Publisher: Universitas Muhammadiyah Surakarta   (Total: 33 journals)   [Sort alphabetically]

Showing 1 - 33 of 33 Journals sorted by number of followers
JRAMathEdu : J. of Research and Advances in Mathematics Education     Open Access   (Followers: 5)
J. of Community Services and Engagement     Open Access   (Followers: 2)
Pharmacon : Jurnal Farmasi Indonesia     Open Access  
Emitor : Jurnal Teknik Elektro     Open Access  
Media Mesin : Majalah Teknik Mesin     Open Access  
Sinektika : Jurnal Arsitektur     Open Access  
Iseedu : J. of Islamic Educational Thoughts and Practices     Open Access  
J. of Nutraceuticals and Herbal Medicine     Open Access  
Profetika Jurnal Studi Islam     Open Access  
Komuniti : Jurnal Komunikasi dan Teknologi Informasi     Open Access  
J. of Islamic Economic Laws     Open Access  
Indonesian J. on Learning and Advanced Education     Open Access  
Kajian Linguistik dan Sastra     Open Access  
Law and Justice     Open Access  
Suhuf     Open Access  
Jurnal Varidika     Open Access  
Benefit : Jurnal Manajemen dan Bisnis     Open Access  
Jurnal Kesehatan     Open Access  
Jurnal Jurisprudence     Open Access  
Jurnal Manajemen Dayasaing     Open Access  
Biomedika     Open Access  
Manajemen Pendidikan     Open Access  
Indigenous : Jurnal Ilmiah Psikologi     Open Access  
Riset Akuntansi dan Keuangan Indonesia     Open Access  
Forum Geografi     Open Access  
Tajdida : Jurnal Pemikiran dan Gerakan Muhammadiyah     Open Access  
Jurnal Pendidikan Ilmu Sosial     Open Access  
Warta LPM     Open Access  
Bioeksperimen : Jurnal Penelitian Biologi     Open Access  
Profesi Pendidikan Dasar     Open Access  
Khazanah Informatika     Open Access  
Jurnal Ekonomi Pembangunan : Kajian Masalah Ekonomi dan Pembangunan     Open Access  
Jurnal Ilmiah Teknik Industri     Open Access  
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  This is an Open Access Journal Open Access journal
ISSN (Print) 2406-8012 - ISSN (Online) 2503-3530
Published by Universitas Muhammadiyah Surakarta Homepage  [33 journals]
  • Supporting Parents’ Needs as Educational Partners to Enhance
           Children’s Classroom Learning

    • Authors: Denise Miller, Roy Venketsamy
      First page: 1
      Abstract: Parents are essential in supporting their children's learning and development. Parental support to young learners include helping their children with homework, school projects, collaborating with the teachers, participating in school events and school governance. This study argues for strengthening an inclusive home-school partnership to effectively support their learners. The focus of this study was to explore the parents-school partnership in supporting children's learning. The research applied a qualitative approach using a semi-structured online interview questionnaire via Google forms. Fourteen (14) parents met the inclusion criteria, and interview forms were used in the analysis. The study found that most South African parents have minimal knowledge and understanding of how to support their children’s learning. There is a lack of communication and partnership between the school and home. This will ensure appropriate communication and participation of parents in the school activities. Schools should recognise that the South African context is diverse and should be inclusive in their policies to accommodate all parents. School governing bodies should be enabled to foster the relationship between the schools and parents since they are representative of the parents. The results showed that to strengthen the home-school partnership, schools must be conscious of applying principles that will advocate for inclusiveness and the recognition of the diversity of the parent population.
      PubDate: 2022-07-27
      DOI: 10.23917/ppd.v9i1.18227
      Issue No: Vol. 9, No. 1 (2022)
       
  • Interactive Media Development Using Articulate Storyline-Based
           Instructional Games for Teaching Fractions

