Pub Date : 2021-02-15DOI: 10.55273/karangan.v3i1.86
Ahmad Bahrudin, Nur Kuswanti, Andri Wahyu Wijayadi
Latar belakang penelitian ini berdasarkan penyebaran angket kepada peserta didik di SMP N 1 Ngoro yang menunjukkan bahwa buku masih menjadi sumber belajar utama. Pembelajaran konvensional masih mendominasi proses pembelajaran di kelas. Materi Lapisan Bumi dianggap sulit oleh peserta didik karena banyak istilah asing yang harus dihafal oleh peserta didik. Penelitian ini bertujuan untuk mendeskripsikan proses pengembangan LKPD berbasis pembelajaran kooperatif tipe jigsaw pada materi Lapisan Bumi kelas VII berdasarkan prosedur pengembangan ADDIE. Penelitian ini juga bertujuan mendeskripsikan Validitas LKPD berbasis pembelajaran kooperatif tipe jigsaw pada materi Lapisan Bumi kelass VII yang dikembangkan. Penelitian ini termasuk jenis penelitian pengembangan yang menggunakan model pengembangan ADDIE yang dikembangkan oleh Dick and Carrey. Model pengembangan ini memiliki lima tahapan yaitu, 1) analize, 2) design, 3) develop 4) implementation, 5 ) evaluate. Validitas LKPD didapatkan setelah draft LKPD yang telah direviu oleh dosen pembimbing di validasi ke dua dosen IPA dan satu guru SMP. Penelitian ini menghasilkan LKPD IPA berbasis pembelajaran kooperatif tipe jigsaw pada materi Lapisan Bumi. Berdasarkan hasil validasi oleh 3 validator (2 dosen IPA dan 1 guru IPA) diperoleh hasil validasi sebesar 3,57 dan dikategorikan sangat valid untuk LKPD materi Lapisan Bumi untuk kelas VII.
{"title":"PENGEMBANGAN LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS PEMBELAJARAN KOOPERATIF TIPE JIGSAW PADA MATERI LAPISAN BUMI KELAS VII","authors":"Ahmad Bahrudin, Nur Kuswanti, Andri Wahyu Wijayadi","doi":"10.55273/karangan.v3i1.86","DOIUrl":"https://doi.org/10.55273/karangan.v3i1.86","url":null,"abstract":"Latar belakang penelitian ini berdasarkan penyebaran angket kepada peserta didik di SMP N 1 Ngoro yang menunjukkan bahwa buku masih menjadi sumber belajar utama. Pembelajaran konvensional masih mendominasi proses pembelajaran di kelas. Materi Lapisan Bumi dianggap sulit oleh peserta didik karena banyak istilah asing yang harus dihafal oleh peserta didik. Penelitian ini bertujuan untuk mendeskripsikan proses pengembangan LKPD berbasis pembelajaran kooperatif tipe jigsaw pada materi Lapisan Bumi kelas VII berdasarkan prosedur pengembangan ADDIE. Penelitian ini juga bertujuan mendeskripsikan Validitas LKPD berbasis pembelajaran kooperatif tipe jigsaw pada materi Lapisan Bumi kelass VII yang dikembangkan. Penelitian ini termasuk jenis penelitian pengembangan yang menggunakan model pengembangan ADDIE yang dikembangkan oleh Dick and Carrey. Model pengembangan ini memiliki lima tahapan yaitu, 1) analize, 2) design, 3) develop 4) implementation, 5 ) evaluate. Validitas LKPD didapatkan setelah draft LKPD yang telah direviu oleh dosen pembimbing di validasi ke dua dosen IPA dan satu guru SMP. Penelitian ini menghasilkan LKPD IPA berbasis pembelajaran kooperatif tipe jigsaw pada materi Lapisan Bumi. Berdasarkan hasil validasi oleh 3 validator (2 dosen IPA dan 1 guru IPA) diperoleh hasil validasi sebesar 3,57 dan dikategorikan sangat valid untuk LKPD materi Lapisan Bumi untuk kelas VII.","PeriodicalId":309636,"journal":{"name":"Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114816892","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 : 2021-02-15DOI: 10.55273/karangan.v3i1.89
Anita Rahmah Dewi, S. Aisah
