Analisis Coping Stres pada Generasi Y Sandwich Generation di Desa Jatimulya Kecamatan Suradadi Kabupaten Tegal

The sandwich generation are individuals who simultaneously care for their elderly parents and children, often resulting in physical and emotional stress. The research aims to analyze the types, influencing factors, impact of stress, and coping strategies used by generation Y sandwich generation. This research uses a qualitative phenomenological research method by collecting data from three individuals who are part of the sandwich generation in Jatimulya Village and three supporting informants. The results of the research show that the types of stress experienced by generation Y sandwich generation have all been experienced, namely eustress, distress, hyperstress and hypostress, but generally the type of stress experienced tends to be positive stress (eustress). The influencing factors are the environment, individuals and organizations. The impact of stress in its implementation has an impact on the physical, emotional or mental, and work. The coping strategies used are good in implementing problem focused coping and emotion focused coping. However, generally they do not show awareness of unhealthy habits or behavior patterns that are applied with maladaptive coping.Keywords: coping stres, generation Y, sandwic

PERBANDINGAN MODEL PEMBELAJARAN KONTEKSTUAL DENGAN PENDEKATAN SAVI (SOMATIC, AUDITORY, VISUAL, INTELLECTUAL) DAN DIRECT INSTRUCTION UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP DAN SELF-EFFICACY MATEMATIS SISWA SEKOLAH DASAR: (Studi Kuasi Eksperimen di Kelas IV Sekolah Dasar Kota Pekanbaru)

Penelitian ini dilakukan bertujuan untuk menelaah peningkatan kemampuan pemahaman konsep dan self-efficacy matematis siswa dengan menggunakan model pembelajaran kontekstual berpendekatan SAVI (Somatic, Auditory, Visual, Intellectual) dan direct instruction, serta melihat perbedaan peningkatan kemampuan pemahaman konsep dan self-efficacy matematis siswa yang belajar menggunakan model pembelajaran kontekstual dengan pendekatan SAVI dan direct instruction yang ditinjau dari kemampuan awal matematika siswa (tinggi, sedang dan rendah). Penelitian dilakukan di salah satu sekolah dasar negeri kota Pekanbaru yaitu pada siswa kelas IV. Populasi penelitian ini adalah seluruh siswa kelas IV dengan sampel penelitian berjumlah 52 siswa pada dua kelas. Metode penelitian yang digunakan yaitu eksperimen kuasi dengan desain penelitian yaitu kelompok pretest dan postest tidak ekivalen. Kelas eksperimen menggunakan model pembelajaran kontekstual dengan pendekatan SAVI dan kelas kontrol menggunakan direct instruction. Instrumen yang digunakan dalam pengumpulan data adalah tes uraian kemampuan pemahaman konsep matematis dan angket pernyataan self-efficacy matematis siswa. Dari hasil penelitian diperoleh kesimpulan, (1) peningkatan kemampuan pemahaman konsep dan self-efficacy matematis siswa yang menggunakan model pembelajaran kontekstual dengan pendekatan SAVI lebih baik dibandingkan dengan peningkatan kemampuan pemahaman konsep matematis siswa yang menggunakan direct instruction, (2) terdapat perbedaan peningkatan kemampuan pemahaman konsep matematis dan tidak terdapat perbedaan peningkatan self-efficacy matematis siswa yang belajar menggunakan model pembelajaran kontekstual dengan pendekatan SAVI dan direct instruction yang ditinjau dari kemampuan awal matematika siswa (tinggi, sedang dan rendah). Kata kunci: Pemahaman Konsep Matematis, Self-Efficacy Matematis, Model Pembelajaran Kontekstual dengan Pendekatan SAVI (Somatic, Auditory, Visual, Intellectual), Direct Instructio The purpose of this research is to analyze the improvement of students’ conceptual understanding and mathematical self-efficacy using SAVI (Somatic, Auditory, Visual, Intellectual) approach and direct instruction, also to analyze the differences of the improvement of students’ conceptual understanding and mathematical self-efficacy who are taught using the SAVI approach and direct instruction reviewed from the initial capability (high, middle, or low). This research was conducted for the fourth grader in one of the Elementary School in Pekanbaru. The study population was all students in grade IV with the sample amounted to 52 students in two classes. The method used in this research is the quasi experiment and the design of the research is pretest group and not equivalent posttest. Experiment class used the contextual teaching learning model and SAVI approach and the control class used direct instruction. The instrument used in collecting data was written test of mathematical conceptual understanding and students’ self-efficacy questionnaire. The result of analysis shows that show that: (1) the improvement of students’ conceptual understanding and mathematical self-efficacy that was taught using SAVI approach is better than the students’ that was taught using direct instruction, (2) there is difference of mathematical conceptaul understanding ability and there is no difference in improvement of students’ mathematical self-efficacy that were taught using contextual teaching learning model using SAVI and direct instruction that are analyzed from students’ mathematical initial ability (high, middle and low). Key wordsk: Mathematical Conceptual Understanding, Mathematical Self-Efficacy, Contextual Teaching Learning Using SAVI (Somatic, Auditory, Visual, Intellectual) Approach, Direct Instructio

