Abstrak .Metode Pembelajaran akan terus berkembang seiring perkembangan ilmu pengetahuan dan teknologi. Guru sebagai pembimbing di dalam dan luar kelas,mempunyai peran yang penting dalam kemajuan bangsa ini. Guru dapat beradaptasi dengan perkembangan ilmu pengetahuan dan teknologi yang berkembang sangat pesat. Pemakaian metode pembelajaran yang tepat ikut menentukan keberhasilan proses belajar mengajar. Metode yang digunakan dalam penelitian ini adalah eksperimen. Metode eksperimen digunakan untuk memperoleh data pembelajaran menulis metode TGT. Populasi dalam penelitian adalah seluruh siswa SMK Insan Mulia.Sampel yag digunnakan ebanyak satu kelas,sebanyak 30 siswa,kelas X. Teknik pengambilan sampel dengan random sampling. Instrumen yang digunakan berupa,tes uraian. Uji prasyarat yag digunakan ,berupa uji Normalitas dan Homogenitas,serta uji –t . Hasil Penelitian menunjukkan bahwa kemampuan menulis karangan narasi siswa kelas X SMK Insan Mulia tahun pelajaran 2017/2018 sebelum pembelajaran dengan metode TGT nilai rerata,sedangkan kemampuan menulis karangan narasi siswa kelas X SMK Insan Mulia sesudah pembelajaran dengan metode TGT nilai siswa mengalami kenaikan sebesar` Kata Kunci : Pembelajaran TGT , Menulis, Narasi. Abstract The Learning Method will continue to evolve with the development of science and technology. Teachers as mentors inside and outside the classroom, have an important role in the progress of this nation. Teachers can adapt to the rapidly evolving development of science and technology. Use of appropriate learning methods also determine the success of teaching and learning process. The method used in this research is experiment. The experimental method is used to obtain learning data writing TGT method. The population in the study were all students of SMK Insan Mulia.Sampel yag used ebanyak one class, as many as 30 students, class X. Sampling technique with random sampling. The instrument used is a description test. The prerequisite test used, in the form of Normality and Homogeneity test, and the -t test. The result of the research shows that the ability to write narration of class X students of SMK Insan Mulia in the academic year 2017/2018 before the learning with TGT method of mean value, while the ability to write narration of class X students of SMK Insan Mulia after learning by TGT method the students score increased by ` Keywords: TGT Learning , Writing, Naration
抽象的学习方法会继续发展。随着科学和技术的发展。作为导师的老师在课堂内外,有这个国家进步中扮演着重要的角色。教师可以适应发展的科学和技术发展非常迅速。使用正确的学习方法来确定教学过程的成功。本研究采用的方法是实验。实验方法用于获得数据学习写TGT的方法。人口研究中是所有学生SMK高尚的人。使用的是一个班的样本，多达30名学生，X班的样本采样技术。使用的工具包括描述测试。所使用的先决条件测试，规范和同质测试，以及测试——t。研究结果表明,叙事能力写一年级学生X SMK高尚道德行为人2017/2018学期之前学习TGT平均成绩的方法,而叙事能力写一年级学生学习X SMK高尚道德行为人之后TGT的方法提升学生成绩经历大关键词:TGT学习、写作叙事。学习方法将继续促进科学技术的发展。美国师范mentors里面和外面的教室,有一个重要角色》《这个国家进步。教师可以adapt to the急促evolving development of science and technology)。success》用appropriate学习方法也是个重大的教导和学习的过程。《这个方法以前研究是实验。《实验方法是习惯得到学习写作TGT数据方法。SMK之境的人口研究是所有学生高尚的人。过去的样本ebanyak一号30级,美国许多美国学生抽样技巧与随机抽样,X级。《工具以前是个风貌测试。境prerequisite测试以前,没有注明Normality Homogeneity测试,著作百科全书》和《-测试。研究论点》节目X不在乎写narration》那班学生的高中学业成绩一年中的高尚道德行为人2017/2018 TGT一起学习方法》之前,卑鄙的价值,而不在乎写narration》之后的X班的学生SMK高尚道德行为人通过TGT学习方法的学生得分increased by安装:TGT学习写作,有人
