Journal Universitas PGRI Semarang
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ANALISIS KEMAMPUAN HIGHER ORDER THINKING SKILLS (HOTS) SISWA KELAS V TEMA EKOSISTEM DI SDN SUMBERAGUNG 02 PATI
No full textSD Negeri Sumberagung 02 Pati telah menggunakan K13 namun belum mengarah pada pembelajaran dan evaluasi pembelajaran berbasis HOTS dan metode pembelajaran belum mengarah pada HOTS. Penelitian ini bertujuann mendeskripsikan keterampilan berpikir tingkat tinggi (HOTS) siswa kelas V tema ekosistem di SD Negeri Sumberagung 02 Pati. Kemampuan berpikir tingkat tinggi didefinisikan sebagai penggunaan pikiran secara lebih luas untuk menemukan tantangan baru melalui beberapa indikator, misalnya mampu mengusulkan ide baru, mengajukan pertanyaan, berani bereksperimen dan merencanakan strategi. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan instrumen pedoman observasi, wawancara dan dokumentasi. Analisis data yang digunakan yaitu reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukan aspek komunikasi dan berprikir kristis serta pemecahan masalah sudah dilaksanakan. Namun, untuk aspek kolaborasi belum dijalankan mengingat adanya pandemi covid-19. Secara keseluruhan tingkat soal yaitu pada kategori soal C4 (menganalisis) berada dalam kategori sedang dengan persentase 66,00%, kategori soal C5 (mengevaluasi) berada dalam kategori sedang dengan persentase 73,69% dan kategori soal C6 (mencipta) berada dalam kategori sedang dengan persentase 67,11%. Kesimpulan dari penelitian ini adalah kemampuan berpikir tingkat tinggi siswa kelas V SDN Sumberagung 02 Jaken Pati berkategori sedang dengan persentase 68,93%. Diharapkan guru memberikan model pembelajaran bagi siswa kelas V agar mengembangkan kemampuan berpikir tingkat tinggi agar mencapai hasil belajar maksimal
ANALISIS PENGGUNAAN TIKTOK SEBAGAI MEDIA PEMBELAJARAN KARAKTER ANAK KELAS V BATANG
No full textTujuan yang hendak dicapai dalam penelitian ini adalah untuk mengetahui bagaimana Dampak Penggunaan Aplikasi Tiktok sebagai media pembelajaran karakter anak kelas V SDN Krengseng 01 Batang. Jenis Penelitian ini adalah penelitian kualitatif untuk menggambarkan secara sistematis mengenai fakta-fakta yang ditemukan dilapangan berdasarkan observasi dan wawancara serta dokumen lainnya. Objek dari penelitian ini adalah guru dan siswa SDN Krengseng 01, dan prosedur pengumpulan data yang digunakan adalah wawancara terstruktur dan dokumentasi. Analisis data dilakukan dengan cara menelaah data yang ada, lalu mengadakan reduksi data, penyajian data, menarik kesimpulan dan tahap akhir dari analisis data ini adalah mengadakan keabsahan data dengan menggunakan ketekunan pengamatan trianggulasi. Hasil penelitian menunjukan bahwa ada dampak yang signifikan dalam penggunaan media tiktok terhadap karakter peserta didik. Dari hasil penelitian pendahuluan yang dilakukan oleh analis diperoleh hasil yang menyatakan bahwa pemanfaatan media online tiktok dapat membuat karakter siswa tersebut. Sehingga media berbasis aplikasi tiktok ini merupakan faktor luar yang membuat karakter siswa. Saran-saran yang peneliti tujukan kepada pihak yang terkait seperti guru. Guru diharapkan lebih kreatif dalam mengelola pembelajaran dan menggunakan teknik yang berinovatif
PELAKSANAAN INTEGRASI PENDIDIKAN KARAKTER DALAM PEMBELAJARAN TEMATIK KELAS VI SD
No full textPenelitian ini dimaksudkan untuk menganalisis pelaksanaan integrasi pendidikan karakter dalam pembelajaran tematik Kelas VI SD. Metode penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Tempat penelitian berlokasi di SD Negeri Pedurungan Kidul 03. Pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Teknik keabsahan data digunakan triangulasi. Teknik analisis data meliputi tahapan pengumpulan data, reduksi data, penyajian data, dan verifikasi. Berdasarkan hasil penelitian dan pembahasan dapat disimpulkan bahwa: (1) Perencanaan integrasi pendidikan karakter dalam pembelajaran tematik Perencanaan pembelajaran yang dilakukan oleh guru kelas VI SD Negeri Pedurungan Kidul 03 sudah baik dengan menentukan komponen-komponen seperti adanya tujuan yang harus dicapai, adanya strategi untuk mencapai tujuan, sumber daya yang dapat mendukung implementasi setiap