Pub Date : 2019-04-29DOI: 10.21107/WIDYAGOGIK.V6I2.5201
Hartoyo Hartoyo
This study aims to improve the ability of social studies learning outcomes in social studies learning in class VI SD Negeri 1 Putat through learning models Value Clarification Technique. This research is a classroom action research where researchers collaborate with colleagues as observers in conducting research. The research subjects were class VI SD Negeri 1 Putat students, as many as 20 students consisted of 14 male students and 6 female students. Learning outcomes of class VI students on social studies subjects increased from each action in each cycle, increasing student learning outcomes in class VI students from the results of the evaluation of the first cycle of students who completed as many as 14 people (70%), in the second cycle to 19 people (95 %). This is evident from the results of evaluations of students who completed the KKM value of the total number of students as many as 20 people the results increased. Conclusion The use of scramble type cooperative learning model can improve the ability of social studies learning outcomes in social studies learning class VI SD Negeri 1 Putat.
{"title":"PENERAPAN MODEL COOPERATIVE LEARNING TIPE SCRAMBLE UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA PEMBELAJARAN IPS KELAS VI SEMESTER II SDN 1 PUTAT GROBOGAN","authors":"Hartoyo Hartoyo","doi":"10.21107/WIDYAGOGIK.V6I2.5201","DOIUrl":"https://doi.org/10.21107/WIDYAGOGIK.V6I2.5201","url":null,"abstract":"This study aims to improve the ability of social studies learning outcomes in social studies learning in class VI SD Negeri 1 Putat through learning models Value Clarification Technique. This research is a classroom action research where researchers collaborate with colleagues as observers in conducting research. The research subjects were class VI SD Negeri 1 Putat students, as many as 20 students consisted of 14 male students and 6 female students. Learning outcomes of class VI students on social studies subjects increased from each action in each cycle, increasing student learning outcomes in class VI students from the results of the evaluation of the first cycle of students who completed as many as 14 people (70%), in the second cycle to 19 people (95 %). This is evident from the results of evaluations of students who completed the KKM value of the total number of students as many as 20 people the results increased. Conclusion The use of scramble type cooperative learning model can improve the ability of social studies learning outcomes in social studies learning class VI SD Negeri 1 Putat.","PeriodicalId":299429,"journal":{"name":"Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133664462","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}
Pub Date : 2019-04-29DOI: 10.21107/WIDYAGOGIK.V6I2.5194
Suliyono Suliyono
Tujuan penelitian ini adalah untuk meningkatkan kinerja guru melalui teknik lesson study secara kolaboratif dan rutin di SD Negeri 2 Penganten Kecamatan Klambu Kabupaten Grobogan Semester II Tahun 2017/2018. Penelitian ini dilakukan selama semester II tahun pelajaran 2017/2018 dari penyusunan Proposal bulan Januari sampai penulisan laporan hasil penelitian pada bulan Maret 2018. Subyek penelitian adalah 8 Guru di SD Negeri 2 Penganten Kecamatan Klambu Kabupaten Grobogan. Kondisi awal persentase kinerja hanya 38,375%. Metode yang digunakan dalam penelitian ini adalah metode Penelitian Tindakan Sekolah. Setiap siklus terdiridariempat tahap yaitu tahap perencanaan (planning),pelaksanaan tindakan(acting),pengamatan (observing)dan refleksi(reflecting).Analisa data yang digunakan dalam penelitian ini menggunakan analisis deskriptifnkomparatif yaitu dengan membandingkan nilai hasil tes awal,siklus pertama dan siklus ke dua. Dari analisa data yang dilaksanakan dalam penelitian ini diperoleh simpulan peningkatan kinerja guru secara keseluruhan adalah dari awal sebesar 38,375% (kategori rendah), setelah tindakan siklus I menjadi 60% (kategori sedang), dan setelah tindakan siklus II meningkat lagi menjadi 84,583 % (kategori sangat tinggi)
{"title":"UPAYA PENINGKATAN KINERJA GURU MELALUI TEKNIK LESSON STUDY SECARA KOLABORATIF DAN RUTIN DI SD NEGERI 2 PENGANTEN KECAMATAN KLAMBU KABUPATEN GROBOGAN SEMESTER II TAHUN 2017/2018","authors":"Suliyono Suliyono","doi":"10.21107/WIDYAGOGIK.V6I2.5194","DOIUrl":"https://doi.org/10.21107/WIDYAGOGIK.V6I2.5194","url":null,"abstract":"Tujuan penelitian ini adalah untuk meningkatkan kinerja guru melalui teknik lesson study secara kolaboratif dan rutin di SD Negeri 2 Penganten Kecamatan Klambu Kabupaten Grobogan Semester II Tahun 2017/2018. Penelitian ini dilakukan selama semester II tahun pelajaran 2017/2018 dari penyusunan Proposal bulan Januari sampai penulisan laporan hasil penelitian pada bulan Maret 2018. Subyek penelitian adalah 8 Guru di SD Negeri 2 Penganten Kecamatan Klambu Kabupaten Grobogan. Kondisi awal persentase kinerja hanya 38,375%. Metode yang digunakan dalam penelitian ini adalah metode Penelitian Tindakan Sekolah. Setiap siklus terdiridariempat tahap yaitu tahap perencanaan (planning),pelaksanaan tindakan(acting),pengamatan (observing)dan refleksi(reflecting).Analisa data yang digunakan dalam penelitian ini menggunakan analisis deskriptifnkomparatif yaitu dengan membandingkan nilai hasil tes awal,siklus pertama dan siklus ke dua. Dari analisa data yang dilaksanakan dalam penelitian ini diperoleh simpulan peningkatan kinerja guru secara keseluruhan adalah dari awal sebesar 38,375% (kategori rendah), setelah tindakan siklus I menjadi 60% (kategori sedang), dan setelah tindakan siklus II meningkat lagi menjadi 84,583 % (kategori sangat tinggi)","PeriodicalId":299429,"journal":{"name":"Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar","volume":"322 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132173480","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}
