Penelitian ini bertujuan untuk membuktikan secara ilmiah apakah terdapat peningkatan yang signifikan dalam membuat soal-soal HOTS melalui pembinaan dan latihan yang dilakukan oleh pengawas. Metode yang dilakukan adalah metode Penelitian Tindakan. Teknik yang dilakukan adalah berupa observasi dan wawancara. Penelitian ini dilakukan 2 siklus, yaitu siklus pertama dilakukan dengan cara bimbingan berkelanjutan. Berdasarkan data yang diperoleh bahwa terdapat peningkatan kompetensi yang signifikan dalam menyusun soal-soal berbasis HOTS. Pada siklus I nilai rata-rata komponen 1 Higher Order Thinking Skills (HOTS) 68.0%, pada siklus II nilai rata-rata komponen 1 Higher Order Thinking Skills (HOTS) 78.4%, terjadi peningkatan 10.40%. Pada siklus I nilai rata-rata komponen 2 Higher Order Thinking Skills (HOTS) 67.2%, pada siklus II nilai rata-rata komponen 2 Higher Order Thinking Skills (HOTS) 77.6%, terjadi peningkatan 10.40%. Pada siklus I nilai rata-rata komponen 3 Higher Order Thinking Skills (HOTS) 68.0%, pada siklus II nilai rata-rata komponen 3 Higher Order Thinking Skills (HOTS) 78.4%, terjadi peningkatan 10.40%. Pada siklus I nilai rata-rata komponen 4 Higher Order Thinking Skills (HOTS) 65.6%, pada siklus II nilai rata-rata komponen 4 Higher Order Thinking Skills (HOTS) 79.2%, terjadi peningkatan 13.60%. Pada siklus I nilai rata-rata komponen 5 Higher Order Thinking Skills (HOTS) 68.0%, pada siklus II nilai rata-rata komponen 5 Higher Order Thinking Skills (HOTS) 79.2%, terjadi peningkatan 11.20%. Berdasarkan pada data yang telah didapat, bahwa kompetensi guru dalam menyusun soal berbasis Higher Order Thinking Skills (HOTS) mengalami peningkatan yang signifikan. Hal ini dapat disimpulkan bahwa terdapat hubungan yang signifikan antara pembuatan soal HOTS terhadap peningkatan kompetensi pengawas, kepala sekolah, guru, dan siswa.
{"title":"KORELASI PEMBUATAN SOAL-SOAL HOTS TERHADAP PENINGKATAN KOMPETENSI PENGAWAS, KEPALA SEKOLAH, GURU, DAN SISWA","authors":"Khodaijah, Marsani, Murni","doi":"10.32696/jip.v2i2.1079","DOIUrl":"https://doi.org/10.32696/jip.v2i2.1079","url":null,"abstract":"Penelitian ini bertujuan untuk membuktikan secara ilmiah apakah terdapat peningkatan yang signifikan dalam membuat soal-soal HOTS melalui pembinaan dan latihan yang dilakukan oleh pengawas. Metode yang dilakukan adalah metode Penelitian Tindakan. Teknik yang dilakukan adalah berupa observasi dan wawancara. Penelitian ini dilakukan 2 siklus, yaitu siklus pertama dilakukan dengan cara bimbingan berkelanjutan. Berdasarkan data yang diperoleh bahwa terdapat peningkatan kompetensi yang signifikan dalam menyusun soal-soal berbasis HOTS. Pada siklus I nilai rata-rata komponen 1 Higher Order Thinking Skills (HOTS) 68.0%, pada siklus II nilai rata-rata komponen 1 Higher Order Thinking Skills (HOTS) 78.4%, terjadi peningkatan 10.40%. Pada siklus I nilai rata-rata komponen 2 Higher Order Thinking Skills (HOTS) 67.2%, pada siklus II nilai rata-rata komponen 2 Higher Order Thinking Skills (HOTS) 77.6%, terjadi peningkatan 10.40%. Pada siklus I nilai rata-rata komponen 3 Higher Order Thinking Skills (HOTS) 68.0%, pada siklus II nilai rata-rata komponen 3 Higher Order Thinking Skills (HOTS) 78.4%, terjadi peningkatan 10.40%. Pada siklus I nilai rata-rata komponen 4 Higher Order Thinking Skills (HOTS) 65.6%, pada siklus II nilai rata-rata komponen 4 Higher Order Thinking Skills (HOTS) 79.2%, terjadi peningkatan 13.60%. Pada siklus I nilai rata-rata komponen 5 Higher Order Thinking Skills (HOTS) 68.0%, pada siklus II nilai rata-rata komponen 5 Higher Order Thinking Skills (HOTS) 79.2%, terjadi peningkatan 11.20%. Berdasarkan pada data yang telah didapat, bahwa kompetensi guru dalam menyusun soal berbasis Higher Order Thinking Skills (HOTS) mengalami peningkatan yang signifikan. Hal ini dapat disimpulkan bahwa terdapat hubungan yang signifikan antara pembuatan soal HOTS terhadap peningkatan kompetensi pengawas, kepala sekolah, guru, dan siswa.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48132467","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}