{"title":"Efektivitas Metode Team Games Tournament ( TGT ) Dalam Pembelajaran Menulis Narasi Di Kelas X SMK Insan Mulia Bekasi","authors":"Nia Damayanti, Nana Suyana","doi":"10.24269/DPP.V6I1.842","DOIUrl":"https://doi.org/10.24269/DPP.V6I1.842","url":null,"abstract":"Abstrak .Metode Pembelajaran akan terus berkembang seiring perkembangan ilmu pengetahuan dan teknologi. Guru sebagai pembimbing di dalam dan luar kelas,mempunyai peran yang penting dalam kemajuan bangsa ini. Guru dapat beradaptasi dengan perkembangan ilmu pengetahuan dan teknologi yang berkembang sangat pesat. Pemakaian metode pembelajaran yang tepat ikut menentukan keberhasilan proses belajar mengajar. Metode yang digunakan dalam penelitian ini adalah eksperimen. Metode eksperimen digunakan untuk memperoleh data pembelajaran menulis metode TGT. Populasi dalam penelitian adalah seluruh siswa SMK Insan Mulia.Sampel yag digunnakan ebanyak satu kelas,sebanyak 30 siswa,kelas X. Teknik pengambilan sampel dengan random sampling. Instrumen yang digunakan berupa,tes uraian. Uji prasyarat yag digunakan ,berupa uji Normalitas dan Homogenitas,serta uji –t . Hasil Penelitian menunjukkan bahwa kemampuan menulis karangan narasi siswa kelas X SMK Insan Mulia tahun pelajaran 2017/2018 sebelum pembelajaran dengan metode TGT nilai rerata,sedangkan kemampuan menulis karangan narasi siswa kelas X SMK Insan Mulia sesudah pembelajaran dengan metode TGT nilai siswa mengalami kenaikan sebesar` Kata Kunci : Pembelajaran TGT , Menulis, Narasi. Abstract The Learning Method will continue to evolve with the development of science and technology. Teachers as mentors inside and outside the classroom, have an important role in the progress of this nation. Teachers can adapt to the rapidly evolving development of science and technology. Use of appropriate learning methods also determine the success of teaching and learning process. The method used in this research is experiment. The experimental method is used to obtain learning data writing TGT method. The population in the study were all students of SMK Insan Mulia.Sampel yag used ebanyak one class, as many as 30 students, class X. Sampling technique with random sampling. The instrument used is a description test. The prerequisite test used, in the form of Normality and Homogeneity test, and the -t test. The result of the research shows that the ability to write narration of class X students of SMK Insan Mulia in the academic year 2017/2018 before the learning with TGT method of mean value, while the ability to write narration of class X students of SMK Insan Mulia after learning by TGT method the students score increased by ` Keywords: TGT Learning , Writing, Naration","PeriodicalId":178230,"journal":{"name":"Jurnal Dimensi Pendidikan dan Pembelajaran","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126081859","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}
Pemahaman konsep penting untuk dimiliki mahasiswa, khususnya mahasiswa LPTK, mereka harus memiliki pemahaman konsep yang lebih dari siswa SMA. Pemahaman konsep merupakan kemampuan seseorang dalam memaknai suatu konsep. Pemahaman konsep dapat dipengaruhi atau ditingkatkan dengan membiasakan mahasiswa untuk menemukan, mengembangkan, dan menerapkan konsep yang mereka pelajari. Oleh karenanya, pembelajaran yang melatih mahasiswa untuk mampu menyelesaikan suatu masalah adalah langkah tepat dalam meningkatkan pemahaman konsep mahasiswa. Diantara model pembelajaran yang dapat diterapkan adalah Problem Based Learning. Dengan menerapkan Problem Based Learning maka diharapkan mahasiswa akan memperoleh pemahaman konsep dengan cara memecahkan masalah dalam dunia nyata secara ilmiah. Berdasarkan karakteristik Problem Based Learning, sangat dimungkinkan akan dapat meningkatkan pemahaman konsep mahasiswa. Dikarenakan Problem Based Learning melatih mahasiswa untuk menemukan, mengembangkan, maupun mengaplikasikan konsep yang dimiliki secara aktif dari berbagai sumber pengetahuan dengan memecahkan masalah dalam kehidupan sehari-hari. Langkah-langkah Problem Based Learning juga akan dapat meningkatkan pemahaman konsep mahasiswa. Dikarenakan Problem Based Learning membiasakan mahasiswa untuk melalui proses-proses pemecahan/penyelesaian masalah agar dapat memahami konsep yang dipelajari.
