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UPAYA GURU PPKN SMP NEGERI 3 WONOSARI DALAM MENINGKATKAN MINAT BELAJAR SISWA MELALUI PEMANFAATAN APLIKASI GOOGLE CLASSROOM SEBAGAI MEDIA PEMBELAJARAN
Get PDFCovid-19 telah menyebabkan sistem pembelajaran yang awalnya dilakukan secara tatap muka ke daring. Pembelajaran daring membutuhkan suatu aplikasi sebagai media untuk belajar sebagai solusi untuk melanjutkan pembelajaran. Penelitian ini bertujuan untuk mengetahui pemanfaatan aplikasi Google Classroom sebagai media pembelajaran, untuk mengetahui faktor pendukung dan penghambat pemanfaatan aplikasi Google Classroom, dan efektivitas pemanfaatan aplikasi Google Classroom dalam meningkatkan minat belajar siswa terhadap pelajaran PPKn di masa pandemi. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Tempat penelitian di SMP Negeri 3 Wonosari. Subjek penelitian ditentukan secara purposive. Teknik pengumpulan data melalui wawancara dan analisis dokumentasi. Hasil penelitian menunjukkan bahwa pemanfaatan aplikasi Google Classroom sebagai media pembelajaran dalam meningkatkan minat belajar PPKn pada siswa SMP Negeri 3 Wonosari di masa pandemi sangat baik dan efektif. Peningkatan minat belajar siswa dan keaktifan siswa adalah bukti efektivitas pembelajaran daring. Peningkatan belajar siswa dipengaruhi oleh terpenuhinya fasilitas selama pembelajaran daring seperti kuota dan jaringan internet, komunikasi yang baik, serta kemudahan aplikasi Google Classroom. Sementara kendala yang dihadapi oleh guru adalah tidak bisa mengontrol siswa dan guru dituntut lebih terampil sehingga kelas tidak membosankan. Faktor penghambat dari segi siswa adalah dari fasilitas belajar yang kurang lengkap serta tidak meratanya perekonomian siswa
Peranan Guru Ppkn SMA Negeri 1 Semin Gunungkidul Dalam Mempersiapkan Pemilih Pemula Pada Pemilihan Umum
Get PDFTujuan Penelitian ini untuk mengetahui Peranan dan hambatan guru PPKn SMA Negeri 1 Semin Gunungkidul dalam mempersiapkan pemilih pemula pada Pemilihan Umum. Penelitian ini merupakan penelitian deskriptif dengan penggunaan pendekatan kualitatif. Jenis penelitian ini merupakan penelitian survei. Subjek dalam penelitian ini ditentukan secara purposive. Subjek penelitian terdiri dari 2 guru PPKn dan siswa SMA Negeri 1 Semin kelas XI. Teknik analisis data meliputi a) Reduksi Data; Penyajian Data; Penarikan Kesimpulan. Berdasarkan hasil penelitian menunjukan peranan guru PPKn dalam mempersiapkan siswa menjadi pemilih pemula dengan mampu menjadi korektor, inspirator, informator organisator, motivator, inovator, pembimbing, inisiator, mediator, supervisor dan evaluator. Serta masih terdapat hambatan yang dialami dan dihadapi guru dalam peranannya seperti keterbatasan waktu dan kesempatan dalam mempersiapkan siswa sebagai pemilih pemula pada Pemilihan Umum Daerah
PERBEDAAN METODE MAKE A MATCH DAN METODE EVERYONE IS TEACHER HERE DALAM MENINGKATKAN KEAKTIFAN SISWA PADA PEMBELAJARAN IPS KELAS VII SMP N 1 PAKEM SLEMAN
Get PDFThe lecture methode is still dominant in classroom learning so that students’ activeness inSocial Studies learning is low. This study aimed to investigate a significance difference of theapplication of the Make a Match methode and the Everyone is Teacher Here methode in improvingstudents’ activeness in Social Studies learning in Grade VII of SMP N 1 Pakem Sleman.This was a quai-experimental study. The research sample was selected by means of the simplerandom random sampling technique by drawing lots. After drawing lots, Grade VII D was selected asexperimental class 1 and Grade VII C as experimental class 2. The data were collected throughobservasions and questionnaires. The data analysis was the independent t-test to calculate the finalquestionnaire result and the questionnaire gain score (the difference between and the first and finalquestonnaires).The results of the study showed that there was a significant difference of the application of theMake a Match method and the Everyone is Teacher Here method in improving students’ activeness inSocial Studies learning in Grade VII of SMP N 1 Pakem Sleman. The difference was indicated by thequestionnaire scores of experimental class 1 and experimental class 2. The better method to apply toimprove the activeness of the students of SMP N 1 Pakem was the Everyone is Teacher Here method.This was indicated by the result of the independent t-test on the questionnaire gain score tobservedttable(3.4432.388) and a probability value (sig) of 0.0000.05.Keywords: Make a Match Method, Everyone is Teacher Here Method, Students’ Activeness, SocialStudies Learnin
KEPEDULIAN LINGKUNGAN PADA SISWA SEKOLAH ADIWIYATA (STUDI DI SMP NEGERI 7 YOGYAKARTA)
