Jurnal Pendidikan Humaniora最新文献

{"title":"The Impact of Learning Strategy and Cognitive Style on Learning Achievement of Nursing Process Application on Nursing Clinic Instruction","authors":"Atti Yudiernawati, P. Setyosari, I. Degeng, A. Rudianto","doi":"10.17977/JPH.V3I1.4826","DOIUrl":"https://doi.org/10.17977/JPH.V3I1.4826","url":null,"abstract":"Pengaruh Strategi Pembelajaran dan Gaya Kognitif terhadap Prestasi Belajar Aplikasi Proses Keperawatan pada Pembelajaran Klinik Keperawatan Abstract : The main purpose of this study were to examine The effect of learning  Strategy (Problem Based Learning vs Direct Instruction ) and Cognitive Style on Nursing Process Application Learning Achievement of Nursing Clinical Study. This study used quasi experiment and data collected using test, the findings of the study were : (1). There is a difference in learning achievement between the students who were taught by using PBL strategy and who were taught using direct instruction, (2). There is a different achievement in students with different cognitive style, and (3) There is no interaction between learning strategy and students’ cognitive  styles toward learning achievement. Key Words : learning  strategy,  problem based learning , direct instruction, cognitive style, learning achievement Abstrak : Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran (problem based learning vs direct instruction) dan gaya kognitif terhadap prestasi belajar aplikasi proses keperawatan pada pembelajaran klinik. Dengan rancangan penelitian eksperimen semu pada subyek mahasiswa Jurusan  Keperawatan Malang, melalui teknik pengumpulan data berupa tes  untuk gaya kognitif dan performance assessment untuk prestasi belajar,  hasil penelitian ini menunjukkan bahwa: (1) terdapat perbedaan prestasi  belajar antara kelompok mahasiswa yang diajarkan dengan strategi PBL  dan pembelajaran langsung.  (2) terdapat perbedaan prestasi belajar pada mahasiswa dengan gaya kognitif yang berbeda, dan (3)  tidak terdapat interaksi  penggunaan strategi pembelajaran dan gaya belajar mahasiswa terhadap prestasi  belajar pebelajaran. Kata kunci : strategi pembelajaran,  problem based learning (PBL),  direct instruction, gaya kognitif, prestasi belajar","PeriodicalId":30627,"journal":{"name":"Jurnal Pendidikan Humaniora","volume":"3 1","pages":"31-40"},"PeriodicalIF":0.0,"publicationDate":"2015-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67516395","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}

{"title":"Improving the Students’ Skill in Writing English Abstract through the Directed Writing Activity (DWA)","authors":"Sigit Budisantoso","doi":"10.17977/JPH.V2I2.4452","DOIUrl":"https://doi.org/10.17977/JPH.V2I2.4452","url":null,"abstract":"Abstract : Every year, most of the fifth-semester students in the Accounting Department, State Poly-technic of Malang always had a problem in writing English abstracts. This study was intended to im-prove students’ skill in writing English abstracts through the Directed Writing Activity (DWA). This research is a collaborative classroom action research. The data were collected through students’ portfolios, questionnaires on the students’ responses, and the observation sheet on the teacher’s performance. The assessment was done by evaluating the students’ portfolios, the students’ res-ponses on the DWA implementation in their classroom, and the observation on the teacher’s perfor-mance. After evaluating all the data, it can be concluded that the DWA was successfully done in class 3A, semester 5, the Accounting Department, State Polytechnic of Malang. Key Words : skill in writing, english abstract, directed writing activity Abstrak : Sebagian besar mahasiswa semester 5 Jurusan Akuntasi, Politeknik Negeri Malang bermasa-lah dengan penulisan abstrak Inggris setiap tahunnya. Penelitian ini bertujuan untuk meningkatkan kemampuan mahasiswa menulis abstrak Inggris melalui Directed Writing Activity (DWA). Penelitian ini merupakan collaborative classroom action research. Data dikumpulkan dari portofolio siswa, kuesioner tanggapan