{"title":"PROBLEM BASED LEARNING SEBAGAI UPAYA PENINGKATAN PEMAHAMAN KONSEP MAHASISWA","authors":"Uki Suhendar, Arta Ekayanti","doi":"10.24269/DPP.V6I1.815","DOIUrl":"https://doi.org/10.24269/DPP.V6I1.815","url":null,"abstract":"Pemahaman konsep penting untuk dimiliki mahasiswa, khususnya mahasiswa LPTK, mereka harus memiliki pemahaman konsep yang lebih dari siswa SMA. Pemahaman konsep merupakan kemampuan seseorang dalam memaknai suatu konsep. Pemahaman konsep dapat dipengaruhi atau ditingkatkan dengan membiasakan mahasiswa untuk menemukan, mengembangkan, dan menerapkan konsep yang mereka pelajari. Oleh karenanya, pembelajaran yang melatih mahasiswa untuk mampu menyelesaikan suatu masalah adalah langkah tepat dalam meningkatkan pemahaman konsep mahasiswa. Diantara model pembelajaran yang dapat diterapkan adalah Problem Based Learning. Dengan menerapkan Problem Based Learning maka diharapkan mahasiswa akan memperoleh pemahaman konsep dengan cara memecahkan masalah dalam dunia nyata secara ilmiah. Berdasarkan karakteristik Problem Based Learning, sangat dimungkinkan akan dapat meningkatkan pemahaman konsep mahasiswa. Dikarenakan Problem Based Learning melatih mahasiswa untuk menemukan, mengembangkan, maupun mengaplikasikan konsep yang dimiliki secara aktif dari berbagai sumber pengetahuan dengan memecahkan masalah dalam kehidupan sehari-hari. Langkah-langkah Problem Based Learning juga akan dapat meningkatkan pemahaman konsep mahasiswa. Dikarenakan Problem Based Learning membiasakan mahasiswa untuk melalui proses-proses pemecahan/penyelesaian masalah agar dapat memahami konsep yang dipelajari.","PeriodicalId":178230,"journal":{"name":"Jurnal Dimensi Pendidikan dan Pembelajaran","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116677520","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 research objectives are: firstly to describe verb phrase types used in ‘Sociolinguistics: Goals, Approaches and Problems’ of Roger T. Bell. Secondly, to describe the equivalent forms of English verb phrase in ‘Sociolinguistics: Goals, Approaches and Problems’ of Roger T. Bell and its translation in ‘Sosiolinguistik: Sajian, Tujuan, Pendekatan dan Problem’ by Abdul Syukur Ibrahim. Thirdly, it also describes the appropriateness of meaning of English verb phrase and its Indonesian equivalent forms in the two books mentioned before. This study used the qualitative descriptive method with purposive sampling. The categorization of data was taken from English verb phrase of Randolph Quirk’s et.al. The criterion of data selection was based on the research objections; proportion; and percentage of the total of English verb phrase of each type. The data consists of 52 English verb phrases in 52 sentences. This study used grammar approach in terms of its textual and contextual of verb phrase in the sentence both in English and in Indonesian. The study results showed that the use of English verb phrases have some variation as below: 25 % is perfective type; 5.77 % is progressive type; 38.46 % is passive; 9.61% is perfective progressive; 17.31 % is perfective passive; 3.85 % is progressive passive. The equivalent form of English verb phrase consists of two groups. There is not rank shift on the equivalent form of English verb phrase on one hand and there is rank shift on the other hand. In the former, 36.54 % of English verb phrase is translated into Indonesian verb phrase too. In the later, there are some rank shift variations. 1.92 % is English verb phrase level rank shift in Indonesian noun phrase; 48.08 % is English verb phrase shunt down into Indonesian verb; 9.61 % is English verb phrase shunt up into Indonesian embedded clause; and 3.45 % is ellipsis of English verb phrase into Indonesian equivalent. There are three groups of the meaning appropriateness in this study. For the first, 38.46 % of English verb phrase is appropriately translated into Indonesian equivalent. Secondly, 46.15 % English verb phrase is half appropriately translated into Indonesian equivalent. Thirdly, 15.39 % of English verb phrase is translated into Indonesian inappropriately cause of misinterpretation. From the two of the ellipsis of English verb phrase in Indonesian equivalent, 1.92 % is translated appropriately and 1.92 % is translated inappropriately due to misinterpretation. A translator should study the phenomena of non-passive of English verb phrase into Indonesian verb accurately so that the appropriateness of its meaning can be reached. In addition the translator has to study the meaning of verb + preposition structure accurately in Indonesia. This structure must be attended by students seriously because it is standard form in English but it is not in Indonesia. Thirdly, 1.72 % of English verb phrase is translated into Indonesian inappropriately cause of deviati
本文的研究目的是:首先描述贝尔的《社会语言学:目标、方法和问题》中使用的动词短语类型。其次，描述Roger T. Bell的《社会语言学:目标、方法和问题》中英语动词短语的对等形式及其在Abdul Syukur Ibrahim的《社会语言学:萨吉安、图胡安、Pendekatan和问题》中的翻译。第三，描述了上述两本书中英语动词短语及其印尼语等价形式的意义恰当性。本研究采用目的抽样的定性描述方法。数据的分类来源于Randolph Quirk等人的英语动词短语。数据选择标准以研究异议为依据;比例;以及每种类型的英语动词短语占总数的百分比。数据由52个句子中的52个英语动词短语组成。本研究采用语法方法对英语和印尼语句子中动词短语的语篇和语境进行了研究。研究结果表明，英语动词短语的使用存在以下变化:25%为完成型;5.77%为进行性;38.46%是被动的;9.61%为完全递进;17.31%是完成被动语态;3.85%为进行被动。英语动词短语的等价形式包括两类。英语动词短语的等价形式一方面不存在等级移位，另一方面存在等级移位。在印尼语中，36.54%的英语动词短语也被翻译成印尼语动词短语。在后者中，有一些等级变化。1.92%为英语动词短语在印度尼西亚名词短语中的等级移位;48.08%是英语动词短语转化为印尼语动词;9.61%是英语动词短语分流到印尼语嵌入从句中;3.45%是英语动词短语省略成对应的印尼语。本研究的意义恰当性分为三组。首先，38.46%的英语动词短语被恰当地翻译成对应的印尼语。其次，46.15%的英语动词短语被一半恰当地翻译成印尼语等效。第三，15.39%的英语动词短语被不恰当地翻译成印尼语，造成误解。从英语动词短语在印尼语对等语中的两个省略来看，1.92%翻译正确，1.92%因误读而翻译不正确。翻译工作者应准确地研究英语动词短语的非被动现象，以达到其意义的恰当性。此外，译者还必须准确研究印尼语动词+介词结构的意义。这种结构必须由学生认真参加，因为它是英语的标准形式，但在印度尼西亚不是。第三，1.72%的英语动词短语被不恰当地翻译成印尼语导致偏差，15.39%的英语动词短语被不恰当地翻译成印尼语导致误解。关键词:翻译，英语动词短语，印尼语动词短语
