scholarly journals Analisa Faktor-Faktor yang Mempengaruhi Proses Belajar Guru-Guru Sekolah Dasar

2017 ◽  
Vol 4 (2) ◽  
pp. 205
Author(s):  
Indri Anugraheni
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Local Governments ◽  
Research Subjects ◽  
School Teachers ◽  
Factors Influencing ◽  
The Media

<p>The purpose of this research is to know and describe factors influencing elementary school teachers in Biak Numfor District, and efforts made by elementary school teachers of Biak and suggestions for the development of education especially in Biak Numfor District. The method used in this research is descriptive. The research subjects were elementary school teachers in Biak Numfor District. Data obtained by distributing instrument in the form of Questionnaire. The results of a questionnaire that was distributed to 31 elementary school teachers in Biak Numfor district showed that many of the obstacles experienced by teachers. Obstacles experienced by elementary school teachers in Biak Numfor district are teachers experiencing obstacles in preparing the lesson, teachers experience barriers in determining methods and media used in learning, teachers experience barriers in determining the evaluation used in learning. Efforts by teachers to overcome these obstacles are many students who do not have a handbook then the teachers, and teachers use the media in school. Teachers hope the attention of local governments need to be improved again.</p>

scholarly journals PERMAINAN TRADISIONAL CUBLAK-CUBLAK SUWENG DARI PROVINSI YOGYAKARTA DAN PEMBENTUKAN KARAKTER TANGGUNG JAWAB PADA PESERTA DIDIK MI/SD DI INDONESIA

2020 ◽  
Vol 3 (2) ◽  
pp. 135
Author(s):  
Yosie Ervanda ◽  
Anis Fuadah Z
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Research Method ◽  
Research Subjects ◽  
School Teachers ◽  
Is Research ◽  
The Government ◽  
Role Of The Government ◽  
The Impact

The purpose of this study was to see the traditional cublak-cublak suweng game from D.I Yogyakarta, and the order for the character of responsibility for students. Knowing the method of implementing the cublak-cublek suweng game that can shape the character of responsibility for students. This research method is research research. The research subjects were research articles and web that discussed the cublak-cublak suweng game that could be accounted for for its authenticity and correctness. The scope of this research includes elementary school teachers, elementary school children, and the surrounding community who are familiar with this game, as well as the role of the government in preserving the cublak-cublak suweng game and applying it to elementary schools at this time.This research was conducted to explain whether the cublak-cublak suweng game in the present era can give pleasure after being played and the impact that occurs after being played 1) Introduction to what cublak-cublak suweng is and how to play it. 2) Implementation of the cublak-cublek suweng model that can develop the character of responsibility for students, 3) The effectiveness of the cublak-cublak suweng game in shaping the character of responsibility for students. 4) what are the effects if you continue to drink it again and again. 

Evaluation of Two Approaches to Educating Elementary Schoolteachers About Insulin-Dependent Diabetes Mellitus

1989 ◽  
Vol 15 (6) ◽  
pp. 510-513 ◽  
Author(s):  
Harriett M. Gesteland ◽  
Sharon Sims ◽  
Rob N. Lindsay
Keyword(s):  
Diabetes Mellitus ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Insulin Dependent Diabetes Mellitus ◽  
Dependent Diabetes Mellitus ◽  
Control Group ◽  
School Teachers ◽  
Media Center ◽  
Insulin Dependent ◽  
The Media

Two approaches to better educate elementary schoolteachers about children with diabetes were tested. One group of teachers was given a program consisting of a video, pamphlets, and a question- and-answer session. The second group was informed that these materials were available to them in the media center. A 22-point questionnaire was used before intervention and 8 to 10 weeks later. Although both groups showed significant improvement compared with the control group, the improvement was slight and not felt to be clinically satis factory. We conclude that mass education of elementary school teachers is ineffective and that other approaches need to be developed.

scholarly journals UPAYA PENINGKATAN KEMAMPUAN GURU SEKOLAH DASAR DALAM PEMBELAJARAN BERPUSAT KOOPERATIF MELALUI SUPERVISI KLINIS DI SD NEGERI 02 KARAN AUR KOTA PARIAMAN TAHUN 2020

2021 ◽  
Vol 2 (2) ◽  
pp. 48-54
Author(s):  
Nurul Huda
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Cooperative Learning ◽  
Elementary School Teachers ◽  
Clinical Supervision ◽  
Learning Process ◽  
Research Subjects ◽  
School Teachers ◽  
Cooperative Model ◽  
Cooperative Models