Pelatihan Membaca Kritis Untuk Mahasiswa PGSD Semester 1 Universitas Pahlawan Tuanku Tambusai

Membaca adalah aktivitas yang melibatkan kemampuan pikiran dan melatih kemampuan berpikir logis. Melalui membaca, diharapkan mahasiswa dapat menggali informasi atau pesan yang terkandung di dalam bahan tulisan. Semakin banyak kita membaca, maka semakin banyak pula informasi yang kita peroleh. Permasalahannya adalah membaca merupakan kegiatan yang sulit dilakukan dan membosankan, banyak orang suka membaca tetapi sulit memahami isi bacaan.  Hal yang sama juga terjadi pada mahasiswa PGSD semester 1 Universitas Pahlawan. Ketika mereka kurang menyadari bahwa keterampilan membaca sangat penting dalam menunjang prestasi belajar. Mereka membaca ketika diberi tugas oleh dosen dan ketika mereka berdiskusi. Sehingga permasalahan ini membutuhkan solusi yaitu dengan melaksanakan pelatihan terkait membaca kritis. Sebagai  hasilnya,  pelatihan  teknik  membaca  scanning  dan skimming  diberikan  dengan  format  webinar  singkat  yang  diikuti  oleh  teknisi pelayanan  darah  dari  seluruh  Indonesia.  Acara ini dihadiri oleh 32 mahasiswa PGSD Semester 1 Universitas Pahlawan Tuanku Tambusai. Kegiatan  dilakukan  dengan  memberikan  ceramah  singkat  diikuti diskusi  dan  tanya  jawab.  Dari hasil  pengamatan  yang  dilakukan,  peserta  memiliki  minat  dan  ketertarikan terhadap  kegiatan ini.  Diskusi  interaktif  terjadi  pada  dua  sesi,  yaitu  sesi  saat  presentasi  setelah  satu topik selesai. Diskusi kedua terjadi saat sesi tanya jawab

PEMBELAJARAN BERBASIS PROYEK PADA MATA KULIAH MEDIA PEMBELAJARAN DALAM PERANCANGAN MEDIA BELAJAR DI SEKOLAH DASAR

The purpose of this study was to explain project-based learning activities on instructional media courses for the design of learning media at elementary schools. This study also aimed to determine the students’ perceptions towards project-based learning in instructional media courses.  This study was a quantitative descriptive study using literature study and surveys.  One of learning activities in media course which used project-based learning model was designing visual, audio-visual, and multimedia learning media. The stages in designing the learning media were started from analyzing basic competencies in one subject, making a learning media framework, creating the design results, and finally presenting how to use the learning media as well as publishing to Google Classroom. The results revealed that students' perceptions towards project-based learning in learning media courses based on each indicator were as follow. The percentage for the indicator of student and lecturer interactions was 82.53% (good); for the indicator of students’ learning interests was 80.66% (good); for the indicator of competency in understanding teaching materials was 88.53% (good); for the indicator of competency to think critically, effectively, and efficiently was 88.66% (good); for the indicator of time management competence was 80.26 (good); for the indicator of students’ learning outcomes was 88.40% (good), and for the appropriateness of project-based learning application with subject characteristics was 91.20  % (very good)

PENERAPAN TEKNIK PEMBELAJARAN THINK PAIR SQUARE UNTUK MENINGKATKAN HASIL BELAJAR SISWA

This research aimed to find out that the implementation of think pair square to improve students’ learning outcome. This was a classroom action research. The data analysis technique used in this research is qualitative and quantitative data analysis. The results showed that there was an increase in student learning outcomes from before the action, cycle I, and cycle II. Before the action only 9  students (56,25%) achieved the KKM, in cycle I increased to 11 students (68,75%) achieved the KKM, and In cycle II increased to 14 students (87.50%) achieved the KKM. Thus it can be concluded that the application of think pair square learning technique can improve students’ learning outcomes

PERBEDAAN MOTIVASI BELAJAR IPS PADA MODEL PEMBELAJARAN CTL DAN EKSPOSITORI SISWA SEKOLAH DASAR

This study aimed to determine the difference of students’ learning motivation on CTL learning model and expository learning model. The implementation of CTL and expository learning model was proved to give different effect on the students’ motivation in learning social science subject. This study was quasi-experimental research which did not use a control group. The design of this study was nonequivalent groups pre-test-post-test design. This study was conducted at grade IV SDN 191 Pekanbaru with a total of 45 students. Different learning models significantly influenced the students’ motivation in learning social science. This difference was seen from the average value of the students’ learning motivation in which the average value for expository learning model was 52.72 and the value for CTL model was 79.69. This study also found that the difference value of expository learning model and CTL model towards the students’ motivation was  24.53% while the remaining 74.57% was influenced by other variables

