PROSIDING
THE 1
STANNUAL CONFERENCE AL-BIDAYAH (ACA)
JURNAL PENDIDIKAN DASAR
“INNOVATION OF PRIMARY EDUCATION FOR ALL”
EDITOR:
Fitri Yuliawati
Endang Sulistiyowati
SUSUNAN PANITIA KEGIATAN
ANNUAL CONFERENCE AL-BIDAYAH (ACA)
KETUA : Dr. Andi Prastowo, M.Pd.I.SEKRETARIS : Fitri Yuliawati, M.Pd.SI.
BENDAHARA : Dr. Aninditya Sri Nugraheni, M.Pd.
SIE ACARA :
1. Siwi Aminah Pangestu, S.Pd.
2. Muhammad Shaleh Assingkily, S.Pd.
REVIEWER PROSIDING
KEGIATAN ANNUAL CONFERENCE AL-BIDAYAH (ACA)
Rama Kertamukti, (Scopus ID: 57200990072) State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia.
Rully Charitas Indra Prahmana, (Scopus ID: 57192302745) Universitas Ahmad Dahlan, Indonesia.
Suyadi, (Scopus ID: 57208031768) Universitas Ahmad Dahlan, Indonesia.
Mohammad Agung Rokhimawan, (Scopus ID: 57200103136) State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia.
STEERING COMMITTEE KEGIATAN
ANNUAL CONFERENCE AL-BIDAYAH (ACA)
Sigit Prasetyo, State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia.
Izzatin Kamala, State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia.
Nur Hidayat, State Islamic University (UIN) Sunan Kalijaga Yogyakarta, Indonesia.
PROSIDING THE 1
STANNUAL CONFERENCE AL-BIDAYAH (ACA)
JURNAL PENDIDIKAN DASAR
“INNOVATION OF PRIMARY EDUCATION FOR ALL”
xvi + 674 hlm, 21 x 29,7 cmCetakan I, November 2019 ISBN: 978-602-61134-8-1
Editor: Fitri Yuliawati & Endang Sulistiyowati Layout & Sampul: Dimanuga
@All Right Reserved 2019
Diterbitkan oleh:
Program Studi Pendidikan Guru Madrasah Ibtidaiyah Fakultas Ilmu Tarbiyah dan Keguruan
Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta Jl. Marsda Adisucipto Yogyakarta 55281
Telp (0274) 513056, Fax (0274) 519734 http://www.pgmi.uin-suka.ac
Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar
“Innovation of Primary Education for All”
KATA PENGANTAR
Bismillaahirrahmaanirrahiim. Assalamu’alaikum Wr. Wb.
Dengan memanjatkan puji syukur kepada Allah SWT yang telah melimpahkan rahmat dan kasih sayang-Nya untuk kita semua, pada kesempatan yang berbahagia ini perkenankan kami selaku Panitia Annual Conference Al-Bidayah (ACA) tahun 2019 memberikan apresiasi yang sebesar-besarnya kepada seluruh Dosen, Pengamat Pendidikan, Praktisi Pendidikan, Guru, Lembaga Swadaya Masyarakat, mahasiswa S1, S2, dan S3 yang telah berpartisipasi dalam kegiatan ini. Panitia merasa sangat berbahagia dapat menyambut kehadiran para akademisi dan praktisi pendidikan dasar dari seluruh Indonesia yang memiliki kemauan besar untuk bersama-sama memperbaiki mutu pendidikan dasar di Indonesia melalui pemikiran dan gagasan inovatif yang dituangkan dalam tema besar yang kami angkat pada konferensi tahun ini, yaitu “Innovation of Primary Education for All”. Shalawat serta salam tidak terlupa senantiasa kita haturkan untuk Nabi Muhammad SAW.
Kegiatan ACA 2019 merupakan salah satu program tahunan dari Al-Bidayah: Jurnal Pendidikan Dasar Islam. Tahun ini Panitia ACA mengangkat tema besar “Innovation of Primary Education for All” dengan tiga sub tema yaitu: (1) Pendidikan Inklusi pada Pendidikan Dasar Islam, (2) Pendidikan Dasar yang Menumbuhkan HOTS (Higher Order Thinking Skills), dan (3) Inovasi Pendidikan Dasar Berbasis Budaya Lokal Indonesia. Dasar pertimbangan kami mengangkat tema dan sub tema tersebut adalah karena kegelisahan Tim Pengelola Al-Bidayah dan bahkan mungkin para akademisi sekaligus para praktisi pendidikan dasar di Indonesia yang melihat perkembangan mutu pendidikan dasar di Indonesia selama tiga dekade terakhir tidak mengalami perubahan yang berarti. Sebagai salah satu indikatornya yaitu capaian peserta didik Indonesia dalam survei TIMSS dan PISA, sejak tahun 1999 hingga 2018 selalu saja berada para peringkat bawah. Capaian peserta didik Indonesia masih berada di bawah peringkat Singapura, Malaysia, bahkan Vietnam. Belum lagi jika dilihat dari Human Developmen Index, Indonesia juga masih tertinggal dari negara-negara tetangga tersebut. Beberapa persoalan utamanya yaitu karena kemampuan HOTS peserta didik masih rendah, mutu pendidikan belum merata untuk semua kalangan dari berbagai kebutuhan, dan potensi keunggulan budaya lokal sebagai sarana pendidikan dasar unggul dan kompetitif di era global belum banyak digunakan.