    • Authors: Vina Iman Adhiana, Yuniawatika Yuniawatika, Jan Wantoro
      First page: 15
      Abstract: This research and development were carried out to produce valid and engaging interactive fractional learning media products using Articulate Storyline-based instructional games. This study used the type of research and development (R&D) using the ADDIE model. The research subjects were the fifth-grader of State Elementary School 5 Saptorenggo Malang Regency. The techniques used in this study were validation questionnaires, observation, and interviews. Material experts, media experts, and teachers conducted a validity test to achieve a valid category result. The attractiveness test obtained a very high score and reached the very attractive category. The use of product development can improve student learning outcomes and provide an understanding of fractional material that is known from the value they get when doing practice questions and getting an average score above the Minimum Completeness Criteria. Thus, it can be said that this interactive media falls under the category of being appropriate for use in the learning process and being both valid and interesting. This research employed an Articulate Storyline-based learning game that covers the subject of mathematical fractions 
      PubDate: 2022-07-26
      DOI: 10.23917/ppd.v9i1.16927
      Issue No: Vol. 9, No. 1 (2022)
       
  • Android Educational Game “MATHOLIC” Based on Van Hiele’s Geometric
           Thinking Level on Plane Figures

    • Authors: Windu Wiyana, Yuniawatika Yuniawatika, Tri Murti, Mohamad Waluyo
      Pages: 28 - 45
      Abstract: The objective of this study was to produce an educational game based on Van Hiele’s geometric thinking level called “MATHOLIC” on plane figures material in fourth-grade elementary school. This research was Research and Development (R&D), which used the ADDIE model. The subjects of this study were fourth-grade students of Tlumpu Blitar State Elementary School. The data collection instruments were interview guidelines and questionnaires. The data was obtained in the form of qualitative data and quantitative data. The results of this study showed that: (1) the material experts gave the level validity of MATHOLIC 95,8%, while media experts gave the validity level of MATHOLIC 94,4%, and the classroom teacher gave the level validity of 98%, which meant that MATHOLIC was very valid; (2 )student responses in small group trials obtained a percentage of the practicality was 95% and in the field trial was 97,7% which meant that MATHOLIC was very practice; (3) the average score was 87,7 in the small group trial and 96,4 in the field trial which meant that the average was already above the Minimum Completeness Criteria score. MATHOLIC was declared valid and practical to be suitably used in learning mathematics. This study showed the validity and practicality of learning media in educational games that use van Hiele's theory. The findings of this study will be a solution for teachers who have difficulty teaching the material of plane figures  to make it more effective and easily understood.
      PubDate: 2022-07-05
      DOI: 10.23917/ppd.v9i1.16844
      Issue No: Vol. 9, No. 1 (2022)
       
  • Information and Communication Technology in Elementary Schools: A
           Comparison Between Hybrid and Face-to-Face Learning Systems

    • Authors: Wisnu Zakaria, Turmudi Turmudi, Jupeth Toriano Pentang
      Pages: 46 - 54
      Abstract: At the beginning of 2020, the world was experiencing the Covid-19 pandemic, and Indonesia was no exception. The occurrence of this affects the learning system in Indonesia, the learning system that was originally face-to-face was forced to online form, in this case the teachers are required to provide a creative, efficient and optimal learning system for students. So the purpose of this study is to find out the difference in the average learning result of elementary school students during the pandemic. The method used in this study is quantitative with a posttest-only control group design. The population in this study were grade 4 elementary school students in Majalengka district, Indonesia. There were 64 samples and was taken by purposive sampling. The results of this study are that there are differences in the average student learning results where students who study with the hybrid learning system are higher than the face-to-face learning system. The hybrid learning system is very reliable in the 4.0 era as well as learning during the Covid-19 pandemic. However, for the record, it is necessary to look at the facilities and infrastructure considering that this system relies on technology, it is necessary to understand and be able to control the learning media for both teachers and students so that learning outcomes can be optimal and minimize the occurrence of obstacles. The present study revealed the implementation of 21st century learning. 
      PubDate: 2022-07-19
      DOI: 10.23917/ppd.v9i1.17534
      Issue No: Vol. 9, No. 1 (2022)
       
  • Curriculum Management Strategies and Effective Implementation of Universal
           Basic Education in Nigeria