The objectives of this school action research are; To find out the ability of elementary school teachers with a cooperative learning model through clinical supervision at SD Negeri 02 Karan Aur, Kota Pariaman. The research subjects were 8 teachers of SD Negeri 02 Karan Aur. The results of the analysis that has been carried out using clinical supervision in improving the ability of teachers to use cooperative models are very good. At the beginning of the activity the teacher was still hesitant to use this model, but because of the guidance of researchers through clinical supervision, the teacher was able to use the cooperative model. 87% of teachers are able to use cooperative models in the learning process and this also affects the potential of students.

scholarly journals PENYUSUNAN SKENARIO PEMBELAJARAN KOOPERATIF TIPE SNOWBALL THROWING SEBAGAI UPAYA MENINGKATKAN KUALITAS PEMBELAJARAN DI SDN 001 MUARA LEMBU

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Desmalina Desmalina
Keyword(s):  
Elementary School ◽  
Cooperative Learning ◽  
Elementary School Teachers ◽  
Research Subjects ◽  
School Teachers ◽  
Average Quality ◽  
A Value ◽  
Quality Of Learning ◽  
Learning Scenarios

This study aims to improve the quality of learning through guidance in developing snowball throwing cooperative learning scenarios for elementary school teachers. This study was conducted at SDN 001 Muara Lembu from October to November 2019. The research subjects were 12 SDN 001 Muara Lembu teachers. This research is a school action research design based on the Kemmis model. The expected indicator of success is that the quality of learning reaches good categories. The results of the study in the first cycle are the average quality of learning to get a value of 61% which includes enough categories, in the second cycle increased to 77% which is classified as good. The conclusion based on the results is that the quality of learning has improved after guidance of SDN 001 Muara Lembu teachers in developing snowball throwing cooperative learning scenarios

scholarly journals Relationship between Group Cohesiveness and Interpersonal Communication on Organizational Commitment of Elementary School Teachers in the Dahlia Cluster

2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Junaidi Junaidi
Keyword(s):  
Elementary School ◽  
Organizational Commitment ◽  
Elementary School Teachers ◽  
Interpersonal Communication ◽  
Work Motivation ◽  
Empirical Studies ◽  
Group Cohesiveness ◽  
Research Subjects ◽  
School Teachers ◽  
The Relationship

This study aims to explain the results of empirical studies regarding the relationship between group cohesiveness and interpersonal communication with organizational commitment. This research is a correlational quantitative research type because it aims to determine the direction and magnitude of the relationship between the variables studied. The research subjects were 115 elementary school teachers in the Dahlia cluster. Collecting data using questionnaire techniques, observation, interviews and documentation. Testing the research hypothesis using correlation analysis, regression and correlation. The results showed that there was a relationship between group cohesiveness and interpersonal communication with organizational commitment resulting in a regression equation Ŷ = 77.850 + 0.410X1 + 0.810X2. And among the variables that have the most influence on organizational commitment is work motivation at 36.4% from group cohesiveness of 26.9%. Based on these results, teachers should increase group cohesiveness and interpersonal communication. With the improvement of these two things it is expected that organizational commitment can increase

scholarly journals THE IMPLEMENTATION OF HYPNOTEACHING METHOD ON MATHEMATICS INSTRUCTION BY ELEMENTARY SCHOOL TEACHERS IN MUNCAR, BANYUWANGI, INDONESIA

2021 ◽  
Vol 9 (5) ◽  
pp. 310-317
Author(s):  
Wiyono a ◽  
◽  
M. Sulthon Masyhud ◽  
Tri Dyah Prastiti ◽  
◽  
...  
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Mathematics Instruction ◽  
Work Group ◽  
Sixth Grade ◽  
Research Subjects ◽  
School Teachers ◽  
Group Vi ◽  
School Work ◽  
Teaching Learning