siswa, dan lembar observasi kinerja dosen. Penilaian dilakukan dengan mengeva-luasi portofolio siswa, tanggapan siswa tentang pelaksanaan DWA di kelas, dan pengamatan kinerja guru. Simpulannya adalah bahwa DWA berhasil dilakukan di kelas 3A, semester 5, Jurusan Akuntansi, Politeknik Negeri Malang. Kata kunci : kemampuan menulis, abstrak inggris, directed writing activity","PeriodicalId":30627,"journal":{"name":"Jurnal Pendidikan Humaniora","volume":"2 1","pages":"125-129"},"PeriodicalIF":0.0,"publicationDate":"2015-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67516139","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}

{"title":"Implementing Drilling Technique by Using Wondershare Quiz Creator to Improve Students’ Reading Ability","authors":"Muhammad Muchlisin","doi":"10.17977/jph.v2i1.4441","DOIUrl":"https://doi.org/10.17977/jph.v2i1.4441","url":null,"abstract":"Abstract : This research was designed to improve the students’ reading ability through drilling tech-nique by using Wondershare Quiz Creator to solve the students’ problems. The design of this re-search was classroom action research and was conducted in 1 cycle which comprised four meetings. The stages in implementing this technique were (1) explaining about the topic through introduction page, (2) drilling the quiz based on the topic in every meeting then confirming the result, and (3) giving the final test in the last meeting. The results show that the implementation of this technique can improve the students’ reading ability. It can be identified that after the implementation of the ac-tion there was an improvement on the number of students  who got the score greater than or equal to 75. Key Words : reading ability, drilling technique, wondershare quiz creator Abstrak : Penelitian ini didesain untuk meningkatkan kemampuan membaca siswa melalui teknik drilling dengan menggunakan Wondershare Quiz Creator untuk mengatasi masalah siswa. Desain penelitian ini adalah penelitian tindakan kelas dan dilaksanakan dalam 1 siklus yang terbagi dalam empat pertemuan. Tahapan dalam penerapan teknik ini adalah (1) memberikan penjelasan mengenai topik pembelajaran melalui introduction page, (2) latihan kuis berdasar topik di setiap pertemuan ke-mudian mengkonfirmasi hasilnya, dan (3) memberikan tes akhir di akhir pertemuan. Hasil dari penelitian ini menunjukkan bahwa penerapan teknik ini dapat meningkatkan kemampuan membaca siswa. Dapat diketahui bahwa setelah menerapkan teknik ini ada perkembangan jumlah siswa yang mendapatkan nilai lebih besar atau sama dengan 75. Kata kunci : kemampuan bacaan, teknik drilling, wondershare quiz creator","PeriodicalId":30627,"journal":{"name":"Jurnal Pendidikan Humaniora","volume":"2 1","pages":"34-40"},"PeriodicalIF":0.0,"publicationDate":"2015-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67516221","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}

{"title":"Teachers’ Directive Speech Acts in the Classroom Interaction Discourse of Children with Hearing Impairment","authors":"A. Ardianto","doi":"10.17977/jph.v2i4.4476","DOIUrl":"https://doi.org/10.17977/jph.v2i4.4476","url":null,"abstract":"Tindak Tutur Direktif Guru dalam Wacana Interaksi Kelas Anak Tunarungu Abstract : This research discusses about teachers’ use of directive speech acts in the discourse of classroom interaction children with hearing impairment. This research uses qualitative approach. The results are that directive speech acts in discourse interaction of classroom teachers of children with hearing impairment variously expressed through form, function, and speak a specific strategy. Form, function, and the directive speech act strategies that teachers expressed based on the diversity of contexts that underlie the discourse of conversation in the classroom. Key Words : directive acts, classroom interaction, hearing impaired children, discourse Abstrak : Penelitian ini membahas tentang penggunaan tindak tutur direktif guru dalam wacana interaksi kelas anak tunarungu. Penelitian ini menggunakan pendekatan kualitatif. Hasilnya adalah bahwa