http://jipd.uhamka.ac.id/index.php/jipd/issue/feedJurnal Inovasi Pendidikan Dasar2018-08-19T16:01:21+00:00Yoppy Wahyu Purnomojipd@uhamka.ac.idOpen Journal Systems<div id="journalDescription"><strong>Jurnal Inovasi Pendidikan Dasar (<em>JIPD</em>)</strong> or <strong>The Journal of Innovation in Elementary Education </strong>is an international, open access, multidisciplinary, peer-reviewed journal that is online publishes two times in a year. <strong><em>JIPD</em></strong> publishes peer-reviewed articles that pertain to both education theory and research and their implications for teaching and learning in the elementary and middle grades. In addition, <strong><em>JIPD</em></strong> presents articles that relate the latest research in teacher education and development, child development, educational psychology, educational policy, sociology and philosophy to school teaching and learning, educational technology, and curriculum development.</div> <div> </div> <div> </div>http://jipd.uhamka.ac.id/index.php/jipd/article/view/71 The Mathematical Literation Skill of Indonesian Elementary School Student2018-08-16T08:13:04+00:00Ari Indrianiariindrianiemail@gmail.comDwi Erna Noviantidwierna.novianti@gmail.com<p>This study aimed to know the mathematical literation skill of elementary student. This study was qualitative descriptive approach. This study was held in SD Negeri 3 Kunduran. The population of this study was 5<sup>th</sup> grade with 39 students. The sampling was used saturation sampling technique. The data was collected using obervation, essay test, and documentation. Before the essay test was used, it was analyzed its content validity, level of difficulty, discrimination power, and reliability. Test was consist of 4 questions. The data technique was qualitative analysis with Miles and Hubermen model. This research showed that students who can worked on level 4 question were students who answered more correctly on question number 2. Students who can worked on level 3 question were students who answer more correctly on question number 4.This study concluded that the mathematical literation skill of 5<sup>th</sup> grade student in SD Negeri 3 Kunduran was good.</p>2018-06-01T00:00:00+00:00##submission.copyrightStatement##http://jipd.uhamka.ac.id/index.php/jipd/article/view/70 The Effect of Contextual-Based Thematic Teaching Materials towards Student Learning Activity2018-08-16T08:13:04+00:00Ari Metalin Ika Puspitaarimetalinikapuspita2@gmail.com<p><em>The purpose of this study was to see the effect of contextual-based thematic teaching materials on student learning activities. The research method was quasi experiment with pre-test and post-test design. Sample was taken by purposive sampling technique. The data was collected from pre-test and post-test which were analyzed using statistics with Paired Sample T-Test. While the qualitative data obtained from in-depth interviews, observations, and observations in the learning process. The result of comparative test with Wilcoxon formula obtained significance value 0.000 (<0.05). These results indicated that there was a difference between learning activities before and after using contextual based thematic teaching materials. Contextual based thematic teaching materials was able to activate students in the learning process that could create meaningful in learning.</em></p>2018-06-01T00:00:00+00:00##submission.copyrightStatement##http://jipd.uhamka.ac.id/index.php/jipd/article/view/45 The Influence of Brain Based Learning Model to Mathematical Creative Thinking Skills of Student2018-08-16T08:13:04+00:00Astiti Yugiantisigid@uhamka.ac.idSigid Edy Purwantosigid@uhamka.ac.idMimin Ninawatisigid@uhamka.ac.id<p><em>The purpose of the research </em><em>wa</em><em>s to find out the influence of using </em>Brain Based Learning <em>model</em><em> to</em><em> mathematical</em> <em>creative thinking skills of student. The research method was q</em><em>uasi </em><em>e</em><em>xperiment</em><em> with </em><em>Posttest-Only Control Design</em><em>.