This research aimed to investigate the implementation of hypnoteaching method on mathematics instruction in Muncar, Banyuwangi, Indonesia. The research used descriptive research design in the form of case study. The research subjects were the sixth grade elementary school teachers of five schools in the school work group VI in Muncar sub-district of Banyuwangi district. The data were collected by using interview, questionnaire, observation and documentation. To analyze the collected data, descriptive qualitative and descriptive statistics were used. The research findings were as the following. 1) The teaching learning process inmathematics instruction from pre instructional activities, main activities up to post activities was good (78.9%). 2) The students participation in the hypnoteaching class showed: a) activities in group working, in giving ideas, and in answering questions were good (79.86 %), b) responses on hypnoteaching instruction was very good (90.9 %), and c) assessment on the teachers performance was very good ( 90.2 %), 3) the quality of hypnoteaching method with eight aspects was good. Three aspects: empathy, sympathy, and communication ability, were very good (86.66%) whereas the other five aspects: teachers performance, language use, appropriate expression with the subjects, motivating students, and managing students mood, were good (71.6%). The eight aspects were implemented well by the teachers in grade VI at the Public Elementary School (SDN) 1 Sumbersewu (75.0 %), SDN 3 Sumbersewu (72.7%), and SDN 4 Sumbersewu (72.2%).

scholarly journals The Implementation of Knowledge Assessment In Curriculum 2013 in Elementary Schools

2020 ◽  
Vol 7 ◽  
pp. 86-97
Author(s):  
Ikhya Ulumudin ◽  
Asma Aisha ◽  
Ferdi Widiputera
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Group Discussion ◽  
Student Assessment ◽  
School Level ◽  
Knowledge Assessment ◽  
Research Subjects ◽  
School Teachers ◽  
Basic Competency ◽  
Assessment Result

The purpose of this study was to determine the understanding and implementation of the knowledge assessment carried out by teachers at the elementary school level starting from planning, implementing, processing results, utilizing results and identifying problems in implementing knowledge assessment. This study used a qualitative approach. Research took place in Sleman Regency, Yogyakarta Province. The research subjects were public and private elementary school teachers who had taught in classes applying Curriculum 2013. The research instruments consisted of questionnaires and FGD (focus group discussion) guidelines. The results showed that on the assessment planning, teachers lack understanding in the formulation of instrument outlines, especially in describing the Basic Competency into the question indicators, making questions about the aspects of knowledge based on the indicator, and making scoring guidelines. In the implementation of the assessment, some teachers did not understand the use of various assessment techniques for knowledge aspect. The frequency of carrying out daily knowledge assessments varies, including for every KD (basic competency), every day, for every sub-theme, for several sub-themes, and for every theme. In assessment result processing, some elementary school teachers still lack understanding about processing and reporting in knowledge assessment whether in the form of numeric scores, predicates, and descriptions. In the utilization of the assessment, all elementary school teachers in Sleman Regency have applied the assessment of learning function as each daily assessment result is used by the teacher to review student achievement in each KD. In the aspect of assessment for learning, some teachers have made use of assessments for remedial activities and lesson enrichment and to evaluate the learning process. Lastly, regarding the use of assessment as learning, some teachers have provided results of student assessment and used it to provide guidance and advice to students.

scholarly journals Identifikasi Kesulitan Belajar Tematik Kelas 3 di SD Negeri 14 Tangerang

FONDATIA ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 222-233
Author(s):  
Ina Magdalena ◽  
Tiara Safitri ◽  
Nurlaili Maghfiroh ◽  
Niken Nur Yolawati
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Learning Process ◽  
Research Subjects ◽  
School Teachers ◽  
National Education ◽  
Class 1 ◽  
Qualitative Descriptive ◽  
Thematic Approach ◽  
Grade 3

Regulation of the Minister of National Education No. 41 of 2007 hinted at the use of thematic approach in the learning of grade 1 to grade 3 of elementary school (SD). Even today after the implementation of the 2013 curriculum, the thematic approach must be implemented from class 1 to grade 6 in the learning process. It is important for elementary school teachers to be able to implement thematic approaches as professional responsibilities. This study aims to: 1) analyze elementary school teachers 'understanding of the thematic approach, 2) get the profile of elementary school teachers' ability in implementing thematic approaches, and 3) find out the constraints of teachers in implementing thematic approaches in elementary schools. The research used qualitative descriptive method with research subjects of grade 3 teachers in SD Negeri Tangerang 14. Data is collected by observation and interview. Triangulation is carried out through focus group discussions between researchers, teachers, and principals. The results of the study showed that the teacher understood the thematic approach well, but in practice 1 teachers studied did not carry out the thematic approach to learning. This study also revealed that most teachers experience obstacles in implementing thematic approaches to the learning process.

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