{"title":"PENERJEMAHAN FRASA VERBA BAHASA INGGRIS DALAM BUKU SOCIOLINGUISTICS: GOALS, APPROACHES AND PROBLEMS KARYA ROGER T. BELL KE DALAM BAHASA INDONESIA PADA BUKU SOSIOLINGUISTIK: SAJIAN, TUJUAN, PENDEKATAN DAN PROBLEM OLEH ABDUL SYUKUR IBRAHIM","authors":"D. Susilo","doi":"10.2426/DPP.V6I1.708","DOIUrl":"https://doi.org/10.2426/DPP.V6I1.708","url":null,"abstract":"The research objectives are: firstly to describe verb phrase types used in ‘Sociolinguistics: Goals, Approaches and Problems’ of Roger T. Bell. Secondly, to describe the equivalent forms of English verb phrase in ‘Sociolinguistics: Goals, Approaches and Problems’ of Roger T. Bell and its translation in ‘Sosiolinguistik: Sajian, Tujuan, Pendekatan dan Problem’ by Abdul Syukur Ibrahim. Thirdly, it also describes the appropriateness of meaning of English verb phrase and its Indonesian equivalent forms in the two books mentioned before. This study used the qualitative descriptive method with purposive sampling. The categorization of data was taken from English verb phrase of Randolph Quirk’s et.al. The criterion of data selection was based on the research objections; proportion; and percentage of the total of English verb phrase of each type. The data consists of 52 English verb phrases in 52 sentences. This study used grammar approach in terms of its textual and contextual of verb phrase in the sentence both in English and in Indonesian. The study results showed that the use of English verb phrases have some variation as below: 25 % is perfective type; 5.77 % is progressive type; 38.46 % is passive; 9.61% is perfective progressive; 17.31 % is perfective passive; 3.85 % is progressive passive. The equivalent form of English verb phrase consists of two groups. There is not rank shift on the equivalent form of English verb phrase on one hand and there is rank shift on the other hand. In the former, 36.54 % of English verb phrase is translated into Indonesian verb phrase too. In the later, there are some rank shift variations. 1.92 % is English verb phrase level rank shift in Indonesian noun phrase; 48.08 % is English verb phrase shunt down into Indonesian verb; 9.61 % is English verb phrase shunt up into Indonesian embedded clause; and 3.45 % is ellipsis of English verb phrase into Indonesian equivalent. There are three groups of the meaning appropriateness in this study. For the first, 38.46 % of English verb phrase is appropriately translated into Indonesian equivalent. Secondly, 46.15 % English verb phrase is half appropriately translated into Indonesian equivalent. Thirdly, 15.39 % of English verb phrase is translated into Indonesian inappropriately cause of misinterpretation. From the two of the ellipsis of English verb phrase in Indonesian equivalent, 1.92 % is translated appropriately and 1.92 % is translated inappropriately due to misinterpretation. A translator should study the phenomena of non-passive of English verb phrase into Indonesian verb accurately so that the appropriateness of its meaning can be reached. In addition the translator has to study the meaning of verb + preposition structure accurately in Indonesia. This structure must be attended by students seriously because it is standard form in English but it is not in Indonesia. Thirdly, 1.72 % of English verb phrase is translated into Indonesian inappropriately cause of deviati","PeriodicalId":178230,"journal":{"name":"Jurnal Dimensi Pendidikan dan Pembelajaran","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134419983","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}
Banyak sekolah dasar di kabupaten Ponorogo yang masih mempertahankan keberadaan bahasa Inggris sebagai mata pelajaran walaupun bahasa Inggris tidak ada dalam kurikulum nasional sekolah dasar. Penelitian ini bertujuan untuk mengeathui idealisme apa yang dimiliki sekolah-sekolah tersebut sehingga masih mempertahankan bahasa Inggris sebagai mata pelajaran dan sejauh mana usaha mereka dalam mempertahankan idealisme tersebut. Seting penelitian ini adalah SD Muhammadiyah Ponorogo dan SD Muhammadiyah Terpadu Ponorogo yang merupakan sekolah swasta cukup favorit di Ponorogo, subyek penelitian adalah mata pelajaran bahasa Inggris. Instrument yang digunakan untuk mengumpulkan data adalah interview dan observasi. Sedangkan teknik analisa data memakai model Miles dan Huberman. Berdasarkan hasil pengolahan data maka diperoleh gambaran bahwa kedua sekolah tersebut memiliki alasan sebagai berikut: (1) mempersiapkan siswa untuk menghadapai pelajaran Bahasa Inggris di SMP dan (2) membekali siswa dalam menghadapi globalisasi dan kemajuan teknologi informasi (ICT). Namun upaya untuk mencapai idealisme tersebut bisa dikatakan kurang idealis yang disebabkan berbagai factor baik berasal dari pihak otoritas sekolah: kepala sekolah dan guru bahasa Inggris maupun dari siswa dan orang tua.
