This paper discusses a type of Classroom Action Research (CAR), which is based on the low students’ Math learning outcomes of students in class V.B SD Negeri 112 Palembang. The purpose is to improve students’ learning outcomes through the implementation of the Problem-based Learning model. The research was conducted in two cycles. Each cycle consists of four stages, which are planning, action, observation, and reflection. The techniques used to collect data were observation, tests, and documentation. The initial condition of the research showed that the percentage of students’ learning completeness was only limited to 10.34% (Very Less), which subsequently increased in the first cycle to 55.17% (Sufficient). The students’ learning outcomes increasingly improved in the second cycle with the percentage of students’ completeness, which reached 89.66% (Very Good). The results indicate that the application of the PBL model in learning implies a significant effect on the improvement of students’ learning outcomes in class V.B, especially on the volume of cubes and beams that have been studied. Thus, the PBL model can be said to be one of the effective learning models that can improve the student’s learning outcomes, which will be more effective if it continues to be examined as long as keeping up with the times.
{"title":"INCREASING STUDENTS’ LEARNING OUTCOMES ON THE VOLUME OF CUBES AND BEAMS LEARNING MATERIAL USING PROBLEM-BASED LEARNING MODEL","authors":"Anik Sundari, Vinencia Ika Indralin, S. Maharani","doi":"10.33578/pjr.v7i4.9511","DOIUrl":"https://doi.org/10.33578/pjr.v7i4.9511","url":null,"abstract":"This paper discusses a type of Classroom Action Research (CAR), which is based on the low students’ Math learning outcomes of students in class V.B SD Negeri 112 Palembang. The purpose is to improve students’ learning outcomes through the implementation of the Problem-based Learning model. The research was conducted in two cycles. Each cycle consists of four stages, which are planning, action, observation, and reflection. The techniques used to collect data were observation, tests, and documentation. The initial condition of the research showed that the percentage of students’ learning completeness was only limited to 10.34% (Very Less), which subsequently increased in the first cycle to 55.17% (Sufficient). The students’ learning outcomes increasingly improved in the second cycle with the percentage of students’ completeness, which reached 89.66% (Very Good). The results indicate that the application of the PBL model in learning implies a significant effect on the improvement of students’ learning outcomes in class V.B, especially on the volume of cubes and beams that have been studied. Thus, the PBL model can be said to be one of the effective learning models that can improve the student’s learning outcomes, which will be more effective if it continues to be examined as long as keeping up with the times.","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48535298","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}
N. Mulyana, Aang Abdullah Zein, Rahmat Mulyana, A. T. R. Rossa, Deti Rostini
This paper analyzes the lesson study-based school principal academic supervision model to improve the pedagogical competence of teachers at SDN Cipanengah CBM Sukabumi by using a qualitative descriptive research method. The research was conducted by analyzing the stages of Plan, Do, and See. The research begins with interviews and field observations. Planning indicators are 1) identifying plans, 2) formulating objectives and output criteria, 3) compiling schedules, 4) reviewing instruments, 5) carrying out supervision, 6) carrying out supervision of learning outcome assessments, 7) analyzing results, 8) designing the provision of feedback, 9) preparing follow-up planning, and 10) preparing supervision reports. Indicators of implementation and observation are 1) reviewing device administration, 2) reviewing the implementation plan, 3) carrying out supervision, and 4) carrying out assessment supervision of learning outcomes. Indicators of reflection include 1) assessment supervision observation, 2) analysis, 3) academic supervision data analysis, and 4) follow-up. Management of academic supervision is indispensable to increasing teachers’ pedagogical competence. Based on the results of interviews and field observations, it is found that nearly 75.63% had sufficient criteria in making administration of learning tools and carrying out assessment activities.
