Jurnal Pendidikan dan Pembelajaran
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Hubungan Antara Kemandirian Belajar dan Indeks Prestasi Mahasiswa Program Studi Pendidikan Kimia dalam Penggunaan Google Classroom
Get PDFThe purpose of this study was to determine the relationship between independence learning and GPA in the use of Google Classroom. This research uses a correlation study approach. The data collection tool used is a questionnaire using a Likert scale. The population in this study were Chemical Education Students, FKIP Untan, Batch 2021. The samples taken were 43 respondents. The results of data analysis using the analysis prerequisite test with a significance level of 0.05 indicate that the learning independence data variable is normally distributed and the GPA is not normally distributed which is transformed with a significance of 0.288 so that the research variable data has a normal distribution. The results of the linearity test show that the regression line is linear. The results of the analysis of hypothesis testing using the Product Moment Correlation show that there is no positive and significant relationship between Independence Learning and the Cumulative Achievement Index. Product Moment correlation analysis rcount of -0.025. This value is smaller than rtable with N=43 at the 5% significance level of 0.2940. This means that Learning Independence has no positive impact and does not significantly affect student GPA on the use of Google Classroom
PENDIDIKAN KARAKTER MENGGUNAKAN METODE BERCERITA 5-6 TAHUN PAUD TAMAN PENA KABUPATEN KUBU RAYA
No full textCharacter education is the cultivation of character values which include various components such as knowledge, awareness or will, and actions to implement these values, both towards God Almighty, oneself, others, the environment and nationality. Storytelling is a method that can be used as a tool or bridge to achieve the vision and mission of character education because storytelling can be an effective method of conveying character values to children. This study aims to describe the implementation of character education using the storytelling method for children aged 5-6 years at PAUD Taman Pena, Kubu Raya Regency. In particular, this study aims to describe character education for hard work, independence and creativity. The methode used in this study is a descreiptive research method with a qualit approach. the data source consisted of 1 teacher in class B1 and 8 students as research subjects. After the data is collected, the data is presented to then draw a conclusion. The results of research on the character of hard work, independence and creativity are quite good. There are five steps in storytelling, namely determining the theme, setting goals, establishing the form of the story, supporting facilities and preparing the steps for assessing storytelling activities. It is hoped that teachers will add storytelling media that support and apply the five story methods to children according to the character they want to develop
Implementasi Kegiatan Pemberdayaan Usaha Mikro "Kepong Bakol" Kubu Raya pada Keunggulan Komparatif UMKM
Get PDFThis study was carried out in a setting in West Kalimantan's Kubu Raya Regency. This study's goals were to identify: Implementation of the Kubu Raya “Kepong Bakol” Micro Enterprise Empowerment Activities in Increasing Comparative Advantage in Kubu Raya. This study employs a qualitative methodology and a case study design. With 7 informants, including 1 key informant and 6 main informants, data was collected using interview, observation, and documentation procedures. According to the research, the "Kepong Bakol" Kubu Raya Micro Enterprise Empowerment Activities were carried out during the empowerment stage. The planning, execution, mentoring, assessment, and follow-up phases of micro business empowerment efforts. Data gathering, need analysis, activity preparation, and cross-sector collaboration are all part of planning. The three accesses of access to money, access to human resource development, and access to marketing are used to carry out the implementation process.
