Journal Universitas PGRI Semarang
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Investigasi Kesulitan Mahasiswa dalam Pembelajaran Berbasis Riset pada Perkuliahan Fisika Lingkungan
No full textPenelitian ini menginvestigasi kesulitan-kesulitan yang dihadapi mahasiswa fisika dalam pembelajaran berbasis riset pada mata kuliah Fisika Lingkungan. Studi ini mengadopsi pendekatan kualitatif deskriptif untuk mengidentifikasi akar permasalahan serta faktor-faktor yang berkontribusi terhadap hambatan belajar tersebut. Metode pengumpulan data meliputi wawancara mendalam dan observasi kelas untuk memperoleh pemahaman komprehensif mengenai pengalaman belajar mahasiswa. Penelitian dilaksanakan pada enam mahasiswa dan dua dosen pengampuh mata kuliah fisika lingkungan yang menerapkan pembelajaran berbasis riset. Data dalam penelitian ini dikumpulkan melalui wawancara yang dilakukan langsung dengan mahasiswa dan dosen pengampu mata kuliah Fisika Lingkungan, observasi partisipatif saat proses pembelajaran berbasis riset berlangsung, serta studi dokumentasi terhadap laporan riset mahasiswa dan materi perkuliahan terkait. Teknik analisis data dilakukan menggunakan Model Miles dan Huberman yang melibatkan pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan untuk mengidentifikasi pola-pola kesulitan yang muncul secara sistematis. Temuan yang didapati menunjukkan kurangnya kemampuan mahasiswa dalam menuliskan argumen-argumen ilmiah, pemilhan metode, pegumpulan data, dan analisis data menggunakan program yang tepat; dimana para mahasiswa masih perlu mengikuti pelatihan atau workshop mengenai teknik menulis karya ilmiah atau artikel riset agar menjadi lebih mahir dalam menganalisis data, serta perlu adanya peningkatan literasi digital
Penerapan Model Pembelajaran Logan Avenue Problem Solving untuk Meningkatkan Kemampuan Pemecahan Masalah Peserta Didik Pada Materi Fluida Dinamis
No full textPenelitian ini bertujuan untuk mengetahui peningkatan keterampilan pemecahan masalah pada peserta didik kelas XI MIPA MAN 1 Tasikmalaya menggunakan bantuan model pembelajaran logan avenue problem solving. Metode yang digunakan dalam penelitian ini adalah metode Pre-Experimental dengan desain one-group pretest-posttest, peneliti melakukan pengukuran awal (pretest) terhadap keterampilan pemecahan masalah peserta didik, kemudian perlakuan (treatment) berupa penerapan model pembelajaran kepada subyek penelitian berjumlah 32 orang. rata-rata pretest peserta didik adalah sebesar 36, pretest dilakukan sebelum menerapkan model pembelajaran logan avenue problem solving (LAPS-heuristik) dalam kegiatan pembelajaran. Sedangkan nilai rata-rata posttest peserta didik adalah sebesar 75, posttest dilakukan setelah diterapkannya model pembelajaran logan avenue problem solving (LAPS-heuristik) dalam kegiatan pembelajaran. Nilai pretest dan posttest kemudian dianalisis untuk mengukur peningkatan keterampilan pemecahan masalah peserta didik sehingga diperoleh nilai N-gain. Nilai N-gain yang didapatkan adalah sebesar 0.62 yang berada dalam kategori sedang. Oleh karena itu, keterampilan pemecahan masalah peserta didik dapat dikatakan mengalami peningkatan dengan diterapkannya model pembelajaran logan avenue problem solving (LAPS-heuristik).Kata kunci: pemecahan masalah, logan avenue problem solving (LAPS), fluida dinamis Abstract. This study aims to determine the improvement of problem-solving skills in class XI MIPA MAN 1 Tasikmalaya students using the help of the Logan Avenue problem-solving learning model. The method used in this study is the Pre-Experimental method with a one-group pretest-posttest design, researchers conducted an initial measurement (pretest) of students' problem-solving skills, then treatment in the form of applying the learning model to 32 research subjects. The average pretest of students is 36, the pretest was conducted before applying the Logan Avenue problem-solving learning model (LAPS-heuristic) in learning activities. While the average posttest value of students is 75, the posttest was conducted after the application of the Logan Avenue problem-solving learning model (LAPS-heuristic) in learning activities. The pretest and posttest values were then analyzed to measure the improvement of students' problem-solving skills to obtain the N-gain value. The N-gain value obtained was 0.62 which is in the moderate category. Therefore, it can be said that students' problem-solving skills have increased with the implementation of the Logan Avenue problem-solving (LAPS-heuristic) learning model.Keywords: problem solving, logan avenue problem solving (LAPS), fluid dynamic
Analisis Penggunaan Metode Fonik dalam Kemampuan Membaca Siswa Kelas 2A SD Palebon 01 Semarang