{"title":"MODEL OF SCHOOL PRINCIPAL ACADEMIC SUPERVISION BASED ON LESSON STUDY","authors":"N. Mulyana, Aang Abdullah Zein, Rahmat Mulyana, A. T. R. Rossa, Deti Rostini","doi":"10.33578/pjr.v7i4.9455","DOIUrl":"https://doi.org/10.33578/pjr.v7i4.9455","url":null,"abstract":"This paper analyzes the lesson study-based school principal academic supervision model to improve the pedagogical competence of teachers at SDN Cipanengah CBM Sukabumi by using a qualitative descriptive research method. The research was conducted by analyzing the stages of Plan, Do, and See. The research begins with interviews and field observations. Planning indicators are 1) identifying plans, 2) formulating objectives and output criteria, 3) compiling schedules, 4) reviewing instruments, 5) carrying out supervision, 6) carrying out supervision of learning outcome assessments, 7) analyzing results, 8) designing the provision of feedback, 9) preparing follow-up planning, and 10) preparing supervision reports. Indicators of implementation and observation are 1) reviewing device administration, 2) reviewing the implementation plan, 3) carrying out supervision, and 4) carrying out assessment supervision of learning outcomes. Indicators of reflection include 1) assessment supervision observation, 2) analysis, 3) academic supervision data analysis, and 4) follow-up. Management of academic supervision is indispensable to increasing teachers’ pedagogical competence. Based on the results of interviews and field observations, it is found that nearly 75.63% had sufficient criteria in making administration of learning tools and carrying out assessment activities.","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43053588","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 reports the improvement of teacher competence in a teacher work programme at Sub-Districts Tambang elementary school in Kampar through numbered head together method based on the background of the problem. Hence, the formulation of the problem is "Can the numbered head together method increase elementary school teacher competence at SD Tambang Sub-Districts in Kampar?". The research is a school action research (SAR). The Kemmis and Mc. Taggart’s model is a spiral from one to another further cycle. The research subjects were teachers at an elementary school in the Tambang sub-district of Kampar. The number of classroom teachers who were the subjects of the research was 12 school principals who were at SD Tambang sub-districts in Kampar. Based on the results of the analysis and discussion, it can be concluded that the numbered head-together method can improve teacher competence. Through numbered head-together method, teachers’ activity becomes more active and teachers tend to be positive to follow the teaching and learning process conducted by the researcher or in the implementation. In cycle I, it can be seen that the teachers’ teaching competence was still relatively good with an average score of 70.29. While the results in cycle II, teachers’ teaching competence reached an average score of 79.52, which was classified as very good.
{"title":"IMPROVING ELEMENTARY SCHOOL TEACHERS’ COMPETENCE THROUGH THE NUMBERED HEAD TOGETHER METHOD AT SD OF TAMBANG SUB-DISTRICTS IN KAMPAR","authors":"Endang Purwanti","doi":"10.33578/pjr.v7i4.9509","DOIUrl":"https://doi.org/10.33578/pjr.v7i4.9509","url":null,"abstract":"This paper reports the improvement of teacher competence in a teacher work programme at Sub-Districts Tambang elementary school in Kampar through numbered head together method based on the background of the problem. Hence, the formulation of the problem is \"Can the numbered head together method increase elementary school teacher competence at SD Tambang Sub-Districts in Kampar?\". The research is a school action research (SAR). The Kemmis and Mc. Taggart’s model is a spiral from one to another further cycle. The research subjects were teachers at an elementary school in the Tambang sub-district of Kampar. The number of classroom teachers who were the subjects of the research was 12 school principals who were at SD Tambang sub-districts in Kampar. Based on the results of the analysis and discussion, it can be concluded that the numbered head-together method can improve teacher competence. Through numbered head-together method, teachers’ activity becomes more active and teachers tend to be positive to follow the teaching and learning process conducted by the researcher or in the implementation. In cycle I, it can be seen that the teachers’ teaching competence was still relatively good with an average score of 70.29. While the results in cycle II, teachers’ teaching competence reached an average score of 79.52, which was classified as very good.","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42247715","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}
Tantan Hadian, Asep Ikhwan Awaluddin, Deti Rostini, A. Rosa