Menurut kami, kondisi tersebut semestinya tidak terjadi. Dasar pemikiran kami, potensi sumber daya manusia Indonesia sebetulnya sangat melimpah, melampaui jumlah penduduk Singapura, Malaysia, atau Vietnam, bahkan jika penduduk dari ketiga negara tersebut
Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar “Innovation of Primary Education for All”
Yogyakarta, 29 September 2019 vi
digabungkan jumlah SDM Indonesia masih lebih besar. Ini alasan pertamanya. Alasan kedua, Indonesia memiliki kekayaan suku, banga, dan budaya yang sangat potensial untuk dijadikan sarana pembangunan pendidikan dasar Indonesia berbasis budaya lokal. Para leluhur dan nenek moyang bangsa Indonesia memiliki sejarah panjang sebagai bangsa pejuang, ulet, tangguh, dan unggul serta memiliki peradaban tinggi, seperti ditunjukkan oleh kebesaran Majapahit dan Sriwijaya. Pengalaman tersebut sesungguhnya menunjukkan bahwa terdapat potensi besar dalam budaya lokal di Indonesia untuk pembangunan pendidikan dasar kita saat ini. Namun, sayangnya potensi budaya lokal Indonesia yang telah terbukti ratusan tahun memiliki keunggulan tersebut tidak banyak digali dan menginspirasi dunia pendidikan dasar di tanah air, bahkan mayoritas pengembangan pendidikan dasar di Indonesia berkiblat pada perkembangan ilmu pengetahuan di dunia barat semata. Dampaknya ketika kita lebih banyak berkiblat ke dunia barat, praktis pengembangan mutu pendidikan terkesan dipaksakan harus mengikuti suatu model tertentu yang terkadang justru membutuhkan lebih banyak biaya dan lebih banyak waktu untuk penyesuaian. Alhasil, selama puluhan tahun terakhir pendidikan dasar di Indonesia kurang berkembang secara optimal. Mutu pendidikan dasar di Indonesia tidak merata, bahkan terkesan hanya terkonsentrasi di daerah perkotaan. Melalui konferensi ini harapan kami, akademisi dan praktisi pendidikan dasar di seluruh Indonesia dapat berkontribusi untuk menyumbangkan gagasan dan pemikirannya agar pendidikan dasar terutama pada jenjang Sekolah Dasar dan Madrasah Ibtidaiyah di Indonesia lebih unggul dan kompetitif. Penekanan perubahan untuk perbaikan mutu pendidikan dasar di Indonesia dapat diarahkan untuk semakin memperkuat pendidikan inklusi di sekolah dasar/ madrasah ibtidaiyah, pembelajaran yang lebih menekankan HOTS, dan pemanfaatan budaya lokal Indonesia sebagai sarana peningkatan mutu pembelajaran yang unggul dan kompetitif dengan biaya yang efisien.
Kami sampaikan pula bahwa peserta ACA 2019 berjumlah 85 orang yang merupakan hasil seleksi ketat dari total 114 pendaftar yang masuk ke panitia. Total artikel terseleksi dan diterbitkan Panitia sebanyak 85 buah yang terbagi menjadi dua bagian: 30 artikel terpilih diterbitkan di jurnal Al-Bidayah, dan 55 artikel lainnya diterbitkan dalam bentuk prosiding ber-ISBN. Seluruh artikel yang dipresentasikan dalam ACA 2019 bisa diunduh secara daring (online). Peserta ACA 2019 berasal dari 49 institusi dari seluruh Indonesia. Profil peserta ACA 2019 berdasarkan asal institusi yaitu:
1. Universitas Islam Negeri Sunan Kalijaga Yogyakarta 2. Universitas Islam Negeri Sunan Gunung Djati Bandung 3. UIN Sunan Ampel Surabaya
4. UIN Maulana Malik Ibrahim Malang 5. Universitas Sebelas Maret
6. Universitas Negeri Yogyakarta 7. UIN Sumatera Utara Medan
8. UIN Sultan Maulana Hasanuddin Banten 9. Universitas Negeri Semarang
Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar “Innovation of Primary Education for All” vii 10. UIN Antasari Banjarmasin
11. Universitas Turnojoyo Madura 12. Universitas Tadulako
13. Universitas Wahid Hasyim
14. Universitas Nasional Jakarta Selatan 15. Universitas Muhammadiyah Purworejo 16. Universitas Muhammadiyah Bengkulu 17. Universitas Islam Malang
18. Universitas Ibn Khaldun Bogor 19. Universitas Ibn Khaldun 20. Universitas Garut
21. Universitas Bina Sarana Informatika 22. Universitas Bhayangkara Jakarta Raya 23. Universitas Alma Ata
24. UM Magelang
25. Institut Agama Islam Negeri Surakarta
26. Institut Agama Islam Negeri Sultan Amai Gorontalo 27. Institut Agama Islam Negeri Salatiga
28. Institut Agama Islam Negeri Ponorogo 29. IAIN Pontianak
30. IAIN Ponorogo 31. IAIN Kudus
32. Institut Pesantren Mathali’ul Falah Pati 33. Institut Ilmu Al-Quran An-Nur Yogyakarta
34. Institut Agama Islam Ibrahimy Genteng Banyuwangi 35. IAIM Sinjai
36. Sekolah Tinggi Agama Islam Negeri Sorong, Papua Barat 37. STPI Bina Insan Mulia Yogyakarta
38. STMIK Nusa Mandiri Yogyakarta 39. STKIP Majenang
40. STAINU Purworejo
41. STAI Sunan Pandanaran Yogyakarta 42. STAI Masjid Syuhada Yogyakarta 43. STAI Al-Anwar Sarang Rembang
Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar “Innovation of Primary Education for All”
Yogyakarta, 29 September 2019 viii
45. SDN Pondok Petir 01, Kota Depok, Jawa Barat 46. SDIT Ukhuwah Islamiyah
47. SD Negeri Tirtoadi
48. SLB Bhakti Kencana Berbah 49. Wisesa Consulting
Profil peserta ACA 2019 berdasarkan jenis institusinya dapat dilihat pada Gambar 1. Mayoritas peserta ACA 2019, 50% berasal dari Universitas, 23 % dari Institut, 17% dari Sekolah Tinggi, sisanya dari SD/SLB/LSM.