No full textPenelitian ini bertujuan untuk mengetahui kontribusi metode fonik dalam pembelajaran membaca serta membandingkan kemampuan membaca siswa kelas 2A SD Negeri Palebon 01 Semarang sebelum dan sesudah penerapan metode tersebut. Kemampuan membaca merupakan keterampilan dasar yang sangat penting bagi siswa sekolah dasar, karena menjadi fondasi dalam memahami berbagai pelajaran. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Teknik pengumpulan data meliputi observasi, wawancara, tes membaca, dan dokumentasi. Penilaian kemampuan membaca dilakukan berdasarkan empat aspek, yaitu ketepatan, intonasi, kelancaran, dan pemahaman. Analisis data dilakukan melalui tahap reduksi, penyajian data, dan penarikan kesimpulan dengan teknik triangulasi sebagai keabsahan data. Hasil penelitian menunjukkan bahwa metode fonik memberikan kontribusi positif terhadap keterampilan membaca siswa. Siswa menjadi lebih cepat dalam mengenali huruf dan bunyinya, serta lebih lancar dalam membaca kata dan kalimat. Pembelajaran dengan metode fonik juga meningkatkan antusiasme dan keterlibatan siswa, terutama saat menggunakan media lagu fonik. Selain itu, hasil perbandingan antara tes awal dan tes akhir menunjukkan bahwa sebagian besar siswa mengalami peningkatan kemampuan membaca, baik secara teknis maupun pemahaman isi bacaan. Meskipun demikian, beberapa siswa tetap memerlukan pendampingan tambahan agar mencapai hasil maksimal
KEEFEKTIFAN MODEL KOOPERATIF TIPE STAD TERHADAP HASIL BELAJAR IPAS MATERI PERKEMBANGBIAKAN TUMBUHAN KELAS IV SD NEGERI 1 TEMUIRENG KABUPATEN BLORA
No full textHasil belajar peserta didik dalam IPAS masih rendah. Dalam pembelajaran terebut guru sudah menggunakan model pembelajaran yang baik namun belum sesuai. Guru perlu memilih model pembelajaran yang tepat dalam IPAS, jika kurang tepat kemungkinan dapat mempengaruhi minat belajar. Penelitian ini bertujuan untuk mengidentifikasi apakah penggunaan model pembelajaran STAD efektif untuk hasil belajar peserta didik pembelajaran IPAS materi perkembangbiakan tumbuhan kelas IV SD Negeri 1 Temuireng Kebupaten Blora. Penelitian ini menggunakan metode penelitian kuantitatif. Pada penelitian ini desain penelitian yang akan digunakan oleh peneliti adalah dengan Pre Experimental Design. Peneliti menggunakan bentuk design berupa pretest-posttest design (Desain one-grup pretest posstest). Penelitian ini dilakukan di kelas IV SDN 1 Temuireng semester 1 tahun pelajaran 2024/2025. Populasi dalam penelitian ini adalah seluruh siswa kelas IV yang berjumalah 26 peserta didik. Sampel dalam penelitian ini adalah siswa kelas IV SDN 1 Temuireng. Hasil penelitian menunjukkan terdapat perbedaan rata-rata hasil belajar siswa pada materi perkembangbiakan tumbuhan sebelum dan sesudah menggunakan model pembelajaran STAD. Hal tersebut terbukti dengan nilai rata-rata posttest hasil belajar akhir lebih besar daripada nilai pretest hasil belajar awal. Dari data pretest memiliki rerata 33,85, selanjutnya pada saat posttest rerata mencapai 77,88. Besarnya peningkatan rata - rata hasil belajar tersebut dapat dilihat dari perbedaan nilai rata-rata yaitu sebesar 44,03. Dengan demikian dapat disimpulkan bahwa penggunaan model pembelajaran STAD efektif kepada hasil belajar peserta didik pada materi perkembangbiakan tumbuhan
Enhancing listening comprehension through watching movie in flipped learning
No full textThis study investigates whether watching short movie within a flipped learning environment can enhance student’s listening comprehension. The participants consisted of sixty eleventh-grade students from SMA Masehi Jepara, divided into two groups: thirty in the control group and thirty in the experimental group. A quasi-experimental design was employed, involving pre-tests and post-tests managed to both groups. The experimental group received treatment by watching five English short movies over three weeks in a flipped learning framework, followed by in-class discussions and comprehension exercises. The collected data were analyzed using IBM SPSS Statistics. The results indicated that both groups showed significant improvement in their listening comprehension, as reflected in the gain scores. However, the results of the independent samples t-test indicated that there was no statistically significant difference between the experimental group and the control group, suggesting that the treatment did not lead to a statistically superior outcome. These findings may be influenced by factors such as time constraints, sample size, and individual learner differences. Despite these limitations, the study provides valuable insights into the use of short movies in flipped learning as an alternative approach to developing student’s listening skills
Shaping global educators: The path to professional growth in international teaching roles
No full textThe purpose of this research is to explore the qualifications, steps, and challenges associated with becoming a world-class teacher in the global digital age. As the role of teachers evolves, they are required to not only teach and guide but also to assess, train, and evaluate students, demanding a diverse skill set and a strong educational background. In this context, lifelong learning and adaptability to educational advancements are crucial. A case study methodology was employed, gathering data from teachers who are currently working internationally. The findings highlight that becoming a world-class teacher requires continuous professional development, a solid educational foundation, and the ability to navigate global teaching challenges. Key obstacles include adapting to diverse educational systems, maintaining professional growth in dynamic environments, and overcoming cultural barriers. The results suggest that teachers who successfully meet these challenges are more likely to thrive in a global teaching context
The curriculum of English language teacher education in expanding circles: English teachers with the best teaching skills or the ones who are best English proficient?
