Perspektif Ilmu Pendidikan
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PENGARUH INTELIGENSI, KELENTUKAN, DAN MOTOR EDUCABILITY TERHADAP HASIL BELAJAR JURUS TUNGGAL PENCAK SILAT
Get PDFThe background to this research is the unfavorable of the learning outcomes in pencak silat single artistic. The purpose this research was to determine the effect of intelligence, flexibility, and motor educability of the learning outcomes in pencak silat single artistic student on Unit Kegiatan Mahasiswa Pencak Silat Islamic University “45â€. This research was conducted at Islamic University “45†Bekasi, Jl. Cut Meutia No. 83 Bekasi in November 2016 with survey method, technical analysts use path analysis. The population this research is the student on Unit Kegiatan Mahasiswa Pencak Silat Islamic University “45 amount to 30 people. The sampling technique used purposive sampling amounted to 16 people. The instruments used are learning outcomes in pencak silat single artistic used assessment rubric scale of 3 (good, enough and less), an intelligence test, sit and reach test, and Motor Educability Iowa Brace Test. The conclusion is: (1) Intelligence directly affects the learning outcomes of pencak silat single artistic, (2) flexibility has no directly affects the learning outcomes of pencak silat single artistic, (3) Motor educability directly affect the the learning outcomes of pencak silat single artistic, (4) Intelligence directly affects the motor educability, and (5) flexibility directly affects the motor educability.
References
Arikunto, S. (2013). Prosedur penelitian suatu pendekatan praktik. Jakarta: PT. Rineka Cipta.
Badriah, D.L. (2009). Fisiologi olahraga edisi II. Bandung: Multazam.
Edwards, H. W. (2011). Motor learning and control: Form theory to practice. USA: Wadsworth.
Haqiyah, A., & Mulyana., et al. (2017). The effect of intelligence, leg muscle strength, and balance towards the learning outcomes of pencak silat with empty-handed single artistic. JETL (Journal of Education, Teaching And Learning), 2, 211-217. doi: http://dx.doi.org/10.26737/jetl.v2i2.288
Haqiyah, A. (2016). Pengaruh inteligensi, kekuatan otot tungkai, dan keseimbangan terhadap hasil belajar jurus tunggal tangan kosong pencak silat. PERSPEKTIF Ilmu Pendidikan, 30(2), 125-134. doi: https://doi.org/10.21009/PIP.302.7
Hasil MUNAS XII IPSI. (2007). Peraturan pertandingan pencak silat. Diakses melalui https://ipsibalikpapan.files.wordpress.com/2011/04/peraturanpertandinganpencaksilat.pdf
Kadir. (2015). Statistika terapan. Jakarta: Rajawali Pers.
Kuswana, W.S. (2014). Biopsikologi pembelajaran perilaku. Bandung: Alfabeta.
Lubis, J. & Wardoyo, H. (2014). Pencak silat edisi kedua. Jakarta: Rajawali Sport.
Nuraini, S. (2014). Hasil belajar jurus tunggal pencak silat tangan kosong, studi eksperimen tentang gaya mengajar, umpan balik dan motor educability pada mahasiswa Fakultas Ilmu Keolahragaan Universitas Negeri Jakarta. Disertasi. Jakarta: Universitas Negeri Jakarta.
Schmidt, R.A. (2000). Motor control and learning. United State America: Human Kinetics.
Schmidt & Wrisberg. (2000). Motor learning and performance. Champaign: Human Kinetics.
Soemanto, W. (2012). Psikologi pendidikan landasan kerja pemimpin pendidikan. Jakarta: Rineka Cipta.
Tangkudung, J. (2012). Kepelatihan olahraga. Jakarta: Cerdas Jaya.
Van der Fels, I.M.J. & C.M te Wierike, S., et al. (2015). The relationship between motor skill and cognitive skills in 4-16 years old typically developing children: A systematic review Elsevier. Journal of science and medicine in sport, 18(6), 697–703. doi: https://doi.org/10.1016/j.jsams.2014.09.007
Widiastuti. (2015). Tes dan pengukuran olahraga. Jakarta: Rajawali Pers.