tindak tutur direktif guru dalam wacana interaksi kelas anak tunarungu diekspresikan secara beragam melalui bentuk, fungsi, dan strategi bertutur tertentu. Bentuk, fungsi, dan strategi tindak tutur direktif yang diekspresikan guru mempunyai kecenderungan keefektifan yang berbeda-beda berdasarkan pada keragaman konteks yang melatari wacana interaksi kelas anak tunarungu. Kata kunci : tindakan direktif, interaksi kelas, pendengaran anak cacat, wacana","PeriodicalId":30627,"journal":{"name":"Jurnal Pendidikan Humaniora","volume":"2 1","pages":"334-347"},"PeriodicalIF":0.0,"publicationDate":"2015-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67516335","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}

{"title":"The Difference of Motivation and Social Science Achievement with the Learning Application of STAD Video Media and STAD non-video","authors":"R. Setiawan","doi":"10.17977/JPH.V2I2.4450","DOIUrl":"https://doi.org/10.17977/JPH.V2I2.4450","url":null,"abstract":"Perbedaan Motivasi dan Hasil Belajar IPS dengan Penerapan Pembelajaran STAD Bermedia Video dan STAD Nonvideo Abstract : This study aimed to find: (1) differences in students’ motivation, among the group of stu-dents who are taught using STAD mediated video and non video in eighth grade social studies at SMP Negeri 3 Kare, (2) differences in student learning outcomes, between group of students who are taught using STAD mediated video and nonvideo in eighth grade social studies at SMP Negeri 3 Kare, and (3) the relationship between students ‘motivation with students’ learning outcomes. The use of quasi experiment research. Techniques of data analysis performed by t test. The results showed that: (1) there are significant differences between the motivation to learn the class A (STAD mediated video) with motivation to learn the class B (STAD nonvideo), (2) there are significant dif-ferences between the learning outcomes of class A (STAD mediated video) with the learning outcomes of the class B (STAD nonvideo), and (3) there is no significant relationship between students moti-vation with students learning outcomes. Key Words : learning motivation, learning outcomes, STAD mediated video Abstrak : Penelitian ini bertujuan untuk mengetahui: (1) perbedaan motivasi belajar siswa antara ke-lompok siswa yang belajar dengan menggunakan pembelajaran STAD bermedia video dan STAD non video, (2) perbedaan hasil belajar siswa, antara kelompok siswa yang belajar dengan menggunakan pembelajaran STAD bermedia video dan STAD nonvideo, dan (3) hubungan antara motivasi belajar siswa dengan hasil belajar siswa. Penelitian ini menggunakan quasi eksperimen. Teknik analisis data dilakukan dengan uji t. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan yang signifikan antara motivasi belajar kelas A (STAD bermedia video) dengan motivasi belajar kelas B (STAD non-video), (2) terdapat perbedaan yang signifikan antara hasil belajar kelas A (STAD bermedia video) dengan hasil belajar kelas B (STAD nonvideo), (3) tidak terdapat hubungan yang signifikan antara motivasi belajar siswa dengan hasil belajar siswa. Kata kunci : Motivasi belajar, hasil belajar, STAD bermedia video","PeriodicalId":30627,"journal":{"name":"Jurnal Pendidikan Humaniora","volume":"2 1","pages":"112-117"},"PeriodicalIF":0.0,"publicationDate":"2015-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67516099","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}

{"title":"The effect of Using Mind Mapping and Learning Styles to Geography Learning outcomes of Junior High School Students","authors":"Sigit Purwoko","doi":"10.17977/JPH.V2I2.4459","DOIUrl":"https://doi.org/10.17977/JPH.V2I2.4459","url":null,"abstract":"Pengaruh Penggunaan Peta Pikiran dan Gaya Belajar terhadap Hasil Belajar Geografi Siswa SMP Abstract : This study aimed to determine the effect of the use of mind maps, learning styles and inter-action using a mind map learning style on geography learning outcomes. This study was a quasi-experimental study, with a 2 x 3 factorial design study subject consisted of two classes of class VII