This research is motivated by the low ability of teachers to use the environment as a source of learning in TK Santo Tarcisius Dumai. This can be seen from the symptoms that there are still many kindergarten teachers who have not implemented the concept of environmentally sound implementation, there are still a few kindergarten teachers who empower the environment as a source of learning, there are still some educational institutions, especially kindergartens, who do not understand the concept of an environmentally sound school. The subjects in this study were teachers who teach in kindergarten. This type of research is school action research (PTS) which aims to determine the success of increasing teachers' abilities in utilizing the environment as a source of learning in teaching through demonstration methods at Kindergarten of Santo Tarcisius Dumai. Based on the results of the analysis and discussion of cycle I and cycle II mentioned above, it can be concluded that the application of the demonstration method can improve the teacher's ability to utilize the environment as a learning resource in Kindergarten of Santo Tarcisius Dumai. In the first cycle, the teacher's ability to use the environment as a learning resource obtained a classical value of 67% and increased in cycle II by 85%.
{"title":"IMPLEMENTATION OF THE DEMONSTRATION METHOD TO IMPROVE THE ABILITY OF TEACHERS IN UTILIZING THE ENVIRONMENT AS A LEARNING RESOURCE IN SANTO TARCISIUS DUMAI KINDERGARTEN","authors":"Aida Aida","doi":"10.33578/pjr.v7i1.9096","DOIUrl":"https://doi.org/10.33578/pjr.v7i1.9096","url":null,"abstract":"This research is motivated by the low ability of teachers to use the environment as a source of learning in TK Santo Tarcisius Dumai. This can be seen from the symptoms that there are still many kindergarten teachers who have not implemented the concept of environmentally sound implementation, there are still a few kindergarten teachers who empower the environment as a source of learning, there are still some educational institutions, especially kindergartens, who do not understand the concept of an environmentally sound school. The subjects in this study were teachers who teach in kindergarten. This type of research is school action research (PTS) which aims to determine the success of increasing teachers' abilities in utilizing the environment as a source of learning in teaching through demonstration methods at Kindergarten of Santo Tarcisius Dumai. Based on the results of the analysis and discussion of cycle I and cycle II mentioned above, it can be concluded that the application of the demonstration method can improve the teacher's ability to utilize the environment as a learning resource in Kindergarten of Santo Tarcisius Dumai. In the first cycle, the teacher's ability to use the environment as a learning resource obtained a classical value of 67% and increased in cycle II by 85%.","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46370894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The problem in this study is the low activity and student learning outcomes in learning natural sciences. The INTERNAL model integrates Inquiry, Number Head Together, and snowball throwing. This study uses a qualitative approach and the type of classroom action research (CAR), which was held for four meetings. Data analysis in the form of teacher activity sheets, student activity sheets, and student learning outcomes sheets. Data collection techniques in the form of observation and writing tests. The study subjects were the fifth-grade students of SDN Swato 2 Tapin for the academic year 2021/2022, a total of 32 students. The activity success indicator scores 58-72, and student learning outcomes with minimum standards <70 with classical>80%. The study results indicate that the teacher's activity at the first meeting scored 54 with the "Good" criteria, increasing at the fourth meeting with a score of 74 with the "Verry Good" criteria. Student activity classically at the first meeting reached 25" on the "Very Active" criteria, increased at the fourth meeting to 83,3% with the "Very Activity" criteria. Student learning outcomes at the first meeting with 50% classical completeness increased at the fourth meeting with 100% classical completeness. It can be concluded that applying the internal learning model can improve student activities and learning outcomes.