Zubaidi, A. (2009). Tes inteligensi. Jakarta: Mitra Wacana Media.Latar belakang dilakukannya penelitian ini adalah kurang baiknya hasil belajar jurus tunggal pencak silat. Tujuan penelitian ini adalah mengetahui pengaruh inteligensi, kelentukan, dan motor educability terhadap hasil belajar jurus tunggal pencak silat pada mahasiswa anggota UKM Pencak Silat Universitas Islam 45 Bekasi. Penelitian ini dilaksanakan di Universitas Islam 45 Bekasi, Jl. Cut Meutia No. 83 Bekasi pada November 2016 dengan metode survei, teknik analisis data menggunakan analisis jalur. Populasi dalam penelitian ini adalah mahasiswa anggota UKM Pencak Silat Universitas Islam 45 Bekasi sejumlah 30 orang. Teknik pengambilan sampel menggunakan purposive sampling sejumlah 16 orang. Instrumen penelitian yang digunakan rubrik penilaian skala 3 (baik, cukup, kurang) terhadap adalah hasil belajar jurus tunggal pencak silat, tes inteligensi, tes duduk dan raih dan Motor Educability Iowa Brace Test. Kesimpulannya adalah (1) inteligensi berpengaruh langsung terhadap hasil belajar jurus tunggal pencak silat, (2) kelentukan tidak berpengaruh langsung terhadap hasil belajar jurus tunggal pencak silat, (3) motor educability berpengaruh langsung terhadap hasil belajar jurus tunggal pencak silat, (4) inteligensi berpengaruh langsung terhadap motor educability, dan (5) kelentukan berpengaruh langsung terhadap motor educability
PELAKSANAAN RENCANA PEMBELAJARAN SEMESTER DALAM PROSES PEMBELAJARAN DI PERGURUAN TINGGI
Get PDFHigher-education curriculum is contained in Semester Learning Plan (RPS) as stated in Permenristekdikti No. 44 of 2015. RPS should bind lecturers and students into the contract of study/ college so that it needs to be supervised and examination of the quality of RPS made by lecturers. The purpose of this study is to conduct surveys and observations within the Fakultas Ilmu Pendidikan, Universitas Negeri Jakarta to obtain complete and accurate data and information. Referring to its purpose, this research includes descriptive evaluative research using qualitative and quantitative data. Data collection techniques used questionnaires, interviews, and document studies. Data is processed and analyzed using simple and descriptive statistics. The research was conducted in the Fakultas Ilmu Pendidikan, Universitas Negeri Jakarta in 2017. The results from the research are the percentage of lecturers to make RPS, student involvement in refining RPS, RPS utilization for students, students' knowledge on the subject and learning objectives during the course, and the references used. Further recommendations can be evaluated on the content of RPS made by lecturers in accordance with Permenristekdikti No. 44 of 2015.
References
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Sanjaya, W. (2009). Strategi pembelajaran berorientasi standar proses pendidikan. Jakarta: Prenada
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Tyler, R.W. (1949). Basic principles of curriculum and instruction. Chicago: The University of Chicago Press.
Permendikbud No 49 Tahun 2014
Permenristekdikti No 13 Tahun 2015
Permenristekdikti No 44 Tahun 2015
Peraturan pemerintah No 19 Tahun 2005Kurikulum pendidikan tinggi tertuang di dalam Rencana Pembelajaran Semester (RPS) menurut Permenristekdikti No. 44 Tahun 2015. RPS hendaknya mengikat dosen dan mahasiswa ke dalam kontrak belajar/kuliah sehingga perlu dilakukan pengawasan dan pemeriksaan terhadap kualitas RPS yang dibuat oleh dosen. Tujuan penelitian ini melakukan survei dan pengamatan di lingkungan Fakultas Ilmu Pendidikan Universitas Negeri Jakarta sehingga memperoleh data dan informasi yang lengkap dan akurat. Mengacu pada tujuannya, penelitian ini termasuk penelitian deskriptif evaluatif dengan menggunakan data kualitatif dan kuantitatif. Teknik pengumpulan data menggunakan kuesioner, wawancara, dan studi dokumen. Data diolah dan dianalisis dengan menggunakan statistik sederhana dan secara deskriptif. Penelitian dilakukan di Fakultas Ilmu Pendidikan pada tahun 2017. Hasil penelitian berupa laporan tentang persentase dosen membuat RPS, keterlibatan mahasiswa dalam menyempurnakan RPS, kebermanfaatan RPS bagi mahasiswa, pengetahuan mahasiswa terhadap pokok bahasan dan tujuan pembelajaran mata kuliah, serta rujukan yang digunakan. Rekomendasi selanjutnya dapat dilakukan evaluasi terhadap isi RPS yang dibuat oleh dosen sesuai Permenristekdikti No 44 Tahun 2015
PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF DAN HASIL BELAJAR SISWA
Get PDFThe study aims to find and describe the model of Discovery Learning in increasing students’ thinking creative ability and the results of five-grader student SD Negeri Sidorejo Kidul 02, Tingkir. The study was conducted in SD Negeri Sidorejo Kidul 02, Tingkir on 9 March, 2018. The type of the study which is Classroom Action Research (PTK) has done in 2 cycles. One cycle consists of four stages: planning, action, observation, and reflection. The total students of subjects of the five-grader research were 39 students. The study was used test and non test data collection. The study was used both quantitative and qualitative analysis.The initial condition percentage of creative thinking ability is 33.2% and the average score was 13.3. The completeness learning results were 38% with an average was 60, 72,5 for the highest score, 45 for the lowest score. Cycle I, students' creative thinking ability was 73%, with an average score was 29,2. Presentation of learning result was 71.8%, an average score was 69.48, 82.5 for the highest score and 50 for the lowest score. Cycle II, percentage of creative thinking ability was 81.2%, an average score was 32.2. The learrning result was in average of 74.2, 87.5 for the highest score and 55 for the lowest score. It can be concluded that the implementation of the Discovery Learning model can increase the ability of creative thinking and the learning outcomes of students’ thematic learning for five-grader students in SDN Sidorejo Kidul 02 Tingkir.