Get PDFThis study aims to investigate the levels of environmental awareness of the students ofSMP Negeri 7 Yogyakarta as an Adiwiyata school.This was a describtive study using the quantitative approach. The research populationcomprised 604 students. The sample consisted of 90 students. The sample was selected bymeans of the proportional stratified random sampling technique and the sample wasdetermined by Slovin’s formula at a margin of error of 10%. The data were collected by aquestionnaire. The instrument validity was assessed by the product moment correlationformula and the reliability by the formula for Cronbach’s alpha. The data analysis techniquewas the descriptive statiscical technique by measuring the central tendency using the programof SPSS version 23.The results of the study show that the environmental awareness of the students of SMPNegeri 7 Yogyakarta as an Adiwiyata school is very good. It means that in general the studenthave had environmental awareness. Based on the four indicators of envoronmental awareness,namely energi use, water use, gerbage management, and awareness of the surroundings, thestudents have the higest score for the indicator of water management and lowest score for thatof gerbage management. There is no significant difference in environmental awarenessamong the students of grade VII, VIII, and IX. The mean score of the students’ attitudetowards the school environment is higher than that of their action on the school environment.It means that their attitude towards the environment does not always results in a response inthe form of an action.Keywords: Environmental Awareness, Adiwiyata
PENGEMBANGAN APLIKASI “BELAJAR IPS v.1.0” PADA SMARTPHONE BERBASIS ANDROID SEBAGAI SUMBER BELAJAR IPS SUB TEMA HASIL KEBUDAYAAN MASYARAKAT INDONESIA PADA MASA LALU
Get PDFThis study aimed to 1) develop an appropriate application of “Learning Social Studies v.1.0” on an android smartphone as a Social Studies learning resource for the sub-theme of Indonesian people’s cultural products in the past, and 2) investigate the appropriateness of the application of “Learning Social Studies v.1.0” through the stage of validation by a materials expert, media expert, Social Studies teacher, and students’ responses.This was a research and development (RD) study referring to a development model by Sugiyono consisting of 1) potential and problem, 2) data collection, 3) product design, 4) design validation, 5) design revision, 6) product tryout, 7) product revision, 8) application tryout, 9) final revision/product completion, and 10) final product. The research subjects were 34 students of Grade VII A of SMPN 15 Yogyakarta. The data collecting instruments were validation sheets for the materials expert, media expert, and Social Studies teacher, and an assessment questionnaire for the students. The technique to analyze the data in the study was the descriptive technique using the quantitative approach utilizing the score distribution and assessment scale categories. The results of the study were as follows. 1) The product of the development was an android-based learning resource called “Learning Social Studies v.1.0” for the sub-theme of Indonesian people’s cultural products in the prehistoric era. 2) the learning resource in the form of an android-based application of “Learning Social Studies v.1.0” was appropriate based on: a) a final score of 3.64, which was in the good category, from the validation by the materials expert; b) a final score of 3.55, which was in the good category, from the validation by the media expert; c) a final score of 4.75, which was in the very good category, from the validation by the teacher; d) a mean score of 3.84, which was in the good category, from the (small group) product tryout; and e) a mean score of 3.88, which was in the good category, from the (large group) application tryout. Based on the results, it can be concluded that the application of “Learning Social Studies v.1.0” is appropriate and can be used as a learning resource
PERBEDAAN HASIL BELAJAR IPS KELAS VIII DENGAN PENERAPAN METODE BAMBOO DANCING DAN THE LEARNING CELL DI SMP N 4 SEWON
Get PDFThis study aimed to find out a significant difference in the Social Studies learning achievement of Grade VIII through the application of the Bamboo Dancing and Learning Cell methods at SMPN 4 Sewon. The learning achievement is important to study because it is one of the aspects in learning objectives.This was a quasi-experimental study using the pretest-posttest, nonequivalent multiple-group design. The research population comprised all grades VIII of SMPN 4 Sewon with a total of 4 classes. The sampling technique was the simple random sampling technique. The selected sample consisted of Grade VIII D and Grade VIII C. The data were collected by tests. The instrument validity was assessed by the product moment formula and the reliability by the Cronbach’s Alpha formula. The analysis assumption tests were tests of normality an homogeneity. The data analysis technique was the independent sample t-test to calculate the results of the tests.The results of the study showed that there was a significant difference in the Social Studies learning achievement of Grade VIII through the application of the Bamboo Dancing and Learning Cell methods at SMPN 4 Sewon. The learning achievement of experimental class 1 with the treatment of the Bamboo Dancing method was higher than that of experimental class 2 with the treatment of the Learning Cell method. Therefore, it could be concluded that the Bamboo Dancing method was better at improving the Social Studies learning achievement