这项研究的问题是，在学习自然科学的过程中，学生的活动和学习成果都很低。INTERNAL模型集成了Inquiry、Number Head Together和雪球投掷。本研究采用了定性方法和课堂行动研究（CAR）类型，共举行了四次会议。教师活动表、学生活动表和学生学习成果表形式的数据分析。观察和写作测试形式的数据收集技术。研究对象是SDN Swato 2 Tapin 2021/2022学年五年级的学生，共有32名学生。活动成功指标得分为58-72，学生学习成绩最低标准为80%。研究结果表明，教师在第一次会议上的活动得分为54分，符合“良好”标准，在第四次会议上，教师的活动得分增加，达到74分，符合《Verry Good》标准。学生活动在第一次会议上达到了“非常活跃”标准的25%，在第四次会议上增加到了“非常活动”标准的83,3%“标准。第一次会议的学生学习成绩达到50%的经典完整性，第四次会议的学习成绩达到100%的经典完整度。可以得出结论，应用内部学习模型可以改善学生的活动和学习成绩。
{"title":"IMPROVING SCIENCE LEARNING ACTIVITIES AND OUTCOMES USING AN \"INTERNAL\" LEARNING MODEL","authors":"Fathul Jannah, Raihanah Sari, Yogi Prihandoko, Yogo Dwi Prasetyo, Sonia Indriati","doi":"10.33578/pjr.v7i1.9002","DOIUrl":"https://doi.org/10.33578/pjr.v7i1.9002","url":null,"abstract":"The problem in this study is the low activity and student learning outcomes in learning natural sciences. The INTERNAL model integrates Inquiry, Number Head Together, and snowball throwing. This study uses a qualitative approach and the type of classroom action research (CAR), which was held for four meetings. Data analysis in the form of teacher activity sheets, student activity sheets, and student learning outcomes sheets. Data collection techniques in the form of observation and writing tests. The study subjects were the fifth-grade students of SDN Swato 2 Tapin for the academic year 2021/2022, a total of 32 students. The activity success indicator scores 58-72, and student learning outcomes with minimum standards <70 with classical>80%. The study results indicate that the teacher's activity at the first meeting scored 54 with the \"Good\" criteria, increasing at the fourth meeting with a score of 74 with the \"Verry Good\" criteria. Student activity classically at the first meeting reached 25\" on the \"Very Active\" criteria, increased at the fourth meeting to 83,3% with the \"Very Activity\" criteria. Student learning outcomes at the first meeting with 50% classical completeness increased at the fourth meeting with 100% classical completeness. It can be concluded that applying the internal learning model can improve student activities and learning outcomes.","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46156102","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is based on the teachers’ low creativity at SMP Negeri 4 Dumai. Therefore, it is necessary to take an action to overcome this problem through the implementation of audio-visual media. Based on the description regarding the identification and limitation of the problem, this paper is focused on increasing teacher creativity. Hence, the formulation of the problem is whether there is an improvement in teacher creativity through the implementation of audio-visual media at SMP Negeri 4 Dumai. In accordance with the background and formulation of the problem, this paper aims to increase the creativity of teachers in SMP Negeri 4 Dumai through the implementation of audio-visual media. This type of research is school action research (PTS) which aims to determine the success of teachers’ creativity improvement in teaching through the use of audio-visual media at SMP Negeri 4 Dumai. Based on the results of the analysis and discussion, it can be concluded that teacher creativity in teaching at SMP Negeri 4 Dumai can be increased through the use of audio-visual media. Thus, the teacher acceptance rate increased. Comparison of teacher creativity in teaching in cycle I increased in cycle II. If cycle I that achieved 65% was increased to 71.5% in cycle II.
本文的研究对象是内格里4杜麦中学教师创造力低下。因此，有必要采取行动，通过视听媒体的实施来克服这一问题。在对问题的识别和局限性进行描述的基础上，本文将重点放在提高教师创造力上。因此，问题的提法是通过在SMP Negeri 4 Dumai实施视听媒体是否能提高教师的创造力。根据问题产生的背景和构想，本研究旨在通过视听媒体的实施，提高内格里4杜麦中学教师的创造力。这种类型的研究是学校行动研究(PTS)，其目的是确定在SMP Negeri 4 Dumai通过使用视听媒体来提高教师在教学中的创造力的成功。根据分析和讨论的结果，可以得出结论，在SMP Negeri 4 Dumai教学中，教师的创造力可以通过视听媒体的使用来提高。因此，教师的录取率提高了。第一阶段教师教学创造性的比较在第二阶段有所增加。如果第一轮达到65%，在第二轮增加到71.5%。
{"title":"INCREASING TEACHERS' CREATIVITY IN TEACHING THROUGH THE IMPLEMENTATION OF AUDIO VISUAL MEDIA IN SMP NEGERI 4 DUMAI","authors":"Leni Suryani","doi":"10.33578/pjr.v7i1.9122","DOIUrl":"https://doi.org/10.33578/pjr.v7i1.9122","url":null,"abstract":"This paper is based on the teachers’ low creativity at SMP Negeri 4 Dumai. Therefore, it is necessary to take an action to overcome this problem through the implementation of audio-visual media. Based on the description regarding the identification and limitation of the problem, this paper is focused on increasing teacher creativity. Hence, the formulation of the problem is whether there is an improvement in teacher creativity through the implementation of audio-visual media at SMP Negeri 4 Dumai. In accordance with the background and formulation of the problem, this