Gambar 1.
Profil Peserta ACA 2019 Menurut Jenis Institusi.
Profil peserta ACA 2019 berdasarkan asal daerah institusi dapat dilihat pada Gambar 2. Institusi yang paling banyak hadir berasal dari DI Yogyakarta, diikuti di urutan kedua dan seterusnya yaitu: Jawa Tengah, Jawa Barat, Jawa Timur, DKI Jakarta, Banten, Bengkulu, Gorontalo, Kalimantan Barat, Kalimantan Selatan, Papua Barat, Sulawesi Selatan, Sulawesi Tengah, dan Sumatera Utara.
Gambar 2.
Profil Peserta ACA 2019 Menurut Asal Daerah Institusi.
Panitia mengucapkan terima kasih sebesar-besarnya kepada semua pihak yang telah membantu terlaksananya kegiatan ACA 2019, terutama yaitu: (1) Rektor UIN Sunan Kalijaga Yogyakarta, Prof. Drs. Yudian Wahyudi, MA., MA., Ph.D., yang telah memberi ruang kepada kami
Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar “Innovation of Primary Education for All” ix untuk beraktivitas ilmiah di kampus tercinta UIN Sunan Kalijaga Yogyakarta; (2) Ketua LPPM UIN Sunan Kalijaga Yogyakarta, Prof. Dr. Phil. Al Makin, MA., yang telah memberikan dukungan dana stimulan melalui mekanisme dana hibah kelembagaan kepada Al-Bidayah: Jurnal Pendidikan Dasar Islam. Tanpa dukungan LPPM UIN Sunan Kalijaga Yogyakarta terasa tidak mudah bagi kami untuk bisa mewujudkan ACA 2019 ini; (3) Dekan Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta, Dr. Ahmad Arifi, M.Ag., atas izin dan bantuan administrasi penyelenggaraan ACA 2019 sehingga kami bisa mengundang banyak peserta dari berbagai institusi di seluruh Indonesia; (4) Ketua Program Studi Pendidikan Guru Madrasah Ibtidaiyah jenjang Sarjana pada FITK UIN Sunan Kalijaga Yogyakarta, Dr. Aninditya Sri Nugraheni, M.Pd., yang telah memberi dukungan moral, material, SDM, termasuk bantuan dana untuk terselenggaranya ACA 2019; dan (5) Dosen tetap Prodi PGMI S1 FITK UIN Sunan Kalijaga Yogyakarta yang telah membantu tenaga dan pikiran dari persiapan hingga terlaksananya acara ini, terkhusus Fitri Yuliawati, M.Pd.Si.; Dra. Endang Sulistyowati, M. Pd.I.; Dra. Luluk Maulu’ah, M.Si., M.Pd.; Izzatin Kamala, M.Pd.; Dr. Moh. Agung Rokhimawan, M.Pd.; Dr. Nur Hidayat, M.Ag.; Dra. Asnafiyah, M.Pd.; Sigit Prasetyo, M.Pd.Si.; dan Dr. Sedya Santosa, M.Pd; (6) Dr. Rama Kertamukti, M.Sn., Mba Ama, dan Saptoni, MA., selaku pembimbing Al-Bidayah: Jurnal Pendidikan Dasar Islam, dari kalian bertiga kami bisa tumbuh dan berkembang sampai seperti ini; (7) Mas Muhammad Shaleh Assingkily beserta TIM FKMPM FITK UIN Sunan Kalijaga Yogyakarta dan Mba Siwi Aminah Pangestu, selaku tim teknis yang mencukupkan dan melengkapi semua kebutuhan tenaga sehingga ACA 2019 ini dapat berlangsung. Semoga Allah SWT memberikan balasan yang berlipat untuk semua pihak yang telah membantu terlaksananya ACA 2019.
Panitia juga menyadari bahwa selama proses ACA 2019 jika dimungkinkan masih ada kekurangan yang tidak kami sadari, saran dan masukan dari berbagai pihak sangat kami nantikan. Terima kasih. Sampai jumpa pada ACA 2020.
Wassalamu’alaikum Wr. Wb.
Yogyakarta, 23 September 2019 Ketua Panitia ACA 2019
Chief in Editor Al-Bidayah
Dr. Andi Prastowo, S.Pd.I., M.Pd.I.
Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar
“Innovation of Primary Education for All”
DAFTAR ISI
Susunan Panitia Kegiatan Annual Conference Al-Bidayah (ACA) ... ii Kata Pengantar ... v Daftar Isi ... xi 1. The Influence of Gender and Artistic Talents on The Grade Point Average (GPA)
Zuhkhriyan Zakaria, Dian Mohammad Hakim, Arief Ardiansyah ...1 2. Pendidikan bagi Anak Tunagrahita di SD N Inklusi Plaosan 1
Kecamatan Mlati Kabupaten Sleman
Shafiyya Salsabila, Sigit Prasetyo ...9 3. Pengaruh Konsepsi Diri Positif dan Motivasi Berprestasi terhadap Prestasi Akademik
Mahasiswa Difabel UIN Sunan Kalijaga Yogyakarta
Ichsan ... 23 4. Analisis Pembelajaran Tematik Anak Tunagrahita Jenjang SD di SLBN 1 Yogyakarta
Ahmad Tarmizi Hasibuan, Nur Rohman, Yuli Widi Hastuti ... 39 5. Penanaman Nilai-Nilai Pluralisme dalam Pembelajaran Akidah Akhlak
pada Siswa di MI Negeri I Yogyakarta
Samsudin ... 53 6. Kesiapan Sumber Daya Manusia (SDM) Menuju Terwujudnya Keberhasilan Pendidikan Inklusi
Fitriyah Rohmatin ... 67 7. Analisis Linguistik Pemerolehan Bahasa pada Anak Tunarungu Usia MI/SD
Aninditya Sri Nugraheni, Hadiyatun Nadhiroh ... 73 8. Proses Pembelajaran Inklusi bagi Mahasiswa Difabel Netra pada Mata Kuliah Matematika
dan Ilmu Pengetahuan Alam di Program Studi Guru Madrasah Ibtidaiyah (PGMI) Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga
Maemonah ... 83 9. Model Pengembangan Pendidikan Inklusif di Madrasah Ibtidaiyyah Perspektif Pemberdayaan
Ijudin, Nenden Munawaroh ... 99 10. Development of Augmented Reality (AR) Learning Media of Natural Science
for MI Grade V Students
Fajar Dwi Mukti, Ayu Sholina ...113 11. Implementation HOTS Through Cultural Education in Multiple Intelligence
Classroom Management
Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar “Innovation of Primary Education for All”
Yogyakarta, 29 September 2019 xii
12. Innovation of Elementary School PPKn Material Analysis on 13th Thematic Curriculum Learning Based on HOTS
Amannasrullah Amin, Andi Prastowo ...141 13. Penerapan Higher Order Thinking Skills (HOTS) dalam Butir Soal Membaca Teks
Pemahaman Buku Teks Pembelajaran Bahasa Indonesia Tingkat Madrasah Ibtidaiyah
Elen Inderasari, Nurul Fajriyani ...159 14. Two Tier Multiple Choices (TTMC) Sebagai Instrumen Penilaian
High Order Thinking Skill (HOTS) di Sekolah Dasar (Kajian Literature)
Ade Cyntia Pritasari, Rika Mellyaning Khoiriya ...173 15. Analisis Linguistik Pemerolehan Bahasa pada Anak Tunarungu Usia MI/SD
Aninditya Sri Nugraheni, Hadiyatun Nadhiroh ...181 16. Gerakan Literasi Sekolah Dasar Islam Kota Banjarmasin
Khairunnisa, Salehah ...191 17. Pembelajaran Aktif Berbasis MIKiR sebagai Upaya Mengembangkan
Pembelajaran HOTS pada Jenjang Pendidikan Dasar
Erwin Prastyo ...205 18. Validitas dan Efektivitas Perangkat Pembelajaran Berbasis Keterampilan Proses Sains (KPS)
untuk Meningkatkan Keterampilan Berpikir Tingkat Tinggi (HOTS) Siswa SD
Nanda Intan M., Rini Nafsiati A. ...215 19. Membekali Literasi Digital Mahasiswa Melalui Pembelajaran Berbasis Website
untuk Menghadapi Era Revolusi 4.0
Ricka Tesi Muskania ...227 20. Implementasi Cara Berpikir Guru dalam Mewujudkan Pendidikan Dasar
Berbasis HOTS serta Hubungannya dengan Integratif-Interkonektif
Julrissani, Fahrudin ...235 21. Development of Advanced Organizer Learning Model to Train Student’s
Critical Thinking in Grade 4 Mathematics Subjects in Elementary School
Nazilatul Mifroh ...257 22. Analisis Kemampuan Berpikir Kreatif Peserta Didik Madrasah Ibtidaiyah Kelas V dalam
Menyelesaikan Soal Matematika Tipe Higher Order Thinking Skills (Hots) di Boyolali
Nazula Nur Azizah, Fitri Yuliawati ...267 23. Pembelajaran Tematik dalam Menumbuhkan HOTS (High Order Thinking Skills)
di Kelas 5 Sanggar Anak Alam Nitiprayan Kasihan Bantul
Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar “Innovation of Primary Education for All” xiii
24. Peningkatan Keterampilan Berpikir Tingkat Tinggi pada Pembelajaran Matematika SD/MI dengan Menggunakan Pertanyaan Terbuka, Produktif, dan Imajinatif
Khaeroni ...299 25. Analisis Materi Pokok PPKn MI/SD
As Pino Be Kahar, Andi Prastowo, Mohamad Agung Rokhimawan ...311 26. Penerapan Model Kooperatif Tipe GI pada Lesson Study untuk Meningkatkan
Kemampuan Berpikir Kritis Siswa di Kelas IV C SDN Tunjung Sekar 1
Nilamsari Damayanti Fajrin, Moh Luqman Hakim ...325 27. Pembelajaran Berbasis Higher Order Thinking Skills (HOTS) pada Mata Pelajaran Tematik SD
Barirotus Sa’adah, M.Pd., Kumala Sari ...335 28. Penerapan Model Inquiry terhadap Keterampilan HOTS Siswa pada
Pembelajaran PPKn Tema Persatuan dalam Perbedaan
Syarifatul Fitri Hidayah ...343 29. Peningkatan Literasi dalam Mengembangkan Pembelajaran Berbasis HOTS
(Higher Order Thinking Skill) di Kelas IV Sekolah Dasar Negeri VI Minomartani Ngaglik–Sleman
Diyah Mintasih ...349 30. Pendekatan Lingkungan Alam Sekitar (PLAS) dalam Peningkatan Kualitas Pembelajaran IPA
Ratna Hidayah, Moh Salimi, Joharman ...359 31. Instructional Media Use in Growing The Learning Interest of Students at
SDN Teluk Pucung I Bekasi
