26 research outputs found
PENINGKATAN KETERAMPILAN MENULIS TEKS NARASI MENGGUNAKAN MODEL THINK TALK WRITE (TTW) DI KELAS V SDN 24 PARUPUK TABING KOTA PADANG
No full textThis research was conducted because the narrative text writing skills of fifth-grade students at SDN 24 Parupuk Tabing, Padang City are still low. This is caused by the learning method that still prioritizes teachers, less active student participation, and the implementation of writing stages that are not optimal. The purpose of this research is to improve students' narrative text writing skills by using the Think Talk Write (TTW) learning model. This research uses the Classroom Action Research (CAR) method with qualitative and quantitative approaches. The research was conducted in two cycles, each cycle consisting of planning, implementation, observation, and reflection stages. To collect data, observation, test, and non-test techniques were used. The research subjects included class teachers as observers, researchers as practitioners, and fifth-grade students as participants. The results of the study showed improvements in various aspects. In cycle I, the assessment of the teaching module in cycle I obtained 90% (SB) and increased in cycle II to 95% (SB). The assessment of the teacher aspect reached 82.5% (B) and increased to 95% (SB) in cycle II. Meanwhile, the assessment of the student aspect in cycle I was 82.5% (B) and also increased to 95% (SB) in cycle II. The average narrative text writing skills of students in cycle I was 77.87% (C), and increased to 88.31% (B) in cycle II. Thus, the Think Talk Write (TTW) learning model can improve the narrative text writing skills of fifth grade students of SDN 24 Parupuk Tabing, Padang City
Peningkatan Hasil belajar Tematik terpadu Menggunakan Model Cooperative Learning Tipe Course Review Horay di Kelas V SDN 04 Garegeh Mandiangin Kota Selayan Kota Bukittinggi
No full textRendahnya hasil belajar siswa pada pembelajaran tema terpadu menjadi pendorong dilakukannya penelitian ini. Tujuan penelitian adalah untuk memberikan penjelasan atas kenaikan hasil belajar siswa. Penelitian ini menggunakan metode kualitatif dan kuantitatif dalam penelitian tindakan kelas. Subjek kajian ini adalah 20 instruktur dan siswa kelas 5 SDN 04 Garegeh, Bukittinggi. Data pelaksanaan, hasil belajar, dan data penilaian RPP. Teknik pengumpulan data melalui observasi, tes, dan metode lain selain tes. Pada siklus I rata-rata peningkatan RPP sebesar 86,36 persen, sedangkan pada siklus II sebesar 95,45 persen. Aktivitas siswa dalam menyelesaikan Siklus I rata-rata 84,08%, sedangkan aktivitas siswa dalam menyelesaikan Siklus II rata-rata 93,18%. Hasil belajar siswa pada siklus I rata-rata 77,35, sedangkan hasil belajar guru rata-rata 88,55. Model pembelajaran kooperatif CRH mungkin dapat mendongkrak prestasi belajar siswa
Peningkatan Hasil Belajar Peserta Didik dalam Pembeajaran Tematik Terpadu Menggunakan Model Cooperative Learning Tipe Talking Stick di kelas V SD
No full textPenelitian ini dilatar belakangi oleh rendahnya hasil belajar peserta didik dalam pembelajaran tematik terpadu. Penelitian ini bertujuan untuk mendeskripsikan peningkatan hasil belajar peserta didik pada pembelajaran tematik terpadu dengan menggunakan model Cooperative Learning Tipe Talking Stick di kelas V SDN 10 Puhun Pintu Kabun Kota Bukittinggi.Penelitian ini dilaksanakan di SDN 10 Puhun Pintu Kabun Kota Bukittinggi dengan subjek penelitiannya adalah guru beserta siswa di kelas V. Pendekatan yang digunakan adalah pendekatan kualitatif dan kuantitatif dengan jenis penelitiannya Penelitian Tindakan Kelas(PTK). Penelitian ini dilaksanakan dalam 2 siklus yaitu siklus I dilaksanakan 2 pertemuan dan siklus II dilaksankan 1 pertemuan.Hasil penelitian dilihat dari aspek Rencana Pelaksanaan Pembelajaran di siklus I diperoleh rata-rata 86,10%(B) dan pada siklus II meningkat menjadi 94,44%(A). Pelaksanaan pembelajaran pada aspek guru siklus I diperoleh rata-rata yaitu 77,5%(C), dan pada siklus II meningkat menjadi 97,5%(A). Aspek peserta didik pada siklus I diperoleh rata-rata 76,25%(C), dan pada siklus II meningkat menjadi 97,5%(A). Hasil belajar peserta didik pada siklus I diperoleh rata-rata 78,25 dan pada siklus II meningkat menjadi 90,47.Dengan demikian model Cooperative Learning Tipe Talking Stick dapat meningkatkan hasil belajar pada pembelajaran tematik terpadu di sekolah dasar
Penggunaan Model Problem-Based Learning (PBL) Untuk Meningkatkan Hasil Belajar Siswa Pada Pembelajaran Tematik Terpadu Kelas V SD