This paper describes the use of ChatGPT in learning. The research is a qualitative descriptive study with a case study at SMA Negeri 1 Sukabumi in West Java Province Indonesia. The research begins with a survey, which involves the distribution of questionnaires to 13 learning subject teachers in grade 10 and 69 tenth-grade students who were selected randomly. The questionnaire results were analyzed as a basis for further research, including in-depth interviews, observations, and document studies. Classroom observations were carried out on two teachers who have implemented learning using ChatGPT. To deepen the results of the observations, interviews were distributed to the two teachers and three students who were randomly selected from the observed classes. The research findings indicate that learning using ChatGPT can assist teachers in preparing and directing students in the teaching and learning process. With teacher guidance, students are expected to gain knowledge more comprehensively and deeply by asking specific questions that align with learning objectives. The teacher’s competence to guide students in the use of ChatGPT in terms of n achieving learning objectives determines the achievement of learning outcomes from each student. ChatGPT, as one of the Artificial Intelligence (AI) technologies, offers new challenges in the field of education. The research in this paper provides insights into how this AI technology can be utilized in classroom learning
本文描述了ChatGPT在学习中的应用。该研究是一项定性描述性研究，并对印度尼西亚西爪哇省SMA Negeri 1 Sukabumi进行了案例研究。本研究从调查开始，对13名10年级学习科目教师和69名随机抽取的10年级学生进行问卷调查。对问卷调查结果进行分析，作为进一步研究的基础，包括深度访谈、观察和文献研究。对两位使用ChatGPT进行学习的教师进行了课堂观察。为了加深观察结果，对从观察班级中随机抽取的两名教师和三名学生进行了访谈。研究结果表明，使用ChatGPT学习可以帮助教师在教学和学习过程中为学生做准备和指导。在教师的指导下，通过提出与学习目标相一致的具体问题，学生有望获得更全面、更深入的知识。教师在指导学生使用ChatGPT实现学习目标方面的能力决定了每个学生学习成果的实现。ChatGPT作为人工智能(AI)技术之一，在教育领域提出了新的挑战。本文的研究为如何将这种人工智能技术应用于课堂学习提供了见解
{"title":"LEARNING IMPLEMENTATION USING CHATGPT MEDIA AT SMA NEGERI 1 SUKABUMI","authors":"Tantan Hadian, Asep Ikhwan Awaluddin, Deti Rostini, A. Rosa","doi":"10.33578/pjr.v7i4.9453","DOIUrl":"https://doi.org/10.33578/pjr.v7i4.9453","url":null,"abstract":"This paper describes the use of ChatGPT in learning. The research is a qualitative descriptive study with a case study at SMA Negeri 1 Sukabumi in West Java Province Indonesia. The research begins with a survey, which involves the distribution of questionnaires to 13 learning subject teachers in grade 10 and 69 tenth-grade students who were selected randomly. The questionnaire results were analyzed as a basis for further research, including in-depth interviews, observations, and document studies. Classroom observations were carried out on two teachers who have implemented learning using ChatGPT. To deepen the results of the observations, interviews were distributed to the two teachers and three students who were randomly selected from the observed classes. The research findings indicate that learning using ChatGPT can assist teachers in preparing and directing students in the teaching and learning process. With teacher guidance, students are expected to gain knowledge more comprehensively and deeply by asking specific questions that align with learning objectives. The teacher’s competence to guide students in the use of ChatGPT in terms of n achieving learning objectives determines the achievement of learning outcomes from each student. ChatGPT, as one of the Artificial Intelligence (AI) technologies, offers new challenges in the field of education. The research in this paper provides insights into how this AI technology can be utilized in classroom learning","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42892331","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}
Ni Putu, E. Astuti, Wayan Suastra, I. B. Arnyana, I. Komang, Nada Kusuma, Itp Markandeya, Bali, Bangli Indonesia Bangli
This research is qualitative research involving 21 fourth-grade students of SD Negeri 6 Pempatan. Based on the results of interviews with the homeroom teacher for class IV, the minimum competency assessment (AKM) for students' literacy and numeracy requires special interference, so student learning outcomes are very low, especially in science subjects. This study aims to improve student learning outcomes in science subject matter of plant body parts. This study uses differentiated learning involving three learning styles, namely visual, auditory, and kinesthetic. Methods of data collection using observation and interviews. Data analysis method with qualitative descriptive analysis. The results of this study show that the learning outcomes of fourth-grade students at SD Negeri 6 Pempatan have increased. This is evidenced by the increase in learning outcomes between learning 1 and learning 2. In addition, the findings in this study state that student-focused learning activities can improve aspects of the process of how students learn which will have meaningful learning experiences so that at this stage students can develop values from science learning and Pancasila student profiles as a form of strengthening character education.
