Garuda - Garba Rujukan Digital

Utilization of Media GELIBO (Gemar Literasi dengan Flipbook) for Fourth Grader at Elementary School Yusella, Yeni; Kusumaningrum, Shirly Rizki; Dewi, Radeni Sukma Indra
JIIP - Jurnal Ilmiah Ilmu Pendidikan Vol. 5 No. 12 (2022): JIIP (Jurnal Ilmiah Ilmu Pendidikan)
Publisher : STKIP Yapis Dompu

The lack of motivation for students in fourth grader of SDN Dinoyo 3 Malang is the lack of motivation to read, the low understanding of students about the content of reading, and the lack of existing literacy reading books. GELIBO (Gemar Literasi dengan Flipbook) is one of the media to convey information in digital form, where digital information is the impact of technological advances based on the industrial revolution 4.0. This research purpose to analyze the reading and writing literacy ability of elementary school students. The type of research used in this study is qualitative descriptive research. The data were got from the headmaster and teacher by interview, observation, and documentation studies. This research used analysis techniques from Miles, and described Huberman that contained of Data Collection; Data Reduction; Data View; and conclusion drawing/verification. The results showed that the activity of making Mind Mapping is one of the activities that the author wants to do to overcome the lack of students' interest in reading the existing storybook. The effect of using GELIBO (Gemar Literasi with Flipbook) media can increase students' interest in learning, it caused of the factors: 1). student intelligence ability, 2). student learning motivation, 3). the influence of playmates, 4). the teacher's ability, 5). the facilities and infrastructure in the school are sufficient. The condition after the idea, using mind mapping activities written in the media GELIBO (Gemar Literasi dengan Flipbook) can foster students' interest in reading storybooks in learning at this time. So that this activity can be made a reference to further improve the quality of reading both reading storybooks and reading books reading existing learning materials.

Analysis Of The Teacher's Perception Of The Headmaster's Leadership And Supervision Of Teacher Performance In Elementary School Yusella, Yeni; Aini, Muntaza Nur; Saputro, Uung Gondo; Maisyaroh, Maisyaroh
JIIP - Jurnal Ilmiah Ilmu Pendidikan Vol. 5 No. 12 (2022): JIIP (Jurnal Ilmiah Ilmu Pendidikan)
Publisher : STKIP Yapis Dompu

This investigation was conducted correctly and was inspired by the headmaster's leadership in carrying out his responsibilities. This research aims to identify teachers' impressions of leadership by examining the headmaster's leadership style, supervision, job motivation, and educational background. The collecting of data involves observation, documentation, and interviews. All the instructors at SDN Diniyo 3 Malang were observed and interviewed. The gathered information is subsequently examined, and conclusions are formed. If there is a positive relationship between teachers' perceptions of the headmaster's leadership style and supervision, work motivation, and educational background, and teacher performance, this can provide a framework for the relevant parties to be willing and able to pay more attention to these three factors so that the teacher performance of SDN Dinoyo 3 Malang increases and improves.

Implementasi Kegiatan Triple M (Membuat Mind Mapping) di KALI (Kantong Literasi) dengan Menggunakan Buku Cerita pada Siswa SD Yusella, Yeni; Susilo, Herawati; Ekawati, Ratna
JIIP - Jurnal Ilmiah Ilmu Pendidikan Vol. 5 No. 12 (2022): JIIP (Jurnal Ilmiah Ilmu Pendidikan)
Publisher : STKIP Yapis Dompu

Penelitian ini bertujuan untuk menganalisis kemampuan literasi membaca dan menulis anak SD. Jenis penelitian yang digunakan dalam penelitian ini adalah penelitian deskriptif kualitatif. Data yang dikumpulkan diperoleh dari kepala sekolah dan guru melalui wawancara, observasi, dan studi dokumentasi. Penelitian ini menggunakan teknik analisis dari Miles, dan menjelaskan Huberman yang terdiri dari Pengumpulan Data; Reduksi Data; Tampilan Data; dan penarikan kesimpulan atau verifikasi. Hasil penelitian menunjukkan bahwa Kegiatan Melakukan Mind Mapping merupakan salah satu kegiatan yang ingin penulis lakukan untuk mengatasi kurangnya minat siswa dalam membaca buku cerita yang ada. Kegiatan Mind Mapping ini meliputi: 1. Menggali informasi penting dari sebuah cerita (unsur intrinsik cerita) 2. Membuat Mind Mapping/Peta Konsep dari poin-poin penting yang telah dibuat dan 3. Membuat ringkasan cerita (paragraf baik naratif atau deskripsi poin-poin penting dari cerita). Siswa akan diarahkan untuk memuat pemetaan pikiran Kondisi setelah ide, menggunakan kegiatan mind mapping dapat menumbuhkan minat baca buku cerita dalam pembelajaran saat ini. Selanjutnya, faktor-faktor yang mempengaruhi penggunaan kegiatan Triple M (Membuat Mind Mapping) agar meningkatkan minat belajar siswa antara lain: 1) kemampuan kecerdasan dan minat belajar, 2) motivasi belajar siswa, 3) berkurangnya akses bermain smartphone, 4) pengaruh teman bermain, 5) kemampuan guru, 6) sarana dan prasarana yang ada di sekolah cukup memadai. Sehingga kegiatan ini dapat dijadikan acuan untuk lebih meningkatkan kualitas membaca baik membaca buku cerita maupun membaca buku bacaan materi pembelajaran yang ada.

