scholarly journals Impelementasi Pelaksanaan Pembelajaran Kurikulum 2013 dengan Pendekatan Saintifik Tema III Peduli Terhadap Makhluk Hidup

2021 ◽  
Vol 1 (1) ◽  
pp. 125-140
Author(s):  
Eka Tusyana ◽  
Ulum Fatimatul Markhumah
Keyword(s):  
Learning Process ◽  
Phenomenological Approach ◽  
Learning Activities ◽  
Learning Material ◽  
Learning Approaches ◽  
The Core ◽  
Living Things ◽  
Scientific Approach ◽  
Asking Questions ◽  
The Republic

The purpose of this study is to describe the implementation of the  curriculum 2013 learning implementation with a scientific approach to theme III caring for living things in class IV SD Negeri 1 Kauman Jombang. The learning aspect activities include the initial learning activities, the core learning activities, and the closing learning activities. This type of research is qualitative with a phenomenological approach. Data collection techniques in this study are observation, interviews, and documentation. The results of this study indicate that the implementation of the curriculum 2013 learning with a scientific approach to theme III cares about living things 1) The initial activities are carried out in accordance with the Appendix contained in Permendikbud of the Republic of Indonesia Number 103 of 2014 which is humorous, caring, assertive, making children relax in learning, arouse students' enthusiasm. 2) The core activities are carried out by meeting the standards of implementing scientific learning approaches such as making observations, asking questions, gathering information / asking questions, and associating. 3) Closing activities are carried out properly in accordance with the closing activities of the learning process which includes closing learning activities, conducting assessments, concluding learning materials, providing feedback on the learning process and learning outcomes, as well as conveying learning material to be learned at the next meeting

scholarly journals PERANAN TIK DALAM PEMBELAJARAN DI SEKOLAH DASAR SESUAI KURIKULUM 2013

2015 ◽  
pp. 156-164
Author(s):  
Jaka Warsihna
Keyword(s):  
High School ◽  
Elementary School ◽  
Primary School ◽  
Learning Activities ◽  
Learning Material ◽  
The Core ◽  
School Condition ◽  
Scientific Approach ◽  
Ict Infrastructure ◽  
The Government

Abstrak:Di dalam kurikulum 2013 pelajaran TIK mulai dari Sekolah Dasar sampai dengan Sekolah Lanjutan Tingkat Atas dihilangkan. Menurut pemerintah, TIK harus terintegrasi dalam semua pelajaran. Untuk memenuhi tuntutan tersebut, semua guru harus belajar menggunakan TIK dan dapat menggunakan TIK untuk belajar. Model pemanfaatan TIK di sekolah harus disesuaikan dengan kondisi sekolah. Apabila saran TIK terbatas, maka TIK sebagai sarana pembelajaran. Apabila setiap anak memiliki satu perangkat, maka anak diberikan kebebasan untuk belajarnya. Dalam kondisi ini anak akan melakukan kegiatan belajar yang sesuai dengan kondisi kemampuan individualnya sehingga anak yang lambat atau cepat akan memperoleh pelayanan pembelajaran yang sesuai dengan dirinya. Untuk mencapai tujuan tersebut, sebaiknya guru sudah mengintegrasikan materi pembelajaran dengan sumber-sumber belajar yang berbasis TIK. Di samping itu kegiatan pembelajaran di SD mulai dari kegiatan awal, kegiatan inti, kegiatan penutup dapat dilakukan oleh guru dengan memanfaatkan TIK. Khusus di dalam kegiatan inti dalam pembelajaran di SD sesuai kurikulum 2013 dengan pendekatan saintifik yaitu dari mengamati, menanya, menggali informasi, mengasosiasi, dan mengomunikasikan dapat dibantu oleh TIK.Kata Kunci: peranan, TIK, pembelajaran, kurikulum 2013, dan sekolah dasar Abstract :In the 2013 curriculum, ICT lessons from elementary School to Senior High School has been eliminated . According to the government, ICT should be integrated in all subjects. To meet this demand, all teachers must learn to use ICT and to use ICT for learning. The use of ICT in schools should be adapted based on the school condition and situation. If the ICT infrastructure is limited, then the use of ICT is only limited as a tool for learning. Whereas if every child has one device, then the child is given the freedom to learn. In this condition the child will learn to perform activities in accordance with the conditions of their individual abilities so that sooner or later the child will receive services suitable to his learning. To achieve these objectives, the teacher should have integrated learning material to the sources of ICT-based learning. In addition, the beginning, the core, and the final learning activities in elementary school can be carried out by a teacher cover the use of ICT. The use of ICT can be influential to assist the the 2013 school curriculumcore activities of learning in primary school, especially by the scientific approach of observing, asking, digging up information, associating, and communicating.Key words: ICT, learning, curriculum 2013, and elementary school

