Penelitian ini bertujuan untuk melihat efektivitas model Cooperative Integrated Reading and Composition (CIRC) untuk meningkatkan kemampuan membaca pemahaman cerita fiksi pada siswa kelas IV SDIT Persis 99 Rancabango. Jenis penelitian ini adalah penelitian Kuantitatif dengan Metode eksperimen (Pre-Eksperimental) dengan bentuk One-Group Pretest-Posttest Design. Populasi dalam penelitian ini adalah seluruh siswa kelas IV yang berjumlah 45 siswa. Adapun sampel yang peneliti ambil adalah siswa kelas IVA yang berjumlah 25 siswa. Teknik pengambilan sampel yang digunakan adalah teknik sampling bertujuan. Instrumen yang digunakan dalam penelitian ini adalah tes dan lembar observasi. Hasil penelitian menunjukkan bahwa model Cooperative Integrated Reading and Composition (CIRC) efektif dalam meningkatkan kemampuan membaca pemahaman cerita fiksi siswa di kelas IV SDIT Persis 99 Rancabango. Kesimpulan ini diperoleh melalui perolehan nilai sebelum mendapatkan perlakuan yang menunjukkan nilai rata-rata sebesar 45,68 dan setelah mendapat perlakuan sebesar 75,24. Hal tersebut dikuatkan dengan hasil Uji-t yakni thitung = 14,9348 > ttabel = 2.0639. Berdasarkan analisis data yang telah dilakukan, maka diperoleh hasil penelitian yang menunjukan HO ditolak dan Ha diterima. Oleh karena itu, model Cooperative Integrated Reading and Composition (CIRC) efektif untuk meningkatkan kemampuan membaca pemahaman cerita fiksi di Kelas IV SDIT Persis 99 Rancabango. Sehubungan dengan keterbatasan peneliti dalam melakukan penelitian maka peneliti sarankan kepada peneliti selanjutnya untuk melakukan pengujian ulang mengenai efektivitas model Cooperative Integrated Reading and Composition (CIRC) dengan permasalahan yang lebih luas.
{"title":"EFEKTIVITAS MODEL COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN CERITA FIKSI","authors":"Liswina Fitriani, Muhammad Nurjamaludin","doi":"10.31980/ba.v1i1.737","DOIUrl":"https://doi.org/10.31980/ba.v1i1.737","url":null,"abstract":"Penelitian ini bertujuan untuk melihat efektivitas model Cooperative Integrated Reading and Composition (CIRC) untuk meningkatkan kemampuan membaca pemahaman cerita fiksi pada siswa kelas IV SDIT Persis 99 Rancabango. Jenis penelitian ini adalah penelitian Kuantitatif dengan Metode eksperimen (Pre-Eksperimental) dengan bentuk One-Group Pretest-Posttest Design. Populasi dalam penelitian ini adalah seluruh siswa kelas IV yang berjumlah 45 siswa. Adapun sampel yang peneliti ambil adalah siswa kelas IVA yang berjumlah 25 siswa. Teknik pengambilan sampel yang digunakan adalah teknik sampling bertujuan. Instrumen yang digunakan dalam penelitian ini adalah tes dan lembar observasi. Hasil penelitian menunjukkan bahwa model Cooperative Integrated Reading and Composition (CIRC) efektif dalam meningkatkan kemampuan membaca pemahaman cerita fiksi siswa di kelas IV SDIT Persis 99 Rancabango. Kesimpulan ini diperoleh melalui perolehan nilai sebelum mendapatkan perlakuan yang menunjukkan nilai rata-rata sebesar 45,68 dan setelah mendapat perlakuan sebesar 75,24. Hal tersebut dikuatkan dengan hasil Uji-t yakni thitung = 14,9348 > ttabel = 2.0639. Berdasarkan analisis data yang telah dilakukan, maka diperoleh hasil penelitian yang menunjukan HO ditolak dan Ha diterima. Oleh karena itu, model Cooperative Integrated Reading and Composition (CIRC) efektif untuk meningkatkan kemampuan membaca pemahaman cerita fiksi di Kelas IV SDIT Persis 99 Rancabango. Sehubungan dengan keterbatasan peneliti dalam melakukan penelitian maka peneliti sarankan kepada peneliti selanjutnya untuk melakukan pengujian ulang mengenai efektivitas model Cooperative Integrated Reading and Composition (CIRC) dengan permasalahan yang lebih luas.","PeriodicalId":277312,"journal":{"name":"Bale Aksara","volume":"341 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116251230","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 research is the learning outcomes of fourth grade students at SD Negeri 1 Pananjung. This study aims to determine the effect of mind