Al-Aulad: Journal of Islamic Primary Education is published by the Department of Primary Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Gunung Djati Bandung-Indonesia, published periodically twice in a year (March and September). The focus of the study is the results of research and theoretical reviews of Islamic primary education.
The purpose of this study was to determine students' poetry writing skills before the application of acrostic techniques, the process of applying acrostic techniques in each cycles, and the increase produced after applying the acrostic technique. The research method used is Classroom Action Research (CAR), consisting of planning, implementing, observing, and reflecting. Based on data analysis, it was concluded that 1) the students' poetry writing skills before applying the acrostic technique obtained an average score of 46.87. 2) The application of acrostic techniques goes well according to the stages. The activity of teachers and students has increased dramatically, in the first cycle the teacher's activity gained a percentage of 64.15%, in the second cycle teacher activity increased to 89.1%. Student learning activities in the first cycle reached 61.65%, in cycle II it increased by 87.5%. 3) Students' poetry writing skills after applying acrostic techniques have increased. In the first cycle, the average score of students was 69.45, and the percentage of learning completeness was 51.75%. In cycle II the average value of students skill increased sharply to 89.37, and the percentage was 91%. Thus, the CAR carried out has been completed with the expected goal of improving poetry writing skills in Indonesian Language Subjects.
This study aims to determine the social attitudes of students before and after using the value clarification technique (VCT) learning model. The research method used is Classroom Action Research which consists of planning, implementing, observing, and reflecting which lasts for two cycles, with the subject of class V MI Nurul Yakin, amounting to 17 students. Before using the VCT learning model, the average percentage of students' social attitudes reached 47% (less). After using the VCT learning model the average percentage of students' social attitudes in the first cycle reached 58% (less), while in cycle 2 the average percentage of students' social attitudes reached 78% (good). There were changes in the students' social attitudes in the learning process by applying the VCT learning model to the subject matter of the Akhah Akhlak the subject fosters harmony with neighbors and society.
Mathematical problems are generally closely related to daily life. The problem is very important given to elementary school students because in general the story can be used to train students in solving problems. Solving stories can be used as a problem-solving strategy, although the question of mathematics is not necessarily a problem-solving question. The ability needed to solve the story problem is not only skill ability and maybe certain algorithm but also other ability that is ability to make plan and strategy that will be used in reaching completion. In addition, learning about the mixed story can also train the learners in their learning ability related to the three aspects of cognitive, affective, and psychomotor. Therefore, the ability of teachers as educators either personal or professional should take precedence. However, in reality, the teaching-learning process that is implemented tends to passively, where the concepts obtained by learners are still centered on the teacher. So it is necessary to find an alternative learning that can improve student learning outcomes. The constructivism approach is one of the proper approaches used in mathematics learning about mixed counts. Because, according to the expert view of constructivism, every learner has a role in determining what is learned. Emphasis is given to learners in order to form skills and knowledge by linking past experience with future use. Learners are not only given emphasis on facts or concepts but also given emphasis on the process of thinking and communication skills.
The purpose of this study is to find out student learning activities before applying the Academic Controversy method, then the learning process using the Academic Controversy method, and student learning activities after applying the Academic Controversy method on social studies subjects in each cycle. The method used in this study is Classroom Action Research (CAR) which consists of four stages repeatedly, namely planning, action, observation and reflection. The technique of collecting data was carried out through the evaluation instruments of the pro and contra debates then with observation sheets for student and teacher activities. Based on the results of the study, the percentage of student learning activities before being applied to the academic controversy (academic controversy) method was only 31.2% with the less active category, after the application of the academic controversy (academic controversy) method in the first cycle student learning activities increased to 62 % included in the category is quite active. And student learning activities continue to increase in the second cycle which is at a very active stage which is 86%. From these data it can be concluded that the application of the method of academic controversy (academic controversy) can increase learning activities.
The purpose of this study is to determine the use of value model clarification technique games on learning civics and knowing student learning outcomes. The method used in this research is correlation method. The collect data by observation, questionnaire, and test. Respondents in this study as many as 22 students of grad three Islamic primary school Darul Hufadz Sumedang District West Java Indonesia. To analyze the data used two approaches namely partial analysis and correlational analysis. The result of the analysis shows that value clarification technique games model in civics learning is included in the high category with the average value 3,76. The student learning outcomes subject matter of the importance of self-esteem included in both categories with an average value of 70.90. The relationship between the two is shown by the correlation coefficient of 0.66, which is included in the category enough. The result of t-test at 5% significance level shows the price of t arithmetic (3.933)> t table (1.725). It means Ha accepted that there is a significant positive relationship between value clarification technique games model on learning civics with a student learning outcomes subject matter of the importance of self-esteem. The level of influence of variable X to variable Y by 25%. Thus, apart from the value factor model Clarification Technique Games on learning Civics, it is still there are 75% other factors that affect student learning outcomes.