References
Al-Khalili, A. (2005). Mengembangkan kreativitas anak. Jakarta: Pustaka AL Kautsar.
Anugraheni, I. (2017). Analisa faktor-faktor yang mempengaruhi proses belajar guru-guru sekolah dasar. Jurnal Manajemen Pendidikan, 4(2), 205-212. doi: https://doi.org/10.24246/j.jk.2017.v4.i2.p205-212
Anugraheni, I. (2017). Penggunaan portofolio dalam perkuliahan penilaian pembelajaran. Jurnal Pendidikan Dasar Perkhasa, 3(1), 246-258. doi: https://doi.org/10.31932/jpdp.v3i1.40
Arikunto, S. (2008). Penelitian tindakan kelas. Jakarta: PT Bumi Aksara.
Darmadi. (2017). Pengembangan model dan metode pembelajaran dalam dinamika belajar siswa. Yogyakarta: CV Budi Utama.
Depdiknas. (2006). Kurikulum tingkat satuan pendidikan (KTSP). Jakarta: Departemen Pendidikan Nasional.
Hanifah, U., & Wasitohadi. (2017). Perbedaan efektivitas antara penerapan model pembelajaran discovery dan inquiry ditinjau dari hasil belajar IPA siswa. Jurnal Mitra Pendidikan, 1(2), 92-104. https://e-jurnalmitrapendidikan.com/index.php/e-jmp/article/view/60
Indriasih, A. (2015). Pemanfaatan alat permainan edukatif ular tangga dalam penerapan pembelajaran tematik di kelas III SD. Jurnal Pendidikan, 16(2), 127-137. http://jurnal.ut.ac.id/index.php/JP/article/view/253
Kristin, F., & Rahayu, D. (2016). Pengaruh penerapan model pembelajaran discovery learning terhadap hasil belajar IPS pada siswa kelas 4 SD. Scholaria: Jurnal Pendidikan & Kebudayaan, 6(1), 84-92. doi: https://doi.org/10.24246/j.scholaria.2016.v6.i1.p84-92
Kristin, F. (2016). Analisis model pembelajaran discovery learning dalan meningkatkan hasil belajar siswa SD. Jurnal Pendidikan Dasar Perkhasa, 2(1), 90-98. doi: https://doi.org/10.31932/jpdp.v2i1.25
Maharani, Y. B., & Hardini, I. T. A. (2017). Penerapan model pembelajaran discovery learning berbantuan benda konkret untuk meningkatkan hasil belajar IPA. Jurnal Mitra Pendidikan, 1(5), 249-561. https://e-jurnalmitrapendidikan.com/index.php/e-jmp/article/view/106
Mawardi, H., dkk. (2014). Penerapan pembelajaran tematik untuk meningkatkan aktivitas belajar kelas I SD. Jurnal Pendidikan dan Pembelajaran, 3(7), 1-9.
