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PENGEMBANGAN MODEL PEMBELAJARAN RISSCA DALAM PERKULIAHAN KAJIAN KURIKULUM BAHASA DAN SASTRA INDONESIA BERBASIS LESSON STUDY
Get PDFAbstract. This study aims at explaining the development of RISSCA teaching technique for dealing with Indonesianlanguage and letter curriculum review subject and examining in what ways the end results of the implementation ofRISSCA teaching technique based Lesson Study are portrayed in an Indonesian Language and Letter CurriculumReview Subject. The technique is developed in the shake of students’ critical thinking and literacy, thetechniquestands for Reading, Identifying, Sequencing, Sharing, Communicating, Assessing (RISSCA). Thisresearch applies Research and Development Design. The result of the study reveals that the teaching and learning ofIndonesian Language and Letter Curriculum Review Subject which is applied by using RISSCA teaching techniquebased Lesson Study creates enjoyable lessons. The result represents a myriad of values of which students internalizethe subject matters undoubtedly, learning atmospheres create fun learnings, teaching and learning materials arevalue well, RISSCA teaching technique guides students on the details of the identification and ordering the subjectmatters. The result of Post-test shows that the students’ ability has increased by numbers at every cycle. The averagescores have increased from cycle one means 72; cycle two means 82,4; cycle three means 84,3; and cycle fourmeans 8
PERAN GURU DAN TEMAN SEBAYA UNTUK MENGEMBANGKAN EMOSIONAL ANAK USIA DINI
No full textAbstract: This paper aims to describe the role of teachers and peers in developing the emotions of early childhood. The results of the discussion show that peers have a role as a source of emotion, both for gaining pleasure and for adapting to stress, a cognitive source for problem solving and knowledge acquisition, a context in which basic social skills are acquired or enhanced, the basis for the establishment of other forms of relationships (for example, a relationship with siblings) that is more harmonious, harmonious among preschoolers has been proven to refine the relationship between the children and their younger siblings, for this reason peerage for children gives a sense of security to enter new territory. In addition, with peers, children provide mutual support in overcoming stress and creating a pleasant atmosphere
PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) BERBANTUAN MEDIA VIDEO UNTUK MENINGKATKAN HASIL BELAJAR MUATAN IPA DI KELAS 4 SD
Get PDFAbstract The research was distributed by the learning outcomes of students who charge the IPA still low in 4th grade State Mangunsari 01. Goal of this research is to improve the learning results of the IPA students through the application charge model of PBL media-assisted learning video. This type of research using Research Action class (PTK). This research procedure refer to the spiral model c. Kemmis and Mc Taggart, R consisting of four components, namely class research planning, implementation, observation and reflection. The subject of the study amounted to 41 students consisting of 18 male students and 23 female students. Engineering data retrieval is done by means of observation and tests the results of the study. Data collection tools using sheets of observation and test questions are then analyzed data with qualitative and quantitative data. The results showed that the model measures the learning Problem Based Learning-assisted video media that proved can improve the results of the study is to give students the IPA charge orientation problems to students, organizing students to inquiry, implementation of investigation, develop and present the results and analyse and evaluate the process of the investigation. The application of model learning Problem Based Learning (PBL) media-assisted video can enhance the learning outcome of the charge on IPA 4th grade State Mangunsari 01 Salatiga Semester II. This is shown by an increase in the results of learning IPA from pre cycle to cycle II. On pre cycle appear to be students who complete 10 students (24%) whereas that hadn't 31 students (76%). In cycle I, students who complete 18 students (44%) whereas that hadn't 23 students (56%). In cycle II, students who finished 38 students (93%) whereas that hadn't 3 students (7%).AbstrakPenelitian ini dilatarbelakangi oleh hasil belajar muatan IPA siswa yang masih rendah di kelas 4 SD Negeri Mangunsari 01.Tujuan penelitian ini adalah untuk meningkatkan hasil belajar muatan IPA siswa melalui penerapan model pembelajaran PBL berbantuan media video. Jenis penelitian menggunakan Penelitian Tindakan Kelas (PTK). Prosedur penelitian ini merujuk pada model spiral C. Kemmis dan Mc Taggart, R yang terdiri dari empat komponen penelitian kelas yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Subjek penelitian berjumlah 41 siswa yang terdiri dari 18 siswa laki-laki dan 23 siswa perempuan. Teknik pengambilan data dilakukan dengan cara observasi dan tes hasil belajar. Alat pengumpulan data menggunakan lembar observasi dan soal-soal tes kemudian dianalisis dengan data kualitatif dan data kuantitatif. Hasil penelitian menunjukkan bahwa langkah-langkah model pembelajaran Problem Based Learning berbantuan media video yang terbukti dapat meningkatkan hasil belajar muatan IPA siswa adalah memberikan orientasi permasalahan kepada siswa, mengorganisasikan siswa untuk penyelidikan, pelaksanaan investigasi, mengembangkan dan menyajikan hasil dan menganalisis serta mengevaluasi proses penyelidikan. Penerapan model pembelajaran Problem Based Learning (PBL) berbantuan media video dapat meningkatkan hasil belajar muatan IPA di kelas 4 SD Negeri Mangunsari 01 Salatiga Semester II. Hal ini ditunjukkan dengan adanya peningkatan hasil belajar IPA dari pra siklus hingga siklus II. Pada pra siklus nampak siswa yang tuntas 10 siswa (24%) sedangkan yang belum tuntas 31 siswa ( 76%). Pada siklus I, siswa yang tuntas 18 siswa ( 44%) sedangkan yang belum tuntas 23 siswa ( 56%). Pada siklus II, siswa yang tuntas 38 siswa (93%) sedangkan yang belum tuntas 3 siswa (7%). Kata Kunci : PBL, Media Video, Hasil Belajar Muatan IP
PENERAPAN METODE OUTDOOR LEARNING UNTUK MENINGKATKAN PEMAHAMAN KONSEP PENGARUH GAYA TERHADAP GERAK DAN BENTUK BENDA PADA SISWA KELAS IV SEKOLAH DASAR
No full textTujuan penelitian ini untuk meningkatkan pemahaman konsep peninggalan sejarah melalui pengaruh gaya terhadap gerak dan bentuk benda melalui penerapan Outdoor Learning. Bentuk penelitian ini adalah penelitian tindakan kelas yang dilakukan sebanyak dua siklus. Setiap siklus terdiri dari empat tahap yaitu perencanaan, tindakan, observasi dan refleksi. Teknik pengumpulan data menggunakan tes, observasi, wawancara, dan dokumentasi. Uji validitas data menggunakan validitas isi dan triangulasi. Teknik analisis data yang digunakan yaitu model interaktif. Hasil penelitian menunjukan nilai rata-rata kelas pratindakan sebesar 62.66 dengan ketuntasan klasikal 40% meningkat menjadi 73,6 dengan ketuntasan klasikal 60% pada siklus I dan meningkat lagi menjadi 80,2 dengan ketuntasan klasikal 88% pada siklus II. Berdasarkan hasil penelitian, disimpulkan bahwa melalui penerapan Outdoor Learning dapat meningkatkan pemahaman konsep pengaruh gaya terhadap gerak dan bentuk benda melalui penerapan Outdoor Learning pada siswa kelas IV SD Negeri Banmati 01 tahun ajaran 2017/2018 Kata kunci: Pemahaman konsep pengaruh gaya terhadap gerak dan bentuk benda, Outdoor Learnin
PENGARUH MEDIA PEMBELAJARAN DAN MOTIVASI BELAJAR TERHADAP KETERAMPILAN MENYIMAK CERITA PENDEK PADA SISWA KELAS V SEKOLAH DASAR
Get PDFPenelitian ini bertujuan untuk mengetahui 1) perbedaan pengaruh media pembelajaran terhadap keterampilan menyimak cerita pendek pada siswa yang dibelajarkan dengan media audio visual dan media audio; 2) perbedaan pengaruh motivasi belajar terhadap keterampilan menyimak cerita pendek pada siswa yang memiliki motivasi belajar tinggi dan motivasi belajar rendah; 3) interaksi antara media pembelajaran dan motivasi belajar siswa terhadap keterampilan menyimak cerita pendek. Penelitian ini menggunakan metode ekperimen semu desain faktorial 2x2. Berdasarkan analisis data disimpulkan bahwa (1) H0A ditolak, FA > F0,05;1;30; (2) H0B ditolak, FB > F0,05;1;30; (3) H0AB ditolak, FAB > F0,05;1;30
PENGARUH PENERAPAN MODEL PEMBELAJARAN GUIDED DISCOVERY DENGAN THINK PAIR SHARE TERHADAP HASIL BELAJAR MATEMATIKA MATERI PERBANDINGAN DAN SKALA SISWA KELAS V SEKOLAH DASAR