{"title":"MEMPERTAHANKAN IDEALISME MATA PELAJARAN BAHASA INGGRIS DI SEKOLAH DASAR DI PONOROGO","authors":"Niken Reti Indriastuti","doi":"10.24269/dpp.v6i1.783","DOIUrl":"https://doi.org/10.24269/dpp.v6i1.783","url":null,"abstract":"Banyak sekolah dasar di kabupaten Ponorogo yang masih mempertahankan keberadaan bahasa Inggris sebagai mata pelajaran walaupun bahasa Inggris tidak ada dalam kurikulum nasional sekolah dasar. Penelitian ini bertujuan untuk mengeathui idealisme apa yang dimiliki sekolah-sekolah tersebut sehingga masih mempertahankan bahasa Inggris sebagai mata pelajaran dan sejauh mana usaha mereka dalam mempertahankan idealisme tersebut. Seting penelitian ini adalah SD Muhammadiyah Ponorogo dan SD Muhammadiyah Terpadu Ponorogo yang merupakan sekolah swasta cukup favorit di Ponorogo, subyek penelitian adalah mata pelajaran bahasa Inggris. Instrument yang digunakan untuk mengumpulkan data adalah interview dan observasi. Sedangkan teknik analisa data memakai model Miles dan Huberman. Berdasarkan hasil pengolahan data maka diperoleh gambaran bahwa kedua sekolah tersebut memiliki alasan sebagai berikut: (1) mempersiapkan siswa untuk menghadapai pelajaran Bahasa Inggris di SMP dan (2) membekali siswa dalam menghadapi globalisasi dan kemajuan teknologi informasi (ICT). Namun upaya untuk mencapai idealisme tersebut bisa dikatakan kurang idealis yang disebabkan berbagai factor baik berasal dari pihak otoritas sekolah: kepala sekolah dan guru bahasa Inggris maupun dari siswa dan orang tua.","PeriodicalId":178230,"journal":{"name":"Jurnal Dimensi Pendidikan dan Pembelajaran","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124839260","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}
Husniah Ramadhani Pulungan, Ismail Rahmad Daulay, Ahmad Yamin Hasibuan
AbstrakPenelitian yang telah dikemukakan, penelitian ini bertujuan mendeskripsikan nilai-nilai pendidikan dalam syair nyanyian mambue anak pada suku Batak Angkola di Kabupaten Tapanuli Selatan. Tujuan penelitian adalah (1) Mendeskripsikan jenis-jenis nyanyian mambue anak pada suku BatakAngkola di Kabupaten Tapanuli Selatan Provinsi Sumatera Utara dan (2) Mendeskripsikan nilai-nilai pendidikan dalam lirik nyanyian mambue anak pada suku Batak Angkola di Kabupaten Tapanuli Selatan Provinsi Sumatera Utara. Data yang terkumpul melalui teknik-teknik yang telah dikemukakan di atas kemudian diolah atau diproses sebagai berikut (1) Mengumpulkan data tentang Kata Majemuk Bahasa Batak Angkola yang diperoleh dari masyarakat. (2) Data yang diperoleh berupa ujaran-ujaran informan, ditranskripsikan ke dalam bentuk tulisan. (3) Mengklasifikasikan data yang diperoleh berdasarkan permasalahan yang diteliti. (3) Data yang telah diperoleh diterjemahkan ke dalam Bahasa Indonesia dan menyusun laporan hasil analisis data. Dan (3) Menarik simpulan. Berdasarkan temuan penelitian mengenai nilai-nilai edukatif dalam lirik Nyanyian Mambue anak pada acara pernikahan Suku Batak Angkola Kabupaten Tapanuli Selatan Provinsi Sumatera Utara dapat disimpulkan (1) Nilai-nilai edukatif religious, (2) Nilai-nilai edukatif ketangguhan, (3) Nilai-nilai edukatif kepedulian, dan (4) Nilai-nilai Kejujuran. Kata Kunci: Nilai-Nilai Pendidikan, Kearifan Lokal, Nyanyian Mambue Anak, dan Suku Batak Angkola.