Fifit Fitriansyah, Apriyanti Widiansyah ...371
32. Penggunaan Quizizz untuk Meningkatkan Minat Siswa Belajar di Kelas VI SD N Tirtoadi
Nur Taufik, S.Pd. ...379 33. Developing The Learning Specific by PGSD Student: A Case Study
of Ethnomathematics at Kraton Yogyakarta
Luluk Mauluah, Marsigit ...385 34. Pemanfaatan Kearifan Lokal sebagai Sarana Meningkatkan
Hasil Belajar Peserta Didik
Laelatul Badriah, Hamza S. Goro ...393 35. Pendekatan Etnomatematika sebagai Inovasi Pendidikan Dasar
Berbasis Budaya Lokal Indonesia
Linda Indiyarti Putri ...403 36. Konsep Harmonis dalam Melestarikan Nilai-Nilai Budaya Sipakatau,
Sipakalebbi, Sipakainge Pada Siswa Pendidikan Dasar Di Kabupaten Sinjai
Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar “Innovation of Primary Education for All”
Yogyakarta, 29 September 2019 xiv
37. Pengembangan Bahan Ajar Matematika Berbasis Etnomatematika untuk Meningkatkan Pemahaman Matematik Siswa Kelas III Sekolah Dasar
Azamul Fadhly Noor Muhammad, Noer Intan Novitasari ...423 38. Learning Hadis in The Basic Education: Study of The Arba'in Hadith
for Children by Muhammad Yasir
Muhammad Alfatih Suryadilaga ...447 39. Analisis Materi PJOK pada Mata Pelajaran Pendidikan Jasmani, Olahraga,
dan Kesehatan (PJOK) di Tingkat MI/SD
Nazilatul Mifroh ...459 40. Pengembangan Handout Berbasis Kontekstual untuk Mendukung Pembelajaran
Tema Indahnya Negeriku Sub Tema Keindahan Alam Negeriku pada Siswa Kelas IV MIN Janti Kecamatan Slahung Kabupaten Ponorogo
Aditya Dyah Puspitasari, Conny Dian Sumadi ...475 41. Android Based of Interactive Animation Educational Game
of Tajweed Knowledge for Elementary School Students
Wahyu Rahmawati, Anastasia Siwi Fatma Utami ...489
42. Kurikulum Tahfiz di SDIT Berbasis Pesantren
(Pondok Pesantren Tahfiz Darussalam Mojogedang Karanganyar)
(Studi di SDIT Al-Islam Sine Ngawi)
Aziz Nuri Satriyawan ...507 43. Tingkat Kesadaran Beragama dan Pemanfaatan Media Sosial Berdasarkan Jender
dan Pengaruhnya, serta Implikasinya dalam Intensifikasi Kualitas Layanan Pendidikan di SD/MI Muhyani Nasukha, Ibdalsyah, Deni M.Z., Abdullah Azam ...521 44. Membangun Paham Anti-Radikalisme dalam Pembelajaran Tematik
Melalui Living Values Education Program
An-Nisa Apriani, Intan Kurniasari Suwandi ...537 45. Pemerolehan Bahasa dan Gangguan Berbahasa serta Cara
Mengembangkan Potensi Berbahasa
Sitta Novia Muyassaroh, Diya Permata Sari Sang Bitaloka ...549 46. Implementasi Ethnosains Traditional Cooking Dan Modern Cooking
untuk Pembelajaran Sains
Aidha Choirunnisa, Isna Suprapti, Diga Fatchurrahman, Arif Maftukhin ...571 47. Peran Sekolah dalam Membentuk Masyarakat Madani
Wilis Werdiningsih...585 48. Analisis Materi Pokok Matematika MI/SD
Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar “Innovation of Primary Education for All” xv
49. Model of Islamic Education Based on Eco-Pesantren in Access to Clean Water in Karawang
Adilita Pramanti, S.Sos., M.Si., Ichmi Yani Arinda Rohmah, S.Pd., M.Sosio. ...609 50. Peningkatkan Hasil Belajar Bahasa Indonesia Melalui Strategi Pembelajaran
Active Knowledge Sharing Berbasis Scientific Learning
Ria Rianti1, Salati Asmahasanah, Muhammad Fahri ...617
51. Pengembangan Lokotajwid dalam Pembelajaran Al-Quran Hadis Kelas V MI Ma’arif Giriloyo 2
Uswatun Chasanah ...625 52. The Role of Teachers and Parenting Style on Students’ Character Formation in
MIN 2 Sleman
Sri Sumartini, S.Pd.I., Dr. Istiningsih, M.Pd. ...635 53. Pengelolaan Kelas dalam Menanamkan Perilaku Disiplin pada
Pembelajaran IPA bagi Mahasiswa PGSD
Kartika Chrysti Suryandari, Tri Saptuti Susiani, Suhartono ...649 54. Ornamen Masjid Jami Kajen serta Kontribusinya dalam
Penguatan Karakter Mandiri di Madrasah Ibtidaiyah
Creative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons Attribution Non Commercial 4.0 License (http://www.creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar–ISBN: 978-602-61134-8-1
INSTRUCTIONAL MEDIA USE IN GROWING THE LEARNING INTEREST
OF STUDENTS AT SDN TELUK PUCUNG I BEKASI
Fifit Fitriansyah1, Apriyanti Widiansyah2
Universitas Bina Sarana Informatika, Universitas Bhayangkara Jakarta Raya e-mail: fifit.ffy@bsi.ac.id1; apriyanti.widiansyah@dsn.ubharajaya.ac.id2
ABSTRACT
The learning process is an effort to create learning conditions for students in gaining the knowledge and experience that is also part of the educational world, where as educators, teachers are one of the defining factors Success of every educational effort. This shows the exact role of teachers in the educational world. For that, the teacher should think about how to create optimal and interesting learning, one of them with the use of learning media. The purpose of this research is to foster the learning interest of students at SDN Teluk Pucung I Bekasi through the use of learning media. The method used is a qualitative descriptive, namely by describing the phenomenon in the field.The result of this study was that the use of media learning in the form of video on the Learning of Cultural Arts and Prakarya was able to foster the learning interest of students with the acquisition of results average 80 from the number of KKM specified 75.This suggests that the use of learning media effectively improves learning quality and is able to foster the learning interest of students.