Pub Date : 2019-04-29DOI: 10.21107/WIDYAGOGIK.V6I2.5202
Ariesta Kartika Sari, Muchamad Arif, S. Sudarsono, Holifah Holifah
This study aims to (1) improve the understanding of 7 th grade students on set material, (2) describe the cooperative skills of students after following the cooperative learning model type Example Non Example. This research is a collaborative classroom action research. Participants in this classroom action research are 16 class 7 th SMPN 2 Socah Bangkalan Madura. The stages of classroom action research in this study refer to Bachman's Spiral model (in Mertler, 2014: 19). The stages in this classroom action research consist of: Plan, Action, Observation, and Reflection. The learning model applied in this study is the cooperative learning model type Example Non Example. The focus of the material in this study is the set material of Mathematics subjects. The implementation of this classroom action research consists of two cycles. The application of cooperative learning model type Example Non Example gives results that: (1) the average student understanding in the first cycle reaches 68.8%. While the understanding of students in the second cycle reached 82.5%. Students' cooperative skills in this study consist of skills: (a) appreciating contributions, (b) being in groups, (c) listening, and (d) asking. After following the implementation of the Example Non Example cooperative learning model, the cooperative skills of students in the first cycle reached 73% (good). Whereas in the second cycle, students' cooperative skills reached 91% (very good)
{"title":"IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE EXAMPLE NON EXAMPLE UNTUK MENINGKATKAN PEMAHAMAN DAN KETERAMPILAN KOOPERATIF SISWA KELAS VII SMP PADA MATERI HIMPUNAN","authors":"Ariesta Kartika Sari, Muchamad Arif, S. Sudarsono, Holifah Holifah","doi":"10.21107/WIDYAGOGIK.V6I2.5202","DOIUrl":"https://doi.org/10.21107/WIDYAGOGIK.V6I2.5202","url":null,"abstract":"This study aims to (1) improve the understanding of 7 th grade students on set material, (2) describe the cooperative skills of students after following the cooperative learning model type Example Non Example. This research is a collaborative classroom action research. Participants in this classroom action research are 16 class 7 th SMPN 2 Socah Bangkalan Madura. The stages of classroom action research in this study refer to Bachman's Spiral model (in Mertler, 2014: 19). The stages in this classroom action research consist of: Plan, Action, Observation, and Reflection. The learning model applied in this study is the cooperative learning model type Example Non Example. The focus of the material in this study is the set material of Mathematics subjects. The implementation of this classroom action research consists of two cycles. The application of cooperative learning model type Example Non Example gives results that: (1) the average student understanding in the first cycle reaches 68.8%. While the understanding of students in the second cycle reached 82.5%. Students' cooperative skills in this study consist of skills: (a) appreciating contributions, (b) being in groups, (c) listening, and (d) asking. After following the implementation of the Example Non Example cooperative learning model, the cooperative skills of students in the first cycle reached 73% (good). Whereas in the second cycle, students' cooperative skills reached 91% (very good)","PeriodicalId":299429,"journal":{"name":"Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129186439","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}
Pub Date : 2019-04-29DOI: 10.21107/WIDYAGOGIK.V6I2.5200
Martini Martini
The initial observation showed that there were problems in mathematics. That is about the low activity and learning outcomes of Class VI students at SDN Bagelenan 03 Srengat Blitar. This problem is because when the learning process takes place, students only listen, record and obey the teacher's commands, so that students feel bored. The teacher only uses the lecture method without varying the other methods. The best solution about these problems is cooperative learning with STAD type. This research aiming to increasing the activity and learning outcomes of mathematics in class VI students subject matter of fraction counting operations in SDN Bagelenan 03. The type of research used is classroom action research. Data collection uses the method of observation, tests, documentation, and interviews. Data collected in the form of analysis of students' answers to the value of the first cycle test and second cycle test. The application of cooperative learning STAD type subject matter of fraction counting operations can be concluded that the activities and learning outcomes in the first cycle have met the minimum completeness criteria, while in the second cycle have increased again. The second cycle is a stabilization cycle because in the first cycle has been completed.