本研究为质性研究，涉及21名SD Negeri 6 Pempatan四年级学生。根据对四班班主任的访谈结果，学生读写和计算能力的最低能力评估(AKM)需要特殊的干预，因此学生的学习成果非常低，特别是在科学科目上。本研究旨在提高学生在植物身体部位科学科目上的学习效果。本研究采用差异化学习，包括三种学习风格，即视觉、听觉和动觉。采用观察法和访谈法收集数据。数据分析方法采用定性描述性分析。本研究结果显示，SD Negeri 6 Pempatan小学四年级学生的学习成绩有所提高。学习一和学习二之间学习成果的提高证明了这一点。此外，本研究的发现表明，以学生为中心的学习活动可以改善学生学习过程的各个方面，从而获得有意义的学习经验，以便在这个阶段学生可以从科学学习和Pancasila学生档案中发展价值观，作为加强品格教育的一种形式。
{"title":"IMPLEMENTATION OF DIFFERENTIATED LEARNING TO IMPROVE EDUCATIONAL SCIENCE AND CHARACTER LEARNING OUTCOMES OF ELEMENTARY SCHOOL STUDENTS","authors":"Ni Putu, E. Astuti, Wayan Suastra, I. B. Arnyana, I. Komang, Nada Kusuma, Itp Markandeya, Bali, Bangli Indonesia Bangli","doi":"10.33578/pjr.v7i3.9231","DOIUrl":"https://doi.org/10.33578/pjr.v7i3.9231","url":null,"abstract":"This research is qualitative research involving 21 fourth-grade students of SD Negeri 6 Pempatan. Based on the results of interviews with the homeroom teacher for class IV, the minimum competency assessment (AKM) for students' literacy and numeracy requires special interference, so student learning outcomes are very low, especially in science subjects. This study aims to improve student learning outcomes in science subject matter of plant body parts. This study uses differentiated learning involving three learning styles, namely visual, auditory, and kinesthetic. Methods of data collection using observation and interviews. Data analysis method with qualitative descriptive analysis. The results of this study show that the learning outcomes of fourth-grade students at SD Negeri 6 Pempatan have increased. This is evidenced by the increase in learning outcomes between learning 1 and learning 2. In addition, the findings in this study state that student-focused learning activities can improve aspects of the process of how students learn which will have meaningful learning experiences so that at this stage students can develop values from science learning and Pancasila student profiles as a form of strengthening character education.","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41941152","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}
Writing is one of the skills that students must learn in text-based learning in Indonesian learning subjects. Writing drama scripts is one of the writing skills that must be learned by junior high school students, which is one of the competencies contained in Indonesian subjects that must be achieved by students. Therefore, it is important for teachers to apply appropriate learning media in accordance with current technological developments so that teachers and students can achieve the learning objectives. Youtube can be used as a learning medium to improve writing drama script skills for class VIII junior high school students. Type of the research is Classroom Action Research. The collected data are analyzed using quantitative methods and described in a descriptive way. The results indicate that through YouTube, the writing skills of Class VIII students of SMPN 1 Saradan can be improved. It can be seen from the pre-cycle where the number of students' achievement in writing drama scripts was 53.5%, in cycle 1 was 75%, and in cycle 2 was 92.8%. It implies that YouTube is highly effective to increase students' interest and writing skills. Apart from that, YouTube can also help educators to explain the learning materials for students that cannot be described directly.