{"title":"NILAI-NILAI PENDIDIKAN DALAM LIRIK NYANYIAN MAMBUE ANAK SUKU BATAK ANGKOLA DI KABUPATEN TAPANULI SELATAN PROVINSI SUMATERA UTARA","authors":"Husniah Ramadhani Pulungan, Ismail Rahmad Daulay, Ahmad Yamin Hasibuan","doi":"10.24269/DPP.V6I1.709","DOIUrl":"https://doi.org/10.24269/DPP.V6I1.709","url":null,"abstract":"AbstrakPenelitian yang telah dikemukakan, penelitian ini bertujuan mendeskripsikan nilai-nilai pendidikan dalam syair nyanyian mambue anak pada suku Batak Angkola di Kabupaten Tapanuli Selatan. Tujuan penelitian adalah (1) Mendeskripsikan jenis-jenis nyanyian mambue anak pada suku BatakAngkola di Kabupaten Tapanuli Selatan Provinsi Sumatera Utara dan (2) Mendeskripsikan nilai-nilai pendidikan dalam lirik nyanyian mambue anak pada suku Batak Angkola di Kabupaten Tapanuli Selatan Provinsi Sumatera Utara. Data yang terkumpul melalui teknik-teknik yang telah dikemukakan di atas kemudian diolah atau diproses sebagai berikut (1) Mengumpulkan data tentang Kata Majemuk Bahasa Batak Angkola yang diperoleh dari masyarakat. (2) Data yang diperoleh berupa ujaran-ujaran informan, ditranskripsikan ke dalam bentuk tulisan. (3) Mengklasifikasikan data yang diperoleh berdasarkan permasalahan yang diteliti. (3) Data yang telah diperoleh diterjemahkan ke dalam Bahasa Indonesia dan menyusun laporan hasil analisis data. Dan (3) Menarik simpulan. Berdasarkan temuan penelitian mengenai nilai-nilai edukatif dalam lirik Nyanyian Mambue anak pada acara pernikahan Suku Batak Angkola Kabupaten Tapanuli Selatan Provinsi Sumatera Utara dapat disimpulkan (1) Nilai-nilai edukatif religious, (2) Nilai-nilai edukatif ketangguhan, (3) Nilai-nilai edukatif kepedulian, dan (4) Nilai-nilai Kejujuran. Kata Kunci: Nilai-Nilai Pendidikan, Kearifan Lokal, Nyanyian Mambue Anak, dan Suku Batak Angkola.","PeriodicalId":178230,"journal":{"name":"Jurnal Dimensi Pendidikan dan Pembelajaran","volume":"4 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121821985","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 study aims to describe the learning management of early childhood education in Rutosoro kindergarten, namely 1) planning of learning, 2) implementation of learning, 3) assessment of learning. This study was qualitative study. This study was done in Rutosoro kindergarten. The study design was educational ethnography. The subjects of this study were the headmaster, teachers and students of Rutosoro kindergarten. The methods of data collection in this study were interview, observation and documentation. The data analysis in this study using the analysis of interactive model developed by Miles and Huberman namely data collection, data reduction, data display and conclusion. The result of study shows that 1) the planning of learning is made in the form of syllabus, the semester planning, weekly activities planning, daily activities planning. In making the learning planning the kindergarten teachers need to consider the level of children development, the children development aspects, the children’s needs, the children’s interest, and the children’s characteristics, 2) the implementation of learning in Rutosoro kindergarten begins with the welcoming of the children by the teachers, introduction (moving together, praying, presenting, questioning on themes and subthemes), core activities, eating and resting, closing. Implementation of learning using the methods adapted to the theme with the principle of playing while learning, and 3) the assessment of learning is done every time since the children come to the school till the children go back to home through the assignment, conversation, observation, performance, work, and portofolio.
{"title":"MANAJEMEN PEMBELAJARAN PENDIDIKAN ANAK USIA DINI DI TK RUTOSORO KECAMATAN GOLEWA KABUPATEN NGADA FLORES NUSA TENGGARA TIMUR","authors":"Efrida Ita","doi":"10.2426/DPP.V6I1.889","DOIUrl":"https://doi.org/10.2426/DPP.V6I1.889","url":null,"abstract":"This study aims to describe the learning management of early childhood education in Rutosoro kindergarten, namely 1) planning of learning, 2) implementation of learning, 3) assessment of learning. This study was qualitative study. This study was done in Rutosoro kindergarten. The study design was educational ethnography. The subjects of this study were the headmaster, teachers and students of Rutosoro kindergarten. The methods of data collection in this study were interview, observation and documentation. The data analysis in this study using the analysis of interactive model developed by Miles and Huberman namely data collection, data reduction, data display and conclusion. The result of study shows that 1) the planning of learning is made in the form of syllabus, the semester planning, weekly activities planning, daily activities planning. In making the learning planning the kindergarten teachers need to consider the level of children development, the children development aspects, the children’s needs, the children’s interest, and the children’s characteristics, 2) the implementation of learning in Rutosoro kindergarten begins with the welcoming of the children by the teachers, introduction (moving together, praying, presenting, questioning on themes and subthemes), core activities, eating and resting, closing. Implementation of learning using the methods adapted to the theme with the principle of playing while learning, and 3) the assessment of learning is done every time since the children come to the school till the children go back to home through the assignment, conversation, observation, performance, work, and portofolio.","PeriodicalId":178230,"journal":{"name":"Jurnal Dimensi Pendidikan dan Pembelajaran","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116312103","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 study explains the use of the Natural User Interface (NUI) on retention of learning. The combination of multimedia and virtual reality is called immersive multimedia. Immersive multimedia is the reality of computer simulations that replicate the environment resulting in user interaction. Immersive multimedia technology is applied to natural user interface (NUI). Natural user interface (NUI) has great potential to facilitate new ways of computer-based learning. The result of instructional media development in this research is an interactive learning media that allows learners to display presentation content and manipulate presentation content directly so as to stimulate visual which improves learning retention. Key Word: Natural User Interface (NUI) , Educational, Retention, Immersive Multimedia, Interactive Learning