No full textThis study was inspired by field data that do not conform to ideal conditions, so there is still little impact on student learning outcomes. In general, this study aims to describe how integrated thematic learning in grade V SD using the Problem Based Learning (PBL) model improved student learning outcomes. Classroom action research, also known as CAR, employs both qualitative and quantitative methods. The study was carried out during the second semester of the academic year 2022–2023. The outcomes showed that in arranging cycle I acquired a normal of 87.45% then expanded in cycle II to 97.2%, execution of learning on the educator viewpoint, cycle I got a normal of 82.1% and encountered an expansion in cycle II to 92.8% and on the understudy perspective, cycle I got a typical score of 82.1% then expanded in cycle II to 92.8%, understudy learning results in cycle I got a typical score of 76.81 then expanded in cycle II to 89.73 . The Problem-Based Learning (PBL) model has the potential to enhance student learning outcomes in class V SD thematic learnin
PENGEMBANGAN BUDAYA LITERASI DIGITAL MEDIA PEMBELAJARAN MENGGUNAKAN APLIKASI CANVA DISEKOLAH DASAR PADA KURIKULUM MERDEKA BELAJAR
No full textLearning in the 21st century is full of creativity. relevant to the opinion ofrahmawati, farida., & atmojo (2021) that 21st century learning is based oninformation and communication technology and is constructionist. with that,teachers are required to develop interesting and student-centered learning. in thisera, teachers act as facilitators. Literacy is defined as the ability to read and writecharacters while media means an intermediary that can take the form of objects,people or events. so it can be concluded that media literacy is the ability to search,study, and utilize various forms of media. This research uses library research,namely looking for research sources by collecting from several literatures sourcedfrom journals, books and other sources. Digital literacy is a person's ability or skillto process, analyze, and evaluate technology-based media. With the currentcondition of literacy, Indonesia's literacy level is still low due to a lack ofunderstanding of the correct basic literacy concepts or it could also be becausethe implementation of literacy implementation is less supportive and sustainable.With a low reading culture, Canva can be used as a tool or media that can attractliteracy culture with attractive designs. The media engaged in the field of digitalliteracy culture is canva. The use of canva application media can develop aliteracy culture digital elementary school students so that it can have a positiveimpact, students are more interested and enthusiastic about participating inlearning activities, making it easier for students to get information, expressingstudent creativity so that they can develop knowledge and creativity
Pengembangan Media Pembelajaran Berbasis Gimkit pada Pembelajaran Bahasa Indonesia Kelas V SD di Kota Bukittinggi
No full textPenelitian ini dilatar belakangi oleh minimnya penggunaan IT yang sudah difasilitasi oleh sekolah dalam menciptakan media pembelajaran yang kreatif, inovatif, menarik dan mengikuti perkembangan zaman. Sehingga guru perlu meningkatkan dan memanfaatkan media dan fasilitas sekolah dalam menciptakan media pembelajaran. Jenis penelitian yang digunakan pada penelitian ini adalah penelitian pengembangan Research and Development (R&D) menggunakan model ADDIE. Model ADDIE ini terdiri dari lima Langkah yakni analysis, design, development, implementation dan evaluation. Hasil penelitian media pembelajaran memperoleh Tingkat kevalidan dari aspek materi yakni 90%, aspek Bahasa dengan persentase 91% aspek media dengan persentase yakni 90% dengan kategori sangat valid. Selanjutnya hasil uji praktikalitas dari respon guru di sekolah uji coba adalah 92,5% dan perenstase dari peserta didik sebesar 87,7% dengan kategori sangat praktis. Adapun hasil praktikalitas di sekolah penelitian, praktikalitas guru memperoleh persentase sebesar 95% dengan kategori sangat praktis dan dari peserta didik memperoleh hasil 89,5% dengan kategori sangat praktis. Hasil uji efektivitas pada sekolah uji coba berdasarkan hasil uji N-Gain memeperoleh nilai sebesar 76,25 dengan kategori efektif, hasil uji efektivitas pada sekolah penelitian (eksperimen ) memeperoleh hasil 79,16 dengan kategori efektif dan terakhir pada sekolah control yaitu berdasarkan hasil pengolahan data hasil pretest dan postest di N-Gain mendapatkan nilai 76,22 dengan kategori efektif. Dengan demikian dapat disimpulkan bahwasanya media pembelajaran berbasis Gimkit pada materi Kata Sinonim dan Antonim di kelas V SD Kota Bukittinggi dapat dinyatakan valid, praktis, dan efektif untuk digunakan didalam proses pembelajaran