Tujuan penelitian ini adalah untuk mengetahui efektivitas penggunaan media audio visual berbasis aplikasi kinemaster dalam pembelajaran ipa dalam memahami perubahan wujud benda pada siswa kelas IV SDN 105360. Penelitian ini merupakan penelitian eksperimen dengan menggunakan pretest dan posttest. Populasi penelitian ini adalah kelas IV SDN 105360 yang terdiri dari 7 kelas dengan jumlah populasi 250 orang siswa. Dari jumlah tersebut ditetapkan sampel 20% yaitu 50 yang masing-masing berjumlah 25 orang siswa. Teknik pengambilan sampel secara acak. Instrument atau alat pengumpulan data yang digunakan untuk mengetahui hasil belajar adalah tes essay. Dari hasil analisis data yang dikeahui bahwa media audio visual berbasis aplikasi kinemaster lebih efektif dibandingkan dengan media konvensional pada siswa kelas IV SDN 105360. Dalam hal ini diperoleh t_hitung 6.81 selanjutnya dikonsultasikan dengan t_tabel pada taraf 0.05 (5%)=0.127 dengan dk = (N + N)-2= 48. Karena t_hitung yang diperoleh lebih besar dari t_tabel diterima. Hal ini membuktikan bahwa pembelajaran ipa dengan materi perubahan wujud dengan menggunakan media audio visual berbasis aplikasi kinemaster lebih efektif dibandingkan dengan media konvensional.
{"title":"EFEKTIVITAS MEDIA VIDEO BERBASIS APLIKASI KINEMASTER TERHADAP KEMAMPUAN SISWA MEMAHAMI MATERI PERUBAHAN WUJUD BENDA","authors":"Dara Fitrah Dwi, Ahmad Alfaroby","doi":"10.32696/jip.v2i2.1078","DOIUrl":"https://doi.org/10.32696/jip.v2i2.1078","url":null,"abstract":"Tujuan penelitian ini adalah untuk mengetahui efektivitas penggunaan media audio visual berbasis aplikasi kinemaster dalam pembelajaran ipa dalam memahami perubahan wujud benda pada siswa kelas IV SDN 105360. Penelitian ini merupakan penelitian eksperimen dengan menggunakan pretest dan posttest. Populasi penelitian ini adalah kelas IV SDN 105360 yang terdiri dari 7 kelas dengan jumlah populasi 250 orang siswa. Dari jumlah tersebut ditetapkan sampel 20% yaitu 50 yang masing-masing berjumlah 25 orang siswa. Teknik pengambilan sampel secara acak. Instrument atau alat pengumpulan data yang digunakan untuk mengetahui hasil belajar adalah tes essay. Dari hasil analisis data yang dikeahui bahwa media audio visual berbasis aplikasi kinemaster lebih efektif dibandingkan dengan media konvensional pada siswa kelas IV SDN 105360. Dalam hal ini diperoleh t_hitung 6.81 selanjutnya dikonsultasikan dengan t_tabel pada taraf 0.05 (5%)=0.127 dengan dk = (N + N)-2= 48. Karena t_hitung yang diperoleh lebih besar dari t_tabel diterima. Hal ini membuktikan bahwa pembelajaran ipa dengan materi perubahan wujud dengan menggunakan media audio visual berbasis aplikasi kinemaster lebih efektif dibandingkan dengan media konvensional.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43911136","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 : 2021-12-24DOI: 10.17977/um048v27i2p81-85
Rahmania Sri Untari, Akbar Wiguna, Rugaya Meis Andhiarini, Arnita Fentrin Pratama
Technology becomes a part of today’s lifestyles. Improving the quality of memorizing is significantly related to the development of learning resources through technological innovation. Educational games are one of the learning resources that can improve the memorization skills of PG/Kindergarten students. The purpose of this study was to develop an Android-based educational game as learning media and assess their effectiveness. The development model used was the ADDIE model. This research was conducted at Daar Al Husna PG/Kindergarten in Malang. Validation by material and media experts showed that the Android-based educational developed was very good and worthy of use. The effectiveness of the application of this Android-based educational game was assessed through pretest and posttest score
科技已成为当今生活方式的一部分。提高记忆质量与通过技术创新开发学习资源有显著关系。教育游戏是提高幼稚园学生记忆能力的学习资源之一。本研究的目的是开发一款基于android的教育游戏作为学习媒介，并评估其有效性。使用的开发模型是ADDIE模型。这项研究是在玛琅的Daar Al Husna PG/幼儿园进行的。材料和媒体专家的验证表明，基于android的教育开发非常好，值得使用。通过测试前和测试后的分数来评估这款基于android的教育游戏的应用效果