UPAYA MENINGKATKAN KEMAMPUAN BERFIKIR KRITIS IPS SISWA MELALUI PEMBELAJARAN DISCOVERY LEARNING DI SDN 111 PEKANBARU

Penelitian ini bertujuan untuk mengetahui upaya guru dalam meningkatkan kemampuan berfikir kritis IPS melalui model discovery siswa di SDN 111 Pekanbaru. Desain penelitian yang digunakan adalah PTK (Penelitian Tindakan Kelas). Penelitian ini dilaksanakan pada siswa kelas V SD Negeri 111 Pekanbaru, pada semester ganjil Tahun Ajaran 2020/2021, dengan jumlah siswa 27 orang. Penelitian tindakan kelas ini dilakukan melalui empat tahap yaitu: perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian ini terdiri  dari  2  siklus  yaitu  siklus  pertama  dan  siklus  kedua. Setiap satu siklus terdiri dari perencanaan tindakan, pelaksanaan tindakan, pengamatan/observasi dan refleksi untuk dilanjutkan ke siklus berikutnya. Sedangkan teknik analisis data dalam penelitian ini adalah analisis statistik  deskriptif dengan tujuan untuk mendeskripsikan data-data tentang aktifitas guru dan siswa yang akan diamati. Hasil penelitian yang didapatkan adalah bahwa dengan menggunakan model Discovery Learning dapat meningkatkan berpikir kritis siswa dilihat dari hasil belajar siswa pada mata pelajaran IPS di kelas V SDN 111 Pekanbaru, terlihat jelas bahwa proses pembelajaran IPS sebelum dilaksanakannya model  Discovery Learning yaitu memiliki tingkat persentase yang rendah yaitu 3.70% Sementara itu, sesudah diterapkannya model Discovery Learning di kelas V SDN 111 Pekanbaru ini mengalami peningkatan yang cukup signifikan. Pada siklus I, hasil sebanyak 37.04% sedangkan pada siklus II, hasil belajar 92.59% dengan jumlah siswa yang tuntas sebanyak 25 siswa dari 27 siswa di kelas V SDN 111 Pekanbaru

IMPLEMENTATING INQUIRY LEARNING MODEL TO ENHANCE PRIMARY STUDENTS’ SCIENCE LEARNING OUTCOME

Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar Ilmu Pengetahuan Alam siswa menggunakan model inkuiri. Metode penelitian ini menggunakan Kuasi Eksperimen Nonequivalent Grup Pretest-Postest Design. Penelitian ini dilakukan di SDN 003 Bangkinang Kota pada 54 orang siswa yang tiap kelas berjumlah 27 siswa. Berdasarkan hasil penelitian diperoleh hasil belajar Ilmu Pengetahuan Alam siswa belajar dengan model pembelajaran inkuiri lebih baik dan lebih tinggi peningkatannya daripada yang belajar dengan model konvensional.Terlihat dari nilai indeks gain pada kelas inkuiri sebesar 0,52 yang merupakan kategori sedang, sedangkan nilai indeks gain pada kelas konvesional sebesar 0,19 yang merupakan kategori rendah. Hal ini menunjukkan bahwa model pembelajaran inkuiri dapat meningkatkan hasil belajar Ilmu Pengetahuan Alam siswa Sekolah Dasar.Kata Kunci: Model Inkuiri, Hasil Belajar Ilmu Pengetahuan Alam.This study aims to investigate primary students’ science learning outcome with implementing inquiry learning model. This method of research was quasy experiment Nonequivalent Grup Pretest-Postest Design. Participant of this study was 27 third grade students in elementary school. Based on the results of the study it was obtained that implementing the students' science learning outcomes with the inquiry learning model were better and higher than the learning in the conventional model. It was seen from the value of the gain index in the class of 0.52 which was the categorical value, while the index gain value at the conventional level was 0.19 which was the lowest score.  In conclusion, the learning model can enhance the elementary school students’ learning outcomes.Key Word: Inquiry Model, science learning outcome

PENINGKATAN KEMAMPUAN PEMAHAMAN MATEMATIS MELALUI PEMBELAJARAN DENGAN STRATEGI THINK TALK WRITE (TTW) DI SEKOLAH DASAR

This study aims to examine improving students' mathematical understanding through Think Talk Write learning strategy. The method is a quasi-experiment with experimental class research design and the pretest-posttest control class. The experimental class implemented the Think Talk Write learning strategy and the control class by direct learning model. The population of this study is a fourth-grader of one elementary school in Bandung. The sample in this research is 50 students, two classes. The instrument used in data collection is a test of the mathematical understanding ability of the description form. The result data were N-gain score analyzed by using independent-test t-test and Mann-Whitney test. From this research, I obtained the conclusion, improving students’ mathematical understanding ability who get learning with Think Talk Write strategy is better than students who gain learning by direct learning.</jats:p