Keywords: learning media, student learning interests. INTRODUCTION
Learning is a process or activity that is designed intentionally by teachers for pleasant interactions in the learning process through the integrity and optimization of systemic resources (materials, methods, media, activities, and evaluations) so that students are more understanding and active in increasing ways, passion, and learning outcomes. Referring to Law No. 20 of 2003 concerning the National Education system, Education is a conscious and planned effort to create an atmosphere of learning and learning process so that students actively develop their potential to have spiritual strength, self-control, personality, intelligence, noble character, as well as the skills needed by himself, society, nation, and state.1 Looking at the statement above, this shows
that Education is a conscious and planned effort to create an atmosphere of learning and a learning or training process so that students can actively develop their potential to have spiritual strength, emotional, self-control, personality, intelligence, noble character, and the skills needed by him and the community.
Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar “Innovation of Primary Education for All”
Yogyakarta, 29 September 2019 372
Humans are natural learners, where humans have a brain and senses that can respond and simulate whatever they get. Humans learn from the environment and from what is done, for that escort is very important for the development of individuals. As for children, we know that in their development a child is different from adults. This can be seen clearly both in physical form and in ways of thinking, acting, habits, hobbies, work, desires, responsibilities, and so on.
The teaching and learning process is part of the world of education. As educators, teachers are one of the determining factors in the success of any educational effort. This shows how to exist the role of the teacher in the world of education. Likewise, efforts in teaching students, teachers are required to have multiple roles so as to be able to create effective teaching and learning conditions.2 Because learning does not merely involve the relationship of stimulation
and response but more than that learning involves a very complex thought process3 so that
students can learn well the teacher must be able to teach effectively.
This is because in an effort to improve the quality of education one important element is the learning process. Complete learning facilities, comfortable study rooms, and a large and clean school building will be useless if the learning process is not going well. A good learning approach will make it easier for students to be able to understand the teaching material delivered by the instructor. The learning approach is learning that can actively involve students in learning activities. In this case, children tend to think from concrete to abstract. So he must really know what he experienced firsthand. But in reality, there are still many teachers who give the whole material by way of lectures and students are forced to memorize and accept the subject matter immediately, even though it cannot prove the truth.
Another obstacle that arises is the lack of enthusiasm of students in the lesson, making it difficult to involve students actively in the learning process. The inactivity of these students needs to be examined because the reality in the field is that there are still plenty of science products without giving students the opportunity to know and carry out the process of gaining knowledge. This is due to the limited teaching aids, time, and the lack of active teachers in the learning process.4 These problems certainly have an impact on student achievement. Thus, it is
necessary to introduce an appropriate learning media so that it can foster elementary students' learning interest which is early education where a child knows, learns, understands, and shapes his knowledge early on.
Learning media itself is a plural form of the word medium, where Medium can be defined as an intermediary or introduction to communication from the sender to the recipient. The media is one component of communication, namely as a messenger from the communicator to the communicant. Based on these definitions, it can be said that the learning process is a communication process.5 The media is also a tool that has the function of conveying messages. 2 Usman Uzer, Menjadi Guru Profesional (Bandung: Remaja Rosdakarya, 2008).
3 Hamzah B. Uno, Orientasi Baru dalam Psikologi Pembelajaran (Jakarta: Bumi Aksara, 2008).
4 Qorry Turisina, “Bimbingan Guru Melalui Metode Penemuan dalam Upaya Meningkatkan Pemahaman dan
Antusiasme Siswa pada Pelajaran Sains Kelas Lima Sekolah Dasar” (Semarang, 2006).
Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar “Innovation of Primary Education for All” 373 Media is a plural form of the word "medium" which comes from the Latin meaning "between". The term media can be interpreted as anything that mediates or communicates information from the sender of the message to the recipient of the message.6
The forms of stimulus can be used as media such as human relationships or interactions; reality; moving images or not; recorded text and sound. These five forms of stimulus will help learners learn foreign languages. However, it is not easy to get the five forms in one time or place.
Computer technology is an invention that allows presenting some or all of the above stimulus forms so that the learning of foreign languages will be more optimal. However, problems that arise are not as easy as imagined. Educators are people who have the ability to realize the five forms of stimulus in the form of learning. But most educators do not have the ability to present the five stimuli with computer programs while computer programmers do not master language learning. The way out is to realize these stimuli in a computer program by using software that is easy to learn so that the teachers will easily realize their teaching ideas.
Good learning media must meet several requirements. Learning media must increase learner motivation. The use of media has the aim of providing motivation to learners. In addition, the media must also stimulate learners to remember what they have learned besides providing new learning stimuli. Good media will also enable learners to provide feedback, feedback and also encourage students to practice correctly.
Briggs said that the media are all physical tools that can present messages and stimulate students to learn. Meanwhile, Schramm believes that the media is a technology that carries information or instructional messages that can be manipulated, seen, heard, and read. Thus learning media is a tool that serves to convey learning messages.
Learning is a process of communication between learners, instructors, and teaching materials. Communication will not take place without the help of a means of delivering messages or the media. The message to be communicated is the learning content contained in the curriculum which is poured by the instructor or facilitator or other sources into communication symbols, both verbal and non-verbal or visual symbols.
This is consistent with Jerome S Bruner's opinion that students learn through three stages, namely enactive, iconic, and symbolic. The enactive stage is the stage where students learn by manipulating concrete objects. The iconic stage is the stage where students learn by using pictures or videotapes. While the symbolic stage is the stage where students learn by using symbols.
We can apply the principles of learning stages from Jerome S Bruner in the "Cone of Experience" or "cone of experience" that Edgar Dale came up within 1946, as we can see in the picture below:
Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar “Innovation of Primary Education for All”
Yogyakarta, 29 September 2019 374
Figure 1. Kerucut Edgar Dale
The position of learning media is a learning process that is a communication process and takes place in a system, then the learning media occupies an important position as one of the components of the learning system. Without the media, communication will not occur and the learning process as a communication process also will not be able to take place optimally. Learning media are an integral component of learning systems. The position of learning media as a component of communication.7
The function of learning media in the learning process, where the media has a function as a carrier of information from the source (teacher) to the recipient (students). While the method is a procedure to assist students in receiving and processing information in order to achieve learning objectives. The function of the media in the learning process is shown in the following figure:
Figure 2.
The Function of Media in the Learning Process
In interaction activities between students and the environment, the function of the media can be known based on the presence of media strengths and obstacles that may arise in the learning process.
Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar “Innovation of Primary Education for All” 375 Three advantages of media capabilities are as follows. First, fixative abilities, which means that they can capture, store and display an object or event. With this ability, objects or events can be drawn, photographed, recorded, filmed, then can be stored and when needed can be demonstrated and re-observed as the original event. Second, manipulative ability means that the media can re-display objects or events with various changes (manipulation) as needed, for example, changed in size, speed, color, and can also be repeated presentation. Third, distributive ability means that the media is able to reach large audiences in one presentation at the same time, for example, TV or Radio broadcasts.8
With the learning media used in the classroom, it is felt that it can foster student interest in learning, where interest according to the Big Indonesian Dictionary linguistically means a high tendency towards something (KBBI). Interest is a relatively fixed quality in a person. There is great interest in the effect on one's activities because with interest he will do something he is interested in. Conversely, without interest, someone can not do something. While the notion of interest in terms has been widely expressed by experts, among them stated by Hilgard quoted by Slameto stating "Interest is persisting to pay attention to end enjoying some activity and content."9
While Sardiman AM believes that interest is interpreted as a condition what happens when someone sees the characteristics or meanings of a situation that is associated with the desires or needs of his own needs.10 Meanwhile, according to I. L. Pasaribu and Simanjuntak interpret
interest as a motive that causes individuals to actively deal with something that is interesting.11
Feelings of pleasure will generate interest, which is reinforced by a positive attitude. Where feelings of displeasure hinder learning because they do not give birth to a positive attitude and do not support learning interest, motivation is also difficult to develop, so this is the cause of decreased interest.
Some definitions put forward by experts as quoted above can be concluded that interest is one's tendency towards objects or activities that are favored accompanied by feelings of pleasure, attention, and active activity. Similarly, elementary school students' interests need to be nurtured in each learning by paying attention to the following three aspects: a) cognitive aspects; b) the affective aspects; and c) psychomotor aspects.
Thus, the formulation in this study is how the use of instructional media in fostering the learning interest of students at SD Pucung I Bekasi? The purpose of this study is to see the use of instructional media that fosters elementary students' learning interest.
RESEARCH METHODS
The research method used in this study is a qualitative descriptive research type. Where the researchers describe the learning conditions of students at the Teluk Pucung I Elementary School
8 Dadang Supriatna, Pengenalan Media Pembelajaran (Bahan ajar untuk Diklat E-Training PPPPTK TK dan PLB,
2009).