{"title":"IMPROVING WRITING DRAMA SCRIPT SKILLS USING VIDEO AS MEDIA ON YOUTUBE CHANNEL FOR CLASS VIII STUDENTS OF SMPN 1 SARADAN","authors":"Dhony Franciska, D. R. Soleh, Nunung Nurhidayati","doi":"10.33578/pjr.v7i3.9435","DOIUrl":"https://doi.org/10.33578/pjr.v7i3.9435","url":null,"abstract":"Writing is one of the skills that students must learn in text-based learning in Indonesian learning subjects. Writing drama scripts is one of the writing skills that must be learned by junior high school students, which is one of the competencies contained in Indonesian subjects that must be achieved by students. Therefore, it is important for teachers to apply appropriate learning media in accordance with current technological developments so that teachers and students can achieve the learning objectives. Youtube can be used as a learning medium to improve writing drama script skills for class VIII junior high school students. Type of the research is Classroom Action Research. The collected data are analyzed using quantitative methods and described in a descriptive way. The results indicate that through YouTube, the writing skills of Class VIII students of SMPN 1 Saradan can be improved. It can be seen from the pre-cycle where the number of students' achievement in writing drama scripts was 53.5%, in cycle 1 was 75%, and in cycle 2 was 92.8%. It implies that YouTube is highly effective to increase students' interest and writing skills. Apart from that, YouTube can also help educators to explain the learning materials for students that cannot be described directly.","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49341754","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}
Utik Kuntariati, Putu Dian Yuliani Paramita, Gede Eka Wahyu
Quality of education 4.0 is aimed at producing competent and quality human resources in carrying out activities in the industrial world later ( Pohan , 2019). In the current implementation of education in capturing information on the resulting human resources, it is required to obtain information on a very broad scale and human resources are also required to be able to understand various matters, one of which is understanding related to English. In this study, the researcher used a qualitative descriptive method to describe the HOTS concept which would be implemented in English learning activities at SDN 1 Timpag . Qualitative research generally describes the dominant data using words rather than describing phenomena through a numeric number. Based on the results of the research that has been done, some conclusions that can be drawn in this study are that the HOTS indicator learning method is developed in its entirety, there are 6 indicators including Creating, Evaluating, Analyzing, Applying, Remembering and Understanding . At SDN 1 Timpag as a whole there are several implementation indicator ideas that can be improved in the implementation of HOTS in English materials including story telling planning, introduction to animal objects and body anatomy and simple greetings and the use of grammar.
{"title":"IMPLEMENTATION OF HIGHER ORDER THINKING SKILLS (HOTS)-BASED EDUCATION TO ENHANCE THE QUALITY OF ENGLISH LANGUAGE FOR STUDENTS AT SDN 1 TIMPAG","authors":"Utik Kuntariati, Putu Dian Yuliani Paramita, Gede Eka Wahyu","doi":"10.33578/pjr.v7i3.9441","DOIUrl":"https://doi.org/10.33578/pjr.v7i3.9441","url":null,"abstract":"Quality of education 4.0 is aimed at producing competent and quality human resources in carrying out activities in the industrial world later ( Pohan , 2019). In the current implementation of education in capturing information on the resulting human resources, it is required to obtain information on a very broad scale and human resources are also required to be able to understand various matters, one of which is understanding related to English. In this study, the researcher used a qualitative descriptive method to describe the HOTS concept which would be implemented in English learning activities at SDN 1 Timpag . Qualitative research generally describes the dominant data using words rather than describing phenomena through a numeric number. Based on the results of the research that has been done, some conclusions that can be drawn in this study are that the HOTS indicator learning method is developed in its entirety, there are 6 indicators including Creating, Evaluating, Analyzing, Applying, Remembering and Understanding . At SDN 1 Timpag as a whole there are several implementation indicator ideas that can be improved in the implementation of HOTS in English materials including story telling planning, introduction to animal objects and body anatomy and simple greetings and the use of grammar.","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45702680","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}
Nurul Annisa Deshanty, R. Kartikowati, Hardisem Syabrus
This paper discusses the improvement of students' critical thinking skills through the use of the problem-based learning (PBL) model. The research was conducted at class XI IPS 2 of SMA Negeri 2 Karimun. The approach used is quasi-experimental research with a one-group pretest-posttest design. Data collection techniques used observation sheets and questionnaires. Data on the suitability of the learning process with the model are obtained through observation sheets based on PBL syntax and the level of students' critical thinking skills is obtained through questionnaires of students' critical thinking skills. Data analysis techniques used t-tests. The results indicate that the use of the PBL model can improve students' critical thinking skills. It is evidenced from after implementing the PBL model, the students' critical thinking skills increased from the medium category to the high category with a percentage of 53%. Hence, it is expected for teachers to increase the students' critical thinking skills. Thus, it can be applied through the appropriate learning models, one of which is the problem-based learning model.