</em> <em>Population</em><em> of this research are 60 students consist of 30 from experiment class and 30 from control class. </em><em>The technique sampling was saturation sampling. The data analysis using T test. </em><em>Prior to hypothesis testing, there were two prerequisite tests that consist of the normality test and homogeneity test. The result of prerequisite tests showed that both classes had the normal distribution and the same variance. Based on the t-test, it can be seen that </em><em>there </em><em>wa</em><em>s an influence </em><em>of</em> Brain Based Learning <em>model</em><em> mathematical creative thinking.</em></p> <p><strong><em> </em></strong></p>2018-06-01T00:00:00+00:00##submission.copyrightStatement##http://jipd.uhamka.ac.id/index.php/jipd/article/view/68 The Difference of Student Mathematical Concept Understanding Ability Using Realistic Mathematic Education and Problem Solving Approaches2018-08-16T08:13:04+00:00Siti Yuaeni Ulfahkowi_agil@yahoo.co.idkowiyah Kowiyahkowiyah_agil@uhamka.ac.idDaniel Fernandezkowiyah_agil@uhamka.ac.id<p><em>This study aimed to know the difference of student mathematical concept understanding ability between the aplication of Realistic Mathematical Education and Problem Solving Approaches. This study was held in Sekolah Dasar Negeri Gedong 01 Jakarta Timur. This study method was quasy experiment witj non-equivalent posttest-only control group design. The population in this study was 60 students. The sampling technique in this study was saturation sampling. This study sample who divided into two groups. One group was 1<sup>st</sup> experiment group that using realistic mathematical education approach and the other one was 2<sup>nd</sup> experiment group that using problem solving approch. The data was collected using concept understanding ability test in essay. The data was analyzed using t-test. Based on t-test, is was obtained t<sub>count</sub> =6.69 and t<sub>table</sub> = 2.00 so H<sub>0</sub> was rejected. This study was concluded that there was a difference of student mathematical concept understanding ability between realistic mathematical education and problem solving approaches.</em></p>2018-06-01T00:00:00+00:00##submission.copyrightStatement##http://jipd.uhamka.ac.id/index.php/jipd/article/view/67 Profile of Science Process Skill Mastery from Pre-service Elementary School Teacher2018-08-16T08:13:04+00:00Prima Mutia Sariprimamutiasari@uhamka.ac.id<p>This study aimed to reveal science process skills profile of pre-service elementary school teacher in one of private universities in Jakarta students. The research method was descriptive. Research population was all students of pre-service elementary school teachers The sample was 5th semester students of year 2016/2017 as many as 316 students selected by Purposive Sampling technique. The research instruments were science skill test and science process skill observation sheet. Data analysis using descriptive statistics that included percentages, minimum values, maximum values, averages and standard deviations. The result showed that the proficiency of science skill process of pre-service elementary school teacher was still low with the average score of 46,46, the highest indicator was the ability to use the tools and the material and the lowest indicator was the ability to communicate</p>2018-06-01T00:00:00+00:00##submission.copyrightStatement##http://jipd.uhamka.ac.id/index.php/jipd/article/view/73 Students Mistakes to Solve Higher Order Thinking based Problems in The Quadrilateral Topic2018-08-19T16:01:21+00:00iip Ripati Hanipahiipripati@gmail.comYoppy Wahyu Purnomoyoppy.w.purnomo@uhamka.ac.id<p><em>The aim of this study was to analyze studentsâ€™ mistakes in solve higher order thinking skill (HOTS) questions in the quadrilateral topic. The research method was descriptive qualitative. The research subject was three 7<sup>th</sup> grade students in one of junior high schools in suburbs of Jakarta. The sampling technique was test and interview. The result showed that students were unfamiliar with HOTS questions. The mistakes that was identified were intuitive mistake, algorithm-based mistake, and formal knowledge-based mistake. It was marked by errors in choosing an operation, not paying attention in unit when performing calculations and misconception for the formula. </em></p> <p><em> </em></p>2018-06-01T00:00:00+00:00##submission.copyrightStatement##