Sani, R. (2014). Pembelajaran saintifik untuk implementasi kurikulum 2013. Jakarta: PT. Bumi Aksara.Penelitian ini bertujuan untuk mengetahui dan mendeskripsikan model Discovery Learning dalam meningkatkan kemampuan berpikir kreatif dan hasil belajar siswa kelas 5 SDN Sidorejo Kidul 02 Tingkir. Penelitian ini dilaksanakan di SD Negeri Sidorejo Kidul 02 Kecamatan Tingkir pada tanggal 9-21 Maret 2018. Jenis Penelitian Tindakan Kelas (PTK) berlangsung dalam 2 siklus. Satu siklus terdiri dari empat tahap yaitu perencanaan, tindakan, observasi, dan refleksi. Subyek penelitian siswa kelas V berjumlah 39 siswa. Pengumpulan data menggunakan tes dan non tes. Analisis data deskriptif kuantitatif dan kualitatif. Kondisi awal presentase kemampuan berpikir kreatif 33,2% skor rata-rata 13,3. Ketuntasan hasil belajar 38% rata-rata 60 nilai tertinggi 72,5 dan terendah 45. Siklus I, kemampuan berpikir kreatif siswa 73%, skor rata-rata 29,2. Presentasi hasil belajar 71,8%, rata-rata 69,48, nilai tertinggi 82,5 dan terendah 50. Siklus II, presentase kemampuan berpikir kreatif 81,2% , rata-rata 32,2. Hasil belajar 84,6%, rata-rata 74,2, nilai tertinggi 87,5 dan terendah 55. Dapat disimpulkan bahwa penerapan model Discovery Learning dapat meningkatkan kemampuan berpikir kreatif dan hasil belajar pembelajaran tematik siswa kelas V SDN Sidorejo Kidul 02 Tingkir
PENGEMBANGAN MEDIA PEMBELAJARAN INTERAKTIF MENGGUNAKAN SOFTWARE ADOBE FLASH MATERI BUMI DAN ALAM SEMESTA
Get PDFThe study aims to develop interactive learning media using Adobe Flash Professional CS6 software on Earth and Universe materials for third-grader students in primary school. The types of the study are research and development which carried out by using Borg and Gall's model development and modified into 7 development steps, which are (1) research and information collecting; (2) planning; (3) develop preliminary form of product; (4) preliminary field testing; (5) main product revision; (6) main field testing; and (7) operasional product revision. The study was conducted on April 2018 in two primary schools in Salatiga. The subjects of the study involved 10 third-grader students of primary school on preliminary field testing and 32 third-grader students of primary school on the main field testing. The results of validity test from the media expert obtained an average scores of 3,9 with a good category. The results of validity test from the material expert obtained average scores of 2.95 with good enough category. The result of students questionnaire on preliminary field testing showed the average scores of 4.5 and the result of the students questionnaire on main field testing showed the average scores of 4,6 with a very good category. Then, the result of teachers questionnaire showed an average of 5.0 on preliminary field testing and 4.8 on main field testing with a very excellent category. Based on the validation of material experts, media experts, the results of questionnaire responses of both students and teachers, interactive learning media that developed by adobe flash software of earth and the universe materials are suitable in learning for third grader of Primary School students and can enhance students’ interest in learning materials and build students’ learning motivation.
References
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Yunita, R. (2017). Pengembangan multimedia adobe flash CS5 berbasis STAD sebagai media pembelajaranIPA pada pokok bahasan sistem gerak pada manusia untuk SMP/MTs. Disertasi. Lampung: IAIN Raden Intan Lampung.Penelitian ini bertujuan untuk mengembangkan media pembelajaran interaktif dengan menggunakan software Adobe Flash Professional CS6 pada materi Bumi dan Alam Semesta kelas III SD. Jenis penelitian ini adalah penelitian dan pengembangan yang dilaksanakan dengan menggunakan model pengembangan Borg and Gall yang dimodifikasi menjadi tujuh langkah pengembangan, yaitu (1) pengumpulan data; (2) perencanaan; (3) pengembangan draft produk; (4) uji coba lapangan awal; (5) merevisi hasil uji coba lapangan awal; (6) uji coba lapangan; dan (7) menyempurnakan produk. Penelitian dilakukan pada bulan April 2018 di dua sekolah dasar di Salatiga. Subyek penelitian melibatkan 10 siswa kelas III SD pada uji coba lapangan awal dan 32 siswa kelas III SD pada uji coba lapangan. Hasil uji validitas dari ahli media diperoleh nilai rata-rata 3,9 dengan kategori baik. Hasil uji validitas dari ahli materi diperoleh nilai rata-rata 2,95 dengan kategori cukup baik. Hasil angket respon siswa pada uji coba lapangan awal menujukkan nilai rata-rata 4,5 dan hasil angket respon siswa pada uji coba lapangan menujukkan nilai rata-rata 4,6 dengan kategori sangat baik. Hasil angket respon guru menunjukkan rata-rata 5,0 pada uji coba lapangan awal dan 4,8 pada uji coba lapangan dengan kategori sangat baik. Berdasarkan validasi ahli materi, ahli media, hasil angket respon siswa dan guru, media pembelajaran interaktif yang dikembangkan menggunakan software Adobe Flash materi Bumi dan Alam Semesta layak digunakan dalam pembelajaran kelas III SD dan dapat meningkatkan ketertarikan siswa terhadap materi pembelajaran serta menumbuhkan minat belajar siswa
KEEFEKTIFAN KONSELING KELOMPOK REALITA UNTUK MENINGKATKAN PEMAHAMAN IDENTITAS DIRI SISWA SEKOLAH MENENGAH PERTAMA
Get PDFThis study aims to test the effectiveness of reality counseling to improve students' self-identity in junior high. This research uses pre experimental with pretest-posttest one group design. The data analysis used is paired test of T-test. To see the change of self-understanding level in the experimental group between pretest and posttest by looking at the price of ttable on the degrees of freedom (dk), ie the amount is N-1, and at a significant level α = 0.05 (95%) then obtained ttable = 1.771, assuming if thitung > ttabel then Ha "received" the meaning of group reality counseling is effective to improve understanding of the identity of junior high-school students. The research was carried out starting from April to July 2018, which took place at SMP Negeri 2 Mojosari. Based on the findings of the study, it is suggested as follows (1) for Guidance and Counseling teachers, group counseling can be applied effectively in schools, especially in improving understanding of students' self-identities; (2) for researchers, furthermore, group reality counseling is effective in improving self-understanding students, should be able to be an inspiration in doing further research by applying group counseling with other techniques, especially in an effort to improve students' self-identity understanding.
