JURNAL AL-KIFAYAH STIT Al-Kifayah Riau
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296 research outputs found
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RESPON ORANG TUA DALAM MENDAMPINGI ANAK BELAJAR DARING PADA MASA PANDEMI COVID-19: Belajar Daring Pada Masa Pandemi Covid-19
No full textThis study aims to determine the response of parents in accompanying children to learn online during the Covid-19 pandemic at SDN 013 Tandun. This type of research uses a survey design. The research was conducted at SDN 013 Tandun, Rokan Hulu Regency by taking a random sample in order to obtain 60 parents. Based on a questionnaire that has been distributed to the parents of students, on average parents have graduated from high school, to support the online process parents have an android cellphone or laptop, but there are problems with unstable network problems, there are parents who cannot use an android cellphone. or laptops, there are parents who cannot understand the subject matter provided by the teacher, some are unable to help children complete assignments due to busy work and limited knowledge, many students are not motivated to learn online and many parents find it difficult to be a teacher because the child is not want to be organized and play a lot. This shows that parents experienced various obstacles in accompanying children to learn online during the pandemic Covid-19.
 
Penerapan Model Pembelajaran Picture and Picture Untuk Meningkatkan Hasil Belajar Ilmu Pengetahuan Alam: Indonesia
No full textThis study aims to improve student learning outcomes by using the application of the Picture and Picture learning model in natural science learning. This type of research is Classroom Action Research (PTK). The data were collected using the test method, then the data were analyzed using descriptive statistical analysis techniques and quantitative descriptive analysis. The results of the research on the level of student activity in cycle 2 were optimal, the disciplinary aspects of 18 people (61%) were in a good category, 21 people (75%) were in a good category, 17 people (58%) were in a good category, and create as many as 19 people (64%) in the good category. This shows an increase in student learning outcomes. So it can be concluded that the application of the Picture And Picture learning model can improve the learning outcomes of fifth-grade students at SDIT Raudhaturrahmah Pekanbaru
Upaya Peningkatan Hasil Belajar Pada Pembelajaran IPS Menggunakan Model Pembelajaran Kooperatif STAD: Indonesia
No full textThis study aims to improve student learning outcomes through the STAD cooperative learning method. This research was applied to class IV SD Negeri No. 25 Air Tambang, Ranah Pesisir District, Pesisir Selatan Regency. This research is a classroom action research that uses a qualitative approach. The research design consisted of four components, namely: planning, implementation, observation, and reflection. Collecting data in this study using observation sheets and student learning outcomes obtained by giving tests to students, carried out in cycles. The results of the research in cycle 1 obtained a percentage of learning completeness 30% and in the second cycle, there was an increase in learning completeness by 77%. Based on the actions and results taken, it can be concluded that social studies learning through the cooperative learning model type STAD (Student Teams Achievement Division) can improve the learning outcomes of class III students of SDN No 25 Air Tambang, Ranah Pesisir District, Pesisir Selatan Regency
Implementation Of A Portfolio-Based Learning Model To Improve Mathematics Learning Outcomes Of Primary School Students: Indonesia
No full textThis study aims to see the activities and learning outcomes of students by applying a portfolio-based learning model. This type of research is classroom action research or Classroom Action Research. This research was applied to class VI SD Negeri 23 Ampalu, Ranah Pesisir District. Activities in research are planned in the form of cycles and each cycle consists of planning, implementation, observation, and reflection. The tools for collecting research data are planned in the form of, 1) Observation format to see aspects that can be observed in the learning process at every meeting, 2) Portfolio assessment format to include the value of the entire series of student activities during the learning process. The data analysis technique is carried out with the first two activities, the analysis of the results of the observations is carried out by determining the percentage of student activity in each aspect that is observed, the second is the analysis of the entire series of student activities that have been assessed at the end of the learning process by looking for the average of each meeting so that the research can look for data on the level of student learning activeness. and the improvement after action 1, then the researcher made the necessary corrective steps for the next action. The results showed that the portfolio assessment in the first and second cycles with an average value of 73.58 and 79.00, so based on the results of this study it can be concluded that learning with portfolio assessment can improve student activity and learning outcomes
Usaha Dosen Pendidikan Guru Madrasah Ibtidaiyah Dalam Membina Karakter Mahasiswa: Indonesia
No full textPenelitian ini bertujuan untuk mengetahui upaya apa saja yang dilakukan dosen PGMI dalam menanamkan pendidikan karakter mahasiswa. Penelitian ini menggunakan metode kualitatif dengan teknik snowball sampling. Temuan penelitian para Dosen fakultas ilmu Tarbiyah dan Keguruan UIN STS Jambi telah berupaya untuk menanamkan pendidikan karakter dengan mengintegrasikan nilai karakter dalam materi perkuliahan, menanamkan nilai karakter dengan melakukan pembiasaan, menggunakan pendekatan menghidupkan nilai karakter, serta menerapkan reward dan funisment bagi para mahasiswa. kendala-kendala yang dihadapi para Dosen dalam melaksanakan pembinaan pendidikan karakter di Fakultas Ilmu Tarbiyah Dan Keguruan UIN sulthan thaha saipuddin Jambi adalah lemahnya perencanaan dalam mengintegrasikan materi pendidikan karakter, sebagian besar Dosen belum dapat menjadi model untuk menampilkan karakter yang mulia bagi mahasiswa, belum membudayakan karakter yang baik secara kontiniu, serta minimnya fasilitas pendukung dalam proses perkuliahan. Untuk mengatasi berbagai kendala tersebut, para dosen dituntut untuk lebih aktif dalam merencanakan serta mengintegrasikan nilai-nilai pendidikan karakter dalam muatan bahan ajar, dapat menjadi uswatun hasanah bagi mahasiswa, serta bagi para pejabat dituntut untut melengkapi sarana dan prasarana pendukung dalam rangka mewujudkan karakter mulia
Sikap Guru Terhadap Perubahan Kurikulum KTSP 2006 Ke Kurikulum 2013: Indonesia
No full textThe phenomenon of teacher anxiety about the change in the curriculum from KTSP to 2013 curriculum is almost everywhere, including teachers in public elementary schools in Sail District, Pekanbaru City. On average the teachers lack positive attitudes, in other words, tend to have a negative view of the curriculum change from KTSP 2006 to the 2013 curriculum. Some teachers think that every time the government changes, the curriculum changes too. Some teachers are worried about issues that are developing about the 2013 Curriculum, such as a reduction in subject teachers. This research is descriptive with a total population of 122 teachers from 8 SDN Se District Sail. The sample was taken as much as 15% of the population, namely 17 teachers randomly (random). To collect data, a questionnaire with a Likers scale was used. Then the data is processed and analyzed with the percentage descriptive qualitative data analysis technique. Based on the results of the analysis carried out, this study can conclude as follows: (1) The attitude of the teacher towards the change in the curriculum from KTSP 2006 to the 2013 Curriculum in SDN Se-Subdistrict Sail Pekanbaru City by 68.5% so that it is categorized as Bad; (2) The factors that influence teachers' attitudes towards curriculum changes from KTSP 2006 to 2013 Curriculum in SDN Se-Subdistrict, Pekanbaru City, namely: a) internal factors (from within) teachers, including 1) Teacher teaching experience; Work motivation; and educational background; b) External factors (from outside) the teacher, including The leadership of the principal; Teacher welfare; Work environment climat