keputusan, (2) Pelaksanaan integrasi pendidikan karakter dalam pembelajaran tematik Kelas VI SD. Pelaksanaan pembelajaran tematik di kelas VI SD Negeri Pedurungan Kidul 03 menggunakan model pembelajaran tematik yaitu model Project Based Learning. Dalam kegiatan pembelajaran tematik terdapat 3 komponen dalam langkah-langkah pembelajaran tematik yaitu pendahuluan, kegiatan inti dan penutup. Serta dalam penerapan model Project Based Learning komponen langkah-langkah Project Based Learning yaitu Guru memunculkan masalah dan menyampaikan tujuan pembelajaran serta topik materi, menjelaskan materi, membagi siswa dalam kelompok, memberikan permasalahn kepada siswa, membimbing siswa/kelompok menemukan pemecahan masalah, membimbing siswa dalam penyajian hasil kerja kelompok, memberikan refleksi dan evaluasi terhadap proses dan hasil penyelidikan, membimbing siswa membuat rangkuman, (3) Evaluasi integrasi pendidikan karakter dalam pembelajaran tematik. Dalam melakukan evaluasi pembelajaran Kelas VI SD Negeri Pedurungan Kidul 03 Semarang, guru memeriksa kesesuaian antara kegiatan belajar dengan perencanaan pembelajaran, melihat apa saja hal yang belum dan yang sudah dicapai oleh siswa, kekurangan siswa selama kegiatan pembelajaran serta menyimpulkan hasil belajar siswa, serta aspek yang dinilai siswa berupa sikap, pengetahuan dan keterampilan
PENGEMBANGAN MEDIA CERITA BERGAMBAR BAGI TEMA 1 SUBTEMA 3 SISWA KELAS III SDN CANDIGARON 01 KABUPATEN SEMARANG
No full textPenelitian ini bertujan untuk mengetahui proses penggunaan media cerita bergambar dan kelayakan media cerita bergambar dalam pembelajaran pada tema 1 subtema 3 kelas III SDN Candigaron 01 Kabupaten Semarang. Jenis penelitian yang digunakan adalah jenis penelitian pengembangan atau RD (Research and Development). Populasi yang menjadi sasaran penelitian ini adalah peserta didik kelas III di SD Negeri Candigaron 01 yang berjumlah 30 siswa. Sampling yang digunakan adalah non probability dengan jenis teknik sampling jenuh. Pengumpulan data dilakukan dengan menggunakan metode (1) kuesioner, (2) wawancara, dan (3) dokumentasi. Pengembangan Media Cerita Bergambar pada tema 1 subtema 3 tentang pertumbuhan hewan kelas III sekolah dasar berdasarkan langkah-langkah dari ADDIE. Rata-rata validasi media diperoleh kevalidan sebesar 98,33% dan rata-rata validasi ahli materi sebesar 96,66% yang termasuk dalam kategori "Sangat Valid". Dalam penelitian ini dilakukan uji coba lapangan yang dilakukan di SDN Candigaron 01 dengan menyebar angket tanggapan guru kelas III. Didapatkan hasil presentase tanggapan dari guru sebesar 90% dan presentase tanggapan siswa sebesar 90,66% dapat dinyatakan bahwa media dinyatakan diterima dan dapat dikatakan layak digunakan dalam pembelajaran
The Deconstruction of Horror Film Formula in Midsommar by Ari Aster (2019)
No full textThe research entitled The Deconstruction of Horror Film Formula in Midsommar by Ari Aster aims to figure out the deconstruction of the horror film formula in Midsommar in contrast to horror film formula in general by Brigid Cherry. The researcher used a qualitative method to analyze the data. The primary data are taken from Ari Aster's movie, Midsommar, in the form of cinematic codes such as setting, lighting, sound, and color. In addition, the researcher also used deconstruction theory in literature and cultural elements such as Scandinavian culture to analyze the deconstruction of horror film formulas in Midsommar film. The researcher found four binary oppositions of the horror film formula in Midsommar. The first one is the deconstruction of setting where Midsommar changes the common horror film formula setting of terrifying into peaceful. The second one is the deconstruction of lighting as Midsommar uses bright lighting instead of the common dark one. The third one is the deconstruction of sound as Midsommar uses dramatic sound instead of the common creepy one. Lastly, the deconstruction of color in Midsommar as it uses various colors instead of monotone ones that are commonly used in the horror film. This research illustrated the deconstruction of the horror film formula in the movie Midsommar from Brigid Cherry's common original formula by reversing the non-dominant elements into becoming the dominant elements
