scholarly journals Pengaruh Penggunaan Media Berbasis Information Technology Pada Pembelajaran IPA Terhadap Prestasi Belajar Ditinjau Dari Kemandirian Belajar

Teknodika ◽  
2017 ◽  
Vol 15 (1) ◽  
pp. 16
Author(s):  
Endang Lestari ◽  
Sunardi Sunardi ◽  
Nunuk Suryani
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Students ◽  
Random Sampling ◽  
Science Learning ◽  
School Students ◽  
Learning Achievement ◽  
Research Population ◽  
Media Interaction ◽  
The Difference

<p>The purpose to be achieved in this research is to know; 1) differences in the influence of the use of media ICT and conventional learning against learning achievement in grade V Diponegoro Cluster Elementary Schools, 2) the difference between the effect of learning independence in the high and low categories of the learning achievement of students in grade V Diponegoro Cluster Elementary Schools, 3) the interaction of the use of ICT media and learning independence on the learning achievement of the students of grade V Diponegoro Cluster Elementary School. This type of research uses the 2x2 Factorial Experimental Method. The research population was all elementary school students of grade V Diponegoro Cluster Elementary School, Bae sub-district, Kudus. The research is using Random Sampling Clusters, Selected SDN 2 Dersalam and SDN 1 Dersalam. Data collection techniques is using questionnaire and test. Hypothesis testing is using Two Path ANAVA Technique. The results of the study are: 1) there is significant differences in the influence of ICT learning media and conventional learning on science learning achievement (Fcount 4,808&gt; Ftable 4,000), 2) there is significant differences in the effect of learning independence on science learning achievement (Fcount 4,770&gt; Ftable 4,000), and 3 ) there is a significant influence of learning media interaction and learning independence on science learning achievement (Fcount 4.402&gt; Ftable 4,000)</p>

scholarly journals PENGARUH MODEL PEMBELAJARAN LURING DAN MODEL PEMBELAJARAN DARING TERHADAP PRESTASI BELAJAR SISWA METTA SCHOOL

2021 ◽  
Vol 35 (2) ◽  
pp. 105-113
Author(s):  
Wina Dhamayanti ◽  
Silvya Indraningtyas ◽  
Adji Sastrosupadi
Keyword(s):  
Elementary School ◽  
Online Learning ◽  
Elementary School Students ◽  
Learning Model ◽  
Report Cards ◽  
School Students ◽  
Model Learning ◽  
Learning Achievement ◽  
Offline Learning ◽  
The Difference

Penelitian ini bertujuan untuk mengetahui perbedaan pengaruh antara model pembelajaran luring dan model pembelajaran daring terhadap prestasi belajar siswa SD Metta School Surabaya. Desain yang digunakan dalam penelitian berbentuk eksperimen dengan pendekatan kuantitatif. Instrumen yang digunakan dalam penelitian ini adalah angket yang disebarkan kepada 44 siswa SD dari kelas III-VI dan dokumen berupa nilai raport siswa. Data yang telah diperoleh dari penyebaran angket kemudian dianalisis menggunakan skala likert dan diuji dengan menggunakan uji-z. Hasil penelitian ini menunjukkan bahwa model pembelajaran luring dan model pembelajaran daring ada pengaruh terhadap prestasi belajar, jika ditinjau dari persen capaian sebesar 95% dan 79,75%. Selanjutnya berdasarkan uji-z diperoleh nilai signifikansi 6,827> , sehingga dapat disimpulkan bahwa ada pengaruh yang sangat nyata pada model pembelajaran luring dan model pembelajaran daring terhadap prestasi belajar. Jadi, peran guru dalam proses pembelajaran sangat penting untuk memancing motivasi belajar anak. Hal tersebut, juga harus didorong oleh usaha peserta didik dalam kegiatan belajar, sehingga pengalaman yang diperolehnya dapat memberikan manfaat dalam belajar. Kata-kata Kunci: Luring, Daring, Prestasi Belajar   Abstract: The study aims to determine the difference in the effect of offline learning model and online learning model on student achievement at Metta School Surabaya Elementary School. The design used in this research is in the form of an experiment with a quantitative approach. The instrument used in this study was a questionnaire distributed to 44 elementary school students from grades III-VI and a document in the form of student report cards. Data obtained from questionnaire distribution and then analyzed using a Likert scale and tested using the z-test. The results of this study indicate that the offline learning model and online learning model have an influence on learning achievement, when viewed from the percentage of achievement of 95% and 79,75%. Furthermore, based on the z-test, a significance value of 6,827>  was obtained, so it can be concluded that there is a very significance effect on the offline learning model and online learning model on learning achievement. Keywords: Offline Learning Model, Online Learning Model, Learning  Achievement

scholarly journals Factors affecting the translation, interpretation, and extrapolation abilities in elementary school students' learning achievement