{"title":"THE USE OF THE PROBLEM-BASED LEARNING (PBL) MODEL IN IMPROVING STUDENTS' CRITICAL THINKING SKILLS ON ECONOMY LEARNING SUBJECTS AT SMA NEGERI 2 KARIMUN","authors":"Nurul Annisa Deshanty, R. Kartikowati, Hardisem Syabrus","doi":"10.33578/pjr.v7i3.9402","DOIUrl":"https://doi.org/10.33578/pjr.v7i3.9402","url":null,"abstract":"This paper discusses the improvement of students' critical thinking skills through the use of the problem-based learning (PBL) model. The research was conducted at class XI IPS 2 of SMA Negeri 2 Karimun. The approach used is quasi-experimental research with a one-group pretest-posttest design. Data collection techniques used observation sheets and questionnaires. Data on the suitability of the learning process with the model are obtained through observation sheets based on PBL syntax and the level of students' critical thinking skills is obtained through questionnaires of students' critical thinking skills. Data analysis techniques used t-tests. The results indicate that the use of the PBL model can improve students' critical thinking skills. It is evidenced from after implementing the PBL model, the students' critical thinking skills increased from the medium category to the high category with a percentage of 53%. Hence, it is expected for teachers to increase the students' critical thinking skills. Thus, it can be applied through the appropriate learning models, one of which is the problem-based learning model.","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44708993","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 students’ low concentration and learning outcomes. The purpose of the research is to increase the students’ concentration and learning outcomes through the project-based learning model assisted by the game method. The type of research is classroom action research. The research subjects were students at class 4A of SD Kanisius Demangan Baru 1. The research object was the improvement of students’ concentration and learning outcomes through the project-based learning model assisted by the game method. Data collection techniques were obtained through observation, interviews, and tests. The data analysis techniques used were quantitative and qualitative. The research results indicate that the percentage of students' learning concentration before applying the action was still in the low percentage (58.33%), after conducting the first cycle increased to the moderate category level (69.44%), and after conducting the second cycle increased to the excellent category (90.27). The average mastery level of students’ learning outcomes of students before applying the action was still in the low category (57.27). After conducting the first cycle, the student’s learning outcomes increased to the medium category (67.72), and after applying the second cycle increased to the high category (84.09). Thus, students’ learning concentration influences their learning outcomes. It is because if students can focus their attention so they can optimize their ability to respond to the lesson that they learned, so their learning outcomes also increase.
这篇论文是基于学生注意力不集中和学习效果不佳的情况。本研究的目的是通过游戏方法辅助的基于项目的学习模式来提高学生的注意力和学习成果。研究类型是课堂行动研究。研究对象是SD Kanisius Demangan Baru 1的4A班学生。研究对象是通过游戏法辅助的基于项目的学习模式来提高学生的注意力和学习成果。数据收集技术是通过观察、访谈和测试获得的。所使用的数据分析技术是定量和定性的。研究结果表明，学生在实施行动前的学习专注度百分比仍处于较低水平（58.33%），在进行第一个周期后上升到中等类别水平（69.44%），在进行第二个周期后，学生的学习成果平均掌握水平上升到优秀类别（90.27）。学生在采取行动前对学生学习成果的平均掌握水平仍处于较低类别（57.27）。在进行第一个周期之后，学生的学习成果上升到中等类别（67.72），应用第二个周期后，学生的学习集中度上升到高水平（84.09）。这是因为，如果学生能够集中注意力，从而优化他们对所学课程的反应能力，那么他们的学习成果也会提高。
{"title":"IMPROVING STUDENTS’ CONCENTRATION AND LEARNING OUTCOMES THROUGH PROJECT-BASED LEARNING ASSISTED BY GAMES AS THE METHOD","authors":"Vika Mutiara Ghozelin, Agnes Herlina Dwi Hadiyanti, Yohanes Bruri Kriswanto","doi":"10.33578/pjr.v7i3.9400","DOIUrl":"https://doi.org/10.33578/pjr.v7i3.9400","url":null,"abstract":"This paper is based on the students’ low concentration and learning outcomes. The purpose of the research is to increase the students’ concentration and learning outcomes through the project-based learning model assisted by the game method. The type of research is classroom action research. The research subjects were students at class 4A of SD Kanisius Demangan Baru 1. The research object was the