{"title":"Android-Based Educational Games for Online Learning at PG/Kindergarten","authors":"Rahmania Sri Untari, Akbar Wiguna, Rugaya Meis Andhiarini, Arnita Fentrin Pratama","doi":"10.17977/um048v27i2p81-85","DOIUrl":"https://doi.org/10.17977/um048v27i2p81-85","url":null,"abstract":"Technology becomes a part of today’s lifestyles. Improving the quality of memorizing is significantly related to the development of learning resources through technological innovation. Educational games are one of the learning resources that can improve the memorization skills of PG/Kindergarten students. The purpose of this study was to develop an Android-based educational game as learning media and assess their effectiveness. The development model used was the ADDIE model. This research was conducted at Daar Al Husna PG/Kindergarten in Malang. Validation by material and media experts showed that the Android-based educational developed was very good and worthy of use. The effectiveness of the application of this Android-based educational game was assessed through pretest and posttest score","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46002250","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 : 2021-12-24DOI: 10.17977/um048v27i2p52-57
Tri Indrayati, M. Marzuki
This study aims to strengthen the democratic character of young citizens in an educational environment. In detail, this study's objectives are to (1) establish a democratic character for young citizens in schools, and (2) strengthen democratic character in young citizens in the classroom. This article is a descriptive study with a qualitative approach investigating the reinforcement of the democratic character of young citizens. The data were gathered using in-depth interview techniques. The validity tests consisted of three activities, namely: 1) data reduction, 2) data presentation, and 3) drawing conclusions or verification. The research results suggest that the strengthening of democratic character for young citizens has been provided through school and classroom activities. Schools play a role in strengthening students' democratic character through activities such as student council and extracurricular activities that facilitate students to develop their democratic character. Simultaneously, the teacher reinforces students’ democratic character in class while teaching. The reinforcement of democratic character is carried out so that students know that they have equal rights as students in the classroom and school
{"title":"Strengthening Democratic Characters in Young Citizens","authors":"Tri Indrayati, M. Marzuki","doi":"10.17977/um048v27i2p52-57","DOIUrl":"https://doi.org/10.17977/um048v27i2p52-57","url":null,"abstract":"This study aims to strengthen the democratic character of young citizens in an educational environment. In detail, this study's objectives are to (1) establish a democratic character for young citizens in schools, and (2) strengthen democratic character in young citizens in the classroom. This article is a descriptive study with a qualitative approach investigating the reinforcement of the democratic character of young citizens. The data were gathered using in-depth interview techniques. The validity tests consisted of three activities, namely: 1) data reduction, 2) data presentation, and 3) drawing conclusions or verification. The research results suggest that the strengthening of democratic character for young citizens has been provided through school and classroom activities. Schools play a role in strengthening students' democratic character through activities such as student council and extracurricular activities that facilitate students to develop their democratic character. Simultaneously, the teacher reinforces students’ democratic character in class while teaching. The reinforcement of democratic character is carried out so that students know that they have equal rights as students in the classroom and school","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41646784","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 : 2021-12-24DOI: 10.17977/um048v27i2p73-80
Made Frida Yulia, A. Saukah