9 Slameto, Belajar dan Faktor-Faktor yang Mempengaruhinya (Jakarta: Rineka Cipta, 1991). 10 A.M. Sardiman, Interaksi dan Motivasi Belajar Mengajar (Jakarta: CV. Rajawali, 1988). 11 Pasaribu I. L. and Simanjuntak, Proses Belajar Mengajar (Bandung: Tarsito, 1983).
Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar “Innovation of Primary Education for All”
Yogyakarta, 29 September 2019 376
in Bekasi who use learning media, one of which is on the subjects of Culture and Arts and Crafts. Furthermore, after the data is found, the findings are analyzed based on the relevant observation and literature study guidelines. The data collection techniques used are: 1) Observation; In this study, the authors made observations at SD Pucung I Bekasi Public Primary School; 2) Literature Study; The author conducted a literature study by reading books related to the discussion and making it a reference in the theory of writing this research.
RESULTS AND DISCUSSION
At the elementary school level, children are experiencing growth in cognitive, affective, social, religious, physical, and linguistic aspects. So those children are required to be active in various learning activities so that development tasks can be obtained when the child enters early adolescence.
According to Oemar Hamalik, there are a number of benefits or uses of active learning activities, including:
1. Students seek their own experience and directly experience themselves; 2. Doing yourself will develop all aspects of the personality of students;
3. Fostering harmonious cooperation among students which in turn can facilitate group work; 4. Students learn and work based on their own interests and abilities, so it is very useful in the
service of individual differences;
5. Fostering discipline of learning and an atmosphere of learning that is democratic and familial, deliberation and consensus;
6. Fostering and fostering collaboration between schools and the community, and relationships between teachers and parents, which are beneficial in student education;
7. Learning and learning are carried out in a realistic and concrete manner, so as to develop understanding and critical thinking and avoid verbalism;
8. Learning and learning activities come alive as well as life in a society full of dynamics.12
No less important, the use of information and communication technology now has an influence on the education system in the world, where students have known and known various kinds of learning media, especially the internet media. However, it cannot be denied that the negative impact of the internet is also something that must be observed by educators so that students do not misuse the process of finding information on a web page. The role of parents in controlling their children who use the internet is also an integrated part of the success of the learning process.
One of the uses of instructional media in the subjects of Cultural Arts and Crafts, students are given a learning video show obtained from YouTube about how art and culture in one of the regions in Indonesia are displayed in a performance. That way, students get a direct picture related to the culture.
Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar “Innovation of Primary Education for All” 377 By using instructional media in the form of videos on learning Arts and Crafts, then this is an innovation in which the teacher tries to combine the theoretical facts that have been conveyed with a direct picture so that students get direct experience of the material presented by the teacher. On the other hand, the use of instructional media in the form of video, the advantage possessed is that learning becomes more interesting to the senses and attracts student learning interest because it uses all of its five senses in understanding learning.
Learning Arts and Crafts which have been used by teachers is only sourced from books. This is felt to be less effective considering the child's thinking patterns from abstract to concrete so that it requires the direct experience of the material it conveys. But now, the use of instructional media in the form of videos involved in learning makes learning more effective, efficient and enjoyable. If so, then students' interest in learning increases and learning outcomes are more optimal.
In fostering an interest which is a relatively sedentary trait in a person, where the great interest influences one's activities because with interest he will do something that interests him. Conversely, without interest, someone can not do something. With the use of instructional media in the form of videos in learning Arts and Crafts, it increases student learning outcomes with an average achievement of graduates above 80 from the KKM 75.
CONCLUSION
Thus, the use of instructional media in the form of instructional videos on the subjects of Culture and Arts, can generate interest in elementary students by generating a need for learning; relate past experiences with new experiences; provide opportunities for better results; give students the opportunity to find information with or without the help of the teacher. The use of instructional media in the form of videos is also able to improve the quality of learning to be more optimal and enjoyable in accordance with the principles of learning.
REFERENCE
L., Pasaribu I., and Simanjuntak. Proses Belajar Mengajar. Bandung: Tarsito, 1983. Oemar, Hamalik. Kurikulum dan Pembelajaran. Jakarta: Bumi Aksara, 1995. Santyasa, I Wayan. “Landasan Konseptual Media Pembelajaran,” 2007.
Sardiman, A.M. Interaksi dan Motivasi Belajar Mengajar. Jakarta: CV. Rajawali, 1988. SISDIKNAS No.20, Tentang Sistem Pendidikan Nasional (2003).
Slameto. Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta: Rineka Cipta, 1991.
Supriatna, Dadang. Pengenalan Media Pembelajaran. Bahan ajar untuk Diklat ETraining PPPPTK TK dan PLB, 2009.
Turisina, Qorry. “Bimbingan Guru Melalui Metode Penemuan dalam Upaya Meningkatkan Pemahaman dan Antusiasme Siswa pada Pelajaran Sains Kelas Lima Sekolah Dasar.” Semarang, 2006.
Prosiding The 1st Annual Conference AL-BIDAYAH (ACA) Jurnal Pendidikan Dasar “Innovation of Primary Education for All”
Yogyakarta, 29 September 2019 378
Uno, Hamzah B. Orientasi Baru dalam Psikologi Pembelajaran. Jakarta: Bumi Aksara, 2008. Uzer, Usman. Menjadi Guru Profesional. Bandung: Remaja Rosdakarya, 2008.