paper aims to increase the creativity of teachers in SMP Negeri 4 Dumai through the implementation of audio-visual media. This type of research is school action research (PTS) which aims to determine the success of teachers’ creativity improvement in teaching through the use of audio-visual media at SMP Negeri 4 Dumai. Based on the results of the analysis and discussion, it can be concluded that teacher creativity in teaching at SMP Negeri 4 Dumai can be increased through the use of audio-visual media. Thus, the teacher acceptance rate increased. Comparison of teacher creativity in teaching in cycle I increased in cycle II. If cycle I that achieved 65% was increased to 71.5% in cycle II.","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44431517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Titi Yustia Siregar, Mangatur Sinaga, Charlina Charlina
This paper describes and analyzes the language politeness among students of SMP Negeri 2 Kelayang Kelayang District in Indragiri Hulu Regency. It is qualitative research using an analytical descriptive method, namely analyzing and exposing data found in the form of words. Data analysis techniques begin with data reduction, presentation, and making conclusions and verification of the data. The data collection techniques carried out are recording, listening, and taking notes techniques. The source of the research data is inter-student speech. Based on the research results, it was found that the forms of language politeness compliance were the obedience of the maxim of wisdom, the obedience of the generosity maxim, the obedience of the praise maxim, the obedience of the humility maxim, the obedience of the agreement maxim, and the obedience of sympathy maxim. In addition to the obedience of language politeness, violations of language politeness were also found, namely violations of the maxim of wisdom, violations of the generosity maxim, violations of the praise maxim, violations of the humility maxim, violations of the agreement maxim, and violations of the sympathy maxim. The dominant maxim is the violation of the maxim of praise. In addition to the violation of the praise maxim, a dominant maxim refers to obedience to the generosity maxim.
本文描述和分析了因德拉吉里Hulu县克拉扬区SMP Negeri 2学生的语言礼貌。它是一种定性研究，使用分析描述性的方法，即分析和揭示以文字形式发现的数据。数据分析技术从数据简化、呈现、得出结论和验证数据开始。数据收集技术包括录音、聆听和记笔记技术。研究数据的来源是学生间的讲话。根据研究结果发现，语言礼貌遵从的形式有智慧准则的服从、慷慨准则的服从、赞美准则的服从、谦卑准则的服从、认同准则的服从和同情准则的服从。除了对语言礼貌的服从外，还发现了对语言礼貌的违反，即对智慧准则的违反、对慷慨准则的违反、对赞美准则的违反、对谦卑准则的违反、对一致准则的违反和对同情准则的违反。占主导地位的准则是对赞美准则的违背。除了违反赞美准则外，一个主导准则是服从慷慨准则。
{"title":"INTER-STUDENTS’ LANGUAGE POLITENESS OF SMP NEGERI 2 KELAYANG INDRAGIRI HULU","authors":"Titi Yustia Siregar, Mangatur Sinaga, Charlina Charlina","doi":"10.33578/pjr.v7i1.9108","DOIUrl":"https://doi.org/10.33578/pjr.v7i1.9108","url":null,"abstract":"This paper describes and analyzes the language politeness among students of SMP Negeri 2 Kelayang Kelayang District in Indragiri Hulu Regency. It is qualitative research using an analytical descriptive method, namely analyzing and exposing data found in the form of words. Data analysis techniques begin with data reduction, presentation, and making conclusions and verification of the data. The data collection techniques carried out are recording, listening, and taking notes techniques. The source of the research data is inter-student speech. Based on the research results, it was found that the forms of language politeness compliance were the obedience of the maxim of wisdom, the obedience of the generosity maxim, the obedience of the praise maxim, the obedience of the humility maxim, the obedience of the agreement maxim, and the obedience of sympathy maxim. In addition to the obedience of language politeness, violations of language politeness were also found, namely violations of the maxim of wisdom, violations of the generosity maxim, violations of the praise maxim, violations of the humility maxim, violations of the agreement maxim, and violations of the sympathy maxim. The dominant maxim is the violation of the maxim of praise. In addition to the violation of the praise maxim, a dominant maxim refers to obedience to the generosity maxim.","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48188660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ety Youhanita, Durrotun Nafisah, Evi Aulia Rachma, Ratna Nurdiana, Nur Fithria Wiji Astutik