G as experimental class and class VII F as a control class. Variables consisted of: (1) the dependent variable is the student learning outcomes; (2) the independent variable is the use of mind maps; and (3) is the moderator variable learning styles. Geography learning outcomes were measured using an objective test, whereas learning styles with questionnaires. Measurement data are then analyzed using ANOVA two paths with SPSS v.7. Results of data analysis using ANOVA two path showed that: (1) the use of mind maps significantly effect on learning outcomes geography; (2) learning style does not significantly affect the results of learning geography; and (3) there is no interaction between the use of mind maps and learning style on learning outcomes. Key Words : mind maps, learning styles, learning outcomes Abstrak : Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan peta pikiran, gaya belajar dan interaksi penggunaan peta pikiran dengan gaya belajar terhadap hasil belajar geografi. Penelitian ini merupakan penelitian eksperimen semu, dengan desain faktorial 2 x 3. Subjek penelitian terdiri dari dua kelas yaitu kelas VII G sebagai kelas eksperimen dan kelas VII F sebagai kelas kontrol. Variabel penelitian terdiri dari: (1) variabel terikat adalah hasil belajar siswa; (2) variabel bebas adalah pengguna-an peta pikiran; dan (3) variabel moderator adalah gaya belajar. Hasil belajar geografi diukur menggunakan tes objektif, sedangkan gaya belajar dengan angket. Data hasil pengukuran dianalisis menggunakan anova dua jalur dengan bantuan SPSS v.7. Hasil analisis data menggunakan anova dua jalur menunjukkan: (1) penggunaan peta pikiran berpengaruh secara signifikan terhadap hasil belajar geografi; (2) gaya belajar tidak berpengaruh secara signifikan terhadap hasil belajar geografi; dan (3) tidak ada interaksi antara penggunaan peta pikiran dan gaya belajar terhadap hasil belajar. Kata kunci : peta pikiran, gaya belajar, hasil belajar","PeriodicalId":30627,"journal":{"name":"Jurnal Pendidikan Humaniora","volume":"2 1","pages":"191-195"},"PeriodicalIF":0.0,"publicationDate":"2015-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67516165","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}

{"title":"Using Speed Reading and Extensive Reading Activities to Improve Students’ Reading Fluency","authors":"S. Wardani","doi":"10.17977/jph.v2i3.4463","DOIUrl":"https://doi.org/10.17977/jph.v2i3.4463","url":null,"abstract":"Abstract : This study examines the implementation of Speed Reading and Extensive Reading activities to improve students’ reading fluency of students. Using a Classroom Action Research, Speed Reading and Extensive Reading activities was applied in 2 cycles with 2 x 45 minutes per week. Speed Reading and Extensive Reading activities were taught using three phase techniques: Pre-Reading, Whilst-Reading, and Post-Reading. Speed Reading was implemented through some techniques including scanning, skimming, and repeated reading. Meanwhile, Extensive Reading was applied by asking students to read a text at home. Assessment was conducted by giving a reading fluency test after each cycle to check the students’ progress. The other data: observation checklist, field notes, and questionnaire were utilized to complete the study. The result of the study indicated that Speed Reading and Extensive Reading activities benefited students by making them aware of using certain strategy to understand the meaning of text quickly. In the end of cycle 2, it was found that most of the students were successful to become fluent readers. In addition, students’ confidence increased and Speed Reading and Extensive Reading encouraged a positive attitude towards reading fluency. Key Words : speed reading, extensive reading, reading fluency Abstrak : Tujuan penelitian menginvestigasi penggunaan kegiatan Speed Reading dan Extensive Reading untuk meningkatkan kelancaran membaca siswa. Speed Reading dan Extensive Reading dilaksanakan dalam penelitian tindakan kelas terdiri 2 siklus dengan jangka waktu 2x45 menit per minggu. Speed Reading dan