Pengaruh Model Brain Based Learning Berbantuan E-Learning Terhadap Minat Belajar Peserta Didik
Get PDFThis study aims to determine the effect of the e-learning-assisted Brain Based Learning model on students' learning interest. Information obtained by the teacher regarding students' learning interests and the learning model applied in this study and the results, helps teachers to carry out learning interventions that suit the needs of students. This is the teacher's effort to guide students, in this case tutoring to be able to develop their potential optimally. In addition, it can encourage students to understand themselves and their learning environment, so that they are helped to optimize the learning outcomes achieved. The research design used was a quasi-experiment with a nonequivalent control group design. The purposive sampling technique was used to determine which research subjects were included, as many as 65 people, consisting of 31 students in the experimental group and 34 students in the control group. The instruments used were a questionnaire of interest in learning and an observation sheet of the implementation of the learning model. Data were analyzed using descriptive and inferential statistical tests, namely through the t-test, the sig value was obtained. (2-tailed) smaller than 0.05 (0.000 0.05), it can be concluded that Ha is accepted and Ho is rejected. Based on these results, it shows that there is a significant effect of the use of e-learning assisted brain-based learning models on student's physical learning interests
PENDIDIKAN KARAKTER CINTA TANAH AIR DALAM PEMBELAJARAN PENDIDIKAN PANCASILA SMP N 43 SEMARANG
No full textThis study was carried out with the fact that students did not optimally understand the importance of loving the homeland, there were still many students who did not take part in the flag ceremony solemnly, there were still notes of violations from the students themselves (such as when the teacher was teaching there were still some children talking to themselves, there were still some children who had not used the full attributes, especially class VII, namely the class marks for the student council). This research is intended as a form of knowledge about the application of the character of loving the motherland. This researcher uses a qualitative descriptive method. Data collection techniques were carried out by observation, interviews, and documentation. This research produced information on the application of the character of love for the motherland in learning Pancasila education for class VII students of SMP N 43 Semarang. In this study, it is in accordance with the indicators of love for the motherland, namely the implementation of the application of love for the motherland in learning Pancasila Education inside and outside of learning. However, the implementation process still has deficiencies, namely the students' knowledge that is not yet optimal regarding character education for loving the motherland. Also, there are several factors that hinder its implementation, namely students from different backgrounds. That way the teacher must be committed to increasing students' understanding of character education for loving the motherland. The existence of several inhibiting factors is a challenge for the teache
PENERAPAN EMPAT ELEMEN KUNCI DALAM MATA PELAJARAN PENDIDIKAN PANCASILA PADA CAPAIAN PEMBELAJARAN DI FASE D KELAS VII
No full textPancasila education in the 2022 curriculum is a new subject that must be applied by schools from the elementary, and junior high school/MTs, SMA/MA, and SMK/SMAK levels. The application of Pancasila Education subjects is given to all Grades, from 1 and 4 for elementary schools, class VII for junior high schools /MTs, and class X for SMA / MA and SMK / SMAK. Meanwhile, the other classes still use PPKn subjects. In the curriculum from the beginning of Indonesia's independence until now, in every curriculum in schools from 1947 until now the development of Pancasila Education is schooled (currently). It began with the name Moral (Curriculum 1947), Civic (Curriculum 