Oral communication among global speakers needs good pronunciation to be successful. Regardless of its important function and role, EFL teachers often ignore pronunciation in their language teaching and oftentimes they are very lenient towards mispronunciation, which potentially hampers actual oral communication beyond language classrooms. An exploration into EFL teachers’ teaching beliefs is thus necessitated since such beliefs are mutually capable of influencing their classroom behaviors. In the effort to fill the gap of the previous research, the current study attempted to unveil teacher educators’ beliefs on teaching English pronunciation in Indonesian EFL context as well as to describe in what ways their classroom practices matched their beliefs. A qualitative research design using a semi-structured interview was employed to collect data from three Indonesian teacher educators who were experienced in teaching EFL. Similar findings to prior studies were discovered about their teaching beliefs, with one inconclusive issue remaining about teaching prioritization. Their classroom practices also generally went hand in hand with their underlying beliefs. One noteworthy finding that surfaced was the idea to have a dedicated English class for pronunciation, especially in the context of training prospective EFL teachers.
{"title":"Indonesian EFL Teacher Educators’ Beliefs and Classroom Practices on The Teaching of Pronunciation: Evidence from A Pilot Study","authors":"Made Frida Yulia, A. Saukah","doi":"10.17977/um048v27i2p73-80","DOIUrl":"https://doi.org/10.17977/um048v27i2p73-80","url":null,"abstract":"Oral communication among global speakers needs good pronunciation to be successful. Regardless of its important function and role, EFL teachers often ignore pronunciation in their language teaching and oftentimes they are very lenient towards mispronunciation, which potentially hampers actual oral communication beyond language classrooms. An exploration into EFL teachers’ teaching beliefs is thus necessitated since such beliefs are mutually capable of influencing their classroom behaviors. In the effort to fill the gap of the previous research, the current study attempted to unveil teacher educators’ beliefs on teaching English pronunciation in Indonesian EFL context as well as to describe in what ways their classroom practices matched their beliefs. A qualitative research design using a semi-structured interview was employed to collect data from three Indonesian teacher educators who were experienced in teaching EFL. Similar findings to prior studies were discovered about their teaching beliefs, with one inconclusive issue remaining about teaching prioritization. Their classroom practices also generally went hand in hand with their underlying beliefs. One noteworthy finding that surfaced was the idea to have a dedicated English class for pronunciation, especially in the context of training prospective EFL teachers.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42223911","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 : 2021-12-24DOI: 10.17977/um048v27i2p64-72
R. Ningtiyas, H. Nasrudin
This study aimed to analyze students' Critical Thinking Skills on the Reaction Rate materials through the Guided Inquiry Learning Model. This study was conducted in SMAN 1 Taman using a one-group pretest-posttest design. The data obtained were analyzed using the percentage, mean, n-gain, and t-test techniques. The research result shows that (1) The average percentage implementation of Guided Inquiry Learning Model syntax executed in phases 1,2,3,4,5 and 6 in a row is 94.17 percent; 98.61 percen; 100 percent; 98.96 percen; 100 percen; and 100 percen, with excellent criteria, (2) the percentage of students' activities who are actively involved and relevant to Guided Inquiry Learning Model is 94.45 percent at a meeting I and 97.78 percent at meeting II, (3) students' Critical Thinking Skills are complete in all components tested, namely interpretation, inference, analysis, and explanation with an average gained score of 0.82; 0.84; 0.77; and 0.91, and (4) there is a significant difference in the results of Critical Thinking Skills between before and after being given a Guided Inquiry Learning Model. The results showed that the Guided Inquiry Learning Model is effective in improving students' Critical Thinking Skills
