PENINGKATAN SIKAP BELAJAR DAN PENGUASAAN KONSEP SISWA SERTA KORELASINYA MELALUI STRATEGIJOYFUL LEARNINGDALAM PEMBELAJARAN IPA (STUDI KUASI EKSPERIMEN PADA SISWA KELAS 4 SD DI KOTA BANDUNG)

Penguasaan konsepIPA siswa Indonesia sebagian besar masih pada taraf pengetahuan (C1).Faktor yang menjadi penyebabnya adalahpembelajaran IPA di SD selama ini masih menggunakan Strategi teacher-centered dan lebih menitikberatkan pada aspek mengetahui (C1). Disamping itu pembelajaran IPA di SD seharusnya membuat siswa merasa bahagia karena sangat berguna bagi kehidupan di masa depannya. Salah satu alternatifuntuk meningkatkan pembelajaran IPA di SD dengan tidak mengabaikan tingkat kebahagiaan siswa, khususnya mutu pembelajaran, adalah pembelajaran menggunakan strategi Joyful Learning.Tujuan penelitian ini adalah menguji perbedaan peningkatan sikap belajar dan penguasaan konsep siswa dalam pembelajaran IPA siswa SD melalui strategi Joyful Learning. Desain penelitian ini adalah eksperimen kuasi menggunakan nonequivalent pretest posttest design. Populasi penelitian adalah seluruh siswa kelas 4 dari 2 SD yang dibagi menjadi menjadi kelas ekperimen dan kelas kontrol. Hasil penelitian menunjukkan bahwa strategi Joyful Learning memberikan peningkatan sikap belajar dan penguasaan konsep yang lebih tinggi daripada Strategi konvensional. Berdasarkan hasil penelitian, siswa yang beranggapan bahwa materi pelajaran IPA menarik dan bermanfaat, diajarkan dengan menggunakan model dan media pembelajaran yang tepat, menarik dan menyenangkan, didukung oleh karakter guru yang baik dan menyenangkan, cenderung akan lebih giat mempelajari IPA.Siswa lebih mudah mengingat dan memahami sebuah konsep dengan cara melakukan dan menemukan jawaban sendiri. Terdapat korelasi yang positip antara sikap belajar dan penguasaan konsep. Thisstudy assessedlearning attitude towards science and science achievement elementary school students gain scores that use Joyful Learning Approach. Quasi-experiment and nonequuivalent pretest posttest design used in this research. The population included all 4th grade student are divided into two experimental class and control class. Results indicated that Joyful Learning approach give better results than conventional approach on learning attitude towards science (p<.05) and science achievement (p<.05).However, there was not a positive gain in one level science achievement. According to this result, students who receive a positive experience of the cognitive learning through worthwhile subject matter, methods and appropriate learning media, as well as a good teacher. If it is supported by affective experience through exciting subject matter, methods and media learning interesting and fun as well as enthusiastic and fun, make the students have a positive desire or inclination to learn Science (conative experience). Students are more likely to remember and understand very well what they are learning when it is an interested or contain some parts that make their own answers

Meningkatkan Pemahaman Mahasiswa Pada Mata Kuliah Konsep Dasar IPA Menggunakan Model Pembelajaran Cbsa Dengan Pendekatan Discovery

This research is aimed at finding out whether students' active learning with discovery approach could improve the students' understanding of basic science subject. The research used survey method. The population of this research was students who took the subject of Konsep Dasar IPA (the Basic Concept of Science) out of which one class was taken as sample. The data was then analyzed with descriptive technique with the help of graph. The result showed that 72% did not have sufficient understanding about the topic of energy and its transformation which was delivered without the help of learning aid and discussion. After learning aid was and discussion was facilitated by the lecturer, all the subjects of this research expressed their better improved understanding. Discovery method with experiment and discussion is crucial in helping students understand the basic concept of science. Key words: understanding, basic concept of science learning, students' active learning, discovery technique

Elementary Student Conceptual Change About Free Fall Using Reflective Conceptual Change Model

Students and even teachers, particularly in elementary schools, continue to have misconceptions about free fall. When using traditional learning methods, it is difficult to change these misconceptions. The purpose of this article is to reconstruct elementary school students' conceptions using a reflective conceptual change model (RCCM) aided by visual multimedia. The research design is quasi-experimental. The participants in this study were grade 4 elementary school students, 20 of whom were female and 10 of whom were male. A four-tiered test and an observation sheet were used as research instruments. Using data analysis, the findings revealed that all students had a new perspective on free fall. Male students improved their conceptual revisions better than female students. There are 90% of male students experiencing a conceptual change from misconception to scientific conception, compared to 15% of female students. RCCM assisted by visual multimedia can improve students' conception to a higher leve

MENINGKATKAN PEMAHAMAN MAHASISWA PADA MATA KULIAH KONSEP DASAR IPA MENGGUNAKAN MODEL PEMBELAJARAN CBSA DENGAN PENDEKATAN DISCOVERY