scholarly journals Development of Media Fun Thinkers Book Material for The Diversity of Living Things for Class IV Elementary School

2021 ◽  
Vol 2 (1) ◽  
pp. 68-74
Author(s):  
Pipin Nur Anggraini ◽  
Ratih Asmarani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Process Research ◽  
Learning Activities ◽  
Student Interest ◽  
Development Research ◽  
Living Things ◽  
The Media ◽  
Addie Model ◽  
Class Iv

In the implementation of learning activities that occur at SD Plus Pesantren Al-Anwar, problems when implementing learning activities, among others, are the media used are not supportive, teachers use learning resources in the form of books and have not used certain learning media. This is the cause of students tend to be passive in learning activities. When learning theme 3 sub-theme 2 learning 2 in class IV the teacher uses image media in teaching and learning activities, making students less understanding of the material. As a result, students are less interested in teaching and learning activities. This research was conducted in class IV, which consisted of 20 students. In the development research that has been carried out, it is expected to be able to provide a good influence for students, the Fun Thinkers book media is to foster student learning activities and achievements and must use media that can foster student interest in learning so that they are enthusiastic in undergoing the learning process. Research using the ADDIE model which passes through 5 stages.

scholarly journals (Improving Learning Outcomes Learners by Implementing Cooperative Learning Model Round Table Type on the Main Line Network in Plant in Class XI MIPA 2 SMA Negeri 2 Pekanbaru)

Perspektif ◽  
2018 ◽  
Vol 9 (1) ◽  
pp. 7-12
Author(s):  
R.R Sri Rahayu
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Daily Life ◽  
Round Table ◽  
Learning Activities ◽  
Optimal Learning ◽  
Theoretical Understanding ◽  
Living Things ◽  
The Subject ◽  
Line Network

Learning is essentially a process of interaction with all situations around individuals. Learning can be viewed as a process directed to the goals and processes of doing through various experiences. Learning is also a process of seeing, observing, and understanding things. In the learning process there are two activities that interact, namely learning activities and teaching activities.Learning is an active activity of learners in building meaning or understanding. Activity learners in undergoing learning activities is one key to success to improve learning outcomes. Optimal learning outcomes are the main goals to be achieved in the learning process. To optimize the learning outcomes of learners required methods and learning models in accordance with teaching materials. The learning process can be done in school, at home, or in the place of study guidance. For learning in school, learners are exposed to a number of subjects, one of them is biology subjects. Biology is one of the subjects received by students in high school. Biology is the study of the structure contained in living things. More simply can be said that biology is closely related to daily life. What we experience, what we do, why it happened and why. Subjects in the subject of biology are generally theoretical, but also the ability of learners to understand the concept to link learning with daily life. One of the biology subject matter in the form of conceptual or theoretical understanding is tissue in plants.

scholarly journals Efektivitas pembelajaran kelompok produktif teknik komputer dan informatika yang menerapkan KTSP SMKN

2013 ◽  
Vol 2 (3) ◽  
Author(s):  
Achmad Firdaus
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Learning Activities ◽  
Survey Study ◽  
Learning Assessment ◽  
Learning Effectiveness ◽  
Learning Material ◽  
Computer Engineering ◽  
Study Program ◽  
School Based