No full textPenelitian ini bertujuan untuk mengetahui apakah model pembelajaran Guided Discovery dapat mempengaruhi hasil belajar matematika yang lebih baik daripada model pembelajaran Think Pair Share pada materi perbandingan dan skala pada siswa kelas V. Populasi dalam penelitian ini adalah seluruh siswa kelas V SD Negeri di Dabin I Kecamatan Gondangrejo Tahun Ajaran 2017/2018. Sampel yang terpilih adalah kelas V SD Negeri 02 Dayu dan siswa kelas V SD Negeri 02 Krendowahono dengan teknik pengambilan sampel cluster random sampling. Penelitian ini menggunakan metode eksperimen dengan desain Pretest Posttest Control Group Design. Pengumpulan data dilaksanakan dengan menggunakan teknik tes untuk data hasil belajar matematika. Uji coba soal tes dilakukan di SD Negeri 04 Tuban. Analisis data menggunakan analisis statistik uji t dengan taraf signifikasi 0,05. Hasil penelitian adalah sebagai berikut ini. Terdapat pengaruh penerapan model terhadap hasil belajar siswa (tobs = 1,694; t > 1,645). Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model Guided Discovery pada pembelajaran matematika memberikan hasil belajar lebih baik dibandingkan hasil pembelajaran dengan menerapkan model Think Pair Share pada materi perbandingan dan skala.Kata Kunci: guided discovery, think pair share, hasil belajar matematika, perbandingan dan skal
UPAYA PENINGKATAN HASIL BELAJAR PKN PADA MATERI MENJAGA KEUTUHAN NKRI MELALUI METODE BERMAIN PERAN DENGAN PENDEKATAN COOPERATIVE LEARNING PADA SISWA SEKOLAH DASAR
Get PDFAbstract: Various problems are found in learning Civics in SDN 1 Gaden Trucuk, among others: 1) During this method more widely used by teachers is lecture, 2) During the learning process takes place less visible student activity, all teaching and learning activities are concentrated on teachers, 3 ) Student creativity has not been formed and revealed during the learning process. Students are less able to express their ideas / ideas both in the form of problems and how to solve them. The above problems need the right solutions and handling so that learning can take place properly. One of the steps that will be taken is to use role playing method with cooperative learning approach. The purpose of this research are: 1) To describe the application of role playing method with cooperative learning approach on Civics subject matter to maintain the integrity of NKRI for Grade V SDN 1 Gaden Trucuk Klaten lesson 2015/2016, 2) To know the learning result on the material maintaining the integrity of NKRI through role playing method with cooperative leraning approach for students of grade V SDN 1 Gaden Trucuk Klaten 2015/2016 lesson year. This research is a class action research (PTK) with the subject ofresearch is the students of grade V SDN 1 Gaden Trucuk Klaten 2015/2016 academic year. Data collectionmethod used in this research is test method, interview and observation. The collected data was analyzed by descriptive analysis. Based on data analysis, it can be concluded that: 1) Through role playing method with cooperative learning approach can increase PKN learning activity of material to maintain the unity of NKRI in grade V SDN 1 Gaden Trucuk Klaten 2015/2016 academic year. This is reflected from the average activity of cycle I reached 56.87% and increased to 75.63% in cycle II; 2) Through role playing method with cooperative learning approach can increase PKN learning activity of material to maintain the unity of NKRI in grade V SDN 1 Gaden Trucuk Klaten 2015/2016 lesson year. This can be indicated by the increase: (1) The average value inthe pre-study obtained the average class of 67.5 with mastery learning 37.5%, (2) in cycle I obtained the average class of 76.94 with mastery studied 68,75%, (3) and on cycle II obtained average class 83,69 with 87,5% learners mastery. This shows that the student's learning outcomes reach the target completeness of> 85% with KKM value> 70.Abstrak: Berbagai permasalahan ditemukan dalam pembelajaran PKn di SDN 1 Gaden Trucuk, diantaranya : 1) Selama ini metode yang lebih banyak digunakan oleh guru adalah ceramah, 2) Selama proses pembelajaran berlangsung aktivitas siswa kurang terlihat, semua kegiatan belajar mengajar terkonsentrasi pada guru, 3)Kreativitas siswa belum terbentuk dan terungkap pada saat proses pembelajaran. Siswa kurang mampu mengungkapkan ide/gagasan mereka baik dalam bentuk soal maupun cara penyelesaiannya. Berbagai permasalahan di atas memerlukan solusi dan penanganan yang tepat agar pembelajaran dapat berlangsung dengan baik. Salah satu langkah yang akan diambil adalah menggunakan metode bermain peran dengan pendekatan cooperative learning. Adapun tujuan dari penelitian ini adalah : 1) Untuk mendeskripsikan penerapan metode bermain peran dengan pendekatan cooperative learning pada mata pelajaran PKn materi menjaga keutuhan NKRI bagi siswa kelas V SDN 1 Gaden Trucuk Klaten tahun pelajaran 2015/2016, 2) Untuk mengetahui hasil belajar pada materi menjaga keutuhan NKRI melalui metode bermain peran dengan pendekatancooperative leraning bagi siswa kelas V SDN 1 Gaden Trucuk Klaten tahun pelajaran 2015/2016. Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan subjek penelitian adalah siswa kelas V SDN 1 Gaden Trucuk Klaten tahun pelajaran 2015/2016. Metode pengumpulan data yang diguanakan dalam penelitian ini adalah metode tes, wawancara dan observasi. Data yang terkumpul dianalisis dengan analisis deskriptif. Berdasarkan analisis data dapat diperoleh kesimpulan bahwa : 1) Melalui metode bermain peran dengan pendekatan cooperative learning dapat meningkatkan aktivitas belajar PKN materi menjaga keutuhan NKRI pada siswa kelas V SDN 1 Gaden Trucuk Klaten tahun pelajaran 2015/2016. Hal ini tergambar dari rata-rata aktivitas siklus I mencapai 56,87% dan meningkat menjadi 75,63% pada siklus II; 2) Melalui metode bermain peran dengan pendekatan cooperative learning dapat meningkatkan aktivitas belajar PKN materi menjaga keutuhan NKRI pada siswa kelas V SDN 1 Gaden Trucuk Klaten tahun pelajaran 2015/2016. Hal ini dapat ditunjukkan dengan meningkatnya : (1) Nilai rata-rata pada pra penelitian diperoleh rata-rata kelas sebesar 67,5 dengan ketuntasan belajar 37,5%, (2) pada siklus I diperoleh rata-rata kelas 76,94 dengan ketuntasan belajar 68,75%, (3) dan pada siklus II diperoleh rata-rata kelas 83,69 dengan ketuntasan belajar 87,5%. Hal ini menunjukkan bahwa hasil belajar PKn siswa mencapai target ketuntasan yaitu sebesar > 85% dengan nilai KKM > 70.Kata Kunci :hasil belajar, bermain peran, cooperative learnin
PENINGKATAN KINERJA MELALUI SUPERVISI EDUKATIF PERIODIK BAGI GURU SD NEGERI 1 TAWANGHARJO KECAMATAN TAWANGHARJO KABUPATEN GROBOGAN PADA SEMESTER I TAHUN PELAJARAN 2016/2017
Get PDFThis study aims to describe the steps of periodic educative supervision in preparing learning plans,implementing learning, assessing learning achievement, carrying out follow-up assessments of student learningachievement that can improve teacher performance. This performance improvement through periodic educativesupervision. This action research was conducted on the teachers of SD Negeri 1 Tawangharjo, TawangharjoSubdistrict, Grobogan District, totaling 6 people. Action research is conducted from 19 September 2016 to 13December 2016. The research design used is a design action research plot: making action plans, implementingactions, and reflecting actions. The results of the reflection are used as guidelines for decision making to continue orstop the research. The study was carried out spirally in cycles until the second cycle. Research data in the form ofobservations notes, field notes, planning documentation and supervision results. The main data collection instrumentis the researcher, while the supporting instruments are observation, documentation guidelines. Data analysis wascarried out with qualitative and quantitative techniques. Based on the findings, exposure, reflection, and discussion ofthe results of the study, this section can conclude that through periodic educational supervision for teachers ofTawangharjo 1 Public Elementary School, Tawangharjo Subdistrict, Grobogan Regency in the first semester of the2016/2017 academic year, performance improved. The increase is as follows: a) Aspects of planning learningactivities: a) The highest increase in aspect number 4 is allocating time with an increase of 33.66%, b) The lowestincrease in aspect number 1, which describes the learning objectives with an increase of 26.00% 2) Aspects ofActivities Learning Implementation: 1) The highest increase in aspect number 6 is to use learning resources with anincrease, 33.00%. 2) The lowest increase in aspect No. 8 is to interact with students using communicative languagewith an increase of 26.73. 3) Aspects of activities assessing student achievement. a) The highest increase in aspectnumber 4, which is assessing learning outcomes with an increase of 36.00%. b) The lowest increase in aspect No. 7concludes learning outcomes with an increase of 27.67%, 4) Aspects of follow-up activities on the results ofassessment: a) The highest increase in aspects of carrying out follow-up with a 32% increase b) The lowest increasein aspects of analyzing the results of follow-up program evaluation assessment results with an increase of 27.83%