This research is aimed at finding out whether students’ active learning with discovery approach could improve the students’ understanding of basic science subject. The research used survey method. The population of this research was students who took the subject of Konsep Dasar IPA (the Basic Concept of Science) out of which one class was taken as sample. The data was then analyzed with descriptive technique with the help of graph. The result showed that 72% did not have sufficient understanding about the topic of energy and its transformation which was delivered without the help of learning aid and discussion. After learning aid was and discussion was facilitated by the lecturer, all the subjects of this research expressed their better improved understanding. Discovery method with experiment and discussion is crucial in helping students understand the basic concept of science. Key words: understanding, basic concept of science learning, students’ active learning, discovery technique

PENGARUH MODEL EXPERIENTIAL LEARNING TERHADAP RASA INGIN TAHU DAN PRESTASI BELAJAR IPA SEKOLAH DASAR

Penelitian ini bertujuan untuk mengetahui model experiential learning terhadap rasa ingin tahu dan prestasi belajar IPA. Penelitian ini merupakan penelitian quasi eksperimen dengan desain non equivalent (pretest dan posttest) control group design. Subyek dari penelitian ini adalah siswa kelas IV SD Negeri Larangan dengan jumlah sebanyak 40 siswa pada tahun ajaran 2018/2019. Teknik pengumpulan data terdiri dari tes,  dalam bentuk soal pretest, posttest dan non tes dalam bentuk angket. Analisis data yang dilakukan menggunakan uji t yang sebelumnya melalui tahap uji normalitas dan uji homogenitas. Berdasarkan hasil penelitian pengujian hipotesis variabel rasa ingin tahu diperoleh nilai  atau 3,383&gt;2,024 signifikansi 5% dan dk=38 maka  ditolak dan  diterima maka diketahui terdapat pengaruh model experiential learning terhadap rasa ingin tahu. Pengujian hipotesis untuk variabel prestasi belajar IPA diperoleh nilai  3,351&gt;2,024 signifikansi 5% dan dk=38 maka  ditolak dan  diterima maka diketahui terdapat pengaruh model experiential learning terhadap prestasi belajar IPA Kata kunci: Experiential Learning, Rasa Ingin Tahu, Prestasi Belajar IP

Implementasi Pendidikan Karakter Tanggung Jawab dan Kerja Sama Dalam Pembelajaran Tematik Kurikulum 2013 Di SD Negeri 2 Berkoh

Pendidikan tidak hanya mengajarkan pengetahuan saja tetapi juga memiliki peranan penting dalam pembentukan karakter bangsa. Pembentukan karakter pada peserta didik dapat dilakukan sejak dini kepada anak. Karakter yang terdapat di dalammnya adalah karakter tanggung jawab dan kerja sama, di SD Negeri 2&nbsp; Berkoh karakter tanggung jawab dan&nbsp; kerja sama diimplementasikan dalam kurikulum 2013 melalui beberapa kegiatan seperti kegiatan pembelajaran, spontan, keteladanan, pembiasaan yang dilakukan oleh peserta didik untuk membentuk &nbsp;tanggung&nbsp; jawab &nbsp;dan &nbsp;kerja &nbsp;sama &nbsp;di &nbsp;dalam &nbsp;pembelajaran &nbsp;tematik seperti mengerjakan tugas dan membuat kelompok. Penelitian ini menggunakan metode&nbsp; kualitatif&nbsp; deskriptif &nbsp;untuk &nbsp;mengetahui &nbsp;bagaimana&nbsp; implementasi pendidikan karakter tanggung jawab dan kerja sama di dalam pembelaran dan faktor yang mempengaruhinya, supaya guru dapat membimbing peserta didik supaya peserta didik dapat melakukan kegiatan diskusi, praktikum dan lainnya sebagai bentuk tanggung jawab dan kerja sama di dalam pembelajaran tematik kurikulum 2013

IMPLEMENTASI PENDIDIKAN KARAKTER TANGGUNG JAWAB DAN KERJA SAMA DI DALAM PEMBELAJARAN TEMATIK KURIKULUM 2013 DI SD NEGERI 2 BERKOH

Character education is also a vehicle for the socialization of characters that should be possessed by a human child to make them the noble creatures on earth. Character education requires habituation. Behavior of learners can be developed through character analysis that is developed within core competencies such as the character of responsibility. The sense of responsibility also influences students' learning achievement, while the character of cooperation can be raised in learning activities in class through group activities. In collecting data and information needed in research, the authors use data collection techniques or interviews with interviews, observations, and documentation. The character education of responsibility and cooperation in the 2013 curriculum thematic learning has been carried out in SD Negeri 2 Berkoh. In SD Negri 2 Berkoh Character of responsibility can be applied through doing homework, learning in class, doing assignments from the teacher while the character of cooperation can be applied through group work, playing in class, respecting the opinions of others. The implementation of responsibility character education and cooperation in the 2013 thematic learning at SD Negeri 2 Berkoh can be done through various activities such as learning activities, guidance, spontaneous activities, exemplary and habituation