mapping learning models on class IV student learning outcomes in science learning. The research method used was a quasi-experimental design with Nonequivalent Control Group Design. The sampling technique in this study is purposive sampling namely class IV A as an experimental group with 20 students and class IV B as a control group with 20 students, so the total sample in this study was 40 students. The instrument used was a multiple choice test instrument. The analysis technique used in this study is to use the t-test to find out whether the mind mapping learning model affects student learning outcomes or not. The results showed a mind mapping learning model significant effect on the learning outcomes of fourth grade students in learning science in SD Negeri 1 Pananjung on the subject of the discussion of energy sources. This is based on the results of the parametric inferential statistical test calculations, in the different test result show that there are differences differences in the value of tcount > ttable, where tcount > ttable or 4.63> 2.02 and the gain value in the experimental group is equal to 0,60 with moderate criteria. So it can be concluded that the application of the mind mapping learning model can affect the learning outcomes of fourth grade students in the cognitive aspects of science learning in SD Negeri 1 Pananjung.
本研究的问题是SD Negeri 1 Pananjung四年级学生的学习成果。本研究旨在探讨思维导图学习模式对四年级学生科学学习成果的影响。研究方法采用非等效对照组设计的准实验设计。本研究的抽样方法是有目的抽样，即A班为实验组，20人，B班为对照组，20人，因此本研究的总样本为40人。使用的仪器是一个选择题测试仪器。本研究使用的分析方法是使用t检验来确定思维导图学习模式是否影响学生的学习成果。结果显示，思维导图学习模式对小学四年级学生在能源讨论主题上的学习效果有显著影响。这是根据参数推理统计检验的结果计算得出的，在不同的检验结果中，tcount > ttable的值存在差异差异，其中tcount > ttable或4.63> 2.02，实验组的增益值等于0,60，具有中等标准。因此可以得出结论，思维导图学习模式的应用可以影响四年级学生在SD Negeri 1 Pananjung科学学习认知方面的学习成果。
{"title":"PENGARUH MODEL MIND MAPPING TERHADAP HASIL BELAJAR SISWA DALAM PEMBELAJARAN IPA KELAS IV DI SD NEGERI 1 PANANJUNG","authors":"Ai Nurhayati, Widdy Sukma Nugraha","doi":"10.31980/ba.v1i1.732","DOIUrl":"https://doi.org/10.31980/ba.v1i1.732","url":null,"abstract":"The problem in this research is the learning outcomes of fourth grade students at SD Negeri 1 Pananjung. This study aims to determine the effect of mind mapping learning models on class IV student learning outcomes in science learning. The research method used was a quasi-experimental design with Nonequivalent Control Group Design. The sampling technique in this study is purposive sampling namely class IV A as an experimental group with 20 students and class IV B as a control group with 20 students, so the total sample in this study was 40 students. The instrument used was a multiple choice test instrument. The analysis technique used in this study is to use the t-test to find out whether the mind mapping learning model affects student learning outcomes or not. The results showed a mind mapping learning model significant effect on the learning outcomes of fourth grade students in learning science in SD Negeri 1 Pananjung on the subject of the discussion of energy sources. This is based on the results of the parametric inferential statistical test calculations, in the different test result show that there are differences differences in the value of tcount > ttable, where tcount > ttable or 4.63> 2.02 and the gain value in the experimental group is equal to 0,60 with moderate criteria. So it can be concluded that the application of the mind mapping learning model can affect the learning outcomes of fourth grade students in the cognitive aspects of science learning in SD Negeri 1 Pananjung.","PeriodicalId":277312,"journal":{"name":"Bale Aksara","volume":"89 10","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114104593","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 was done for to find out the effectiveness of cooperative learning model type concept sentence helps the media roll the can in learning writing a narrative. The purpose of this study was to find the effectiveness and difference of cooperative learning model type concept sentence