AN EVALUATION OF ‘ENGLISH SKILLS FOR THE FUTURE’ FOR TENTH GRADE USING THE PERSPECTIVE OF REVISED 2013 CURRICULUM
Get PDFThis article reports book evaluation in the textbook entitleds ‘English Skills for the Future’ designed forthe tenth grade students of senior high school. The main objective of the research are to: (1) discoverwhether English Skills for the Future is relevant to the English language and literature syllabus ofCurriculum 2013, (2) find out whether English Skills for the Future develops the scientific approach, (3)determine whether English Skills for the Future develops authentic assessment and (4) discover whetherEnglish Skills for the Future meets the characteristics of good English textbook. The data of this study isdocument analysis and observation. The data were collected by using document analysis. The techniqueanalyzing data on the textbook involves data collection, data reduction, data display and drawingconclusion as proposed by Miles and Huberman (1992 : 16). The result confirmed that ES book had met71% criteria of good book with coverage 63% for relevance of the materials to the curriculum, 75% formaterial accuracy, 73% for supporting learning materials, 76% for language appropriateness, 81% forpresentation technique, 71% for teaching and learning technique, 100% for presentation coverage and71% evaluation standard of 2013 curriculum. ES book was relevant to the 2013 Curriculum due to thepresentational activities and activities for character building Keywords : content analysis, English and literature, curriculum 2013, scientific approach, authentic assessmen
ANALISIS PENGGUNAAN PENILAIAN AUTENTIK DALAM PEMBELAJARAN PENDIDIKAN PANCASILA DAN KEWARGANEGARAAN PADA KURIKULUM 2013 REVISI KELAS X DI SMA NEGERI 1 KARTASURA TAHUN AJARAN 2016/2017
Get PDFABSTRACTThe objectives of this research are to 1) investigate the authentic assessment using in Pancasila and Civic Education learning 10th grade at SMA N 1 Kartasura, 2) investigate the teacher’s constraints in the authentic assessment using in Pancasila and Civic Education learning 10th grade at SMA N 1 Kartasura, 3) investigate the teacher’s efforts to deal with the constraints in the authentic assessment using in Pancasila and Civic Education learning 10th grade at SMA N 1 Kartasura. This research used the descriptive qualitative research method with the case study approach. Its subjects were Pancasila and Civic Education matter teachers of SMA N 1 Kartasura. The samples of research were determined by using the in-depth interview, observation, and documentation study. The validity of the data was tested by using the interactive model of analysis. The results of research showes as follows. (1) Authentic assessment using in Pancasila and Civic Education learning 10th grade at SMA N 1 Kartasura has not been done according to the procedures in 2013 revision curriculum. Authentic assessment procedures include the planning, implementation, and analysis and reporting of the assessment. (2) The teacher’s constraints in the authentic assessment using in Pancasila and Civic Education learning 10th grade at SMA N 1 Kartasura known from the authentic assessment procedure which includes assessment planning, assessment implementation, and analysis as well as assessment reporting. (3) Teacher’s effort to deal with the assessment eplanning constraints are asking to other teachers more competent and make an assessment instrument according to the teacher's ability but to measure the competence of learners authentically. To deal with the assessment implementation constraints are to limit the components of attitudes to be assessed at each meeting and to divide the time before all presentation groups. While, to deal with the and reporting of the assessment constraits are making the description of the short and clear, and use the best time to quickly recap the value and classify it into each aspect, both knowledge, attitude, as well as skills. Keywords: Using, Teacher’s Constraints, Teacher’s Efforts, Authentic Assessments, and Pancasila and Civic Education learnin