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IMPLEMENTASI PEMBELAJARAN BAHASA INGGRIS SD BERBASIS BUDAYA DI YOGYAKARTA Azizah, Dinar Martia; Surya, Anesa
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 1, No 1 (2017): DWIJACENDEKIA Jurnal Riset Pedagogik
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (324.569 KB) | DOI: 10.20961/jdc.v1i1.13052

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Penelitian ini mendeskripsikan perencanaan, pelaksanaan, penilaian, dan hambatan pembelajaran bahasa Inggris SD berbasis budaya di Yogyakarta. Hasil penelitian diharapkan menjadi bahan kajian untuk mengembangkan kebijakan pendidikan berbasis budaya di SD.Penelitian ini merupakan penelitian studi kasus. Subjek penelitian meliputi 5 SD Negeri berbasis budaya di Yogyakarta. Pengumpulan data menggunakan observasi partisipatif, wawancara semiterstruktur, dan dokumentasi. Teknik analisis data mengacu pada teknik analisis data Milles dan Huberman (2014). Teknik keabsahan data menggunakan teknik triangulasi metode dan sumber.Hasil penelitian menunjukkan bahwa silabus dan RPP yang digunakan kurang menunjukkan adanya integrasi budaya. Indikator dan tujuan pembelajaran masih bersifat umum. Integrasi budaya yang paling sering ditemukan dalam pembelajaran adalah penanaman nilai luhur. Hal tersebut dilakukan guru melalui contoh kalimat, teks, dialog, serta pembiasaan perilaku yang mencerminkan nilai luhur. Unsur budaya artefak dan adat istiadat tidak banyak ditemukan selama proses pembelajaran. Guru telah memahami hakikat penilaian berbasis budaya, namun belum menggunakan format penilaian yang sesuai dengan buku pedoman. Hambatan yang guru temukan dalam pembelajaran antara lain kurang meratanya bimbingan teknis pendidikan berbasis budaya, belum dicantumkannya contoh integrasi budaya dalam pembelajaran di buku pedoman, belum tersedianya buku teks dan media pembelajaran bahasa Inggris berbasis budaya, serta minimnya anggaran sekolah untuk menunjang pembelajaran bahasa Inggris
Developing formative authentic assessment instruments based on learning trajectory for elementary school Surya, Anesa; Aman, Aman
REiD (Research and Evaluation in Education) Vol 2, No 1 (2016): June
Publisher : Universitas Negeri Yogyakarta (Yogyakarta State University)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v2i1.6540

Abstract

This research aims to (1) develop research formative authentic assessment instruments based on learning trajectory that is eligible for the fourth grade students of elementary schools; and (2) develop formative authentic assessment instruments based on learning trajectory that is effective for the fourth grade students of elementary schools. This developmental study refers to the model developed by Borg & Gall. The developmental design was grouped into four development procedures, consisting of: (a) Exploration, (b) development of the draft/prototype, (c) product testing and revisions, and (d) final validation. The experimental subjects are some pilot project elementary schools which used Curriculum 2013 in Ngawi Regency. The data were collected using interview guides, documentation, assessment sheets of the product instrument of authentic assessment, observation sheets of the students, achievement test, questionnaire responses of teachers and students. The data of the instrument reliability were analyzed in terms of item discrimination and item difficulty, and the agreement index was employed for the reliability of the instrument. The research finding reveals that the research instrument in terms of attitude assessment, assessment of knowledge and skills according to subject-matter experts and experts in evaluation is categorized as ‘very good’. The results of the item discrimination analysis show that nonnegative and item difficulties  range from easy to hard. The formative authentic assessment instruments are categorized as ‘reliable’ by the agreement index of ≥ 0.75.
LEARNING TRAJECTORY PADA PEMBELAJARAN MATEMATIKA SEKOLAH DASAR (SD) Surya, Anesa
Jurnal Pendidikan Indonesia Vol 4, No 1 (2018): Jurnal Pendidikan Indonesia, Februari 2018
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (974.512 KB)