helps the media roll the can in improving creative thinking skills in writing narrative between the use of cooperative sentence model type concept sentence helps the media roll the can with conventional model. The research method used in this study is the experimental method. Reseacrh done, that is (1) cooperative learning model type concept sentence helps the media roll the can is effective in learning the creative thinking skills in writing narrative with average pretest of 35,2 while the average posttest is 49.3 higher than the control class. In the control class the average score pretest 30.5 while the posttest average 37.3 is still lower than the experimental class. (2) there is a difference in creative thinking skills in writing narrative by using cooperative learning model type concept sentence helps the media roll the can with conventional models. The results of the independent samples t-test on the posstest value indicate the value of sig. (2-tailed) of 0.00 (p<0.05). The conclusion of this study is the cooperative learning model type concept sentence heps the media roll the can improve creative thinking skills in writing narrative.
{"title":"KEEFEKTIFAN MODEL PEMBELAJARAN KOOPERATIF TIPE CONCEPT SENTENCE BERBANTUAN MEDIA ROLL THE CAN TERHADAP KETERAMPILAN BERPIKIR KREATIF DALAM MENULIS KARANGAN NARASI","authors":"Novianti Novianti, Eko Fajar Suryaningrat","doi":"10.31980/ba.v1i1.734","DOIUrl":"https://doi.org/10.31980/ba.v1i1.734","url":null,"abstract":"This research was done for to find out the effectiveness of cooperative learning model type concept sentence helps the media roll the can in learning writing a narrative. The purpose of this study was to find the effectiveness and difference of cooperative learning model type concept sentence helps the media roll the can in improving creative thinking skills in writing narrative between the use of cooperative sentence model type concept sentence helps the media roll the can with conventional model. The research method used in this study is the experimental method. Reseacrh done, that is (1) cooperative learning model type concept sentence helps the media roll the can is effective in learning the creative thinking skills in writing narrative with average pretest of 35,2 while the average posttest is 49.3 higher than the control class. In the control class the average score pretest 30.5 while the posttest average 37.3 is still lower than the experimental class. (2) there is a difference in creative thinking skills in writing narrative by using cooperative learning model type concept sentence helps the media roll the can with conventional models. The results of the independent samples t-test on the posstest value indicate the value of sig. (2-tailed) of 0.00 (p<0.05). The conclusion of this study is the cooperative learning model type concept sentence heps the media roll the can improve creative thinking skills in writing narrative.","PeriodicalId":277312,"journal":{"name":"Bale Aksara","volume":"290 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115528410","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 done for to find out the effectiveness of cooperative learning helps the media kokamicabi in speaking skills. The purpose of this study was to find the effectiviness of cooperative learning helps media kokamicabi in improving speaking skills. The research method used in this study is the experimental method. Research done, that is (1) cooperative learning model helps the media kokamicabi is effective in improving speaking skills with average pretest 54,4 while the average posttest is 74,4 higher than average ptetest (2)there is a difference in speaking skills by using cooperative learning model helps the media kokamicabi with conventional models. The results of the independent sampels t-test on the posstest value indicate the value of sig. (2-tiled) of 0.00 (p<0.05). The conclusion of this study is the cooperative learning model helps the media kokamicabi can improve speaking skills.
