Joyful Learning Journal 

Abstract: Tujuan penelitian ini untuk mengetahui pengembangan, kelayakan dan keefektifan media permainan monopoli mata pelajaran matematika sebagai media yang layak dan untuk meningkatkan hasil belajar kognitif kelas II SD. Jenis penelitian ini adalah penelitian pengembangan menggunakan metode Research and Development . Populasi penelitian ini adalah peserta didik kelas II SDN Langensari 02. Teknik pengumpulan data menggunakan angket, wawancara, dokumentasi, observasi, dan tes. Analisis data menggunakan uji validitas, Reliabilitas, Normalitas, Homogenitas, N-gain, dan t-Test. Hasil Penelitian menunjukan bahwa, penilaian pakar ahli materi sebesar 92,64% (sangat layak) dan ahli media sebesar 91,66% (sangat layak). Media yang dikembangkan mampu meningkatkan ketuntasan klasikal 26,08% menjadi 100%. Jadi, dapat disimpulkan bahwa Media Permainan Monopoli Mata Pelajaran Matematika Materi Penjumlahan dan Pengurangan bilangan 1 sampai 500 di Kelas II SD layak digunakan The purpose of this study was to know development, properness, and effectiveness of monopoly game media in Mathematics as a proper media and to improve cognitive learning outcomes of second grade of elementary school. The type of this study was research development which used Research and Development method. The population of this study was the second grade students of SDN Langensari 02. The Technique of the data collection used questionnaire, interview, documentation, observation, and test. The data analysis used validity, reliability, normality, homogeneity, N-gain, and t-test. The results of the study showed that, the expert material's assessment as many as 92,64% (very proper) and from media expert as many as 91,66% (very proper).The media which is being developed is able to increase classical mastery from 26.08% to 100%. Thus, it can be concluded that Monopoly Game Media in Mathematics especially in Addition and Substraction material of number 1 up to 500 in the second grade of elementary school was proper to be used.

Abstract: Tujuan penelitian ini adalah untuk menganalisis dan menjelaskan keterampilan guru mengadakan variasi untuk menumbuhkan minat belajar matematika siswa kelas V SDN 1 Ngroto Kabupaten Blora. Penelitian ini adalah penelitian kualitatif dengan jenis studi kasus. Subjek penelitian ini berjumlah 19 orang terdiri atas 1 kepala sekolah, 1 guru kelas, 17 siswa. Teknik pengumpulan data berupa obseravasi, catatan lapangan, dokumetasi, angket dan wawancara. Teknik analisis data dalam penelitian ini terdiri dari pengujian keabsahan data menggunakan triangulasi sumber, teknik dan waktu serta pengujian konfirmabilitas. Hasil penelitian menunjukkan bahwa keterampilan guru mengadakan variasi meliputi cara mengajar, penggunaan alat atau media pembelajaran dan pola interaksi pada pembelajaran sudah baik. Pengadaan variasi yang dilakukan oleh guru pada proses pembelajaran matematika menarik perhatian dan antusias siswa, proses pembelajaran menjadi menyenangkan, serta siswa menjadi aktif pada pembelajaran yang diikutinya. Simpulan penelitian ini adalah dengan adanya guru mengadakan variasi pada pembelajaran matematika mampu untuk menumbuhkan minat belajar matematika dalam diri siswa The purpose of this study was to analyze dan explain the teacher's skills in conducting variations to develop learning interest of Mathematics in fifth grade students of Ngroto 1 Elementary School Blora Regency. This research was a Qualitative research with Case Study type. The subjects of this study were 19 people consisting of 1 headmaster, 1 class teacher, and 17 students. The data collection techniques were in the form of observations, field notes, documentations, questionnaires, and interviews. Data analysis technique were carried out by validity testing using source triangulation, technique triangulation, and time triangulation and comfirmability testing. The results showed that the teacher's skills in conducting variations include teaching method, use of learning tools or media and interaction patterns in learning was good. Procurement variation performed by the teacher in the learning process of Mathematics attracted attention and students’ enthusiasm; the learning process became fun; as well as students became more active in the learning they followed. The conclusion of this research was the existence of teachers in conducting variations in mathematics learning was able to develop student’s interest in learning mathematics.

Abstract: Abstrak___________________________________________________________________Tujuan penelitian ini adalah mendeskripsikan peningkatan keterampilan menulis puisi melalui penerapan metode mind mapping dengan media audiovisual pada siswa kelas V SDN Sekaran 02 Semarang. Jenis penelitian ini penelitian tindakan kelas melalui metode mind mapping dengan media audiovisual terdiri atas tiga siklus, setiap siklus terdapat satu pertemuan dengan empat tahapan yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Subjek penelitian ini guru dan siswa kelas V SDN Sekaran 02 Semarang. Teknik pengumpulan data menggunakan tes dan nontes. Analisis data menggunakan deskriptif kualitatif dan deskriptif kuantitatif. Hasil penelitian menunjukkan: (1) keterampilan guru meningkat setiap siklus, pada siklus I memperoleh skor 19 berkriteria baik, siklus II memperoleh skor 27 berkriteria baik, dan siklus III memperoleh skor 33 dengan kriteria sangat baik, (2) aktivitas siswa meningkat setiap siklus, siklus I memperoleh skor 15,8 dengan kategori cukup baik. siklus II memperoleh skor 22 dengan kriteria baik, dan siklus III memperoleh skor 27,3 berkriteria sangat baik, (3) keterampilan menulis puisi siswa meningkat tiap siklus, dengan ketuntasan klasikal siklus I 64%, siklus II 72%, siklus III 92%. Simpulan: melalui metode mind mapping dengan media audiovisual dapat meningkatkan keterampilan menulis puisi pada siswa kelas V SDN Sekaran 02 Semarang.The purpose of study is improving writting poetry skill through mind mapping with audiovisual methods to V grade students of SDN Sekaran 02 Semarang. Research design is classroom action research using mind mapping methods with audiovisual. It consisted of three cycles: one instructional for each cycle with four stages: planning, running, observing, and reflecting. Subjects of study is V students and the teacher of SDN Sekaran 02 Semarang. Procedures in collecting data using test and non-test. Qualitative and quantitative descriptive analysis were used to analyze the data. The research findings showed: (1) the creativity of teacher improved in every cycle. In cycle I, the score was 19 with good criteria. In cycle II, the score was 27 with good criteria. In cycle III , the score was 33 with very good criteria. (2) students activity showed improvement in every cycle. In cycle I, the score was 15,8 with enough criteria. In cycle II the score was 22 with good criteria. In cycle III the score was 27,3 with very good criteria, (3) students learning results showed improvement in every cycle with classical comprehension in cycle I 64%, cycle II 72%, and cycle III 92%. Conclusion this reasearch is mind mapping with audiovisual methods can improve writting poetry skills to V students of SDN Sekaran 02 Semarang.