Abstract

Abstract: Hypothetical learning trajectory is a conjecture about the purpose of learning, learning activities andthinking processes of students in understanding the concept of learning materials. Through research designresearch, hypothetical learning trajectory produces actual learning trajectrory. Learning trajectory can be used byteachers to develop models, methods, activities, teaching materials and assessments according to the learningflow of students. Research on learning trajectory has been studied by several countries. Some studies producelearning paths in certain subjects, teaching materials and assessment-based learning trajectory. The purpose ofthis article is to explain about the definition, benefits, research design research in developing learning trajectoryand urgency development of learning trajectory on elementary mathematics learning. The method used isliterature review.Abstrak: Hypothetical learning trajectory merupakan dugaan mengenai tujuan pembelajaran, kegiatanpembelajaran dan proses berpikir siswa dalam memahami konsep materi pembelajaran. Melalui penelitian designresearch, hypothetical learning trajectory menghasilkan learning trajectrory yang aktual. Learning trajectorydapat digunakan oleh guru untuk mengembangkan model, metode, kegiatan, bahan ajar dan penilaian sesuaidengan alur belajar siswa. Penelitian tentang learning trajectory telah banyak diteliti oleh beberapa negara.Beberapa penelitian menghasilkan alur belajar dalam pokok bahasan tertentu, bahan ajar dan penilaian berbasislearning trajectory. Tujuan artikel ini adalah memaparkan tentang definisi, manfaat, penelitian design researchdalam mengembangkan learning trajectory dan urgensi pengembangan learning trajectory pada pembelajaranmatematika SD. Metode yang digunakan adalah literature review.Kata Kunci: learning trajectory, matematika, sekolah dasar.
THE IMPACT OF COOPERATIVE LEARNING TYPE MAKE A MATCH TEACHING MODEL TOWARD UNDERSTANDING SAINS CONCEPT IN THE REVIEW OF LEARNING MOTIVATION IN ELEMENTARY SCHOOL Ilma, Istabiqul; Kartono, Kartono; Surya, Anesa
Social, Humanities, and Educational Studies (SHEs): Conference Series Vol 1, No 1 (2018): 1st National Seminar on Elementary Education (SNPD 2018)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (671.139 KB) | DOI: 10.20961/shes.v1i1.23586

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The low of understanding sains concept and learning motivation caused by implementation of the teaching model that not appropiete. One of the learning model that impact to understanding sains concept and learning motivation was cooperative learning type make a match. The purposes of the research are to know (1)the difference of understanding sains concept between students that teached by cooperative learning type make a match model and students that teached by explicit instruction model; (2) the difference of understanding sains concept between students that had high learning motivation and students that had low learning motivation. The research was used Quasi Eksperimental method with 2x2 factorial design. This research used Two Ways Anava data analysis. The conclution were (1) there was the difference of understanding sains concept between students that teached by cooperative learning type make a match model and students that teached by explicit instruction model; (2) there was the difference of understanding sains concept between students that had high learning motivation and students that had low learning motivation.
FINDING HOTS-BASED MATHEMATICAL LEARNING IN ELEMENTARY SCHOOL STUDENTS Surya, Anesa; Sularmi, Sularmi; Istiyati, Siti; Prakoso, Rahmat Fajar
Social, Humanities, and Educational Studies (SHEs): Conference Series Vol 1, No 1 (2018): 1st National Seminar on Elementary Education (SNPD 2018)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (419.422 KB) | DOI: 10.20961/shes.v1i1.24308

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Pendekatan pembelajaran pada era sekarang ini sudah bergeser pada pembelajaran yang aktif, kreatif, kritis dan menyenangkan, sehingga akan tercipta pembelajaran yang bermakna. Hal tersebut dilandasi oleh tantangan pendidikan abad 21, yang menuntut siswa agar memiliki keterampilan berkomunikasi dan penguasaan ilmu pengetahuan teknologi melalui proses pembelajaran. Pelaksanaan pendidikan di Indonesia saat ini sudah mengarah pada tantangan abad 21, hal tersebut dibuktikan dari diterapkannya Kurikulum 2013 yang menekankan pada proses pembelajaran. Kendala yang ditemukan selama ini adalah masih sulit sekali melatih keterampilan berpikir tingkat tinggi pada siswa. Hal tersebut tidak hanya ditemui pada tingkatan sekolah lanjut, akan tetapi dari tingkatan sekolah dasar. Pentingnya melatih keterampilan berpikir tingkat tinggi pada siswa sejak tingkatan sekolah dasar adalah untuk mengembangkan pola pemikiran berkelanjutan pada siswa. Namun, kecenderungan pembelajaran matematika yang diajarkan saat ini masih menekankan pada keterampilan berpikir tingkat rendah. Indikasinya bisa dilihat dari pembelajaran selalu menggunakan metode menghafal dari buku. Selain itu, kebanyakan guru masih sulit mengajarkan dan membiasakan cara berpikir tingkat tinggi pada peserta didiknya. Hal tersebut dikarenakan masih kurangnya pengetahuan guru mengenai implementasi pembelajaran HOTS. Pada dasarnya untuk melatih keterampilan berpikir tingkat tinggi diperlukan keterampilan berpikir tingkat rendah sebagai dasar, tetapi akan lebih baik keterampilan berpikir tingkat tinggi mulai dilatih sejak siswa tingkat sekolah dasar. Keterampilan berpikir tingkat tinggi ini akan membuat siswa mampu meningkatkan kemampuan berkomunikasi dan penguasaan ilmu pengetahuan sesuai dengan tantangan pendidikan abad 21.
IMPROVING PROBLEM-SOLVING SKILL IN PLANE FIGURE AND SOLID FIGURE ESSAY THROUGH THE ASSURANCE, RELEVANCE, INTEREST, ASSESSMENT, SATISFACTION (ARIAS) LEARNING METHODOLOGY Putri, Desi Yulanda; Winarni, Retno; Surya, Anesa
Social, Humanities, and Educational Studies (SHEs): Conference Series Vol 1, No 1 (2018): 1st National Seminar on Elementary Education (SNPD 2018)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (419.346 KB) | DOI: 10.20961/shes.v1i1.23484