{"title":"Analysis of Critical Thinking Skills Through Guided Inquiry Learning Model on Reaction Rate Materials","authors":"R. Ningtiyas, H. Nasrudin","doi":"10.17977/um048v27i2p64-72","DOIUrl":"https://doi.org/10.17977/um048v27i2p64-72","url":null,"abstract":"This study aimed to analyze students' Critical Thinking Skills on the Reaction Rate materials through the Guided Inquiry Learning Model. This study was conducted in SMAN 1 Taman using a one-group pretest-posttest design. The data obtained were analyzed using the percentage, mean, n-gain, and t-test techniques. The research result shows that (1) The average percentage implementation of Guided Inquiry Learning Model syntax executed in phases 1,2,3,4,5 and 6 in a row is 94.17 percent; 98.61 percen; 100 percent; 98.96 percen; 100 percen; and 100 percen, with excellent criteria, (2) the percentage of students' activities who are actively involved and relevant to Guided Inquiry Learning Model is 94.45 percent at a meeting I and 97.78 percent at meeting II, (3) students' Critical Thinking Skills are complete in all components tested, namely interpretation, inference, analysis, and explanation with an average gained score of 0.82; 0.84; 0.77; and 0.91, and (4) there is a significant difference in the results of Critical Thinking Skills between before and after being given a Guided Inquiry Learning Model. The results showed that the Guided Inquiry Learning Model is effective in improving students' Critical Thinking Skills","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47043346","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 : 2021-12-24DOI: 10.17977/um048v27i2p86-90
A. Winarno, Desy Nadia
This research aims to describe an entrepreneurship education model carried out in the boarding school which includes the process of instilling independent values, the management, and the obstacles during the implementation of education model. This research employed qualitative descriptive method with a case study approach. The participants of this research were the entire stakeholders in Bahrul Maghfiroh Islamic Boarding School Malang. The key informants of this research were the leader of the boarding school, teachers, and the students. The data analysis employed 6P simultaneous stages which include approach, discovery, comprehending, conforming, interpreting, and presenting. The research results show that the implementation of entrepreneurship education which applies double-track education model enables students to prepare them entrepreneurship theory in classroom and allows them to acquire actual practices in carrying out business activities in the real-life context. This model, furthermore, allows students to improve their independent thinking and creativity in carrying out business. However, this program has several obstacles to overcome such as a limited movement of students in accessing technology during the study in the boarding school.
{"title":"Double-Track Entrepreneurial Education Model to Improve Independence Among Students of Islamic Boarding School in Malang","authors":"A. Winarno, Desy Nadia","doi":"10.17977/um048v27i2p86-90","DOIUrl":"https://doi.org/10.17977/um048v27i2p86-90","url":null,"abstract":"This research aims to describe an entrepreneurship education model carried out in the boarding school which includes the process of instilling independent values, the management, and the obstacles during the implementation of education model. This research employed qualitative descriptive method with a case study approach. The participants of this research were the entire stakeholders in Bahrul Maghfiroh Islamic Boarding School Malang. The key informants of this research were the leader of the boarding school, teachers, and the students. The data analysis employed 6P simultaneous stages which include approach, discovery, comprehending, conforming, interpreting, and presenting. The research results show that the implementation of entrepreneurship education which applies double-track education model enables students to prepare them entrepreneurship theory in classroom and allows them to acquire actual practices in carrying out business activities in the real-life context. This model, furthermore, allows students to improve their independent thinking and creativity in carrying out business. However, this program has several obstacles to overcome such as a limited movement of students in accessing technology during the study in the boarding school.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48881391","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 : 2021-12-24DOI: 10.17977/um048v27i2p58-63