Education is one of the important fields or elements in the progress of the State, therefore, the government is currently carrying out an educational revolution which aims to improve the quality of education in the terms of basic and high level learning. One of the efforts to improve the quality of education is by increasing bilingual ability in the kindergarten. Bilingual ability is the ability which use two languages as a means of daily communication, the bilingual ability can be developed through the bilingual learning which is taught early to the students which has the benefit to develops the students' cognitive abilities, and introduces the students to a more diverse foreign culture. To develop the bilingual ability at the basic level, flashcard media will be developed with the aim of improving the bilingual ability in the kindergarten in the group B at Cambodian Kindergarten in Lamongan with the theme of transportation that meets the validity criteria and practicality criteria for the kindergarten students. The test result of the flashcard media of the material experts was 89.9% with very good criteria and the test result of the media experts was 76.8% with good criteria. While the test result of the individual was 91.2% with very good criteria, the test result of the small group was 90.6% with very good criteria and the test result of large group was 92.2% with very good criteria. From the test results, it shows that the development of the flashcard media is suitable with the learning objectives set and the use of flashcard media can achieve the learning objectives to improve the bilingual ability in the kindergarten.
{"title":"THE DEVELOPMENT OF FLASHCARD MEDIA TO IMPROVE BILINGUAL ABILITY IN THE KINDERGARTEN","authors":"Ety Youhanita, Durrotun Nafisah, Evi Aulia Rachma, Ratna Nurdiana, Nur Fithria Wiji Astutik","doi":"10.33578/pjr.v7i1.9138","DOIUrl":"https://doi.org/10.33578/pjr.v7i1.9138","url":null,"abstract":"Education is one of the important fields or elements in the progress of the State, therefore, the government is currently carrying out an educational revolution which aims to improve the quality of education in the terms of basic and high level learning. One of the efforts to improve the quality of education is by increasing bilingual ability in the kindergarten. Bilingual ability is the ability which use two languages as a means of daily communication, the bilingual ability can be developed through the bilingual learning which is taught early to the students which has the benefit to develops the students' cognitive abilities, and introduces the students to a more diverse foreign culture. To develop the bilingual ability at the basic level, flashcard media will be developed with the aim of improving the bilingual ability in the kindergarten in the group B at Cambodian Kindergarten in Lamongan with the theme of transportation that meets the validity criteria and practicality criteria for the kindergarten students. The test result of the flashcard media of the material experts was 89.9% with very good criteria and the test result of the media experts was 76.8% with good criteria. While the test result of the individual was 91.2% with very good criteria, the test result of the small group was 90.6% with very good criteria and the test result of large group was 92.2% with very good criteria. From the test results, it shows that the development of the flashcard media is suitable with the learning objectives set and the use of flashcard media can achieve the learning objectives to improve the bilingual ability in the kindergarten.","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48469830","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper is indicated by Business Economics students’ low learning motivation at class X OTKP of SMK Telkom Pekanbaru. This paper analyzes the differences in students’ learning motivation through the application of Team Game Tournament (TGT) as a cooperative learning model. This paper uses experimental research with the pre-experimental or quasi-experimental with the One-group pretest and posttest research design. The research was conducted at Telkom Vocational School Pekanbaru for students at class X of Office Administration who took Business Economics as an Experiment class. Data were collected through questionnaires and observation sheets. Data were analyzed using descriptive statistics through the N-gain test and paired sample t-test. The results indicate that the average student’s learning motivation was higher than the average student’s learning motivation before the application of the Team Game Tournament (TGT) learning model. It is proven from the results of the N-Gain test and Paired Sample T-Test that there are significant differences in students’ learning motivation after and before applying the model. Thus, one of the methods that can be applied by the teacher to increase students’ learning motivation is to apply the Team Game Tournament (TGT) cooperative learning model.