Extensive Reading diajarkan dengan teknik tiga tahap: pre-reading, whilst reading dan post-reading. Speed Reading dilaksanakan melalui beberapa teknik adalah scanning, skimming dan membaca berulang. Extensive Reading diaplikasikan dengan meminta siswa membaca sebuah teks di rumah. Penilaian dengan memberikan tes kelancaran membaca setelah masing-masing siklus selesai dilaksanakan untuk memeriksa perkembangan siswa. Data lain didapat dari: observasi, catatan lapangan, dan kuisioner untuk melengkapi hasil data utama. Hasil penelitian menunjukkan Speed Reading dan Extensive Reading bermanfaat bagi siswa untuk memahami arti teks dengan cepat. Pada akhir siklus 2 sebagian besar siswa berhasil menjadi pembaca lancar, kepercayaan diri siswa meningkat, dan penggunaan Speed Reading dan Extensive Reading memberi dampak positif terhadap perilaku siswa dalam kegiatan membaca lancar. Kata kunci: speed reading, extensive reading, membaca lancar","PeriodicalId":30627,"journal":{"name":"Jurnal Pendidikan Humaniora","volume":"232 1","pages":"219-227"},"PeriodicalIF":0.0,"publicationDate":"2015-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67516207","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}

{"title":"Peer Mediated Intervention for Improving Social Skills of Children with Learning Disabilities in Inclusive Elementary School","authors":"M. Marlina","doi":"10.17977/jph.v2i4.4479","DOIUrl":"https://doi.org/10.17977/jph.v2i4.4479","url":null,"abstract":"Peer Mediated Intervention untuk Meningkatkan Keterampilan Sosial Anak Berkesulitan Belajar di Sekolah Dasar Inklusif Abstract: This study aims to test the effectiveness of peer mediated intervention (PMI) to improve social skills at children with learning disabilities in SDN 03 Alai Padang. This study used a single subject design with multiple baseline across subject models. Five children with mild learning disabilities as a target child and five trained peer mediator to apply PMI in the lessons Indonesian (repeated reading). Data collected with the recording frequency of social skills format, social skills scale, and self-report. The results showed that PMI was effective for improving the social skills for the targeted children respectively are: the TS’s; the KY’s; the HL’s; the RA’s; and the KA’s. As the instructional effects, PMI also decreased the frequency of reading mistakes at the targeted children from baseline phase to intervention phase. Based on the research findings, it is suggested towards the teachers to apply PMI in other subjects while coordinating with the special teachers. The research findings also provide a theoretical contribution to the social skills learning strategies with peer involvement on the children with learning disabilities in the inclusive elementary school. Key Words : peer mediated intervention, social skills, children with specific learning disabilities Abstrak : Penelitian ini bertujuan menguji efektivitas peer mediated intervention (PMI) untuk meningkatkan keterampilan sosial pada anak berkesulitan belajar di SDN 03 Alai Padang. Penelitian menggunakan single subject design dengan model multiple baseline across subject . Lima anak berkesulitan belajar ringan sebagai anak target dan lima peer mediator dipilih dan dilatih untuk menerapkan PMI dalam pelajaran bahasa Indonesia (membaca ulang). Data dikumpulkan dengan format pencatatan frekuensi keterampilan sosial, skala keterampilan sosial, dan self report . Hasil penelitian menunjukkan PMI efektif meningkatkan keterampilan sosial, yaitu pada anak target TS, KY, HL, RA, dan KA. Sebagai instructional effects , PMI juga efektif mengurangi frekuensi kesalahan membaca anak target pada fase baseline menurun selama intervensi. Disarankan guru menerapkan PMI dalam mata pelajaran lain dan berkoordinasi dengan guru pembimbing khusus. Temuan penelitian memberikan sumbangan teoritik tentang strategi pembelajaran keterampilan sosial yang melibatkan teman sebaya pada anak berkesulitan belajar di sekolah dasar inklusif. Kata kunci : peer mediated intervention , keterampilan sosial, anak berkesulitan belajar","PeriodicalId":30627,"journal":{"name":"Jurnal Pendidikan Humaniora","volume":"2 1","pages":"368-382"},"PeriodicalIF":0.0,"publicationDate":"2015-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67516345","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}