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Wells, G. B., & Hansen, N. D. (2003). Lesbian shame: Its relationship to identity integration and attachment. Journal of Homosexuality, 45(1), 93-110. doi: http://psycnet.apa.org/doi/10.1300/J082v45n01_05
Yusuf LN, Syamsu. (2004). Psikologi perkembangan anak & remaja. Bandung: PT Remaja Rosdakarya
JAM MENGAJAR GURU: TINJAUAN DARI SISI LAIN
Get PDFRegulations require teachers to meet the teaching burden of at minimum 24 hours / week and maximum 40 hours /week. However, in fact, for minimal hour's teaching, still many teachers who have not been able to fulfill it. The fulfillment of minimum obligations is a requirement for teachers to obtain Professional Teacher Allowances (TPG). Various ways have been attempted by interested parties, but the issue of teacher teaching hours is still problems. The fulfillment effort merely in terms of quantity, has not led to quality. For what teachers are forced to fulfill the obligation of teaching hours, e.g. by looking at other schools, being in the duties of the main school still indicates the achievement of the students' inadequate learning outcomes? Naturally if the fulfillment of obligations is not only in terms of quantity, but also quality. This means that the need to find an alternative fulfillment of teaching hours is functioning as a driver to improve the quality of teachers, so that a positive impact on improving student learning outcomes. With regard to the latter description that this paper is presented, that is to say, alternative thinking about the provisions of teaching hours teachers.
References
Agung, I. (2013). Penerapan sistem neuro associative conditioning (NAC) pada guru sebagai upaya meningkatkan mutu pendidikan. Jurnal Pendidikan dan Kebudayaan, 19(2), 297-304. doi: http://dx.doi.org/10.24832%2Fjpnk.v19i2.287
Agung, I. (2014). Kajian pengaruh kompetensi kepribadian dan sosial terhadap kinerja guru. Jurnal Ilmiah VISI, 9(2), 83-92. doi: https://doi.org/10.21009/JIV.0902.1
Agung, I. (2014). Panduan penelitian tindakan kelas bagi guru. Jakarta: Zikrul Bestari.
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Dalt, R. L. (2010). New era of management (era baru manajemen). Jakarta: Penerbit Salemba Empat.
De Graaf, E., & Kolmos, A. (2003). Characteristics of problem-based learning. The International Journal of Engineering Education, 19(5), 657 - 662.
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Ditjen Anggaran Kementerian Keuangan. (2015). Kajian tunjangan profesi guru. Kanalinfo.web.id. Diakses melalui https://www.kanalinfo.web.id/2016/03/tunjangan-profesi-guru.html)
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Hmelo-Silver, C.E. (2004). Problem based learning: What and how do student learn. Educational Psychology Review, 16(3), 235-266. doi: https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Lambros, A. (2004). Problem-based learning in middle and high school classrooms. CA: Corwin Press.
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Mangkunegara, A.A.A. P. (2010). Evaluasi kinerja SDM. Jakarta: Salemba Empat.
Marquardt, M.J. (1996). Building the learning organization. New York: McGraw-Hill.
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Puslitjak. (2013). Hasil penelitian jam mengajar guru. Jakarta: Balitbang-Kemendikbud.