{"title":"EFEKTIVITAS MODEL PEMBELAJARAN COOPERATIVE LEARNING DENGAN MENGGUNAKAN MEDIA KOKAMICABI TERHADAP KETERAMPILAN BERBICARA PESERTA DIDIK KELAS IV SEKOLAH DASAR NEGERI 02 BALEWANGI TAHUN PELAJARAN 2018/2019","authors":"Lisna Sari, Risma Nuriyanti","doi":"10.31980/ba.v1i1.736","DOIUrl":"https://doi.org/10.31980/ba.v1i1.736","url":null,"abstract":"This research done for to find out the effectiveness of cooperative learning helps the media kokamicabi in speaking skills. The purpose of this study was to find the effectiviness of cooperative learning helps media kokamicabi in improving speaking skills. The research method used in this study is the experimental method. Research done, that is (1) cooperative learning model helps the media kokamicabi is effective in improving speaking skills with average pretest 54,4 while the average posttest is 74,4 higher than average ptetest (2)there is a difference in speaking skills by using cooperative learning model helps the media kokamicabi with conventional models. The results of the independent sampels t-test on the posstest value indicate the value of sig. (2-tiled) of 0.00 (p<0.05). The conclusion of this study is the cooperative learning model helps the media kokamicabi can improve speaking skills.","PeriodicalId":277312,"journal":{"name":"Bale Aksara","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130343682","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 motivated by the learning model used by teachers when teaching and learning activities in character building so that there is a need for positive character planting in accordance with the national education goals set in Law No. 20 of 2003. The purpose of this research is to find out (1) Application of Jigsaw learning model. (2) Value of responsibility and value of hard work. (3) Students' perceptions of the use of Jigsaw learning models in instilling the value of responsibility and the value of hard work. The benefit of this research is that it can provide an overview of the implementation of the Jigsaw learning model to instill the value of responsibility and the value of hard work. The method used in this research is quantitative descriptive method. Data obtained from this study is to spread questionnaires and make observations. Based on the data collected and the results of the analysis of this study, the conclusions can be drawn as follows: (1) The implementation of the Jigsaw learning model is classified as good or it can be said that almost all activities have been carried out by the teacher, this can be proven by the largest observation results, 83, 33%. (2) The responsibility and hard work of students is classified as good category, with the largest acquisition, namely the value of responsibility with 25 students and the value of hard work with 24 students. (3) Students' perceptions regarding the implementation of the Jigsaw learning model to instill the value of responsibility and the value of hard work get a positive response. This can be proven by the acquisition of a questionnaire with a total of 18 items from 37 items.
{"title":"IMPLEMENTASI MODEL PEMBELAJARAN JIGSAW UNTUK MENANAMKAN NILAI TANGGUNG JAWAB DAN NILAI KERJA KERAS","authors":"Chinta N.A Ismayawiaty, Abdul Hakim","doi":"10.31980/ba.v1i1.733","DOIUrl":"https://doi.org/10.31980/ba.v1i1.733","url":null,"abstract":"This research is motivated by the learning model used by teachers when teaching and learning activities in character building so that there is a need for positive character planting in accordance with the national education goals set in Law No. 20 of 2003. The purpose of this research is to find out (1) Application of Jigsaw learning model. (2) Value of responsibility and value of hard work. (3) Students' perceptions of the use of Jigsaw learning models in instilling the value of responsibility and the value of hard work. The benefit of this research is that it can provide an overview of the implementation of the Jigsaw learning model to instill the value of responsibility and the value of hard work. The method used in this research is quantitative descriptive method. Data obtained from this study is to spread questionnaires and make observations. Based on the data collected and the results of the analysis of this study, the conclusions can be drawn as follows: (1) The implementation of the Jigsaw learning model is classified as good or it can be said that almost all activities have been carried out by the teacher, this can be proven by the largest observation results, 83, 33%. (2) The responsibility and hard work of students is classified as good category, with the largest acquisition, namely the value of responsibility with 25 students and the value of hard work with 24 students. (3) Students' perceptions regarding the implementation of the Jigsaw learning model to instill the value of responsibility and the value of hard work get a positive response. This can be proven by the acquisition of a questionnaire with a total of 18 items from 37 items.","PeriodicalId":277312,"journal":{"name":"Bale Aksara","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115141911","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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