Penelitian ini bertujuan untuk mendeskripsikan efektivitas pembelajaran kelompok produktif program studi teknik komputer dan informatika yang menerapkan KTSP pada SMK Negeri ditinjau dari: 1) kelengkapan dan kesesuaian perangkat perencanaan pembelajaran; 2) proses pembelajaran, 3) penilaian pembelajaran; 4) respon peserta didik terhadap kegiatan pembelajaran; dan 5) hasil belajar peserta didik. Jenis penelitian adalah penelitian survei dengan populasi penelitian dua SMK Negeri di Kabupaten Hulu Sungai Utara. Berdasarkan hasil analisis dapat disimpulkan bahwa pembelajaran kelompok produktif teknik komputer dan informatika yang menerapkan KTSP sudah efektif. Hal ini juga dilihat dari aspek berikut ini. 1) Hasil telaah kelengkapan dan kesesuaian perangkat perencanaan pembelajaran kelompok produktif baik silabus maupun RPP yang dikembangkan oleh guru berada pada kategori baik. Penyusunan dan pengembangan perangkat perencanaan tersebut sudah mengacu pada standar isi, standar kompetensi lulusan dan sudah sesuai dengan langkah-langkah maupun format KTSP. Namun masih dapat ditingkatkan khususnya pada aspek pengidentifikasian materi pembelajaran, perumusan pengalaman belajar, perumusan indikator pencapaian kompetensi, dan bentuk penilaian yang akan digunakan. 2) Hasil observasi proses pembelajaran berada pada kategori baik. Dengan demikian, proses pembelajaran dapat dikatakan telah sesuai dengan langkah-langkah yang ada pada standar proses. Namun masih dapat ditingkatkan pada aspek penerapan materi terhadap kehidupan sehari-hari, menanggapi pertanyaan peserta didik, dan pembuatan rangkuman materi pembelajaran. 3) Hasil observasi penilaian pembelajaran berada pada kategori tidak baik, karena penilaian yang dilakukan oleh guru hanya pada aspek kognitif. Dengan demikian perlu adanya peningkatan pada prinsip-prinsip penilaian dan pelaksanaan penilaian pada aspek afektif dan psikomotor. 4) Respon peserta didik berada pada kategori baik hal ini mengindikasikan bahwa kegiatan pembelajaran yang dikelola oleh guru mendapat respon yang positif dari peserta didik. 5) Hasil belajar peserta didik dapat dikatakan efektif dan berhasil dengan prosentase ketuntasan belajar sebesar 96,00%. LEARNING EFFECTIVENESS OF THE COMPUTER ENGINEERING AND INFORMATICS PRODUCTIVE GROUP APPLYING THE SCHOOL-BASED CURRICULUM IN STATE VOCATIONAL HIGH SCHOOLAbstractThis study aims to describe the learning effectiveness of the productive group in the computer engineering and informatics study program applying the School-Based Curriculum in state vocational high schools (SVHSs) in terms of: 1) the completeness and appropriateness of the learning kits, 2) the learning process, 3) the learning assessment, 4) the students’ responses to the learning activities, and 5) the students’ learning outcomes. This was a survey study with a population comprising two SVHSs in the regency of Hulu Sungai Utara. Based on the results of the analysis, it can be concluded that learning in the computer engineering and informatics productive group applying the School-Based Curriculum has been effective. It can be seen from the following aspects. 1) The results of the review of the completeness and appropriateness of the productive learning kits consisting of syllabuses and lesson plans developed by teachers are in the good category. The formulation and development of the planning kits already refer to the content standards, competency standards and are in accordance with the steps and School-Based Curriculum format. However, the aspect of identifying learning materials, the learning experience formulation, the formulation of competency achievement indicators, and assessment forms need to be improved. 2) The results of observations on the learning process are in the good category. Thus, the learning process is already in conformity with the process standard. However, the aspects of applying the materials from daily life, responding to the students’ questions, and making a learning material summary need to be improved. 3) The results observations on the learning assessment are in the poor category, because the assessment carried out by teachers focuses only on the cognitive aspects. Thus, the principles of assessment and implementation of assessment in the affective and psychomotor aspects need to be improved. 4) The students’ responses are in the good category. This indicates that the learning activities managed by teachers get positive responses from the students. 5) The students’ learning outcomes are relatively effective and successful with a percentage of learning mastery of 96,00%.

scholarly journals MERANCANG KEGIATAN PEMBELAJARAN SEJARAH MELALUI KOMIK: RESPON TERHADAP TANTANGAN KURIKULUM 2013

Diakronika ◽  
2017 ◽  
Vol 17 (1) ◽  
pp. 104
Author(s):  
Aisiah Anwar
Keyword(s):  
Project Based Learning ◽  
Learning Activities ◽  
Learning Material ◽  
Learning Models ◽  
History Teachers ◽  
Student Centered ◽  
Learning History ◽  
Scientific Approach ◽  
Special Challenge