    • Authors: Nimota Jibola Kadir Abdullahi
      Pages: 55 - 70
      Abstract: The main goal of this research was to investigate how curriculum management strategies affected the successful implementation of Universal Basic Education (UBE). A total of 712 participants were chosen using proportional random sampling from the sampled primary and junior secondary schools in North-west, Nigeria. Pearson product-moment correlation coefficient and linear regression analysis were used to test the hypotheses. The findings of the study demonstrated that students’ mastery goals, effective classroom instruction, and evaluation all helped to improve the effectiveness of UBE implementation. Thus, it was recommended that school managers should  encourage students' mastery goals so as to help learners to be better engaged in the learning process. Likewise, school managers should strive to create effective classroom instruction to help in engaging learners with concepts and processes of learning. Furthermore, evaluation of curriculum and learners’ activities should be done frequently in order to determine learners’ competence before, during, and after instruction toward effective implementation of the curriculum. The results showed that the curriculum management strategies had a significant impact on the effective implementation of UBE
      PubDate: 2022-07-31
      DOI: 10.23917/ppd.v9i1.18016
      Issue No: Vol. 9, No. 1 (2022)
       
  • Digital Literacy and TPACK’s Impact on Preservice Elementary Teachers’
           Ability to Develop Science Learning Tools

    • Authors: Sarah Fazilla, Anita Yus, Muthmainnah Muthmainnah
      Pages: 71 - 80
      Abstract: The transition of education from the 4.0 era of the Industrial Revolution to the 5.0 era of the Social Revolution necessitates educators’ skill development. Particularly, technology-based learning devices must be designed with digital literacy and Technological Pedagogical Kontent Knowledge (TPACK) skills in mind so that learning tools for teachers are more creative and innovative. The purpose of this study was to determine the impact of digital literacy and Technological Pedagogical Content Knowledge (TPACK) on the ability of prospective Madrasah Ibtidaiyah science teachers to create learning tools. This study employed a survey approach. Madrasah Ibtidaiyah (Islamic Primary School) IAIN Lhokseumawe sixth-semester preservice teacher students were the subjects of this study. The data collection method employed a questionnaire and a straightforward regression analysis. The results demonstrate a strong correlation between digital literacy and the ability to compose science learning tools. A t-table value of 9.880 indicated a positive and significant relationship between digital literacy and the capacity to organize science learning tools. With a t-table value of -0.562, TPACK has no significant effect on the ability to compose learning tools. Therefore, it can be concluded that digital literacy has a positive effect on the ability of preservice Islamic primary teachers to create science learning tools for their students.
      PubDate: 2022-07-31
      DOI: 10.23917/ppd.v9i1.17493
      Issue No: Vol. 9, No. 1 (2022)
       
  • Analysis of Factors Affecting Primary Teachers' Happiness

    • Authors: Binsar Samosir, Darsih Idayani
      Pages: 81 - 92
      Abstract: Teachers are indispensable to education. Teachers’ presence in the classroom is crucial for student learning. Consideration must be given to teachers’ happiness in order for them to perform their duties effectively in schools. This study employed a multiple linear regression model to determine the effects of character strength, social life, and compensation on the happiness of teachers. This was a quantitative descriptive study with 71 teachers as the population and 40 teachers as the sample from Maitreawira Primary School in Batam. The information was gathered using a questionnaire. Before using multiple linear regression to analyze the data, their validity and dependability were evaluated. The results indicated that the teachers’ social lives had an impact on their happiness. While the factors of moral fortitude and remuneration have a limited impact on teachers’ happiness, neither factor has a substantial impact. However, character strength, social life, and compensation can simultaneously affect teachers’ happiness. The headmaster of a primary school is expected to pay attention to the social life of teachers in order to increase their happiness. This study demonstrated the effect of character strength, social life, and compensation on the happiness of teachers. 
      PubDate: 2022-07-31
      DOI: 10.23917/ppd.v9i1.17687
      Issue No: Vol. 9, No. 1 (2022)
       
  • Analysis of the Implementation of 21st-Century Skills Based on 2013
           Curriculum in Primary Level