{"title":"APPLICATION OF TEAM GAME TOURNAMENT (TGT) AS A COOPERATIVE LEARNING MODEL TO INCREASE STUDENTS’ LEARNING MOTIVATION OF CLASS X OTKP IN BUSINESS ECONOMICS LEARNING SUBJECTS AT SMK TELKOM PEKANBARU","authors":"Nabila Alfiyah Putri, Suarman Suarman, Hardisem Syabrus","doi":"10.33578/pjr.v7i1.9040","DOIUrl":"https://doi.org/10.33578/pjr.v7i1.9040","url":null,"abstract":"This paper is indicated by Business Economics students’ low learning motivation at class X OTKP of SMK Telkom Pekanbaru. This paper analyzes the differences in students’ learning motivation through the application of Team Game Tournament (TGT) as a cooperative learning model. This paper uses experimental research with the pre-experimental or quasi-experimental with the One-group pretest and posttest research design. The research was conducted at Telkom Vocational School Pekanbaru for students at class X of Office Administration who took Business Economics as an Experiment class. Data were collected through questionnaires and observation sheets. Data were analyzed using descriptive statistics through the N-gain test and paired sample t-test. The results indicate that the average student’s learning motivation was higher than the average student’s learning motivation before the application of the Team Game Tournament (TGT) learning model. It is proven from the results of the N-Gain test and Paired Sample T-Test that there are significant differences in students’ learning motivation after and before applying the model. Thus, one of the methods that can be applied by the teacher to increase students’ learning motivation is to apply the Team Game Tournament (TGT) cooperative learning model.","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48731002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mandarin is the second international language that is widely studied in schools. Mandarin is unique in its tone, Han characters, and how it is pronounced. In learning a language, textbooks are needed that are appropriate to the level of the learner. Many schools include Mandarin as both intra-curricular and extra-curricular activities, one of which is Kalam Kudus Junior High School, Bandung, with the aim of learning to target students to have four basic language skills namely reading, listening, writing, speaking with balanced competence. Of course, they also expect their students to be able to recognize Han's characters. This study focuses on the analysis of the use of the Hanyu Jiaocheng Book in Grade 8 Kalam Kudus Junior High School, Bandung. This study uses qualitative research methods with data collection techniques in the form of interviews, questionnaires, and direct observation. From the research that the writers conducted, it was found that the Hanyu Jiaocheng textbooks used in Kalam Kudus Junior High School, Bandung, Bandung were still not relevant to the goals set by the school because the textbooks did not contain listening exercises, besides teachers and students found ithem difficult because the textbooks are in English as the descriptions. The writers hopes that this research can provide input to schools to review the Chinese textbooks used to improve the learning process of Mandarin in the future.
{"title":"ANALYSIS OF THE USAGE OF HANYU JIAOCHENG TEXTBOOK IN THE EIGHTH GRADE AT KALAM KUDUS JUNIOR HIGH SCHOOL, BANDUNG","authors":"Kezia Forienka Carrin Natasha, Selvia Selvia","doi":"10.33578/pjr.v7i1.8883","DOIUrl":"https://doi.org/10.33578/pjr.v7i1.8883","url":null,"abstract":"Mandarin is the second international language that is widely studied in schools. Mandarin is unique in its tone, Han characters, and how it is pronounced. In learning a language, textbooks are needed that are appropriate to the level of the learner. Many schools include Mandarin as both intra-curricular and extra-curricular activities, one of which is Kalam Kudus Junior High School, Bandung, with the aim of learning to target students to have four basic language skills namely reading, listening, writing, speaking with balanced competence. Of course, they also expect their students to be able to recognize Han's characters. This study focuses on the analysis of the use of the Hanyu Jiaocheng Book in Grade 8 Kalam Kudus Junior High School, Bandung. This study uses qualitative research methods with data collection techniques in the form of interviews, questionnaires, and direct observation. From the research that the writers conducted, it was found that the Hanyu Jiaocheng textbooks used in Kalam Kudus Junior High School, Bandung, Bandung were still not relevant to the goals set by the school because the textbooks did not contain listening exercises, besides teachers and students found ithem difficult because the textbooks are in English as the descriptions. The writers hopes that this research can provide input to schools to review the Chinese textbooks used to improve the learning process of Mandarin in the future.","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43854669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For S1 nursing students at the University of Bina Sehat PPNI Mojokerto, this study intends to detail the planning, implementation, and evaluation of the application of the guided inquiry approach. The lecturer solely serves as a facilitator while using the guided inquiry technique, which offers possibilities for students to actively participate in learning activities. Materials for creating community service proposals, carrying out community service, and writing articles about community service are examples of how the guided inquiry technique is applied. This study used a qualitative research design, which generates descriptive information via interviews, observations of people's behavior, or written or spoken statements from participants. Observation, interviews, and documentation are all forms of data collecting. The researcher's data analysis is summarized as follows: (1) Data compression In this activity, data are chosen based on their level of relevance and their relationship to data groupings. Additionally, data are gathered into one unit and codes are created. (2) presenting data by assembling pertinent data, and (3) drawing inferences to understand the significance of the sporadic symptoms. The use of the guided inquiry technique in language acquisition can be divided into three categories based on the findings and discussion: planning, implementing, and evaluating the application of the guided inquiry method. The guided inquiry approach is inserted into the student learning experience section of the lecturer planning section. Students use the guided inquiry approach in the application part, starting with problem-solving, hypothesis-making, evidence-gathering, hypothesis-testing, and conclusion-drawing. Additionally, the researcher created an evaluation criterion to test students' proficiency using the guided inquiry method. When the guided inquiry approach is used, students get learning opportunities, particularly ones that help them develop their speaking and writing skills, which are two forms of productive language. The kids' capacity to carry out instruction at school and produce articles for community service serves as evidence of this.