{"title":"IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISION (STAD) UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MATEMATIKA KELAS VI SDN BAGELENAN 03 SRENGAT BLITAR TAHUN PELAJARAN 2017/2018","authors":"Martini Martini","doi":"10.21107/WIDYAGOGIK.V6I2.5200","DOIUrl":"https://doi.org/10.21107/WIDYAGOGIK.V6I2.5200","url":null,"abstract":"The initial observation showed that there were problems in mathematics. That is about the low activity and learning outcomes of Class VI students at SDN Bagelenan 03 Srengat Blitar. This problem is because when the learning process takes place, students only listen, record and obey the teacher's commands, so that students feel bored. The teacher only uses the lecture method without varying the other methods. The best solution about these problems is cooperative learning with STAD type. This research aiming to increasing the activity and learning outcomes of mathematics in class VI students subject matter of fraction counting operations in SDN Bagelenan 03. The type of research used is classroom action research. Data collection uses the method of observation, tests, documentation, and interviews. Data collected in the form of analysis of students' answers to the value of the first cycle test and second cycle test. The application of cooperative learning STAD type subject matter of fraction counting operations can be concluded that the activities and learning outcomes in the first cycle have met the minimum completeness criteria, while in the second cycle have increased again. The second cycle is a stabilization cycle because in the first cycle has been completed.","PeriodicalId":299429,"journal":{"name":"Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar","volume":"49 40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116245403","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}
Pub Date : 2019-04-29DOI: 10.21107/WIDYAGOGIK.V6I2.5193
Dalilatul Kasanah, M. L. Hakim
Tujuan penelitian ini meliputi: (1) untuk mendeskripsikan peningkatan berfikir kritis siswa kelas II SDN 4 Kedunggebang Kec.Tegaldĺimo, Kab. Banyuwangi. melalui penerapan model pembelajaran inkuiri terbimbing berbasis fenomena alam. Jenis Penelitian ini adalah penelitian tindakan kelas yang terdiri 2 siklus yang masing-masing siklus terdiri dari 2 pertemuan. Untuk menghimpun data, digunakan tes pada setiap siklus dan lembar observasi. Adapun teknik analisis data yang digunakan yaitu dengan teknik analisis data deskriptif kualitatif dan kuantitatif. Hasil penelitian pada setiap siklus menunjukkan bahwa tingkat kemampuan berfikir kritis siswa mengalami peningkatan, hal ini terlihat setelah penerapan model pembelajaran inkuiri terbimbing berbasis fenomena alam, terlihat pada siklus 1 meningkat menjadi rata-rata 65 dengan ketuntasan klasikal sebesar 50%; sedangkan pada siklus 2 telah mencapai indikator ketuntasan yaitu rata-rata 90 dengan ketuntasan klasikal sebesar 100%. Hal ini menunjukkan bahwa kemampuan berfikir kritis siswa meningkat setelah penerapan model pembelajaran inkuiri terbimbing berbasis fenomena alam.
{"title":"PENERAPAN MODEL INKUIRI TERBIMBING BERBASIS FENOMENA ALAM UNTUK MENINGKATKAN KEMAMPUAN BERFIKIR KRITIS SISWA KELAS II SDN 4 KEDUNGGEBANG BANYUWANGI","authors":"Dalilatul Kasanah, M. L. Hakim","doi":"10.21107/WIDYAGOGIK.V6I2.5193","DOIUrl":"https://doi.org/10.21107/WIDYAGOGIK.V6I2.5193","url":null,"abstract":"Tujuan penelitian ini meliputi: (1) untuk mendeskripsikan peningkatan berfikir kritis siswa kelas II SDN 4 Kedunggebang Kec.Tegaldĺimo, Kab. Banyuwangi. melalui penerapan model pembelajaran inkuiri terbimbing berbasis fenomena alam. Jenis Penelitian ini adalah penelitian tindakan kelas yang terdiri 2 siklus yang masing-masing siklus terdiri dari 2 pertemuan. Untuk menghimpun data, digunakan tes pada setiap siklus dan lembar observasi. Adapun teknik analisis data yang digunakan yaitu dengan teknik analisis data deskriptif kualitatif dan kuantitatif. Hasil penelitian pada setiap siklus menunjukkan bahwa tingkat kemampuan berfikir kritis siswa mengalami peningkatan, hal ini terlihat setelah penerapan model pembelajaran inkuiri terbimbing berbasis fenomena alam, terlihat pada siklus 1 meningkat menjadi rata-rata 65 dengan ketuntasan klasikal sebesar 50%; sedangkan pada siklus 2 telah mencapai indikator ketuntasan yaitu rata-rata 90 dengan ketuntasan klasikal sebesar 100%. Hal ini menunjukkan bahwa kemampuan berfikir kritis siswa meningkat setelah penerapan model pembelajaran inkuiri terbimbing berbasis fenomena alam.","PeriodicalId":299429,"journal":{"name":"Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132362861","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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