The purpose of this research is to know students learning motivation during the implementation of the Team Assested Individualization (TAI), ant then students learning motivation without using TAI, lasty, the influence of TAI to their motivation in thematic learning. The method used is a Quasi Experiment Research with the design of The Nonequivalent Pretest-Posttest Control Group Design, Non Probality sample with Purposive Sampling technique and analyzed using Independent Sample T-Test. Based on the results of the research can be summarized as follows, 1) The implementation of the TAI in thematic learning for teacher activities on average 96% and for student activities on averagec 83%. 2) Motivation of students with conventional learning models before learning by 54.59 and after learning by 58.43. 3) Motivation of students with the TAI learning model before learning by 54.49 in the high category and after learning by 65.31 in the very high category. 4) There is influence, with the Independent Sample T-Test of 0,000 smaller than the 0.05 sig. Where the experimental group amounted to 65.31 is influential than the control class amounted to 58.43.
This article has a purpose to find out the development of the elementary student psychomotor which carried out in SDN Demangan, Yogyakarta. The development is related to the activity using fingers to do a variety of activities such as drawing. This research used descriptive qualitative method and to quest the data it used observation, interviews and documentation method by observing the development of the student psychomotor. The focus of this research is on finding: 1) how the development of the student psychomotor whether it is reached or not, 2) how the factors that affect the development of the student psychomotor, 3) how the solution to the development of the student psychomotor. The result are: 1) the development of the student psychomotor which is reached and not, it is marked by the coordination of nerve and well fingers movement, so the student obtains the result of the good drawing, 2) the factor that affects the development of the student psychomotor, there are two factors; internal and external. Internal factor is influenced from genetic factor and the external is from the surrounding environment to support the development, 3) the solution is to anticipate the problems of the development of the student psychomotor by seeking the training and giving guidance toward the student to motivate them achieving the development.Keywords: Development, psychomotor, children, elementary school
The purpose of this research was conducted to find out the results of the cognitive skill, especially in the subjects of Arabic language. This research analysed before and after cognitive skill using the model of cooperative learning, and identified the activites with the approach in grade III Madrasah Ibtidaiyah (MI) Nurul Huda Bandung, West Jawa, Indonesia. This research uses Classroom Action Research (CAR), that have been implemented in two cycles. Based on the results of the data processing, obtained mean of cognitive learning skill of students before using the model of cooperative learning is 54.09 (27%). The application of cooperative learning in cycle I gained an average rating of teacher's activities amounted to 72% and students is 67%, respectively. Furthermore, teacher and students activities in cycle II witnessed to increase dramatically, the former is 94% and later is 92%, respectively. The cognitive skill of students in MI after using cooperative learning on cycle I gained an average rating of 75 (86%), and in cycle II derived to 95 (87.7%). This indicate that model of cooperative learning is able to enhance cognitive skill of students on Arabic subject in MI Nurul Huda Bandung.
This research motivated by the low results of students speaking skills. This study aims to find out the results of students speaking skills before using the strategy everyone is teacher, the learning process using strategy everyone is teacher here, also to find out the results of students speaking skills after using the strategy everyone is teacher here on Indonesian language subjects in class V MI Al Musdariyah District Cileunyi Regency Bandung. The Method used is a classroom action research method.The data collection technique uses observation for work and documentation. Data analysis uses the observation sheet and performance. The study subjects consisted of 24 students, 10 women and 14 men. The results of the data analysis concluded that (1) The students speaking skills before using the strategy everyone is teacher here is still low with an average value of 46,9. (2) Implementation of the strategy everyone is teacher here goes well according to the stages. Teacher and student activities have increased in each cycle. (3) Students speaking skills after using the strategy everyone is teacher here has increased every silk cycle. The percentage of classical learning completeness in pre cycle 8,3%, cycle I is 41,5%, and cycle II is 91%.
The purpose of this study is to analyze student learning outcomes before using the method of learning make a match, describe the implementation of learning process Akidah Akhlak material behave commendable using the method of learning make a match, and describe student learning outcomes after using the method of learning make a match on the subjects Akidah Akhlak the material behaves commendable in the fourth class of MIS Cikulu. Make a match is an active learning method to deepen or train the learned material. Students are asked to look for pairs of cards which are answers or specific material questions in the lesson. One of the advantages of this technique is students looking for a partner while learning about a concept or topic in a fun atmosphere. This research uses Classroom Action Research method. Respondents in this study as many as 15 students of class IV MIS Cikulu Sukahurip Village, Pangandaran District, Pangandaran City. Based on the results of data analysis from the evaluation of students on subjects Akidah Akhlak material behave commendably by using the method of learning make a match obtained student learning outcomes in cycle I with an average value of 68.67 and on cycle II with an average value of 88. Thus there is a significant increase in the learning process by using the method of learning make a match on the subject Akidah Akhah material behave commendably between cycles I and II.