Crucial issues, as well as the classic issues that have always been the subject of historical learning problems related to activities or learning processes that tend to be monotonous, boring and lack of innovation and creativity of the teachers in designing historical learning activities that can generate students interest and motivation in learning the history. The 2013 curriculum presents a special challenge for teachers to design studentcentered learning activities using a scientific approach through problembased learning models, project-based learning and discovery learning models. One solution that can be done by history teachers in answering the challenges of the 2013 curriculum is to design learning activities through historical comics. Historical teachers can apply problem-based learning models by utilizing historical comics that are already available on the market as well as on the internet. In addition, history teachers can also apply project-based learning models through activities of making comic history by learners in accordance with the historical learning material learned. The design of learning activities through comics is expected to create innovations in the form of historical comics as a result of the design and creativity of the students. The process of learning history through the making of comics is certainly based on a scientific approach and student-centered. History teachers are asked to direct, provide solutions and suggestions to improve the quality of learning activities and learning outcomes as well as the quality of historical comic produced by students.

scholarly journals LOKAKARYA MANAJEMEN BERBASIS SEKOLAH (MBS) DAN IMPLEMENTASI PADA KURIKULUM 2013 DI SEKOLAH DASAR (SD) DI SUKABUMI, INDONESIA

2019 ◽  
Vol 2 (01) ◽  
Author(s):  
Novi Andri Nurcahyono ◽  
Astri Sutisnawati ◽  
Iis Nurasiah
Keyword(s):  
Elementary Schools ◽  
Learning Process ◽  
Final Stage ◽  
Teaching And Learning ◽  
School Teacher ◽  
School Management ◽  
Learning Activities ◽  
The Core ◽  
Learning Evaluation ◽  
Improving Teaching And Learning

The purpose of this Workshop is to help teachers with regard to improving teaching and learning activities and school management and their implementation in the 2013 curriculum in Elementary Schools. Participants in this activity were elementary school teacher representatives in Limbangan Village, Sukaraja District, Sukabumi Regency and all KKN students in Limbangan Village, Sukaraja District, Sukabumi District. The workshop was conducted in 3 stages, namely the prefix stage, the core stage, and the final stage. The results obtained after the workshop were the commitment of teachers to implement MBS in the learning process with the 2013 curriculum in their respective schools. The difficulties experienced by teachers related to the development of learning evaluation in the 2013 curriculum. In this workshop, it was also found the fact that most teachers indirectly applied MBS in their respective schools.�Tujuan dari Lokakarya ini adalah membantu guru berkenaan dengan peningkatan kegiatan belajar mengajar dan manajemen sekolah serta implementasinya pada kurikulum 2013 di Sekolah Dasar. Peserta dalam kegiatan ini yaitu perwakilan guru SD/sederajat yang terdapat di Desa Limbangan Kecamatan Sukaraja, Kabupaten Sukabumi dan seluruh mahasiswa KKN di Desa Limbangan Kecamatan Sukaraja Kabupaten Sukabumi. Metode Lokakarya dilakukan dalam 3 tahap, yaitu tahap awalan, tahap inti, dan tahap akhir. Hasil yang didapat setelah pelaksanaan lokakarya adalah komitmen guru untuk mengimplementasikan MBS pada proses pembelajaran dengan kurikulum 2013 di sekolah masing-masing. Kesulitan yang dialami guru terkait pengembangan evaluasi pembelajaran di kurikulum 2013. Pada lokakarya ini juga ditemukannya fakta bahwa sebagian besar guru secara tidak langsung telah menerapkan MBS di Sekolah mereka masing-masing.

scholarly journals Implementasi Pendekatan Saintifik pada Pembelajaran Daring Selama Masa Pandemi Covid-19 di Lembaga Pendidikan Dasar

AS-SABIQUN ◽  
2021 ◽  
Vol 3 (1) ◽  
pp. 45-63
Author(s):  
Ahmad Izzuddin
Keyword(s):  
Online Learning ◽  
Basic Education ◽  
Parental Supervision ◽  
Learning Technology ◽  
Learning Approaches ◽  
Student Interactions ◽  
Scientific Approach ◽  
Asking Questions ◽  
Online Methods ◽  
The Impact