RidwanAdi Siswanto
This study aims to investigate the effect of the flipped classroom on students' writing skills, active involvement in the classroom, and students' perception of flipped classrooms. By using a pre-experimental design, this study involved 27 fourth-semester students of Class B, Educational English Department of the Faculty of Cultural Studies, University of Brawijaya Malang, in the academic year 2019-2020. The participants were selected through cluster random techniques. The data were collected from pretest and posttest questionnaires, field notes, and video documentation. The results suggest that the student's writing skills were improved by 26.222 mean scores by using flipped classrooms, from 52.44 scores of pretest to 78.67 scores in the posttest. Besides, flipped classroom method has been observed to help the student be more active in self-learning online. The student also presents a positive perception towards flipped classrooms in improving writing skills, with score of 73.56
{"title":"The Implementation of Flipped Classroom in Improving Students' Writing Skills at The University of Brawijaya","authors":"RidwanAdi Siswanto","doi":"10.17977/um048v27i2p58-63","DOIUrl":"https://doi.org/10.17977/um048v27i2p58-63","url":null,"abstract":"This study aims to investigate the effect of the flipped classroom on students' writing skills, active involvement in the classroom, and students' perception of flipped classrooms. By using a pre-experimental design, this study involved 27 fourth-semester students of Class B, Educational English Department of the Faculty of Cultural Studies, University of Brawijaya Malang, in the academic year 2019-2020. The participants were selected through cluster random techniques. The data were collected from pretest and posttest questionnaires, field notes, and video documentation. The results suggest that the student's writing skills were improved by 26.222 mean scores by using flipped classrooms, from 52.44 scores of pretest to 78.67 scores in the posttest. Besides, flipped classroom method has been observed to help the student be more active in self-learning online. The student also presents a positive perception towards flipped classrooms in improving writing skills, with score of 73.56","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48536115","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 kemampuan menulis siswa sebagai salah satu upaya untuk mengembangkan daya pikir dan kreativitas siswa dalam menulis karangan narasi. Metode yang digunakan dalam penelitian ini adalah metode Penelitian Eksperiman Semu (Quasi Eksperimen Study). Eksperimen adalah suatu cara untuk mencari hubungan sebab akibat (hubungan kausal) anatar dua faktor yang sengaja ditimbulkan oleh peneliti dengan mengeliminasi atau mengurangi atau menyisihkan faktor-fakor lain yang mcngganggu (Arikunto, 2019, hlm. 9). Teknik pengumpulan data dilakukan secara sampling yang dilakukan dalam penelitian ini diambil secara acak (Ramdom Sampiling). Sampel acak dilakukan dengan cara mencampur subjek-subjek di dalam populasi sehingga semua subjek dianggap sama. Data penelitian ini adalah nilai kemampuan siswa dalam menulis karangan narasi dengan menggunakan strategi pembelajaran ekspositori oleh siswa kelas x SMA Yayasan Pendidikan Mulia Medan. Hasil penelitian menunjukkan bahwa terdapat perbedaan keterampilan menulis karangan narasi yang signifikan antara kelompok eksperimen yang menggunakan strategi pembelajaran ekspositori dan kelompok kontrol dengan menggunakan metode konvensional pada pembelajaran menulis karangan narasi. Hal ini menunjukkan bahwa pembelajaran menulis karangan narasi dengan menggunakan strategi pembelajaran ekspositori pada kelompok eksperimen lebih efektif daripada pembelajaran menulis karangan argumentasi dengan menggunakan metode konvensioanal pada kelompok kontrol.