Problematic of Implementing Asesmen Nasional in Elementary School Yusella, Yeni; Mahanal, Susriyati; Mashfufah, Aynin
JIIP - Jurnal Ilmiah Ilmu Pendidikan Vol. 5 No. 12 (2022): JIIP (Jurnal Ilmiah Ilmu Pendidikan)
Publisher : STKIP Yapis Dompu

This study aims to analyze the problems of Asesmen Nasional in elementary schools. The type of research used in this study is qualitative descriptive research. This study uses analytical techniques from Miles, and explains Huberman which consists of Data Collection; Data Reduction; Data View; and drawing conclusions/verifications. The results showed that: (1) Problems first arise in schools when the distribution or announcement of the names of students who must take literacy and numeracy tests is submitted to the school. (2) The second problem is that students when the AKM numeracy literacy test is carried out, learning is still running with the fifty-fifty model (50-50), (3) The last problem that arises is when the implementation of taking the test in the Computer Laboratory. Furthermore, the design of solutions when implementing the Asesmen Nasional of fifth grader, including: (1) the efforts made by the next teacher are to provide literacy and numeracy materials in the form of books and questions that have been given when students are of fourth grader. (2) Regarding students' difficulties with literacy questions whose reading is too long and understanding numeracy questions that require a high level of thinking, the teacher provides guidance as long as the students conduct trials and do the practice questions. (3) The next effort made by the teacher is to provide literacy and numeracy materials in the form of books and questions that have been given when students as fourth grader. (3) Furthermore, the last problem that arises in schools is the occurrence of an error system and having to re-login. This can be anticipated with the teacher's instructions to record the results of the answers that have been done.

Character Education Models at School Yusella, Yeni; Sultoni , Achmad; Suciptaningsih, Oktaviani Adhi
JIIP - Jurnal Ilmiah Ilmu Pendidikan Vol. 5 No. 12 (2022): JIIP (Jurnal Ilmiah Ilmu Pendidikan)
Publisher : STKIP Yapis Dompu

The purpose of writing this article is to find out the concept of character education formulated by experts, the scope of character education in detail, and character education in terms of the scope of character education . The research conducted uses a descriptive analytical method, namely by describing theories according to experts about character education . From the research conducted, it was concluded that the emergence of character education actually showed more of the characters that must be possessed by every student and at the same time the character education strengthened religious education. Character education produce students into creatures who have better characters or values. The success of character education does not depend on whether or not one of the components of education is good or not but rather each other is interrelated and inseparable, so that comes to what is formulated in the purpose of character education. There are some character education learning model inspired by Religious education theory, namely: there are three models of character education, namely "(1) Tadzkirah Model, (2) Istiqomah Model, and (3) Iqra- Fikir – Dzikir Model ". Character education can be instilled through a holistic education model covering 3 (three) domains, namely; (1) knowing the good method, (2) feeling the good, and (3) acting the good.

Profile of Mathematics Problem Solving for Fourth Grader on Fractional Material Viewed from the Type of Learning Style Yusella, Yeni
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 3 No. 12 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v3i122023p1078-1086