The impact of the Covid-19 pandemic is felt at all levels of education, from elementary to higher education. The existence of this pandemic has become a challenge for educators to innovate in developing and implementing lesson plans that have been prepared previously. One of the learning approaches used is the scientific approach. This approach trains students to learn with the scientific method through the process of observing, asking questions, gathering information, experimenting, associating and communicating the material they are learning. This is where the ability of a teacher is required to be creative in integrating the steps of the scientific approach with online methods. During the past year, the implementation of a scientific approach in online learning during the Covid-19 pandemic has been carried out in basic education institutions with quite good results. Some of the advantages of the scientific approach using online learning include (1) the dependence of students on educators is slightly reduced because learning is carried out more at home through the network (online) (2) the flexibility of time and place to take the steps of the scientific approach to be a separate experience for students (3 ) train students to use learning technology from an early age. The weaknesses of online learning include (1) internet signal/connection is not very stable (2) teacher and student interactions cannot interact directly (3) still lack of facilities and infrastructure in the implementation of online learning (4) inadequate parental supervision This causes students to often lose focus in learning.

scholarly journals EFEKTIVITAS METODE TILAWATI DALAM PENINGKATAN KEMAMPUAN MEMBACA Al-QUR'AN SISWA SDIT BINTANG TANGERANG SELATAN

2021 ◽  
Vol 2 (1) ◽  
pp. 168-187
Author(s):  
Dean Hermawan ◽  
Roup ◽  
Acep Jurjani
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Phenomenological Approach ◽  
Learning Activities ◽  
Data Presentation ◽  
Learning Evaluation ◽  
Analysis Technique ◽  
Process Material

One of the important problems faced by Al-Qur'an teachers is overcoming the disorderly students during the teaching and learning process and overcoming the irregularity of the Koran. In order for Al-Qur'an learning activities to run smoothly, many solutions are used, namely methods. In this case the researcher wants to reveal a method of reading the Koran, namely the tilawati method. The purpose of this study was to determine the students 'ability to read the Koran, the application of the tilawati method, supporting and inhibiting factors and to determine the results of students' ability to read the Koran after the implementation of the tilawati method at SDIT Bintang Tangerang Selatan. This research uses qualitative research with a phenomenological approach. This research took place at SDIT Bintang Serpong Utara, South Tangerang. The informants in this study were the principal, teachers, staff and employees of SDIT Bintang. The data collection techniques by interview, observation, documentation and triangulation. The analysis technique used is data presentation, data reduction, and drawing conclusions. This study found that the implementation of Al-Qur'an learning using the tilawati method at SDIT Bintang has gone well in accordance with the tilawati method learning guidelines. The learning outcomes prioritize the improvement in students' reading ability of the Al-Qur'an, with stages namely learning targets, learning process, material and learning evaluation. Then the results of learning Al-Qur'an using the tilawati method are very good so that children get their own pleasure in the learning process and improve much better, this can be seen from the results of the assessment or munaqosyah that have been implemented.

scholarly journals Analysis Minimal Exchange Structures and General Exchange Structure in English Classroom Interaction Found in Youtube

2021 ◽  
Vol 10 (2) ◽  
pp. 228-254
Author(s):  
Regina Marintan Silalahi
Keyword(s):  
Learning Process ◽  
General Structure ◽  
Classroom Interaction ◽  
Learning Activities ◽  
Reported Study ◽  
Qualitative Descriptive ◽  
Exchange Structure ◽  
Asking Questions ◽  
English Classroom ◽  
Descriptive Method

Abstract. This research reported study about analysis minimal exchange structures and general exchange structure in English classroom interaction found in you tube, (from mujikuy channel : asking and giving information about berbasis ganre in x class). This study direct to analysis the element of minimal exchange structures and general exchanges structures in English classroom interaction find in you tube. The data is the clauses obtained from conversation among teacher and students of X grade during English classroom learning process that find in you tube from (Mujikuy channel : asking and giving information about berbasis ganre in x class). This study uses theory of Halliday (1994) by qualitative descriptive method. The result shows that there are three (3) types of act as the element of exchange structures: Initiating, Responding,and Following-Up (I-R-F). Minimal exchange structure consists of: Initiating-Responding (I-R) or Initiating-Responding-Following Up (I-R-F). General structure of exchange in classroom situation consists of: greeting, giving order, giving information, asking question, and closing. In the learning process, things do not always go well. When the learning process students sometimes do not respond to conversations or instructions given by the teacher. Therefore teachers must take initiatives such as providing information, asking questions, and giving instructions. So that the learning process becomes more efficient. This study shows that the teacher has the authority to regulate learning activities