{"title":"STRATEGI PEMBELAJARAN EKSPOSITORI TERHADAP KEMAMPUAN MENULIS KARANGAN NARASI","authors":"Eka Putri Saptari Wulan, Dortya Siahaan","doi":"10.32696/jip.v2i1.805","DOIUrl":"https://doi.org/10.32696/jip.v2i1.805","url":null,"abstract":"Penelitian ini bertujuan untuk mendeskripsikan kemampuan menulis siswa sebagai salah satu upaya untuk mengembangkan daya pikir dan kreativitas siswa dalam menulis karangan narasi. Metode yang digunakan dalam penelitian ini adalah metode Penelitian Eksperiman Semu (Quasi Eksperimen Study). Eksperimen adalah suatu cara untuk mencari hubungan sebab akibat (hubungan kausal) anatar dua faktor yang sengaja ditimbulkan oleh peneliti dengan mengeliminasi atau mengurangi atau menyisihkan faktor-fakor lain yang mcngganggu (Arikunto, 2019, hlm. 9). Teknik pengumpulan data dilakukan secara sampling yang dilakukan dalam penelitian ini diambil secara acak (Ramdom Sampiling). Sampel acak dilakukan dengan cara mencampur subjek-subjek di dalam populasi sehingga semua subjek dianggap sama. Data penelitian ini adalah nilai kemampuan siswa dalam menulis karangan narasi dengan menggunakan strategi pembelajaran ekspositori oleh siswa kelas x SMA Yayasan Pendidikan Mulia Medan. Hasil penelitian menunjukkan bahwa terdapat perbedaan keterampilan menulis karangan narasi yang signifikan antara kelompok eksperimen yang menggunakan strategi pembelajaran ekspositori dan kelompok kontrol dengan menggunakan metode konvensional pada pembelajaran menulis karangan narasi. Hal ini menunjukkan bahwa pembelajaran menulis karangan narasi dengan menggunakan strategi pembelajaran ekspositori pada kelompok eksperimen lebih efektif daripada pembelajaran menulis karangan argumentasi dengan menggunakan metode konvensioanal pada kelompok kontrol.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46048162","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 conducted because of the widespread use of slang among the Indonesian population, especially in the Community of Kelurahan Medan Tenggara. This study aims to: 1) find out the use of slang in the people of Medan Tenggara Village, and 2) find out the problems regarding the factors that influence the use of slang on the existence of Indonesian in the residents of Medan Tenggara Village. The method used is descriptive qualitative. Data collection techniques in the form of field research. Respondents in this study were the Community of Kelurahan Medan Tenggara with a total of 15 people. The results showed: 1) slang among the people of Medan Tenggara Village is something that is commonly used in daily communication either with peers or with the environment, and 2) the influence of the use of slang in the people of Medan Tenggara Village has an effect on the existence of Indonesian, As a result, people do not know the standard language, and people do not understand the use of proper spelling.
这项研究是因为俚语在印尼人口中广泛使用，尤其是在Kelurahan Medan Tenggara社区。本研究旨在：1）了解棉兰登加拉村居民俚语的使用情况；2）找出影响棉兰登加拉村居民俚语使用对印尼语存在的因素。所使用的方法是描述性定性的。实地研究形式的数据收集技术。本研究的受访者是Kelurahan Medan Tenggara社区，共有15人。研究结果表明：1）棉兰登加拉村人的俚语是日常与同龄人或环境交流中常用的语言；2）棉兰登加拉村人使用俚语的影响对印尼语的存在产生了影响，人们不理解正确拼写的用法。
{"title":"PENGGUNAAN BAHASA GAUL TERHADAP EKSISTENSI BAHASA INDONESIA PADA MASYARAKAT","authors":"Y. Febrianti","doi":"10.32696/jip.v2i1.752","DOIUrl":"https://doi.org/10.32696/jip.v2i1.752","url":null,"abstract":"This research was conducted because of the widespread use of slang among the Indonesian population, especially in the Community of Kelurahan Medan Tenggara. This study aims to: 1) find out the use of slang in the people of Medan Tenggara Village, and 2) find out the problems regarding the factors that influence the use of slang on the existence of Indonesian in the residents of Medan Tenggara Village. The method used is descriptive qualitative. Data collection techniques in the form of field research. Respondents in this study were the Community of Kelurahan Medan Tenggara with a total of 15 people. The results showed: 1) slang among the people of Medan Tenggara Village is something that is commonly used in daily communication either with peers or with the environment, and 2) the influence of the use of slang in the people of Medan Tenggara Village has an effect on the existence of Indonesian, As a result, people do not know the standard language, and people do not understand the use of proper spelling.","PeriodicalId":30895,"journal":{"name":"Jurnal Ilmu Pendidikan","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46198151","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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