ANALISIS PERAN USTADZ DALAM MEMBANGUN NILAI DISIPLIN KEAGAMAAN SANTRI PUTRA IBTIDA’IYAH PADA PONPES ALHABIB SHOLEH
Get PDFThe task of a teacher is not only to teach, but the teacher is also required to complete the roles needed by students, such as being a facilitator and motivator. , including at the Al Habib Sholeh Bin Alwy Al Haddad Islamic Boarding School, all formal and non-formal teaching boards are also called Ustadz. Therefore, in this study, the researcher used a qualitative research approach with descriptive methods so that a thorough description of the facts that appear to be related to the Ustadz's Role in Building Religious Discipline Values for Class II Islamic Students at the Al-Habib Sholeh Bin Islamic Boarding School can be described. Alwy Al-Haddad. at Islamic boarding schools where the ustadz provides learning a value in religious disciplines and the ustadz provides facilities to students in the form of a place to study and worship. With that, it can provide convenience for Islamic boarding school students in optimizing the learning they get into the activities and rules that have been set by the Islamic boarding school and the role of the ustadz as a motivator in building religious discipline values for class II male ibtida'iyah students at the Al Habib Sholeh Bin Islamic Boarding School Alwy Al Haddad, with the existence of religious discipline regulations, students can know what their duties are at the Islamic boarding school and with punishments students become motivated not to die in religious discipline, along with ustadz who provide input and encouragement to students individually and as a whole can make students improve passion and interest in building the value of religious discipline. Keywords: Role of Ustadz, Values of Religious Discipline, and Islamic Boarding School
IMPROVING STUDENTS’ VOCABULARY THROUGH ROLE PLAY
Get PDFThrough the use of role playing, this study seeks to enhance the vocabulary proficiency of eighth grade students in both noun and verb categories. The setting for this study was MTs Al-Jihad Pontianak. Two cycles of the classroom action research approach were employed by the researcher. In this study, the researcher used role playing as a technique to address the issue of students not being able to master vocabulary, particularly noun and verb. In this study, 30 eighth graders from the academic year 2021–2022 took part. Results showed that the average noun correct answer in the first cycle was 5.87, and the average verb correct response was 6.07, with a mean student score of 59.33. In the second example, the average noun and verb scores for the right response were 7.68 and 7.73, respectively, and the students' mean score was 77.66. Based on the aforementioned findings, it can be said that the role-playing technique of teaching English vocabulary was successfully implemented. To put it another way, the role-playing technique aids the teacher in boosting the students' vocabulary
DESKRIPSI KETERLAKSANAAN PEMBELAJARAN TEMATIK DIMASA PANDEMI PADA SISWA KELAS V SEKOLAH DASAR NEGERI 05 PONTIANAK UTARA
No full textThe research describes the implementation of the thematic learning process during the Covid-19 pandemic and the teacher's constraints on implementing the thematic learning process during the Covid-19 pandemic. This research uses a qualitative descriptive method approach. Research participants acted as data sources, namely class V B thematic teachers. The research instrument was a human instrument, namely researchers. Data collection techniques are interviews and documentation. The data analysis technique is the Miles And Huberman model. The results of the research show that the implementation of the thematic learning process during the Covid-19 pandemic was carried out by teachers with online distance learning for fifth grade students using the WhatsApp application that was going quite well. The implementation of the thematic learning process during the pandemic with online distance learning for fifth grade students of North Pontianak 05 Public Elementary School, namely, the teacher makes online lesson plans, prepares teaching materials/materials, the teacher uses the assignment method, the teacher approaches students, teacher readiness, availability of facilities and infrastructure is sufficient to support learning that is carried out online, in the form of evaluation in online learning. In the implementation of the thematic learning process during the pandemic, teachers also experienced problems, while the obstacles experienced by teachers in implementing the thematic learning process with online distance learning during the Covid-19 pandemic, namely, during the process of delivering material, learning, the process of interaction with students in the learning process, constraints during evaluation and learning objectives, and constraints when managing teaching materials
ANALISIS PENGUASAAN "JINGGUO" DAN "TONGGUO" PADA MAHASISWA ANGKATAN 2019 PRODI PENDIDIKAN BAHASA MANDARIN FKIP UNTAN