No full textCountries classified as expanding circles have endless worries about the qualities of Teacher Education products. This happened because such expanding circles can never give enough room for English learners to have real-life practices since English is not the lingua franca. Similarly, in Indonesia, the issue of highlighting the qualities of the products of Teacher Education has become an endless problem that never leaves a satisfactory solution. This issue might become a blip in a situation where a new curriculum will be implemented soon. Attempts have been made to increase qualified products of teacher education in Indonesia for years, yet the results are not better than expected. Six domains of content (i.e. theories of teaching, teaching skills, communication skills, subject matter knowledge, pedagogical reasoning and decision making, and context knowledge) presumably might have been used by Indonesian teacher education as the core knowledge base of Second Language Teacher Education (SLTE); however, since Indonesia has various geographical areas which implies various contexts of SLTE, these six domains of content might not be differently adopted in all parts of Indonesia. Highlighting how important all six content domains in the development of Indonesian SLTE are presumably led to how much attention should be paid to each domain. Reviewing these six domains of content, specifically, this article intends to analyze how those domains are synchronized in composing the core content of the English Department curriculum in teacher education. Are they all equally important
Error patterns in student translations: A study of grammatical issues in higher education
No full textThe importance of learning English has grown significantly in response to its role as a global means of communication. Mastery of English, particularly its grammatical aspects, is essential for effective communication and is often developed through formal education, such as university programs. This study examines the grammatical competence of undergraduate English Literature students during the 2022/2023 academic year, as reflected in their translation texts. The study analysed 11 translation texts selected from the population using Corder's superficial basis error classification framework, encompassing four types of errors: omission, addition, selection, and ordering. The classified data were further analysed using general English grammar theories. The findings reveal significant grammatical errors in the students' translations: 49 errors of omission (48%), 7 errors of addition (7%), 40 errors of selection (30%), and 5 errors of ordering (5%). These results highlight specific areas of grammatical difficulty faced by students, offering insights into the need for targeted instructional strategies to improve their grammatical proficiency. This research underscores the importance of error analysis in enhancing the quality of English language education in higher learning institutions
The Influence of Anxiety in Learning English for Specific Purposes on the Students for Non-English Department
No full textMany students in the non-English Department feel anxious while speaking in front of the classroom and it has become a never-ending issue up to now. Therefore, this research focuses on investigating how anxiety factors affect students' behavior during EFL instruction and how non-English-speaking students' beliefs contribute to the development of anxiety. Descriptive qualitative case study method was employed with the subject of the research were 32 students from the 4th semester of Arabic Language Education and Islamic Education study program at the non-English Department of Walisongo Islamic State University of Semarang. The instruments were field observation, interview, questionnaire, and Focus Group Discussion. The research revealed that non-English students learning ESP English commonly experience two primary types of anxiety: confusion and sweating. These feelings often arise due to a lack of preparation before attending English classes. Anxiety is heightened when students feel unprepared in three key areas: grammar, pronunciation, and vocabulary mastery. In conclusion, students tend to feel anxious when they overthink the instructions or have to speak English in front of many peers. However, they feel more comfortable and engaged when lecturers create a joyful and positive classroom atmosphere. It is recommended that ESP students adopt strategies to manage their anxiety, including thorough preparation, relaxation techniques, positive thinking, seeking support from peers, and developing acceptance. Additionally, teachers should play an active role in reducing students' anxiety by fostering a supportive and encouraging learning environment
Discourse Dynamics in Virtual EFL Classrooms: Examining Teacher-Student Talk and Student-Centeredness
No full textThis study explores how teacher-student talk influences the development of student-centered learning in virtual English as a Foreign Language (EFL) classroom in Indonesia. Using a qualitative narrative inquiry approach, the research investigates the experiences of two EFL teachers, one from a private school and the other from a public school, each with over two years of online teaching experience. Data were collected through written narratives, guided by open-ended prompts, and analyzed thematically. The findings reveal five interrelated themes: teacher-led dynamics, student contributions, strategies for balanced talk, student engagement, and learning outcomes. Results showed that excessive teacher talk, though often necessary for structure and control, can inhibit student participation and motivation. However, when teachers implemented strategies that encourage student voice, such as contextual topics, digital collaboration tools, and dialogic scaffolding, students became more engaged, accountable, and cognitively invested in the learning process. The study concludes that managing discourse balance is essential for effective virtual classroom management and the realization of student-centered instruction. This research contributes to the understanding of discourse as both a pedagogical and relational tool in online EFL contexts and offers practical strategies for teachers seeking to enhance interaction, agency, and engagement in remote learning environments