Primary School

2019

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Playing is a fun activity and liked by children. It can be used as a media of learning. The observations carried out in SD Negeri 3 Sawah Lama Bandar Lampung found that the learning media used was not interesting for students to learn. The aims of the study are to determine the steps in developing a game of red-and-white monopoly media;to know the quality of red-and-white monopoly games; and to find out the responses of students to the red-and-white monopoly game. This study is a research anddevelopment (R & D) using the Borg and Gall model. The steps start from exploring potential aspect and its problems, data collection, product design, design validation, design revision, product testing, and product revision. The techniques of data collection are observations, interviews, and questionnaires.The data analysis technique uses is qualitative descriptive. The results of the analysis show that the assessment of material experts gained an average of 93% "very good",the assessment of media experts gained an average of 92% "very good", the assessment of education practitioners gained an average of 90% "very good". While the questionnaire responses of students in the small class trials gained an average of 96% "very good" andthe results of a large class trial gained an average of 94% "very good". Based on the results of the description above, the products developed by researchers are feasible to be used as learning media.

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Section: Introductionmentioning

confidence: 92%

“…Islamic Elementary School (Madrasah Ibtidaiyah) students level are children aged 6 to 12 years (Hajj, 2015;Jannah, 2015). At this age students are entering a concrete operational stage (Arifuddin & Arrosyid, 2017;Prastowo, 2014;Trianingsih, 2016). Students also will find more enjoyable times than playing gadgets.…”

Section: Introductionmentioning

confidence: 99%

Developing Red-White Monopoly Games through Integrative Thematic Learning in the Primary School

2019

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“…Anak dapat mengelompokkan obyek nyata ke dalam kelompok yang bervariasi. 9 Merawat kesehatan gigi dan mulut sangat esensial namun terkadang metode pembelajaran yang diterapkan dalam memberikan materi tentang kesehatan gigi dan mulut terkadang kurang efektif. Berdasarkan latar belakang tersebut maka penulis ingin melakukan penelitian untuk membandingkan antara dua metode pembelajaran yaitu kooperatif jigsaw dan konvensional terhadap perbedaan sikap dan pengetahuan kesehatan gigi dan mulut.…”

Section: Pendahuluanunclassified

“…Hal ini dapat disebabkan karena metode pembelajaran kooperatif jigsaw lebih aktif, kreatif dan dapat meningkatkan kerjasama antar kelompok dimana proses pembelajaran kooperatif jigsaw dilakukan melalui diskusi oleh kelompok ahli dan kelompok asal. 9 Metode pembelajaran jigsaw memiliki beberapa keunggulan, seperti dalam penelitian yang dilakukan oleh Rosyidah (2016) yang menyatakan keunggulan tersebut antara lain: siswa menjadi lebih mandiri dan tidak mutlak terikat pada guru, dapat mengemukakan gagasannya secara verbal, dan menguji serta membandingkan dengan gagasan atau opini orang lain dalam satu kelompok maupun dari kelompok lain, selain itu siswa menjadi terlatih untuk bertanggung jawab atas tugas yang diberikan. 10 Hasil uji independent sample t-test antara metode pembelajaran kooperatif tipe jigsaw dengan metode pembelajaran konvensional menunjukkan hasil bahwa terdapat perbedaan yang bermakna pada sikap dan pengetahuan.…”

Section: Pembahasanunclassified

Jigsaw versus Conventional Method towards Children’s Attitude and Knowledge of Dental and Oral Health

Alphianti

Mei

2019

JIDA

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Introduction: The effort in improving dental and oral health could be taken by giving information about oral and dental health as early as possible. Jigsaw cooperative learning method and conventional learning method are two of several learning methods that commonly used in order to giving information about dental and oral health. Objectives: The purpose of this study was to determine the comparison between both learning methods between, jigsaw cooperative and conventional, towards children’s attitude and knowledge of dental and oral health. Methods: This study was a quasi-experimental with non-randomized control group pre-test and post-test design. Sixty-eight students aged 10-11 from Muhammadiyah Suronatan Yogyakarta Elementary School was taken as the subjects and divided into 2 groups. Group A (n=36) was jigsaw cooperative learning method group and group B (n=32) was conventional learning method group. Each subject fulfilled two types questionnaire before and after giving lecture, such as attitude’s questionnaire and knowledge’s questionnaire of dental and oral health. Data were analyzed using paired t-test and independent t-test. Results: From the result of paired t-test, it showed that there were significant differences between before and after treatment in both groups at knowledge aspect (Group A: p=0.000 and group B: p=0.015) as well as attitude aspect (group A and B; p=0.000 respectively). Independent t-test showed there were significant differences between both groups in knowledge (p=0.003) and attitude (p=0.000). Conclusion: In this study, there were significant difference between jigsaw cooperative learning method and conventional learning method at knowledge and attitude aspects in children aged 10-11 years old. Children in group jigsaw cooperative learning method have higher score than children in group conventional learning method.

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“…6 Dengan zaman yang serba canggih, tentu guru diwajibkan untuk bisa merancang suatu pembelajaran dengan berbagai model, metode serta media yang dapat membuat pembelajaran di kelas lebih bermakna dan menyenangkan. 7 Guru sekolah minggu dapat melihat peluang yang ada untuk menyampaikan firman Tuhan secara kreatif. Telah banyak metode pembelajaran yang menggunakan berbagai media yang mengikuti perkembangan zaman salah satunya melalui media audiovisual yang di dalam media ini, dan yang sering digunakan untuk pembelajaran adalah film.…”

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Metode Pembelajaran Melalui Film Superbook dan Minat Belajar Firman Tuhan Pada Anak Usia 6-8 Tahun

Bayoe¹,

Kouwagam²,

Tanyit³

2019

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AbstrakTujuan penulisan ini ialah untuk mengkaji metode pembelajaran melalui film Superbook dan minat belajar firman Tuhan pada anak usia 6-8 tahun. Metode yang dipakai ialah metode penelitian kualitatif deskriptif dengan menggunakan studi kepustakaan dan penelitian lapangan berupa observasi dan wawancara kepada anak usia 6-8 tahun. Kriteria anak yang berminat jika anak senang untuk belajar, tertarik untuk belajar, terlibat aktif di dalam pelajaran maupun memberikan perhatian saat proses pembelajaran dengan tetap berkonsentrasi. Hasil observasi menunjukkan minat belajar firman Tuhan pada anak usia 6-8 tahun untuk belajar nilai-nilai Alkitab, dan dapat bertumbuh di dalam Tuhan melalui media film.Kata-kata kunci: metode, pembelajaran, film, Superbook, minat, usia AbstractThe purpose of this paper is to study the learning method through Superbook film and learning interest God's word in child aged 6-8 years. The method used is descriptive qualitative research method using library research, and field research in the form of observation and interviews with child aged 6-8 years. Criteria for children who are interested if the child is happy to learn, interested in learning, actively involved in the lesson, and giving attention during the learning process by staying focused. The observations show interest in learning God's Word to child aged 6-8 years to learn biblical values, and can grow in God through film media.

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Pengantar Praktik Mendidik Anak Usia Sekolah Dasar

Cited by 66 publications

References 0 publications

Developing Red-White Monopoly Games through Integrative Thematic Learning in the Primary School

Developing Red-White Monopoly Games through Integrative Thematic Learning in the Primary School

Jigsaw versus Conventional Method towards Children’s Attitude and Knowledge of Dental and Oral Health

Metode Pembelajaran Melalui Film Superbook dan Minat Belajar Firman Tuhan Pada Anak Usia 6-8 Tahun

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