ANALISIS AKTIVITAS BELAJAR IPA SISWA DENGAN MENGGUNAKAN MEDIA GAMBAR DI KELAS 4 SDIT AL AMAANAH BEKASI

2021 ◽  
Vol 1 (4) ◽  
pp. 314-322
Author(s):  
BAGAS ARDIANTO
Keyword(s):  
Learning Process ◽  
Science Learning ◽  
Self Control ◽  
Learning Activities ◽  
Living Things ◽  
Complex Process ◽  
Fourth Grade Students ◽  
Good Learning ◽  
Independent Thinking ◽  
Daily Test

Education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have spiritual, religious, self-control, personality, intelligence, noble character, and skills needed by themselves, society, nation and state. Good learning is learning that opens insight and independent thinking patterns to students. Learning is a complex process that happens to everyone and lasts a lifetime, from infancy to the grave, and one of the signs that a person has learned is a change in behavior in himself, both concerning changes that are knowledge (cognitive) and skills (psychomotor) as well as those concerning values ??and attitudes (affective). Using image media, students can see pictures of places where various living things cannot be reached. Science lessons in elementary schools cannot be separated by learning media, because many science learning materials are difficult to explain with books and difficult to reach places where animals live directly. Preliminary observations of the authors also get several problems, namely: (1) the facilities and infrastructure owned by the school are still not complete, in supporting learning activities (2) the availability and use of learning media, in this case the image media is not optimal by the teacher in the process of learning activities that are carried out. Finally, students also have a passive tendency in participating in the learning process (3) The low understanding of students in mastering the material presented and (4) The low learning achievement of students in science subjects, as measured by the Minimum Completeness Criteria (KKM) in Science subjects, namely 70 , and of the 13 fourth grade students who scored 70 in the daily test only 9 children. ABSTRAKPendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar siswa secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual, keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara. Pembelajaran yang baik adalah pembelajaran yang membuka wawasan dan pola berpikir mandiri kepada siswa. Belajar adalah suatu proses yang kompleks yang terjadi pada semua orang dan berlangsung seumur hidup, sejak masih bayi hingga ke liang lahat, dan salah satu pertanda bahwa seseorang telah belajar adalah adanya perubahan tingkah laku dalam dirinya baik yang menyangkut perubahan yang bersifat pengetahuan (kognitif) dan ketrampilan (psikomotor) maupun yang menyangkut nilai dan sikap (afektif). Penggunaan media gambar, siswa dapat melihat gambar tempat hidup berbagai makhluk hidup yang tidak bisa dijangkau. Pelajaran IPA di SD tidak dapat terpisahkan oleh media pembelajaran, karena banyak materi pembelajaran IPA yang sulit dijelaskan dengan buku saja dan sulit menjangkau tempat-tempat hidup hewan secara langsung. Observasi pendahuluan penulis juga mendapatkan beberapa permasalahan yaitu : (1) sarana dan prasarana yang dimiliki sekolah masih belum lengkap, dalam menunjang kegiatan pembelajaran (2) ketersediaan dan pemanfaatan media pembelajaran, dalam hal ini media gambar yang belum optimal oleh guru dalam proses kegiatan belajar yang akhirnya siswa juga mempunyai kecenderungan pasif dalam mengikuti proses pembelajaran (3) Rendahnya pemahaman anak didik dalam penguasaan suatu materi yang disajikan dan (4) Rendahnya prestasi belajar siswa dalam mata   pelajaran IPA,yang diukur dari Kriteria Ketuntasan Minimum (KKM) Mata pelajaran IPA yaitu 70, dan dari 13 siswa kelas IV yang mendapat nilai ? 70 dalam tes ulangan harian hanya 9 anak.

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