针对Mojokerto比纳塞哈特大学(University of Bina Sehat PPNI Mojokerto)的S1名护理专业学生，本研究旨在详细介绍指导性询问方法的规划、实施和应用评估。讲师在使用引导式探究技术的同时，仅仅充当引导者的角色，为学生积极参与学习活动提供了可能性。创建社区服务提案、开展社区服务和撰写社区服务文章的材料都是如何应用指导性询问技术的例子。这项研究采用了定性研究设计，通过访谈、对人们行为的观察或参与者的书面或口头陈述来产生描述性信息。观察、访谈和记录都是数据收集的形式。研究人员的数据分析总结如下:(1)数据压缩在该活动中，根据数据的相关性水平和与数据分组的关系来选择数据。此外，数据被收集到一个单元并创建代码。(2)通过收集相关数据来呈现数据;(3)通过推断来理解散发症状的意义。根据研究结果和讨论，引导性查询技术在语言习得中的应用可以分为三类:计划、实施和评估引导性查询方法的应用。在讲师策划部分的学生学习经验部分插入了指导性探究方法。学生在应用部分使用引导探究的方法，从解决问题、提出假设、收集证据、检验假设和得出结论开始。此外，研究者创造了一个评价标准来测试学生的熟练程度，使用引导探究法。当使用指导性探究方法时，学生获得了学习机会，特别是那些帮助他们发展口语和写作技能的机会，这是两种生产语言的形式。孩子们在学校进行教学和为社区服务制作文章的能力就是证据。
{"title":"APPLICATION OF GUIDED INQUIRY METHOD IN LEARNING BAHASA FOR S-1 NURSING STUDENTS","authors":"M. Zainudin, Eka Nurjanah","doi":"10.33578/pjr.v7i1.9089","DOIUrl":"https://doi.org/10.33578/pjr.v7i1.9089","url":null,"abstract":"For S1 nursing students at the University of Bina Sehat PPNI Mojokerto, this study intends to detail the planning, implementation, and evaluation of the application of the guided inquiry approach. The lecturer solely serves as a facilitator while using the guided inquiry technique, which offers possibilities for students to actively participate in learning activities. Materials for creating community service proposals, carrying out community service, and writing articles about community service are examples of how the guided inquiry technique is applied. This study used a qualitative research design, which generates descriptive information via interviews, observations of people's behavior, or written or spoken statements from participants. Observation, interviews, and documentation are all forms of data collecting. The researcher's data analysis is summarized as follows: (1) Data compression In this activity, data are chosen based on their level of relevance and their relationship to data groupings. Additionally, data are gathered into one unit and codes are created. (2) presenting data by assembling pertinent data, and (3) drawing inferences to understand the significance of the sporadic symptoms. The use of the guided inquiry technique in language acquisition can be divided into three categories based on the findings and discussion: planning, implementing, and evaluating the application of the guided inquiry method. The guided inquiry approach is inserted into the student learning experience section of the lecturer planning section. Students use the guided inquiry approach in the application part, starting with problem-solving, hypothesis-making, evidence-gathering, hypothesis-testing, and conclusion-drawing. Additionally, the researcher created an evaluation criterion to test students' proficiency using the guided inquiry method. When the guided inquiry approach is used, students get learning opportunities, particularly ones that help them develop their speaking and writing skills, which are two forms of productive language. The kids' capacity to carry out instruction at school and produce articles for community service serves as evidence of this.","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45577679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper describes the evaluation program approach in education. This approach is carried out to evaluate the student’s achievement level in learning. This activity needs to be conducted to help teachers thoroughly so that inputs and processes in learning can be contained in the learning process. The use of method is applied based on a literature review through meta-analysis derived from the results of reviewing journals regarding the implementation of the evaluation program approach in learning that has the same topic in this paper, analyzed, and compared to the review results, which are described in good language. The research result indicates eight approach models in the evaluation of educational programs, which are the CIPP model, Provus model, Stake model, Kirkpatrick model, Brinkerhoff model, Congruence model, Illuminative model, and Logical model. The CIPP model is an approach that teachers often use because it includes context, input, process, and outcome evaluation. The results of applying this approach model can be carried out thoroughly so that it can be applied to every learning subject.