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Watkin, K. E.& Marsic, V.J. (1993). Sculpting the learning organization: Lessons in the art and science of systemic change. San Fransisco: Institue of Science Education.Peraturan menuntut guru harus memenuhi beban mengajar minimal 24 jam/minggu dan maksimal 40 jam/minggu. Namun nyatanya untuk kewajiban beban mengajar minimal saja, masih banyak guru yang belum mampu memenuhinya. Padahal, pemenuhan kewajiban minimal merupakan persyaratan agar guru dapat memperoleh Tunjangan Profesi Guru (TPG). Berbagai cara telah diupayakan oleh pihak yang berkepentingan, tetapi persoalan jam mengajar guru masih tetap mencuat ke permukaan. Jika disimak lebih lanjut, upaya pemenuhan ditinjau dari sisi kuantitas, belum mengarah pada kualitasnya. Untuk apa guru dipaksa memenuhi kewajiban jam mengajar, misal dengan mencarinya di sekolah lain, sedang dalam menjalankan tugas di sekolah utama masih mengindikasikan pencapaian hasil belajar peserta didiknya yang kurang memadai? Sewajarnya apabila pemenuhan kewajiban itu tidak hanya ditinjau dari sisi kuantitas, tetapi juga kualitas. Artinya perlu dicarikan alternatif pemenuhan jam mengajar sekaligis berfungsi sebagai pendorong peningkatan kualitas guru, sehingga berdampak positif terhadap peningkatan hasil belajar peserta didiknya. Berkenaan dengan uraian yang disebut terakhir itulah tulisan ini diketengahkan, yakni bermaksud mengemukakan alternatif pemikiran awal mengenai ketentuan jam mengajar guru
THE EFFECTS OF INSTRUCTIONAL METHOD AND LEARNING RESOURCES TOWARDS STUDENTS’ SPEAKING SKILL
Get PDFSpeaking skill is affected by two factors, the internal and external factors. The two external factors are instructional methods and learning resources. The complete and incomplete learning resources will surely affect the instructional process. As well as with instructional methods, it will affect the achievement of learning objectives. This research is aimed to get the empirical data and to find out the effect of instructional method and learning resources towards students’ speaking skill at state senior high schools in Bekasi. The research was conducted at SMA Negeri 1 and SMA Negeri 2 Sukatani-Bekasi. The total sample of this research is 40 students. The experiment was done from 17 Juli – 02 December in 2017. The technique of collecting data of instructional method and learning resources used questionnaires. Otherwise, the speaking skill was acquired from the test. The result of the research identifies there is the significant effect of instructional method and learning resources towards students speaking skill. Thus, the schools and the government should increasingly work hard in fulfillment of the completeness of learning resources and using an appropriate instructional method for the achievement of learning objectives.
References
Abdullah, M. (2013). Students’ speaking ability through community language learning. ELITE: English and Literature Journal, 1(1), 97-125. http://journal.uin-alauddin.ac.id/index.php/elite/article/view/3353/3167
Brown, H. D. (2004). Language assessment, principle, and classroom practice: Fourth edition. New York: Pearson Education, Inc.
Cameron, L. (2001). Teaching language to young learners. Cambridge: Cambridge University Press.
Chaney, A. L., & Burk, T. L. (1998). Teaching oral communication in grades K-8. Boston: Allyn and Bacon.
Hughes, D. (2007). Public speaking. Jakarta: Gramedia Widiasarana.
Keown, M. P. (1976). Reading a basic guide for parents and teacher. Singapore: Routledgeand Kegan Paul Ltd.
Masbiran, G. & Fauzi, A. (2017). Speaking skill in using community language learning (CLL). IJIELT, 3(2), 198-205. doi: http://dx.doi.org/10.24014/ijielt.v3i2.4844
Muhroji, dkk. (2004). Fasilitas belajar mengajar. Jakarta: Rineka Cipta.
Nurhayati & Mufliharsi, R. (2016). Perencanaan dan pengajaran bahasa Inggris. Jakarta: UNINDRA PRESS.
Nurmalia, E. (2010). Pengaruh fasilitas dan lingkungan belajar terhadap prestasi belajar siswa kelas XI IPS MAN Malang 1. Skripsi tidak diterbitkan. Malang: Universitas Islam Negeri (UIN) Maulana Malik Ibrahim Malang.
Richards J.C., & Rodgers. (1986). Approaches and methods in language teaching. Cambridge: Cambridge University Press.
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Setiyadi, B. (2006). Teaching english as foreign language. Yogyakarta: Graha Ilmu
PENERAPAN TEKNOLOGI PENDIDIKAN DI LEMBAGA PERSEKOLAHAN
Get PDFEducational technology as applied science that changes the definition over time makes the study area and contribution of Educational Technology in the education system at Indonesia also changed. This study is to identify the implementation of Educational Technology areas that have been applied in school institutions at elementary school, so in the future undergraduate researchers can do further research. This study is a descriptive research and has a survey method. The purpose of this study is identifying the implementation of Educational Technology areas that have been applied in elementary school institutions consisting of the area of creating, using, managing and evaluation. This study conducted at SDN Tegal Alur 09 From August to October 2017. To collect the data, this study used a questionnaire sheet, an interview sheet, and documentation. The result of this study has two types data, first, in quantitave data all of Educational Technology areas have been applied in school institution, but only three areas, which get a very good score, meanwhile creating the area get a low score. Second, in descriptive analysis data, there are some indicators of creating the area that haven’t been applied yet, but on the other hand, some indicators in all of areas that have been applied still in the simple and restricted form. Based on the result, educational technology as the study and ethical practice to facilitate learning needs to be introduced closer to the school institutions, because school institution still doesn’t know the existence of educational technology and its areas.