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Sri Wuryanti ◽  
Deni Hadiana ◽  
Rumondang Purwati
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Science Learning ◽  
Classroom Teacher ◽  
Achievement Level ◽  
School Students ◽  
Learning Achievement ◽  
Significance Level ◽  
Grade 5 ◽  
Level Of Significance

Abstract. This study was to determine the relationship between translation, interpretation, and extrapolation abilities on the level of learning achievement of elementary school students on Science subject matter. Meanwhile, the research method is descriptive quantitative. Data collection techniques used tests of understanding the concepts of translation, interpretation, and extrapolation with test techniques, and student learning achievement with secondary data in the form of documents owned by the classroom teacher. The data analysis technique uses the product-moment and regression test. Based on the research results it can be seen that; (1) Correlation between translation skills and the level of achievement in science learning of grade 5 students with rxy1 = 0.231 at a significance level of 0.057. The level of significance is satisfactory. (2) Correlation between the interpretation ability and the level of science learning achievement of grade 5 students with rxy1 = 0.401 at a significance level of 0.002. The level of significance is satisfactory. (3) Correlation between extrapolation ability and science learning achievement level of 5th-grade students with rxy1 = 420 at a significance level of 0.001. its level of significance is very satisfying. (4) Correlation between the ability of translation, interpretation, and extrapolation and the level of science learning achievement of grade 5 students with rxy123 = 0.470, F = 4.154 with df = 3: 44 at a significance level of 0.001. its level of significance is very satisfying.

scholarly journals “THE EFFECT OF MULTIPLE INTELLIGENCES ON STUDENT LEARNING ACHIEVEMENT OF ELEMENTARY SCHOOL STUDENTS IN CENTRAL JAVA.”

2021 ◽  
Vol 58 (1) ◽  
pp. 5104-5114
Author(s):  
Abu Dharin Et al.
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Linear Regression ◽  
Multiple Intelligences ◽  
Elementary School Students ◽  
Teacher Educator ◽  
School Students ◽  
Learning Achievement ◽  
Central Java ◽  
Significant Difference

Multiple intelligences-based learning helps students to develop the intelligence they have, Students can be helped to improve their intelligence and increase their weaknesses through the strengths they have. In addition, as a teacher as well as a teacher educator, it will be easier for them to develop the skills and talents of their students.This study aims to determine the effect of Multiple Intelligences on learning achievement in elementary schools in Central Java. The method used in this research is an experimental method such as explanatory research. The data were obtained from the Multiple Intelligences questionnaire and analyzed using multiple linear regression. From these results the study shows there is no significant difference between linguistic, logic and intelligence intra personal on the learning achievement of elementary school students. The analysis shows that the variables of linguistic, logical and intrapersonal intelligence have an influence on learning achievement

scholarly journals Studying Natural Science in Elementary School Using NOS-Oriented Cooperative Learning Model with the NHT Type

2018 ◽  
Vol 7 (2) ◽  
pp. 138-146
Author(s):  
I. N. Jampel ◽  
F. Fahrurrozi ◽  
G. Artawan ◽  
I. W. Widiana ◽  
D. P. Parmiti ◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Cooperative Learning ◽  
Elementary School Students ◽  
Natural Science ◽  
Science Learning ◽  
Learning Model ◽  
School Students ◽  
Positive Effects ◽  
Significant Difference