improvement of students’ concentration and learning outcomes through the project-based learning model assisted by the game method. Data collection techniques were obtained through observation, interviews, and tests. The data analysis techniques used were quantitative and qualitative. The research results indicate that the percentage of students' learning concentration before applying the action was still in the low percentage (58.33%), after conducting the first cycle increased to the moderate category level (69.44%), and after conducting the second cycle increased to the excellent category (90.27). The average mastery level of students’ learning outcomes of students before applying the action was still in the low category (57.27). After conducting the first cycle, the student’s learning outcomes increased to the medium category (67.72), and after applying the second cycle increased to the high category (84.09). Thus, students’ learning concentration influences their learning outcomes. It is because if students can focus their attention so they can optimize their ability to respond to the lesson that they learned, so their learning outcomes also increase.","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41411394","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 research is included in the type of research and development or Research and Development (R&D) based on the ADDIE development model which consists of five steps, namely Analyze, Design, Develop, Implement and Evaluate. This study aims to develop learning media, determine the level of validity, level of practicality and level of effectiveness of media. This research was conducted at SMA Negeri 2 Takalar class XI Science 1 which amounted to 30 students. Media validity of 3.80 with very valid category. The practicality of the media obtained through teacher responses is 95.31% and student responses are 85.18% with very practical categories. Of the 30 total students, 27 of them obtained scores that were in accordance with the KKM target (90%) and 3 of them obtained scores that did not meet the KKM target (10%). The pretest score of students obtained is 28.13 while the posttest value is 81.33, so that the average N-gain score obtained by students is 0.72 and is in the category (0.7 g ≤ 1), it can be said that the increase in student learning outcomes is high.
本研究包含在基于ADDIE开发模型的研发或研发（R&D）类型中，该模型由五个步骤组成，即分析、设计、开发、实施和评估。本研究旨在开发学习媒体，确定媒体的有效性水平、实用性水平和有效性水平。这项研究是在SMA Negeri 2 Takalar XI科学1班进行的，共有30名学生。媒体有效性为3.80，类别非常有效。通过教师回复获得的媒体实用性为95.31%，学生回复为85.18%，属于非常实用的类别。在总共30名学生中，27人的成绩符合KKM目标（90%），3人的成绩不符合KKM的目标（10%）。学生的前测得分为28.13，后测值为81.33，因此学生的平均N增益得分为0.72，属于（0.7 g≤1）类别，可以说学生学习成绩的提高是高的。
{"title":"DEVELOPMENT OF INTERACTIVE LEARNING MEDIA BASED ON APPLICATIONS ARTICULATE STORYLINE 3 HUMAN COORDINATION SYSTEM MATERIAL","authors":"Nurul Fadhilah H.M, A. T. Rivai, Syamsul Syamsul","doi":"10.33578/pjr.v7i3.9437","DOIUrl":"https://doi.org/10.33578/pjr.v7i3.9437","url":null,"abstract":"This research is included in the type of research and development or Research and Development (R&D) based on the ADDIE development model which consists of five steps, namely Analyze, Design, Develop, Implement and Evaluate. This study aims to develop learning media, determine the level of validity, level of practicality and level of effectiveness of media. This research was conducted at SMA Negeri 2 Takalar class XI Science 1 which amounted to 30 students. Media validity of 3.80 with very valid category. The practicality of the media obtained through teacher responses is 95.31% and student responses are 85.18% with very practical categories. Of the 30 total students, 27 of them obtained scores that were in accordance with the KKM target (90%) and 3 of them obtained scores that did not meet the KKM target (10%). The pretest score of students obtained is 28.13 while the posttest value is 81.33, so that the average N-gain score obtained by students is 0.72 and is in the category (0.7 g ≤ 1), it can be said that the increase in student learning outcomes is high.","PeriodicalId":17723,"journal":{"name":"JURNAL PAJAR (Pendidikan dan Pengajaran)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45797475","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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