Abstract: Problem solving is one of the five standard processes that must be developed in mathematics learning. Learning mathematics must prioritize students' ability to solve problems. Problem-solving skills are an important component of learning maths. In order to provide appropriate learning treatment, teachers must know the abilities of students, especially in solving mathematical problems. In this study, an analysis of the stages carried out by students in solving problem solving test questions based on Polya solving steps. But before that, students will be grouped based on their learning style. This research is a qualitative descriptive research. The subjects of this study were 28 grade 4 students of SDN Dinoyo 3 Malang City.After being given a learning style determination questionnaire, 5% of students with visual learning styles, 7% of students with auditorial learning styles, and 28% of students with kinesthetic learning styles were obtained. While 60% of students have the same dominant score on visual-auditorial learning styles. Based on the results of the study, it can be concluded that students show different steps and habits in problem solving. Students with a visual learning style in understanding problems read the questions repeatedly using aloud and fluently and write down important parts of the problem. Students with an auditorial learning style in understanding problems write down parts that they consider important from the problem using mathematical symbols. Students with a kinesthetic learning style in understanding problems write down parts that they consider important from the problem not using their own language. Abstrak: Pemecahan masalah merupakan salah satu dari lima standar proses yang harus dikembangkan dalam pembelajaran matematika. Pembelajaran matematika harus mengutamakan kemampuan siswa dalam pemecahan masalah. Keterampilan pemecahan masalah merupakan komponen yang penting dalam pembelajaran matematika. Agar dapat memberikan treatment pembelajaran yang tepat, guru harus mengetahui kemampuan siswa, khususnya dalam penyelesaian masalah matematika. Dalam penelitian ini dilakukan analisis terhadap tahapan-tahapan yang dilakukan siswa dalam menyelesaikan soal tes pemecahan masalah berdasarkan langkah penyelesaian Polya. Namun sebelumnya siswa akan dikelompokkan berdasarkan gaya belajarnya. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek penelitian ini adalah 28 siswa kelas 4 SDN Dinoyo 3 Kota Malang.Setelah diberi angket penentuan gaya belajar, diperoleh 5% siswa dengan gaya belajar visual, 7% siswa dengan gaya belajar auditorial, dan 28% siswa dengan gaya belajar kinestetik. Sedangkan 60% siswa mempunyai skor dominan yang sama pada gaya belajar visual-auditorial. Berdasarkan hasil penelitian, dapat disimpulkan bahwa siswa menunjukkan langkah-langkah dan kebiasaan yang berbeda dalam pemecahan masalah. Siswa dengan gaya belajar visual dalam memahami masalah membaca soal dengan berulang-ulang menggunakan suara keras dan lancar serta menuliskan bagian-bagian yang penting dari soal. Siswa dengan gaya belajar auditorial dalam memahami masalah menuliskan bagian-bagian yang dianggapnya penting dari soal dengan menggunakan simbol-simbol matematika. Siswa dengan gaya belajar kinestetik dalam memahami masalah menuliskan bagian-bagian yang dianggapnya penting dari soal tidak dengan menggunakan bahasa sendiri.

Profile of Mathematics Problem Solving for Fourth Grader on Fractional Material Viewed from the Type of Learning Style Yusella, Yeni
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 4 No. 1 (2024)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065v4i12024p36-44

Abstract:Problem solving is one of the five standard processes that must be developed in mathematics learning. Learning mathematics must prioritize students' ability to solve problems. Problem-solving skills are an important component of learning maths. In order to provide appropriate learning treatment, teachers must know the abilities of students, especially in solving mathematical problems. In this study, an analysis of the stages carried out by students in solving problem solving test questions based on Polya solving steps. But before that, students will be grouped based on their learning style. This research is a qualitative descriptive research. The subjects of this study were 28 grade 4 students of SDN Dinoyo 3 Malang City.After being given a learning style determination questionnaire, 5percent of students with visual learning styles, 7percent of students with auditorial learning styles, and 28percent of students with kinesthetic learning styles were obtained. While 60percent of students have the same dominant score on visual-auditorial learning styles. Based on the results of the study, it can be concluded that students show different steps and habits in problem solving. Students with a visual learning style in understanding problems read the questions repeatedly using aloud and fluently and write down important parts of the problem. Students with an auditorial learning style in understanding problems write down parts that they consider important from the problem using mathematical symbols. Students with a kinesthetic learning style in understanding problems write down parts that they consider important from the problem not using their own language. Abstrak:Pemecahan masalah merupakan salah satu dari lima standar proses yang harus dikembangkan dalam pembelajaran matematika. Pembelajaran matematika harus mengutamakan kemampuan siswa dalam pemecahan masalah. Keterampilan pemecahan masalah merupakan komponen yang penting dalam pembelajaran matematika. Agar dapat memberikan treatment pembelajaran yang tepat, guru harus mengetahui kemampuan siswa, khususnya dalam penyelesaian masalah matematika. Dalam penelitian ini dilakukan analisis terhadap tahapan-tahapan yang dilakukan siswa dalam menyelesaikan soal tes pemecahan masalah berdasarkan langkah penyelesaian Polya. Namun sebelumnya siswa akan dikelompokkan berdasarkan gaya belajarnya. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek penelitian ini adalah 28 siswa kelas 4 SDN Dinoyo 3 Kota Malang.Setelah diberi angket penentuan gaya belajar, diperoleh 5persen siswa dengan gaya belajar visual, 7persen siswa dengan gaya belajar auditorial, dan 28persen siswa dengan gaya belajar kinestetik. Sedangkan 60persen siswa mempunyai skor dominan yang sama pada gaya belajar visual-auditorial. Berdasarkan hasil penelitian, dapat disimpulkan bahwa siswa menunjukkan langkah-langkah dan kebiasaan yang berbeda dalam pemecahan masalah. Siswa dengan gaya belajar visual dalam memahami masalah membaca soal dengan berulang-ulang menggunakan suara keras dan lancar serta menuliskan bagian-bagian yang penting dari soal. Siswa dengan gaya belajar auditorial dalam memahami masalah menuliskan bagian-bagian yang dianggapnya penting dari soal dengan menggunakan simbol-simbol matematika. Siswa dengan gaya belajar kinestetik dalam memahami masalah menuliskan bagian-bagian yang dianggapnya penting dari soal tidak dengan menggunakan bahasa sendiri.

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