References
Arikunto, S. (2006). Prosedur penelitian suatu pendekatan praktik edisi revisi V. Jakarta: Rineka Cipta.
Januszweski, A., & Michael, M. (2008). Educational technology: A definition with commentary. New York: Lawrence Erlbaum Association.
Khoirunnisa, R. (2016). Pemanfaataan media pembelajaran montessori dalam pembelajaran pembendaharaan kata di Sekolah Bulan Bintang Islamic Montessori Preschool. Skripsi tidak diterbitkan. Jakarta: Universitas Negeri Jakarta.
Miarso, Y. (2004). Menyemai benih teknologi pendidikan. Jakarta: Pustekkom bekerjasama dengan Kencana.
Rosfita, I. (2017). Penerapan metode pembelajaran karyawisata pada mata pelajaran sejarah bagi siswa SMPHomeschooling Prigama Jakarta. Skripsi tidak diterbitkan. Jakarta: Universitas Negeri Jakarta.
Seels, B.B., & Rita, C. R. (1994). Teknologi pembelajaran definisi dan kawasannya (terjemahan). Jakarta: Universitas Negeri Jakarta.
Selywn, N. (2011) . Educational and technology: Key issues and debates. London & New York: Continuum.
Sugiyono. (2010). Statistika untuk penelitian. Bandung: Alfabeta.
Undang-Undang Dasar Nomor 20 Tahun 2003 tentang sistem pendidikan nasional.
Warsita, B. (2008). Teknologi pembelajaran landasan & aplikasinya. Jakarta: Rineka Cipta
PENINGKATAN KEMAMPUAN MEMBACA PEMAHAMAN BAHASA INGGRIS MELALUI MEDIA KOMIK BERBAHASA INGGRIS PADA SISWA KELAS VIII MTS
Get PDFGiven the importance to the role of reading about the development of science then there should be efforts to improve students’ reading ability by using the presence of English comics as a medium is expected to make a positive contribution for students through its nature that makes readers are happy. The child’s interest in the story tells a significant emphasis about the need through the use of comic media for learning. This classroom action research aims to improve students’ reading comprehension at VIII C in MTs Subulussalam Kayuagung through English comic media. This research is a Classroom Action Research which is carried out by following John Elliot's model research procedure which includes planning, action, observation, reflection or evaluation. The research was conducted at MTs Subulussalam Kayuagung from the 2017-2018 which was odd semester of 26 students. The research shows that before being given instruction using english comic media the average score of reading student’s understanding is 62,70 (57,70%) with medium category. After reading comprehension learning using english comic media first cycle the average score of students’ comprehension ability increased to 70 (69.23%) still in medium category and done learning on second cycle of reading comprehension ability of student experience increase of average value and percentage equal to 81,54 (88,46%) with very high category.
References
Arikunto, S. (2009). Penelitian tindakan kelas. Jakarta: Bumi Aksara.
Iskandar. (2012). Penelitian tindakan kelas. Jakarta: Referensi (GP Press Group).
Prasetyono, A.E., Amsia, A., & Ekwandari, Y.S. (2015). Pengaruh penggunaan media komik terhadap peningkatan hasil belajar sejarah. PESAGI (Jurnal Pendidikan dan Penelitian Sejarah), 3(6).
Puspitorini, R., Prodjosantoso, A.K., Subali, B. & Jumadi. (2014). Penggunaan media komik dalam pembelajaran IPA untuk meningkatkan motivasi dan hasil belajar kognitif dan afektif. Cakrawala Pendidikan, XXXIII(3), 413-420. doi: http://dx.doi.org/10.21831/cp.v3i3.2385
Rubin, D. (2011). A practical approach to teach reading. Boston: Allyn dan Bacon.
McCloud, S. (2001). Understanding comics. Jakarta: Kepustakaan Populer Gramedia.
McCloud, Scout. (2008). Reinventing comics. Jakarta: Kepustakaan Populer Gramedia.
Somadayo, Samsu. (2011). Strategi dan teknik pembelajaran membaca. Yogyakarta: Graha Ilmu.
Suci, Lestari. (2009). Media komik. Jakarta: Universitas Pendidikan Indonesia.