PROBLEMATIKA PEMBELAJARAN IPS PADA SISWA TUNANETRA DI MTS YAKETUNIS YOGYAKARTA
Get PDFThis study aims to investigate: (1) the Social Studies lesson planning for students with visual impairments at MTs Yaketunis Yogyakarta, (2) the implementation of Social Studies for students with visual impairments at MTs Yaketunis Yogyakarta, (3) Social Studies learning problems among students with visual impairments at MTs Yaketunis Yogyakarta, and (4) efforts to solve Social Studies learning problems among students with visual impairments at MTs Yaketunis Yogyakarta. This was a qualitative study using the naturalistic approach. The research subjects were students of Grades VII and VIII, Social Studies teachers, and the vice school principal in charge of the curriculum. The research object was focused on Social Studies learning for students with visual impairments. The data of the research findings were descriptively presented. The data were collected through observations, interviews, and documentation. The data analysis technique consisted of data collection, data reduction, data display, and conclusion drawing/verification. The data's trustworthiness was enhanced by carefulobservations, triangulation, and member checks. The results of the study are as follows. (1) The Social Studies lesson planning for students with visual impairments refers to the curriculum for normal students, namely Curriculum 2016. The syllabus, lesson plans, and the formulation of learning components are modified to be learning kits appropriate for students with visual impairments. (2) The implementation of Social Studies learning consists of opening activities, main activities (exploration, elaboration, and confirmation), and closing activities. The steps in learning activities are that the teacher dictates the materials and the students take notes of them using riglets and styluses. Each learning activity is inserted by questions and answers and discussions. (3) The Social Studies learning problems are related to the teacher, students, materials, methods, and media. The problems are constraints in the adjustment of the curriculum for normal students so that it can applied to students with visual impairments; constraints in dealing with students with visual impairments; visual impairment experienced by the students making them find it difficult to learn; teaching methods limited to lecturing, discussion, and question-and-answer methods; the lack of special learning media for students with visual impairments; and the unavailability of Social Studies books in Braille. (4) Efforts to solve the problems are that the teacher further explores Social Studies Learning for students with visual impairments, makes summaries for the students, provides MP3 containing materials, makes variations in the application of teaching methods, and tries to provide Social Studies media and books in Braille, and the students try to listen to the teacher’s explanation carefully, take notes diligently, and learn with friends and volunteers
PENGARUH CARA BELAJAR DAN PERGAULAN TEMAN SEBAYA TERHADAP PRESTASI BELAJAR IPS SISWA KELAS VIII SMP N 1 NGEMPLAK
Get PDFLearning techniques and peer companionship are two factors assumed to affect Social Studies learning achievement. This study aims to find out: (1) the effect of learning techniques on the Social Studies learning achievement, (2) the effect of peer companionship on the Social Studies learning achievement, and (3) the effects of learning techniques and peer companionship partially and simultaneously on the Social Studies learning achievement of Grade VIII students of SMPN 1 Ngemplak. This was an ex post facto study using the quantitative approach. The research populationcomprised Grade VIII students of SMPN 1 Ngemplak with a total of 190 students. The sample, consisting of 114 students, was selected by means of 114 students. The data were collected by a questionnaire and documentation. The validity was assessed by the product moment correlation and the reliability by the Cronbach’s Alpha formula. The tests of analysis assumptions were tests of normality, linearity, and multicollinearity. The hypothesis testing used simple and multiple regression. The results of the study are as follows. (1) There is a significant positive effect of learning techniques on Social Studies learning achievement, indicated by rx1y of 0.566 and tobserved t table (8.790 1.960). (2) There is a significant positive effect of peer companionship on the Social Studies learning achievement, indicated by rx2y of 0.438 and observed table (5.213 1.960). (3) There is a significant positive effect of learning techniques and peer companionship simultaneously on the Social Studies learning achievement of Grade VIII students of SMPN 1 Ngemplak, indicated by Rxy(1,2) of 0.748 and Fobserved Ftable (61.885 3.06). The relative contribution of the variable of learning techniques is 81.6% and that of peer companionship is 18.4%. The effective contribution of the variable of learning techniques is 39.6% and that of peer companionship is 8.8%
PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF BERUPA PETA INTERAKTIF MATERI KONDISI FISIK WILAYAH DAN PENDUDUK INDONESIA UNTUK SISWA KELAS VIII
Get PDFThis research and development aimed to 1) develop interactive learning media in the form of an interactive map for the topic of regions’ physical conditions and Indonesian population for Grade VIII students, and 2) test the appropriateness of the interactive learning media in the form of an interactive map for the topic of regions’ physical conditions and Indonesian population for Grade VIII students in terms of learning materials and media aspects. This was a research and development (RD) study. The data collection instruments were a sheet for validator assessment and a sheet for application testing. The research data were obtained from the results of the validation by a media expert, a materials expert, and a Social Studies teacher. The small-scale tryout involved 6 students and the field implementation testing involved 28 students of SMP Negeri 1 Kemranjen. The data were analyzed by the quantitative descriptive technique. The results of the study were as follows. 1) The development of the product of interactive learning media in the form of an interactive map for the topic of regions’ physical conditions and Indonesian population for Grade VIII students referred to the steps in Borg Gall’s development procedure. 2) The interactive learning media in the form of an interactive map was appropriate, indicated by the final results, i.e.: a) 4.00 with a good category based on the materials expert validation, b) 4.36 with a very good category based on the media expert validation, c) 4.27 with a very good category based on the Social Studies teacher’s validation, d) 4.49 with a very good category based on the small-group tryout, and e) 4.47 with a very good category based on the field implementation testing. The results show that the interactive learning media in the form of an interactive map for the topic of regions’ physical conditions and Indonesian population for Grade VIII students are appropriate to be used as Social Studies learning media with good quality
IMPLEMENTASI KURIKULUM 2013 PADA MATA PELAJARAN IPS DI SMP NEGERI 1 MUNTILAN
Get PDFKurikulum merupakan komponen dalam proses belajar mengajar untuk mencapai tujuan pendidikan nasional. Kurikulum 2013 dikembangkan secara dinamis untuk menjawab tantangan dan mengikuti perkembangan yang ada. Tujuan penelitian ini adalah: (1) menjelaskan implementasi Kurikulum 2013 pada pembelajaran IPS tema kemerdekaan sebagai modal pembangunan (2) hambatan Kurikulum 2013 pada pembelajaran IPS tema kemerdekaan sebagai modal pembangunan di SMP Negeri 1 Muntilan, (3) upaya mengatasi hambatan Kurikulum 2013 pada pembelajaran IPS tema kemerdekaan sebagai modal pembangunan di SMP Negeri 1 Muntilan. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif. Subjek penelitian kepala sekolah, wakil kepala sekolah bagian kurikulum, guru mata pelajaran IPS sebanyak 2 orang, dan siswa kelas VIII sebanyak 3 orang. Data dikumpulkan dengan metode observasi, wawancara dan dokumentasi. Teknik keabsahan data menggunakan triangulasi sumber dan triangulasi teknik. Analisis data dilakukan dengan reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi, hambatan dan upaya dalam Kurikulum 2013 pada pembeajaran IPS tema kemerdekaan sebagai modal pembangunan yaitu sebagai berikut: (1) perencanaan pembelajaran yang dilakukan dengan menyusun RPP, media dan sumber belajar. Pelaksanaan pembelajaran dilaksanakan dengan pendekatan Scientifiec dengan metode cooperative learning. Penilaian pembelajaran dilakukan pada tiga kompetensi yaitu sikap, pengetahuan dan ketrampilan. (2) hambatan yang ditemui terkait dengan alokasi waktu, penguasaan model dan media pembelajaran, keaktifan peserta didik, cakupan materi dan kompetensi guru dalam penilaian ketrampilan (3) upaya mengatasi hambatan dengan melakukan kerja sama antar guru, kepala sekolah dan kelompok MGMP untuk meningkatkan kompetensi guru baik pada aspek perencanaan, pelaksanaan dan penilaian pembelajaran, memberikan stimulus kepada siswa agar terlibat aktif dalam kegiatan pembelajaran khususnya pada aktivitas menanya, mengembangkan rubrik penilaian untuk mempermudah penilaian ketrampilan.