Elementary school students’ achievement in natural science in the academic year of 2015/2016 at Cluster V, Buleleng regency, Bali province was considerably low. An early observation also revealed low motivation, negative attitudes towards teachers, low self-esteem and low confidence in self-capability. Therefore, a breakthrough approach was urgently required to improve the students' performance in natural science learning. The current article aimed at investigating the effects of the (Nature of Science) NOS-oriented cooperative learning model with the Numbered Head Together (NHT) on the elementary school students’ achievement in natural science. The study was a quasi-experimental research adopting the post-test only control group design. The research conducted in elementary schools in Cluster V Buleleng sub-district, Buleleng regency, Bali, Indonesia. The research subject was 137 students in Grade 5 consisting of six classes from  5 elementary schools. The hypothesis was examined using an inferential statistics, the t-test. The results showed that there was a significant difference in the learning results of natural science between the students taught with the NOS-oriented cooperative learning model with the NHT type and those with the conventional learning model (t count = 7,048 >t table = 2,000). The students taught with the NOS-oriented constructive learning model with the NHT type achieved better than those with the conventional learning model. Therefore, it concluded that the NOS-oriented cooperative learning model with the NHT type gave positive effects on the fifth year students’ achievement in natural science learning.

scholarly journals Studi Kebiasaan Sarapan Pagi dan Pengaruhnya Terhadap Status Anemia dan Prestasi Belajar Anak Sekolah Dasar di Wilayah Pesisir dan Non Pesisir

2019 ◽  
Vol 1 (2) ◽  
pp. 38-47
Author(s):  
Ivanna Sardila Leba ◽  
Stefanus Manongga ◽  
Daniela Boeky
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Statistical Tests ◽  
Coastal Areas ◽  
School Students ◽  
Cross Sectional ◽  
Learning Achievement ◽  
Research Findings ◽  
The Difference ◽  
Waking Up

 Breakfast is an activity of eating and drinking starting from waking up in the morning and fulfilling 15-30% of daily nutritional needs. Breakfast could increase the concentration of learning and it believed could improves children's learning achievement. Delaying breakfast could increase the risk of anemia in children. People in coastal and non-coastal areas have different food supplies according to the environment and natural products that exist and it might make the difference of provision of the breakfast because it was related to the provision of the food. The purpose of this study is to analyze the influence of breakfast habits on anemia status and learning achievement of elementary school students at coastal and non-coastal area. This study used cross sectional research design and the population of this study were all elementary school students at Kupang city. The determination of this research samples used Slovin formula with a sample size of 100 respondents. And for the statistical tests used analysis of Simple Loistic Regression Test and Whitney Mann test. The statistical test results showed that there was an influence between breakfast habits frequency (p = 0,000), energy contribution (p = 0,000) and protein (p = 0,020) on anemia status. Therefore research findings was shown an influence between the contribution of energy (p = 0.032) and protein (p = 0.004), learning achievement (p = 0.409) on student’s learning achievement. Otherwise, there was no influence between anemia status and learning achievement (p = 0.520). The results of the Mann Whitney test showed that there was no difference between breakfast habits, anemia status and learning achievement in coastal and non-coastal areas.

scholarly journals Discovery Learning to Improve Science Learning Achievement of Class VI Elementary Students

2020 ◽  
Vol 3 (3) ◽  
pp. 725
Author(s):  
Titi Ariyanti
Keyword(s):  
Elementary School ◽  
Elementary Students ◽  
Elementary School Students ◽  
Science Learning ◽  
Learning Model ◽  
Discovery Learning ◽  
School Students ◽  
Learning Achievement ◽  
The Third ◽  
Science Subject

<p><em>The purposes this research was to determine that the aplication of the discovery learning model can improve the science learning achievement of grade VI elementary school students. </em><em>The research conducted was Classroom Action Research (CAR) for three cycles, with each cycle consisting of one meetin</em><em>g. </em><em>The stages of each cycle are planning, observation, observation and reflection</em><em>. </em><em>In the first cycle, the students who completed the test reached 60%</em><em>, in second cycle 80%</em><em>, </em><em>and the third cycle 87%. </em><em>These results indicate that the discovery learning model can improve the learning achievement of students in </em><em>grade</em><em> VI science subject</em><em> </em><em>matter at SDN Tepakyang.</em><em></em></p>

scholarly journals Science Learning Achievement Assessed from Emotional Intelligence of Students in Elementary School