{"title":"EVALUATION PROGRAM APPROACH IN EDUCATION","authors":"Ira Rahmayuni Jusar, A. Ambiyar, Ishak Aziz","doi":"10.33578/pjr.v7i1.9095","DOIUrl":"https://doi.org/10.33578/pjr.v7i1.9095","url":null,"abstract":"This paper describes the evaluation program approach in education. This approach is carried out to evaluate the student’s achievement level in learning. This activity needs to be conducted to help teachers thoroughly so that inputs and processes in learning can be contained in the learning process. The use of method is applied based on a literature review through meta-analysis derived from the results of reviewing journals regarding the implementation of the evaluation program approach in learning that has the same topic in this paper, analyzed, and compared to the review results, which are described in good language. The research result indicates eight approach models in the evaluation of educational programs, which are the CIPP model, Provus model, Stake model, Kirkpatrick model, Brinkerhoff model, Congruence model, Illuminative model, and Logical model. The CIPP model is an approach that teachers often use because it includes context, input, process, and outcome evaluation. The results of applying this approach model can be carried out thoroughly so that it can be applied to every learning subject. ","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45892357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The implementation of project-based learning in social sciences learning subjects contains learning material regarding the types of social institutions, religion, economics, and politics. The purpose of this paper is to describe the evaluation of project-based learning in social science learning subjects in elementary schools. The method used is a literature review with a meta-analysis of ten national-indexed journal review results based on the evaluation of project-based learning on learning subjects in elementary schools. The research results were grouped and analyzed based on the evaluation of project-based learning in social sciences learning subjects in elementary schools. The analysis results of a number of research indicate that there are (a) inadequacies of teacher skills in the use of learning models that encourage students in the learning process, (b) inadequate learning media used in social sciences learning subjects, (c) still using conventional teaching method in teaching and learning process so that students do not achieve the results from learning, and (d) insufficient teacher’s competence in the implementation of project-based learning in social sciences learning subjects in elementary schools. Through the four results of the evaluation of social sciences learning subjects in elementary schools, Students’ independence and discipline can increase so that they can communicate and achieve learning objectives.
{"title":"EVALUATION OF PROJECT-BASED LEARNING IN SOCIAL SCIENCES LEARNING SUBJECTS IN ELEMENTARY SCHOOLS","authors":"Yulfia Nora, A. Ambiyar, Ishak Aziz","doi":"10.33578/pjr.v7i1.9060","DOIUrl":"https://doi.org/10.33578/pjr.v7i1.9060","url":null,"abstract":"The implementation of project-based learning in social sciences learning subjects contains learning material regarding the types of social institutions, religion, economics, and politics. The purpose of this paper is to describe the evaluation of project-based learning in social science learning subjects in elementary schools. The method used is a literature review with a meta-analysis of ten national-indexed journal review results based on the evaluation of project-based learning on learning subjects in elementary schools. The research results were grouped and analyzed based on the evaluation of project-based learning in social sciences learning subjects in elementary schools. The analysis results of a number of research indicate that there are (a) inadequacies of teacher skills in the use of learning models that encourage students in the learning process, (b) inadequate learning media used in social sciences learning subjects, (c) still using conventional teaching method in teaching and learning process so that students do not achieve the results from learning, and (d) insufficient teacher’s competence in the implementation of project-based learning in social sciences learning subjects in elementary schools. Through the four results of the evaluation of social sciences learning subjects in elementary schools, Students’ independence and discipline can increase so that they can communicate and achieve learning objectives. ","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45729994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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