Abstrak Penelitian ini merupakan penelitian pengembangan (RnD) yang bertujuan untuk mengembangkan modul nilai-nilai Pancasila dalam kehidupan sehari-hari untuk siswa kelas V SD. Analisis kebutuhan diperoleh dari studi pendahuluan berupa observasi, wawancara, dan dokumentasi yang menunjukkan bahwa dalam memahami nilai- nilai Pancasila dalam kehidupan sehari-hari, sehingga guru membutuhkan media untuk menjelaskan materi tersebut. Teknik pengumpulan data menggunakan wawancara, observasi, dokumentasi dan angket. Teknik analisis data menggunakan statistik deskriptif kuantitatif. Berdasarkan hasil validasi dari ahli materi, ahli media, dan siswa (uji coba lapangan awal, uji coba lapangan utama, dan uji coba lapangan operasional) diperoleh bahwa modul layak digunakan sebagai bahan ajar pada pokok bahasan nilai-nilai Pancasila dalam kehidupan sehari-hari untuk kelas V sekolah dasar. Kata kunci: pengembangan modul, nilai-nilai Pancasila, sekolah dasar Abstract The aims of this research and development is to producing a learning module product. The product was a modules of Pancasila values that could be used for the lessons for fifth grader elementary school students. Analysis of necessity came from the result of preliminary study in the form of observations, documentations and interviews which showed that the students found difficulties to learned Pancasila values in everyday life and the teacher needed the learning resources to explain the material of Pancasila values. The data sources were collected from interview, observations, test and questionnaire. The data analysis technique used quantitative- descriptive statistic. This product can be used as learning resources on the subject of Pancasila values for the fifth grade of elementary school based on the validation result of the validation from material experts, media experts, and students (initial flield trials, main field trials, and operational field trials). Keywords: module development, Pancasila values, elementary school
Abstrak Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan penanaman kedisiplinan belajar siswa di kelas III B Sekolah Dasar Gunung Mulyo Kecamatan Sedayu Kabupaten Bantul. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Subjek penelitian ini yaitu guru sebagai informan kunci serta siswa, orang tua, dan kepala sekolah sebagai informan non kunci. Pengumpulan data dilaksanakan melalui observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan model analisis interaktif meliputi pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Uji keabsahan data menggunakan triangulasi sumber dan triangulasi teknik. Hasil penelitian ini menunjukkan bahwa pelaksanaan penanaman kedisiplinan belajar siswa di kelas III B SD Gunung Mulyo menerapkan unsur-unsur kedisiplinan belajar yaitu peraturan, hukuman, penghargaan, dan konsistensi. Pembuatan peraturan kelas berdasarkan kesepakatan antara guru dan siswa serta persetujuan orang tua. Hukuman berupa peringatan lisan, tugas rumah, tindakan langsung, dan peringatan tertulis. Penghargaan yang diberikan berupa pujian dan nilai. Penerapan peraturan, hukuman, dan penghargaan sudah konsisten. kata kunci: penanaman, kedisiplinan belajar siswa, sekolah dasar gunung mulyo Abstract This research aims to describe the implementation of planting disciplinein students learning at class III B Gunung Mulyo Elementary School Sedayu District, Bantul Regency. This research use desciptive qualitative approach. The subjects of this study were teachers as key informants and students, parents, and principals as non-key informants. Data collection has done through observation, interviews, and documentation. The data analysis tecniques used interactive analysis models include data collection, data reduction, data presentation, and conclusion drawing. Test the validity of the data using source triangulation and technical triangulation. The results of the research showed that the implementation of the discipline of learning in students in class III B SD Gunung Mulyo applies the elements of learning discipline, namely regulation, punishment, appreciation and consistency. Making class rules based on agreement between teacher and student and parental consent. Penalties in the form of oral warnings, homework assignments, direct actions, and written warnings. Awards given in the form of praise and value. The application of rules, penalties and awards is consistent. Keywords: discipline study instil, discipline study in student, gunung mulyo elementary
Abstrak Penelitian ini bertujuan untuk meningkatkan rasa ingin tahu melalui model guided discovery pada muatan IPA. Jenis penelitian ini adalah Penelitian Tindakan Kelas.Subjek penelitian adalah siswa kelas IVA SD N Rejowinangin I. Pengumpulan data menggunakan metode observasi, skala, wawancara, dan dokumentasi.Teknik analisis data menggunakan deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa rasa ingin tahu dapat meningkat melalui model guided discovery. Hasil observasi siswa pada siklus I sebesar 62,96%, meningkat pada siklus II menjadi 81,48%. Hasil skala rasa ingin tahu siswa pada siklus I sebesar 74,38% meningkat pada siklus II menjadi 85,19%. Dengan demikian dapat disimpulkan bahwa penggunaan model guided discovery dapat meningkatkan rasa ingin tahu siswa. Kata kunci: rasa ingin tahu, model guided discovery Abstract The research aims at improving students’ curiosity in science learning through guided discovery model.The type of this research was classroom action research. The subjects were 27 students of fourth gradeA in SD Negeri Rejowinangun I. The data collection technique used observasion, scale, interview, and documentation. The data analysis used qualitative and quantitative descriptive technique. The result of this research show that by using guided discovery learning, it can improve students’ curiosity. The result of observation in first cycle is 62,96% , it increase at second cycle become 81,48%. The scale result in first cycle is 74,38%, in increase in second cycle become 85,19%. From the data above, it can be concluded that guided discovery learning model, can improve the students’ curiosity. Keyword: curiosity, guided discovery model