Peningkatan Hasil Belajar Peserta Didik Menggunakan Model Teams Games Tournament Pada Pembelajaran Tematik Terpadu Di Kelas III SD Negeri 01 Sungai Antuan Kabupaten Lima Puluh Kota
No full textPenelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik pada pembelajaran tematik terpadu di kelas III SD Negeri 01 Sungai Antuan Kabupaten Lima Puluh Kota. Penelitian ini bertujuan untuk mendeskripsikan penerapan model Teams Games Tournament dalam meningkatkan hasil belajar peserta didik di kelas III SD Negeri 01 Sungai Antuan. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan pendekatan kualitatif dan kuantitatif. Penelitian ini dilaksanakan dalam dua siklus, yaitu siklus I dengan 2 pertemuan, dan siklus II dengan 1 pertemuan. Subjek dalam penelitian ini adalah guru dan peserta didik kelas III SD Negeri 01 Sungai Antuan Kabupaten Lima Puluh Kota yang berjumlah 18 orang. Hasil Penelitian menunjukkan peningkatan pada: a) RPP siklus I dengan rata-rata 81,9% (B), dan siklus II 94,4% (SB), b) pelaksanaan pembelajaran pada aspek guru siklus I dengan 82,1% (B), pada siklus II meningkat menjadi 96,4% (SB), c) pelaksanaan pada aspek peserta didik siklus I dengan 78,5% (C), pada siklus II menjadi 92,8% (SB). Peningkatan hasil belajar peserta didik adalah sebagai berikut: a) aspek sikap siklus I pertemuan 1 terdapat 1 peserta didik dengan perilaku positif menonjol, pada siklus I pertemuan 2 terdapat 2 peserta didik dengan perilaku positif menonjol, dan pada siklus II meningkat menjadi 4 peserta didik dengan perilaku positif menonjol, b) aspek pengetahuan siklus I diperoleh rata-rata 74,8 (C), dan siklus II 87,6 (B), c) aspek keterampilan siklus I diperoleh rata-rata 76,6 (C) dan pada siklus II 88,3 (B). Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa model Teams Games Tournament dapat meningkatkan hasil belajar peserta didik
THE PARADIGMOF SCIENCE-RELIGION INTERCONNECTION IN THE STUDY OF LANGUAGE: THE CASE OF ORIGINS OF LANGUAGE
No full textLanguage is the most important single characteristic that distinguishes human beings from other animal species. Human language appears to be a unique phenomenon.The ability of┬á human to communicate with one another in intelligent, symbolic, often abstract speech and writing is considered as a complete mystery to evolutionists. Even, they are unable to elucidate how language origanated. The linguists, then, propose various theories on the origins of language. Unfortunately, there is also insufficient theory which explains not only how human speech came about, but also why there are many different languages which have been developed in the world. In the paradigm of science-religion interconnection, such case can be connected to the exploration of verses of QurÔÇÖan which discusses humanÔÇÖs language. As a permanent miracle which was revealed by God the prophet Muhammad (peace and blessings of God upon him) during twenty-two years of MuhammadÔÇÖs messengership, the Holy QurÔÇÖan profoundly speaks about human linguistic communication. This discusses the theory of origins of human language based on perspective of QurÔÇÖan and science. The evidence conclusively implies that God creates humans with the unique ability in oral and written communication, and even teach them to speak
BUILDING TEACHERSÔÇÖ INTERCULTURAL COMMUNICATION COMPETENCE IN THE DIGITAL ERA
No full textThis paper discusses the concept of intercultural communication competence and intercultural communication in education settings. The digital era which is indicated by the explosion of communication technologies has tremendous implication for intercultural communication. Intercultural communication is a transactional and symbolic process involving the attribution of meaning between people from different culture. It may occur not only in virtual environment in which people interact through communication technology media, but also in non-virtual settings. The ultimate terminal of intercultural communication skill is the ability to interact appropriately and effectively with those from other cultural background. Thus, teachers should master the intercultural communication competence, as learners and teachers come from a variety of cultural backgrounds and bring a variety of expectations to the interaction
