Prosiding Seminar Nasional dan Call for Papers Pendidikan Guru Sekolah Dasar UMS 2012
http://hdl.handle.net/11617/11573
Meretas Sekolah Humanis untuk Mendesain Siswa Sekolah Dasar (SD) yang Cerdas dan Berkarakter2024-03-29T11:25:46ZKEMAMPUAN MENJUMLAHKAN BILANGAN PECAHAN DENGAN PEMBELAJARAN KONTEKSTUAL (CONTEXTUAL TEACHING LEARNING) SEBAGAI UPAYA MERETAS SEKOLAH HUMANIS
http://hdl.handle.net/11617/1743
KEMAMPUAN MENJUMLAHKAN BILANGAN PECAHAN DENGAN PEMBELAJARAN KONTEKSTUAL (CONTEXTUAL TEACHING LEARNING) SEBAGAI UPAYA MERETAS SEKOLAH HUMANIS
Maftuhah Hidayati, Yulia; Susianawati, Novilia
This study aims to describe 1) the implementation of contextual teaching
learning (CTL) to the students of Grade 4 at SD Muhammadiyah Program
Khusus, Kota Barat, Surakarta; 2) the ability to add the fraction after taking
CTL; and 3) the students’ motivation of learning in adding fraction after joining
CTL.
The findings of the study show that the lesson plan has been arranged
each academic year. Mathematics learning, particularly adding fraction was
carried out in three stages: pre-instructional, instructional, and evaluation. In
the evaluation stage, the teacher gave a task. In this process, it seems that the
student has a high motivation to take learning with CTL. After the teacher
explained an instruction, and then asked the students to answer the questions.
After that, the students were asked to write the answers to the questions on the
whiteboard. Most of the students took an active role and had a high motivation
during the learning.
It could be concluded that 1) the implementation of mathematics learning
at SD Muhammadiyah Program Khusus, Kota Barat, Surakarta had been
acceptable to the learning principles: planning, and follow up. 2) In the process
of learning, it seems that the students had a high motivation to take learning with
CTL. 3) Accordingly, in the process of learning, a majority of the students
showed a high motivation to join the activities.
2012-05-01T00:00:00ZTHE ROLE OF COOPERATIVE MODEL OF TEACHING IN ELEMENTARY SCHOOL IN DEVELOPING PERSONALITY EDUCATION ON SOCIAL SKILL
http://hdl.handle.net/11617/1742
THE ROLE OF COOPERATIVE MODEL OF TEACHING IN ELEMENTARY SCHOOL IN DEVELOPING PERSONALITY EDUCATION ON SOCIAL SKILL
Budyartati, Sri
The shortfalls of education at elementary schools in building the students’
personality and self-esteem has eventually entailed the systematic educational
failure. It requires the integrated education which offers the character bulding to
get themselves set to face the future challanges which become more and more
complicated.
This article is sttempted to discuss the role of cooperative model of teaching in
elementary schools in enhanching the students; character building. Personality
values as stated by the Centre of Curriculum , the National Ministery of
Education cover those of: religion, honesty, tolerence, discipline and hard work,
creativeness, independence, democracy , curiousity, national reliance and
patriotism.
The social skill of the students can be developed through 3 main characters:
solidarity/ communicative, social awareness, responsibility. The social skills are
closely related to the educational outcome – the way how students communicate,
participate and cooperate. Those skills are in accordance with the statement of
Rut and Weichan (in Goleman, 2001: 516) that emotional capability has a twofold
strength in making someone have sufficient achievement rather than pure
knowledge and technical capibility. By implementing the cooperative teaching at
elementary schools, the development of national reliance can be hopefully
encopuraged – especially in the area of values of social skills.
2012-05-01T00:00:00ZKOMPARASI ANTARA STRATEGI PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) DENGAN PEMBELAJARAN
http://hdl.handle.net/11617/1741
KOMPARASI ANTARA STRATEGI PEMBELAJARAN CREATIVE PROBLEM SOLVING (CPS) DENGAN PEMBELAJARAN
Muttaqin, Shodik Sunandar; Rubiyanto, Rubino
This study aimed to: 1) describe differences in mathematical communication skills
among students who have learning with Creative problem Solving (CPS) with
students who have learning Invitation Into Inquiry (iii). 2) determine the
differences in teaching methods which (CPS or Inv. Int.Inq) is better used in
teaching mathematics. Experimentally determined as a Grade 5 class SDN Tuban
1, amounting to 37 students, were selected Grade 5 class controls SDN Tuban 2,
amounting to 36 students. Prior studies have been conducted testing maching
made. between experimental class and control class. Data collection methods
used test techniques, documentation and observation. Liliefors prerequisite test
analysis was used, was a test of normality and homogeneity of the used method of
Bartlet. Test analysis used independent sample t-test.
The results showed that t-hit> t-tab. (4.480> 1.667), so it can be concluded that:
1) There is a difference in students' mathematical communication skills among
students who have learning with Creative Problem Solving (CPS) with students
who have learning Inquiry Into the Invitation. 2) Learning by Inquiry Into
Invitation strategy better than the strategy of Creative Problem Solving (CPS).
This is indicated by the mean value obtained by Invitation Core Inquiry larger
than the average value obtained with the strategy of Creative Problem Solving
(83.229> 70.303).
2012-05-01T00:00:00ZPENERAPAN MODEL PEMBELAJARAN INTERAKTIF PADA MATA PELAJARAN IPA KELAS IV SEBAGAI UPAYA MERETAS SEKOLAH HUMANIS DI SD MUHAMMADIYAH PROGRAM KHUSUS KOTA BARAT SURAKARTA
http://hdl.handle.net/11617/1705
PENERAPAN MODEL PEMBELAJARAN INTERAKTIF PADA MATA PELAJARAN IPA KELAS IV SEBAGAI UPAYA MERETAS SEKOLAH HUMANIS DI SD MUHAMMADIYAH PROGRAM KHUSUS KOTA BARAT SURAKARTA
Susianawati, Novilia; Hidayati, Yulia Maftuhah
This study aimed to apply the model of interactive learning in science lessons with
group work, as an effort to repair and improvement of the learning process. The
research method using a Classroom Action Research studies carried out by
following the procedures based on the principle Kemmis S, MC Toggar R (1988)
which includes planning activities (planning), action (action), observation
(observation), reflection (reflection) or evaluation. The fourth activity takes place
repeatedly in the cycle. The research was conducted by way of collaboration
between faculty PGSD (FKIP-UMS) with elementary school teachers
Muhammadiyah Surakarta Special Programs West Town. The results showed that
(1) increased student performance after learning science using interactive
learning model. Students are very enthusiastic about discussing the topic in
discussion, and seek answers and find information about the topic. Students vied
with each other suggested information (what they know) about the topic. After the
division of groups of students working in accordance with their respective duties,
(2) increased student achievement after experience interactive learning with
group work. In the first cycle of the average value of 5.859 individual students; nilaia group average of 6.102. In the second cycle the average value of 6.512
students and the average value of 7.615 groups, while the third cycle the average
value of 7.948 students and the average value of 7.384 groups. Based on the
values obtained can be concluded that students' interactive learning model can be
used by the working group to study a class action.
2012-05-01T00:00:00Z