    • Authors: Karisma Anggun Surya, Ika Candra Sayekti, Siti Rahaimah binti Ali
      Pages: 93 - 106
      Abstract: This study aimed to describe the integration of 21st-century skills in implementing the 2013 curriculum at an Indonesian Islamic Elementary School and the challenges and solutions associated with implementing 21st-century skills at the Islamic Elementary School. This study utilised a qualitative research and case study research design. Interviews and documentation were used to collect the data. Triangulation of methods and sources was utilised to validate data. In the meantime, data analysis was conducted using comparative analysis. The results of this study indicated that the integration and implementation of 21st-century skills at the Islamic Elementary School had been comprehensively carried out; however, several obstacles still need to be overcome. It is hoped that this research can serve as an overview of the implementation of 21st-century skills in schools so that any necessary improvements can be made to the learning process. This study implies that decision-makers in Indonesia should expand the knowledge and understanding of teachers regarding 21st-century skills. The current study reveals the implementation of 21st-century skills in primary education
      PubDate: 2022-07-31
      DOI: 10.23917/ppd.v9i1.16293
      Issue No: Vol. 9, No. 1 (2022)
       
  • Improving Reading Comprehension Skills to Solve Text Problems of
           Elementary School Students

    • Authors: Nanda Anggun Wahyu Cahyani, Fitri Puji Rahmawati, Adolph Ian A. Dela Torre
      Pages: 107 - 118
      Abstract: This study sought to determine the reading comprehension and text problem-solving abilities of sixth-grade elementary students. This research utilized qualitative methodology. Principal, sixth-grade teacher, and two sixth-grade students were the four subjects of this study. In this study, interviews, observation, and documentation were used as data collection methods. In this study, data analysis is performed using an interactive model data analysis technique comprising the steps of data reduction, data presentation, inference, and validation. Moreover, source triangulation was used to ensure the validity of the data in this study. The findings of this study indicate that: (1) sixth-grade students are proficient in reading and comprehension; the average student is nearly able to comprehend the text after reading it; and (2) sixth-grade students are proficient in writing. In order to comprehend the reading, students must first read the text, comprehend its content, and be able to interpret its meaning, with the exception of its implied meaning. On average, however, they were able to draw conclusions from the reading. There were few students whose test scores on text questions were below the Minimum Completeness Criteria score, given the sixth-grade students' average reading comprehension ability.
      PubDate: 2022-07-31
      DOI: 10.23917/ppd.v9i1.18250
      Issue No: Vol. 9, No. 1 (2022)
       
  • The Role of Parents in Online Learning Motivation for Sixth-Grade
           Elementary School Students

    • Authors: Sulistya Nurul Fikriah, Diki Rukmana
      Pages: 119 - 131
      Abstract: This research sought to determine how parental roles affected children's motivation for online learning during the COVID-19 pandemic. This study employed a quantitative correlational survey as its methodology. The questionnaire was used to collect data for this study. While SEM-PLS (Structural Equation Modeling-Partial Least Square) analysis is used to test hypotheses, CFA (Confirmatory Factor Analysis) is used to assess validity and reliability. SmartPLS 3.0 software is used to assist in all data processing. The factor analysis results indicated a sufficient correlation between the 30 items of the instruments used to support the structure of each variable. According to the results of the SEM analysis, parents significantly impact their children's desire to learn online at home when it comes to the online learning system utilized by elementary school students. Four indicators measure parents' performance: providing guidance (PG), learning facilities (LF), rewards and praise (RP), and attention and supervision (AS) (AS). The results of this study indicate that parental roles (LF, PG, and RP) affect learning motivation, as indicated by P-values of (0.000 0.05), (0.035 0.05), and (0.006 0.05), respectively. In contrast, US indicators have no effect on parental roles and learning motivation, as indicated by the P-value of (0.879 > 0.05 In order to improve the home education system while still leaving a positive impression on children, parents' roles must become more child-centered. Due to their rigorous nature, the instrument validity techniques of CFA and the data analysis techniques of SEM enhance the validity and reliability of research findings
      PubDate: 2022-07-31
      DOI: 10.23917/ppd.v9i1.18678
      Issue No: Vol. 9, No. 1 (2022)
       
 
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