Get PDF“Jingguo” and “Tongguo” have similar meanings, but the specific usage is different. ““Jingguo” means going through a certain period of time or space.” ““Tongguo” means going from one end to the other, passing through a certain space non-stop, and does not mean going through a certain period of time.” So many students cannot distinguish their usage. Therefore, the author chooses “Analysis Mastery of “Jingguo” and “Tongguo” by the 2019 Students Majoring in Chinese Language Education at Tanjungpura University” as the research topic. The purpose is to find out whether the students have mastered the usage of “Jingguo” and “Tongguo”. This article uses literature research method and test research method. The test results show that the students’ mastery of “Jingguo” and “Tongguo” are: the correct rate of “Jingguo” is 62.76%; the correct rate of “Tongguo” is 66.79%. this shows that the students’ mastery of “Jingguo” and “Tongguo” is moderate. In addition, the most frequent problem among students is the misuse of “Jingguo”. This happened because the students do not know much about the usage and the students do not understand the meaning of the question
DESKRIPSI PEMBELAJARAN TEMATIK DALAM MASA PANDEMI COVID-19 PADA SISWA KELAS IV SEKOLAH DASAR NEGERI 37 PONTIANAK TENGGARA
Get PDFThis study aims to describe the implementation of thematic learning during the Covid-19 pandemic in grade IV students of the 37 Southeast Pontianak State Elementary School which refers to the Regulation of the Minister of Education and Culture No. redesigned by the Education Quality Assurance Institute (LPMP). This research is included in the descriptive type of qualitative research. The data collection technique in this study was sourced from the homeroom teacher of class IV B at the 37 Southeast Pontianak State Elementary School. Using data collection instruments in the form of interviews, observations and documentation. The data analysis used is data selection, data presentation and conclusion drawing. The results of this study indicate that the implementation of limited face-to-face learning (PTM) has been carried out quite well, teachers have prepared planning and carried out learning quite well using methods adapted to student needs during the Covid-19 pandemic. However, limited face-to-face learning also has obstacles in its implementation considering that the available learning time is very limited so that teachers must increase the provision of learning motivation to children so that understanding of the material presented during learning can be well received by students
EFEKTIVITAS KONSELING KELOMPOK DENGAN TEKNIK SELF-MANAGEMENT UNTUK MENINGKATKAN DISIPLIN BELAJAR PESERTA DIDIK
Get PDFThis study discipline research aims to test the effectiveness of counseling groups with self-management techniques to improve learning discipline class VIII at SMP Negeri 1 Sungai Raya. Research methods that used is an experiment with the form of Pre-Experimental Design research with the research design One-Group Pretest-Posttest Design. Technique sampling using Nonprobability Sampling technique with types Purposive Sampling in which the samples were taken as many as 6 class VIII. The data collection technique uses a questionnaire with a Likert scale and tested the validity and reliability of the questionnaire. The results of the sub-problem research one and two, namely the level of learning discipline obtained before being given service group counseling with self-management techniques is 81.00 and after given service is 131.33. Furthermore, for the sub-problems three obtained value, that is sig. (2-tailed) 0.000 < 0.05 which means there is a significant difference significantly between the level of learning discipline of students before and after given group counseling with self-management techniques. So got it was concluded that group counseling with self-management techniques was effective to improve the learning discipline of class VIII at SMP Negeri 1 Sungai Raya
PELAKSANAAN MODEL PROBING-PROMPTING PADA PELAJARAN SOSIOLOGI SISWA XI IPS 1 SMA NEGERI 3 PONTIANAK
Get PDFThis research is entitled "Analysis of the Implementation of Prompting Probing Learning Models in Sociology Subjects in Class XI IPS 1 SMA Negeri 3 Pontianak". The purpose of this study was to find out how the lesson plan, implementation of learning, and sociology learning outcomes of the probing prompting model in class XI IPS 1 SMA Negeri 3 Pontianak. The method in this study uses a qualitative research method with a descriptive research form. The informants in this study were sociology teachers who taught class XI IPS 1 at SMA Negeri 3 Pontianak and three students from class XI IPS 1 at SMA Negeri 3 Pontianak. The results of this study indicate that in the implementation of sociology learning using the probing prompting model as a learning model with material about Social Problems that has been made in the Learning Implementation Plan (RPP) based on the provisions set by the government. In the implementation of sociology learning using this probing prompting model which consists of preliminary activities, core activities, and closing activities. The learning outcomes obtained in this study were through three observations with the acquisition of learning outcomes consisting of three domains, namely the cognitive domain (knowledge) obtained through daily tests, group assignment scores, and individual task scores, affective domain (attitude) obtained through spoken words.