Abstrak Penelitian ini bertujuan untuk meningkatkan hasil pembelajaran menulis karangan narasi melalui pendekatan proses menulis siswa kelas III SD Negeri Bendosari. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart. Subjek penelitian yaitu siswa kelas III SD Negeri Bendosari yang berjumlah 26 siswa. Teknik pengumpulan data menggunakan observasi, wawancara, tes, dan dokumentasi. Instrumen penelitian menggunakan lembar wawancara, soal tes menulis, dan lembar observasi. Teknik analisis data menggunakan analisis deskripstif kualitatif dan deskriptif kuantitatif. Indikator keberhasilan menulis karangan narasi adalah 75% dari jumlah siswa yang mencapai nilai ≥75. Hasil penelitian menunjukkan bahwa penggunaan pendekatan proses menulis dengan langkah-langkah yang meliputi: a) pramenulis, b) membuat draf, c) merevisi, d) menyunting, dan e) publikasi dapat meningkatkan proses dan hasil. Proses pembelajaran menulis karangan narasi pada siklus I sebesar 60,14% meningkat pada siklus II menjadi 83,98%. Hasil tes menulis karangan narasi sebesar 18,52% dengan nilai rata-rata sebesar 66,09. Pada siklus II meningkat menjadi sebesar 81,78% dengan nilai rata-rata sebesar 78,70. Kata kunci: menulis karangan narasi, pendekatan proses menulis Abstract The aim of this research is to improve the results of writing narrative learning through writing process approach of 3th grade students of Bendosari Elemtary School. This research belongs to Classroom Action Research with Kemmis and Mc Taggart model. The subjects of this research were 27 students of 3th grade class of Bendosari Elemtary School. The data collecting techniques were observation, interview, test, and documentation. The data instruments were interview sheets, writing tests, and observation sheets. The data analysis techniques used quantitative and qualitative descriptive analysis method. The indicator of the process’ success is 75% of all students. The result of this research shows that the employment of writing process approach with steps including: a) pre writing, b) drafting, c) revising, d) editing, and e) publishing can improve the process and the results of writing narrative learning. The process of writing narrative learning in the 1st cycle is 60,14%. It becomes 83,98% in the 2nd cycle. The result of narrative writing test in the 1st cycle is 18,52% with average 66,09. It becomes 81,78% with average 78,70 in the 2nd cycle. Keywords:writing narrative , writing process approach
Abstrak Penelitian ini bertujuan untuk: (1) mengetahui pengaruh reward terhadap karakter disiplin siswa; (2) mengetahui pengaruh punishment terhadap karakter disiplin siswa; dan (3) mengetahui pengaruh reward dan punishment terhadap karakter disiplin siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan metode ex post facto. Populasi dalam penelitian ini adalah siswa kelas IV SD Negeri se-Kecamatan Pengasih Kabupaten Kulon Progo yang telah diambil sampelnya secara purposive dengan jumlah 281 siswa dan sampel berjumlah 166 siswa yang ditentukan dengan rumus Slovin. Pengambilan sampel dilakukan menggunakan teknik simple random sampling. Teknik pengumpulan data menggunakan skala psikologi. Uji validitas instrumen menggunakan validitas isi dengan teknik expert judgement, sedangkan untuk mengetahui daya beda item menggunakan rumus korelasi item-total terkoreksi. Reliabilitas instrumen diketahui dengan Alpha Cronbach. Uji prasyarat analisis yang dilakukan adalah uji normalitas, uji linearitas, dan uji multikolinearitas. Uji hipotesis menggunakan teknik analisis regresi ganda. Hasil penelitian menunjukkan bahwa: (1) pemberian berpengaruh positif dan signifikan reward terhadap karakter disiplin siswa; (2) pemberian punishment berpengaruh positif dan signifikan terhadap karakter disiplin siswa; (3) pemberian reward dan punishment berpengaruh positif dan signifikan terhadap karakter disiplin siswa sebesar 24,3%. Artinya, semakin baik pemberian reward dan punishment, maka akan meningkatkan karakter disiplin siswa. Kata Kunci: pengaruh reward, pengaruh punishment, karakter disiplin Abstract This research aims to: (1) knowing the effect of giving rewards to student’s discipline character; (2 knowing the effect of giving punishments to student’s discipline character; and (3) knowing the effect of giving rewards and punishments to student’s discipline character. This research used a quantitative approach with ex post facto method. The population in this research were 4th grade students of state elementary school, district of Pengasih, Kulon Progo regency, who were sampled with purposive sampling, amount to 281 students with a total sample of 166 students who were determined by Slovin formula. Sampling is done used simple random sampling technique. Data collection techniques used a psychological scale. The validity test of the instrument used was the content validity with the expert judgment technique, whereas to find the different power items used the corrected item-total correlation. Instrument reliability was using Alpha Cronbach formula. The precondition test for the analysis that had been used are the normality test, linearity test and multicolinearity test. Hypothesis test that used was multiple regression analysis techniques. The results of this research shown that: (1) giving rewards gives positive and significant influence on student’s discipline character; (2 giving punishment gives positive and significant influence on student’s discipline character; (3) giving rewards and punishment gives positive and significant influence on student’s discipline character with the influence is 24,3%. That means, the better giving of rewards and punishments, would improve the character of student discipline. Keywords: the effect of reward, the effect of punishment, discipline character