{"title":"Improving Critical Thinking Skills and Students Creativity through Concept Acquisition Model","authors":"H. I. Oktaviani","doi":"10.17977/jph.v2i3.4468","DOIUrl":"https://doi.org/10.17977/jph.v2i3.4468","url":null,"abstract":"Peningkatan Kemampuan Berpikir Kritis dan Kreatif Siswa Melalui Model Pemerolehan Konsep Abstract : The purpose of this research was to describe the feasibility model of acquisition in learning biology concepts to improve critical thinking skills and creative students of class VII. Through action research method using a data collection instrument observation sheet critical thinking skills and creative students, observation sheets enforceability of learning, validation assessment sheets and field notes, research findings indicate that the critical thinking skills of students of class VII in Learning Biology increased through the implementation of the model concept acquisition. Key Words : critical thinking, creative thinking, concept acquisition models Abstrak : Tujuan penelitian ini untuk mendeskripsikan keterlaksanaan model pemerolehan konsep dalam pembelajaran biologi untuk meningkatkan kemampuan berpikir kritis dan kreatif siswa kelas VII. Melalui metode penelitian tindakan kelas dengan menggunakan instrumen pengumpulan data berupa lembar observasi kemampuan berpikir kritis dan kreatif siswa, lembar observasi keterlaksanaan pembelajaran, lembar penilaian validasi dan catatan lapangan. Hasil penelitian menunjukkan kemampuan berpikir kritis siswa kelas VII dalam Pembelajaran Biologi meningkat melalui penerapan model pemerolehan konsep.  Kata kunci : berpikir kritis, berpikir kreatif, model pemerolehan konsep","PeriodicalId":30627,"journal":{"name":"Jurnal Pendidikan Humaniora","volume":"2 1","pages":"263-272"},"PeriodicalIF":0.0,"publicationDate":"2015-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67516255","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}

{"title":"Lesson Study Management as Collegial Supervision Technique at Junior High School","authors":"Indah Yudiani","doi":"10.17977/jph.v2i2.4456","DOIUrl":"https://doi.org/10.17977/jph.v2i2.4456","url":null,"abstract":"Manajemen Lesson Study sebagai Teknik Supervisi Kolegial di SMP Abstract : The research has the purpose to describe and explain the implementation of collegial supervision based Lesson Study (LS) and LS management as collegial supervision techniques at SMPN 1 Pandaan, SMPN 2 Grati and SMPN 1 Gondangwetan. This research used a qualitative ap-proach and a multi-site study design. The results show that (1) collegial supervision is performed on stage LS plan (plan learning), do (implement and observe learning) and see (learning reflecting discussion); and (2) Management LSBS done well so collegial supervision techniques can be implemented. Key Words : lesson study, collegial supervision, SMP Abstrak : Penelitian memiliki tujuan mendeskripsikan dan menjelaskan pelaksanaan  supervisi kolegial berbasis Lesson Study (LS) dan manajemen LS sebagai teknik supervisi kolegial di SMPN 1 Pandaan, SMPN 2 Grati, dan SMPN 1 Gondangwetan. Penelitian ini menggunakan pendekatan kualitatif dan rancangan studi multi situs. Hasilnya menunjukkan bahwa (1) supervisi kolegial dilakukan pada tahapan LS yaitu plan (merencanakan pembelajaran), do (melaksanakan dan mengobservasi pembelajaran) dan see (diskusi refleksi pembelajaran); dan (2) Manajemen LSBS terlaksana dengan baik sehingga teknik supervisi kolegial dapat dilaksanakan dengan baik. Kata kunci : lesson study, supervisi kolegial, SMP","PeriodicalId":30627,"journal":{"name":"Jurnal Pendidikan Humaniora","volume":"2 1","pages":"164-175"},"PeriodicalIF":0.0,"publicationDate":"2015-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67516152","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}