{"title":"PENERAPAN TEKNOLOGI NATURAL USER INTERACE (NUI) SEBAGAI STRATEGI PEMBELAJARAN TERHADAP RETENSI BELAJAR","authors":"C. Kurniawan","doi":"10.24269/DPP.V5I2.496","DOIUrl":"https://doi.org/10.24269/DPP.V5I2.496","url":null,"abstract":"This study explains the use of the Natural User Interface (NUI) on retention of learning. The combination of multimedia and virtual reality is called immersive multimedia. Immersive multimedia is the reality of computer simulations that replicate the environment resulting in user interaction. Immersive multimedia technology is applied to natural user interface (NUI). Natural user interface (NUI) has great potential to facilitate new ways of computer-based learning. The result of instructional media development in this research is an interactive learning media that allows learners to display presentation content and manipulate presentation content directly so as to stimulate visual which improves learning retention. Key Word: Natural User Interface (NUI) , Educational, Retention, Immersive Multimedia, Interactive Learning","PeriodicalId":178230,"journal":{"name":"Jurnal Dimensi Pendidikan dan Pembelajaran","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120969871","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}
Penelitian ini bertujuan untuk mendeskripsikan dan menjelaskan keterbacaan, dan persepsi guru bahasa Indonesia terhadap buku “Ekspresi Diri dan Akademik” untuk kelas X SMA kurikulum 2013 yang disingkat K.13. Lokasi penelitian ini di SMKN 1 Jenangan, Ponorogo. Penelitian ini menggunakan metode deskriptif kualitatif dengan studi kasus tunggal terpancang. Sumber data penelitian ini adalah buku “Ekspresi Diri dan Akademik” (EDA) kelas X SMA serta informan yang terdiri dari guru bahasa Indonesia dan siswa. Teknik pengumpulan data melalui analisis dokumen, penjaringan tes isi rumpang, dan wawancara. Informan yang dipilih adalah guru bahasa Indonesia dari empat SMK yang berbeda. Empat SMK tersebut antara lain, SMKN 1 Jenangan, SMKN 1 Ponorogo, SMK PEMKAB, dan SMK Sore. Validitas data dengan triangulasi sumber data dan triangulasi metode pengumpulan data. Data yang terkumpul dianalisis secara interaktif dengan komponen analisis, reduksi data, sajian data dan penarikan kesimpulan. Dari penelitian ini dapat disimpulkan bahwa hasil penelitian terhadap tingkat keterbacaan diperoleh 75.35%, dengan tingkat keterbacaan siswa mandiri, dan mudah. Hasil persepsi guru menyatakan bahwa buku EDA K.13 ini sudah baik dan layak, namun masih perlu adanya perbaikan pada bahasa dan kelengkapan materi. Kata kunci: Keterbacaan, Buku Bahasa Indonesia, EDA K.13
{"title":"KETERBACAAN BUKU BAHASA INDONESIA (Studi Kasus Buku “Ekspresi Diri dan Akademik” Untuk Kelas X SMA Kurikulum 2013)","authors":"I. Rahmawati","doi":"10.24269/dpp.v5i2.523","DOIUrl":"https://doi.org/10.24269/dpp.v5i2.523","url":null,"abstract":"Penelitian ini bertujuan untuk mendeskripsikan dan menjelaskan keterbacaan, dan persepsi guru bahasa Indonesia terhadap buku “Ekspresi Diri dan Akademik” untuk kelas X SMA kurikulum 2013 yang disingkat K.13. Lokasi penelitian ini di SMKN 1 Jenangan, Ponorogo. Penelitian ini menggunakan metode deskriptif kualitatif dengan studi kasus tunggal terpancang. Sumber data penelitian ini adalah buku “Ekspresi Diri dan Akademik” (EDA) kelas X SMA serta informan yang terdiri dari guru bahasa Indonesia dan siswa. Teknik pengumpulan data melalui analisis dokumen, penjaringan tes isi rumpang, dan wawancara. Informan yang dipilih adalah guru bahasa Indonesia dari empat SMK yang berbeda. Empat SMK tersebut antara lain, SMKN 1 Jenangan, SMKN 1 Ponorogo, SMK PEMKAB, dan SMK Sore. Validitas data dengan triangulasi sumber data dan triangulasi metode pengumpulan data. Data yang terkumpul dianalisis secara interaktif dengan komponen analisis, reduksi data, sajian data dan penarikan kesimpulan. Dari penelitian ini dapat disimpulkan bahwa hasil penelitian terhadap tingkat keterbacaan diperoleh 75.35%, dengan tingkat keterbacaan siswa mandiri, dan mudah. Hasil persepsi guru menyatakan bahwa buku EDA K.13 ini sudah baik dan layak, namun masih perlu adanya perbaikan pada bahasa dan kelengkapan materi. Kata kunci: Keterbacaan, Buku Bahasa Indonesia, EDA K.13","PeriodicalId":178230,"journal":{"name":"Jurnal Dimensi Pendidikan dan Pembelajaran","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125886126","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}
Penelitian ini bertujuan untuk mengetahui dan menganalisa jenis-jenis kesalahan dalam penggunaan simple past tense yang dilakukan oleh siswa kelas VIII dalam membuat karangan naratif berbahasa Inggris. Teknik penelitian yang digunakan adalah teknik penelitian kualitatif dengan penekanan pada data hasil survey. Berdasarkan hasil penelitian ditemukan 40 jenis kesalahan yang terdiri dari 32,5% kesalahan penggunaan tobe, 50% penggunaan kata kerja, 7,5% dalam penggunaan modal dan 10% dalam penggunaan kata bantu.