1952), Moral Development (Curriculum 1964), State Citizenship Education / PKN (Curriculum 1968), Pancasila Moral Education / PMP (Curriculum 1975), Pancasila Moral Education with P-4 Content (Curriculum 1984), Pancasila and Citizenship Education / PPKn (Curriculum 1994), Citizenship / Kn (Curriculum 2004), Civic Education / Civics (Curriculum 2006), Pancasila and Citizenship Education / PPKn (Curriculum 2013) and finally Pancasila Education (Curriculum 2022). The purpose of the Pancasila Education Subject in the 2022 curriculum is to realize students who can have a noble character based on faith and devotion to God, understand the food and values of Pancasila, analyze the constitution and applicable norms, understand their identity as part of the Indonesian nation and analyze the characteristics of the Indonesian nation and local wisdom. Researchers on this occasion want to explore the four key elements contained in the Pancasila Education subject issued in the 2022 curriculum in phase D of class VII by describing four key elements of Learning Outcomes, compiling core materials, and compiling learning objective
EFL Teacher's Problems and Solutions In Teaching English At A Rural Junior High School
No full textEnglish is considered a foreign language in Indonesia and must be learned by everyone, especially students. The purpose of teaching English in schools is to improve students' communication skills and prepare them for the current era of globalization. However, at SMPN 3 Satap Ngoro, which is a remote school, English teacher face problems in teaching that affect students, the teacher and the environment. In addition, the lack of teacher training results in the quality of teachers at SMPN 3 Satap Ngoro school becoming a problem that greatly affects students' English learning. The purpose of this study is to clarify the problems faced by teacher especially English teacher and to find solutions to the problems faced by teacher in English learning. This case study consists of interviews and observations and is supported by documentation. The researchers found that English teacher at SMPN 3 Satap Ngoro face problems in teaching English because the students are still very dependent on their environment using their local language, namely Madura so that English teacher must understand and understand Madura. The low interest of students in learning English can be overcome by using games or learning outside the classroom that makes them comfortable and happy. In addition, the lack of English learning facilities can be overcome by using the reference handbook that teacher have. Then, the lack of teacher training can also be overcome by substituting for teacher who do not have teaching hours. This researchers will help English teacher improve their English teaching skills especially at SMPN 3 Satap Ngoro as a rural school
Motivasi Pembelajaran Jarak Jauh dengan Buku Saku Tematik Berbasis Model Pembelajaran ARCS
No full textDistance learning that elementary students must take during this pandemic is a new procedure in the learning mechanism in Indonesia. However, the course of learning activities has not been able to run effectively. Less developed learning atmosphere is caused by low student motivation due to internal factors such as reading interest in learning resources in the form of textbooks and little teacher explanation. The objectives of this research and development are: 1) Analyzing the trial results of thematic pocket book products before they are developed to improve social studies learning motivation, 2) Analyzing the development of thematic pocket books based on the ARCS learning model to increase social studies learning motivation, 3) Analyzing the effectiveness test of using books thematic pocket based on ARCS learning model to increase social studies learning motivation. This research is a Research and Development (R D) method with the Sugiyono level 3 method. This research was conducted in ten steps, namely: 1) potential and problems, 2) data collection, 3) product design, 4) design validation, 5) design revision, 6) product testing, 7) product revision. 8) trial and error, 9) product revision, 10) mass production