2019 ◽  
Vol 2 (3) ◽  
pp. 74
Author(s):  
Hery Kresnadi
Keyword(s):  
Elementary School ◽  
Emotional Intelligence ◽  
Elementary School Students ◽  
Science Learning ◽  
Fifth Grade ◽  
School Students ◽  
Learning Achievement ◽  
Remote Areas ◽  
Provincial City ◽  
City District

The purpose of this study is to describe the relationship between Emotional Intelligence and natural science learning achievement of fifth-grade students in elementary schools. The method used is descriptive qualitative. Data collection was carried out using a questionnaire to get a picture of how the emotional intelligence of fifth-grade elementary school students located in the Provincial City, Regency City, District City and remote areas, how the learning achievement of fifth-grade elementary school students in the even semester of 2019 located in the provincial city, Regency Cities, Sub-district Cities, and Remote Areas, how are the links between Emotional Intelligence and Natural Science learning achievements of Grade V students of Elementary Schools in the even semester of 2019 located in Provincial Cities, Regency Cities, District Cities, and Remote Areas. Obtained a picture there is a link between emotional intelligence with science learning achievement of fifth-grade elementary school students in the even semester of 2019 which is located in the Provincial City, Regency City, District City and Remote Areas which is stated through the results of data analysis that shows the contribution of emotional intelligence to students’ learning outcomes.

scholarly journals DEVELOPMENT OF SCIENCE INTEGRATED LEARNING TOOLS FOR ELEMENTARY SCHOOL STUDENTS USED DICK AND CAREY MODELS’

2021 ◽  
Vol 22 (1) ◽  
pp. 44-62
Author(s):  
Karyadi
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Elementary School Students ◽  
Science Learning ◽  
Formative Evaluation ◽  
Learning Design ◽  
Learning Tools ◽  
Integrated Learning ◽  
School Students ◽  
The One

Abstract This study aim is to develop integrated natural science learning tools in fifth grade of Elementary School Semester I. The research and development method use the Dick and Carey model with the development stages: identifying goals, developing strategies, designing, drafting learning tools, and formative evaluation. The formative evaluation was carried out through expert tests involving content experts and learning design experts, while the one-to-one and small group tests involved students and teachers in four elementary schools in Cluster III, Seruyan Regency, Central Kalimantan. The average values of the assessment of content experts and learning design experts for modules (93), media (PowerPoint) (92), teacher guides (96), and student guides (94) that categorized as the highest quality. The results of the one-to-one trial through (1) student responses obtained the percentage value of each module (90.55), media (PowerPoint), and 88 student guides (92.23); and (2) the teacher's responses obtained the percentage value of each module (92), media (PowerPoint) 92) and teacher's guide (90), with the category of the highest quality of the device. The results of the small group trial achieved 100% completeness with a minimum completeness criteria of 60. The product development of the Integrated Natural Science learning module for elementary school students equipped with media (PowerPoint), the guiding for student and teacher, is suitable for integrated learning in elementary schools. Keywords: Integrated learning, Modules, Media (Power Point), Student Guide, Teacher Guide

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS IV SD NEGERI 004 SEBERANG TELUK HILIR KECAMATAN KUANTAN TENGAH KABUPATEN KUANTAN SINGINGI

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Kasmarni Kasmarni
Keyword(s):  
Elementary School ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Science Learning ◽  
Fourth Grade ◽  
Learning Model ◽  
Learning Science ◽  
School Students ◽  
Class Iv

This research is motivated by the results of learning science in fourth grade elementary school students who are still low. The purpose of this study was to improve the learning outcomes of science by applying the Cooperative Think Pair Share (TPS) type learning model. The results showed, seen from the basic score, students who completed as many as 11 people with a percentage of 47.82% while students who did not complete amounted to 12 people with a percentage of 52.17%. cycle I, students who completed at 17 people with a percentage of 73.91% while students who did not complete as many as 6 people with a percentage of 26.08%. cycle II, students who completed as many as 20 people with a percentage of 86.95% while the incomplete amounted to 3 people with a percentage of 13.04%. from the results of this study it can be concluded that by applying the cooperative learning model the Think Pair Share (TPS) type can improve the science learning outcomes of class IV elementary school 004 Seberang Teluk Hilir Kuantan Tengah District Kuantan Singingi Regency.

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