{"title":"ANALISA KESALAHAN PENGGUNAAN SIMPLE PAST TENSE PADA ENGLISH NARRATIVE COMPOSITION SISWA KELAS VIII SMPN 1 BOJONG GEDE BOGOR","authors":"Mu’thia Mubasyira","doi":"10.24269/dpp.v5i2.463","DOIUrl":"https://doi.org/10.24269/dpp.v5i2.463","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui dan menganalisa jenis-jenis kesalahan dalam penggunaan simple past tense yang dilakukan oleh siswa kelas VIII dalam membuat karangan naratif berbahasa Inggris. Teknik penelitian yang digunakan adalah teknik penelitian kualitatif dengan penekanan pada data hasil survey. Berdasarkan hasil penelitian ditemukan 40 jenis kesalahan yang terdiri dari 32,5% kesalahan penggunaan tobe, 50% penggunaan kata kerja, 7,5% dalam penggunaan modal dan 10% dalam penggunaan kata bantu.","PeriodicalId":178230,"journal":{"name":"Jurnal Dimensi Pendidikan dan Pembelajaran","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130880528","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}
Human needs a means of communication to fulfill their social needs. To support communication easier, electronic media is used, such as television, radio, telephone, and handphone. Electronic media provide information can be understood more easily and instanly. The development of era has been influence in communication and interaction way. In this case, language which be used also influenced. Nowadays, many of slang word used in communication. Slang is a language variety which are informal which used to communication more easily and instanly in social group.The objectives of research is to inform about slang word (in this case ‘alay language’) which complicated with standard of Indonesia language. Therefore, the use of alay language is worried because it has many errors in Indonesia language. And, it can damage the standard of Indonesia language. The method used in this research is qualitative method, writer select descriptive techniques to analyze the data. Data obtained came from BlacBerry messenger, twitter, instragram, path, line and facebook. To colect data, writer used the method of observation. The writer found that in Alay ‘Alay’ is one of slang language that used in talk between teenagers. It can be understood by certain group particularly group who use ‘alay’ language. ‘Alay’ language for communication has many errors in Bahasa Indonesia. Alay language in social media can be minimized in order to avoid misunderstanding in delivering message.Key Words: communication, ‘slang’ language, alay, social media
{"title":"AN ANALYSIS OF SLANG WORDS USED IN SOCIAL MEDIA","authors":"Wahyu Trimastuti","doi":"10.2426/dpp.v5i2.497","DOIUrl":"https://doi.org/10.2426/dpp.v5i2.497","url":null,"abstract":"Human needs a means of communication to fulfill their social needs. To support communication easier, electronic media is used, such as television, radio, telephone, and handphone. Electronic media provide information can be understood more easily and instanly. The development of era has been influence in communication and interaction way. In this case, language which be used also influenced. Nowadays, many of slang word used in communication. Slang is a language variety which are informal which used to communication more easily and instanly in social group.The objectives of research is to inform about slang word (in this case ‘alay language’) which complicated with standard of Indonesia language. Therefore, the use of alay language is worried because it has many errors in Indonesia language. And, it can damage the standard of Indonesia language. The method used in this research is qualitative method, writer select descriptive techniques to analyze the data. Data obtained came from BlacBerry messenger, twitter, instragram, path, line and facebook. To colect data, writer used the method of observation. The writer found that in Alay ‘Alay’ is one of slang language that used in talk between teenagers. It can be understood by certain group particularly group who use ‘alay’ language. ‘Alay’ language for communication has many errors in Bahasa Indonesia. Alay language in social media can be minimized in order to avoid misunderstanding in delivering message.Key Words: communication, ‘slang’ language, alay, social media","PeriodicalId":178230,"journal":{"name":"Jurnal Dimensi Pendidikan dan Pembelajaran","volume":"392 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123361523","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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