Yunus, Abidin. (2012). Pembelajaran membaca berbasis pendidikan karakter. Bandung: PT. Refika Aditama
KEEFEKTIFAN BIMBINGAN KELOMPOK COGNITIVE BEHAVIOR DALAM MEREDUKSI POLA PIKIR NEGATIF SISWA SMK
Get PDFThis study aims to examine the effectiveness of cognitive behavior group guidance in reducing the negative mindset of vocational students. The study was carried out starting from February to July 2018, which took place at the SMK Kepuhdoko Tembelang Jombang. This study used an experimental design with the design of the Pretest and Posttest Design Group. Data were analyzed by Paired Sample Test t-test, obtained the result of tcount was 6,500 and probability number (Sig. (2-tailed) was 0.001 with df = 5. Then the results were compared with the ttable at a significant level of 5% test 2 parties with df = 5, so that the ttable is 2.571 or 6,500> 2,571. The probability value obtained is 0.001> 0.005, so it can be concluded that cognitive behavior group guidance is effective in reducing the negative mindset of vocational high-school students based on the results of the research recommended for teacher`s guidance and counseling. Applying cognitive-behavioral group guidance as one of the alternative help in reducing the negative mindset of high-school students. Furthermore, researchers can use the results of this study to be used as a reference related to cognitive behavior group guidance, and further researchers can use research designs other than one group pretest and posttest design, for example time series design and n single-subject design.
References
Arikunto, S. (2010). Penelitian suatu pendekatan praktik edisi revisi. Jakarta: PT. Rineka Cipta.
Depdiknas. (2012). Dokumen kurikulum 2013. Jakarta: Kemendikbud.
Dewi, S., Tobing, D. H., & Hizkia, D. (2014). Kebermaknaan hidup pada anak pidana di Bali. Jurnal Psikologi Udayana, 1(2), 322-334.
Elfiky, I. (2013). Terapi berpikir positif. Jakarta: Penerbit Zaman.
Habsy, B. A. (2017a). Model konseling kelompok cognitive behavior untuk meningkatkan self esteem siswa SMK. Perspektif Ilmu Pendidikan, 31(1), 21-35. doi: https://doi.org/10.21009/PIP.311.4
Habsy, B. A. (2017b). Filosofi ilmu bimbingan dan konseling Indonesia. Jurnal Pendidikan (Teori dan Praktik), 2(1), 1-11. doi: http://dx.doi.org/10.26740/jp.v2n1.p1-11
Habsy, B. A. (2018a). Konseling rasional emotif perilaku: sebuah tinjauan filosofis. Indonesian Journal of Educational Counseling, 2(1), 13-30. doi: https://doi.org/10.30653/001.201821.25
Habsy, B. A. (2018b). Model bimbingan kelompok PPPM untuk mengembangkan pikiran rasional korban bullying siswa SMK etnis Jawa. Jurnal Pendidikan (Teori dan Praktik), 2(2), 91-99. doi: http://dx.doi.org/10.26740/jp.v2n2.p91-99
Hurlock, E. B. (1966). Adolescent development (3rd ed.). New York, NY, US: McGraw-Hill.
Mardhika, R. (2016). Hubungan pola pikir negatif dan kecemasan terhadap cara berbicara di depan umum mahasiswa program studi pendidikan kepelatihan olahraga. Jurnal Buana Pendidikan, 12(22), 88-98. http://jurnal.unipasby.ac.id/index.php/jurnal_buana_pendidikan/article/view/620
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Rusydi, A. (2012). Husn Al-Zhann: Konsep berpikir positif dalam perspektif psikologi islam dan manfaatnya bagi kesehatan mental. Jurnal Proyeksi, 7(1), 1-31. doi: http://dx.doi.org/10.30659/p.7.1.1-31
Santrock, J. W. (2003). Perkembangan remaja. Jakarta: Erlangga.
Sary, Y. N. E. (2017). Perkembangan kognitif dan emosi psikologi masa remaja awal. J-PENGMAS (Jurnal Pengabdian kepada Masyarakat), 1(1), 6-12. http://ojshafshawaty.ac.id/index.php/jpengmas/article/view/1
Siregar, E. Y. (2013). Penerapan cognitive behavior therapy (cbt) terhadap pengurangan durasi bermain games pada individu yang mengalami games addiction. Jurnal Psikologi, 9(1), 17-24. doi: http://dx.doi.org/10.24014/jp.v9i1.136
Sugiyono. (2013). Metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.
Wati, S. (2017). Efektivitas pendekatan konseling kognitif perilaku dalam mengatasi dampak negatif alat komunikasi (smartphone) pada peserta didik kelas XI SMK PGRI 4 Bandar Lampung tahun 2015-2016. Tesis. Lampung: IAIN Raden Intan Lampung