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The students’ability level of solving the problem is still low. Regarding the importance of having the problem-solving skill itself, there should be alternative methods to support the students to solve the problem. The aim of this research is to examine the increased level of problem-solving skill on a plane figure and a solid figure essay by Assurance, Relevance, Interest, Assessment, Satisfaction (ARIAS) learning model for grade V students of SD Negeri Tunggulsari II No. 179 Surakarta academic year 2017/2018. This research conducted in two cycles with the teacher and 29 students from grade V as the subject. The data were collected by interview, observation, test, and document review. Data validaty is tested by content validity,triangulation of source and technique.The results show that the use of ARIAS learning model improving the problem-solving skill on a plane figure and solid figure essay. It can be proven by the increasing percentage of classical completeness on the pre-cycle of 17,24%, increased to 27,59% in the first cycle and increased to 86,21% in the second cycle. The conclusion of this research is the ARIAS learning model can improve the problem-solving skill of plane figure and solid figure essay on grade V students of SD Negeri Tunggulsari II No. 179 Surakarta academic year 2017/2018.
IMPROVED OF THE ENVIRONMENT CARE ATTITUDE ON SCIENCE LEARNING BY APPLYINGTHE SCIENCE ENVIRONMENT TECHNOLOGY AND SOCIETY (SETS) MODEL Khotimah, Husnul; Mulyono, Hadi; Surya, Anesa
Social, Humanities, and Educational Studies (SHEs): Conference Series Vol 1, No 1 (2018): 1st National Seminar on Elementary Education (SNPD 2018)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (337.352 KB) | DOI: 10.20961/shes.v1i1.23468

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Environmental care attitude is one of important character to be grown from an early age. The attitude of environmental care of grade fifth student of SDN 1 Mendak is still low. The purpose of the research is to improve of the environment care attitude  through models of science environment technology and society (SETS) in the fifth grade students of State Elementary School 1 Mendak in academic year 2017/2018. This research forms is Classroom Action Research and it was conducted in two cycles. Each cycle consists of four step, there are planning, acting, observing, and reflecting. The subject of this research is the fifth grade students of State Elementary School 1 Mendak. Technique of the data collecting  used are questionnaire, observation, interview, and documentation. The data validity used triangulation of resources and triangulation of technique. Technique of the data analysis used is interactive analysis.  Result of this research indicate that environmental care attitude of grade 5 student of SDN 1 Mendak from preaction until cycle II meeting 2 has increased by 83,3%. The conclusion of this research indicate that through models of science environment technology and society (SETS) can improve of the environment care attitude in the fifth grade students of State Elementary School 1 Mendak in academic year 2017/2018. 
IMPROVED CRITICAL THINKING SKILLS ON SCIENCE LEARNING BY APPLLYNG THE PREDICT, OBSERVE, EXPLAIN (POE) MODEL Larasati, Larasati; Poerwanti, Jenny Indrastoeti Siti; Surya, Anesa
Social, Humanities, and Educational Studies (SHEs): Conference Series Vol 1, No 1 (2018): 1st National Seminar on Elementary Education (SNPD 2018)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (459.675 KB) | DOI: 10.20961/shes.v1i1.23440

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Critical thinking skills are a necessary skill in the 21st century. However, students’s critical thinking skills at SD N Makamhaji 03 are still low. The purpose of this research is to improve critical thinking skills on science learning model of Predict, Observe, Explain (POE) in fifth grade students of State Primary School of Makamhaji 03 in the academic year 2017/2018. This research form is Classroom Action Research (CAR) and it was conducted in three cycles. Each cycle consists of four steps, they are planning, implementation, observation, and reflection. The research subject is the fifth grade students of State Primary School of Makamhaji 03 in the academic year 2017/2018 consists of 21 students. The data collecting technique used are observation, interview, and document. The data validity used triangulation of resources and triangulation of technique. The data analysis technique was interactive analysis model consisting of the three components, there are data reduction, data display, and conclusion. The result of this classroom action research shows that students’ critical thinking skills on science learning can be improved by implementation of POE model. It can be seen from students’ classical mastery from pre-action to cycle III meeting II, and the result is 85%. The conclusion of this research revealed that through Predict, Observe, Explain (POE) model can improve the critical thinking skills in science throuhgt in the fifth grade students of State Primary School of Makamhaji 03 in the academic year 2017/2018.