Vernacular or local language as general used by several communities which is admitted by cultural symbol of those communities. Such as Madurese Language. Madurese language is interesting to be analyzed due to the various dialect which available. Therefore, this study aims to investigate the language variety which exists in Madurese language. It also elaborates the phonological correspondence which is occurred between Indonesian and Madurese language. This study uses ethnography of communication approach that is formulated by Dell Hymes. Furthermore, to conduct this study, the library research method is applied to serve the data. This study finds out some different dialects and speech levels which exist in Madurese language. subsequently, some various phonological correspondences also occur between Indonesian and Madurese language
{"title":"PHONOLOGICAL CORRESPONDENCE BETWEEN INDONESIAN AND MADURESE LANGUAGE : A STUDY OF ETHNOGRAPHY OF COMMUNICATION","authors":"Anita Rahmah Dewi, S. Aisah","doi":"10.55273/karangan.v3i1.89","DOIUrl":"https://doi.org/10.55273/karangan.v3i1.89","url":null,"abstract":"Vernacular or local language as general used by several communities which is admitted by cultural symbol of those communities. Such as Madurese Language. Madurese language is interesting to be analyzed due to the various dialect which available. Therefore, this study aims to investigate the language variety which exists in Madurese language. It also elaborates the phonological correspondence which is occurred between Indonesian and Madurese language. This study uses ethnography of communication approach that is formulated by Dell Hymes. Furthermore, to conduct this study, the library research method is applied to serve the data. This study finds out some different dialects and speech levels which exist in Madurese language. subsequently, some various phonological correspondences also occur between Indonesian and Madurese language","PeriodicalId":309636,"journal":{"name":"Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116055736","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 : 2021-02-15DOI: 10.55273/karangan.v3i1.82
Siti Hosniyah
Perkembangan ilmu pengetahuan dan teknologi memungkinkan semua pihak dapat memperoleh informasi dengan melimpah, cepat dan mudah dari berbagai sumber dan tempat di dunia. Dengan demikian siswa perlu memiliki kemampuan memperoleh, memilih dan mengelola informasi untuk bertahan pada keadaan yang selalu berubah, tidak pasti dan kompetitif. Kemampuan ini membutuhkan pemikiran kritis, sistematis, logis, kreatif dan kemauan bekerjasama yang efektif. Cara berpikir seperti ini dapat dikembangkan melalui belajar Pendidikan Agama Islam karena Pendidikan Agama Islam memiliki struktur dan keterkaitan yang kuat dan jelas antar konsepnya sehingga memungkinkan kita terampil berpikir rasional. Dalam kenyataannya metode tertentu dapat menunjang pendekatan siswa aktif, asalkan metode tersebut diterapkan dengan teknik yang benar. Makin jelas tujuan pembelajaran maka makin besar kemungkinan ditemukan metode penyampaian yang paling sesuai. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif, dengan jenis penelitian tindakan. Dalam penelitian ini peneliti berkolaborasi dengan guru lain serta dengan kepala sekolah. Peneliti terlibat langsung dalam penelitian mulai dari awal sampai penelitian berakhir. Peneliti berusaha melihat, mengamati, merasakan, menghayati, merefleksi dan mengevaluasi kegiatan pembelajaran yang berlangsung. Tahap-tahap pelaksanaan penelitian tindakan terdiri dari perencanaan (planning), pelaksanaan (acting), observasi (obseving), dan refleksi (relecting). Untuk mendapatkan hasil penelitian yang akurat maka data yang telah terkumpul dianalisis secara statistik yaitu mengunakan rumus mean atau rata-rata. Mengacu pada hipotesis tindakan yang diajukan dalam penelitian tindakan kelas ini maka dapat disimpulkan bahwa ada peningkatan motivasi dan ketuntasan belajar Pendidikan Agama Islam dan Budi Pekerti pada kompetensi dasar menghindari perilaku tercela siswa kelas X IPS 3 SMA Negeri 2 Bangkalan Tahun Pelajaran 2018/2019.
{"title":"MENINGKATKAN KEMAMPUAN MENGHINDARI PERILAKU TERCELA DENGAN METODE JIGSAW SISWA KELAS X IPS 3 SMA NEGERI 2 BANGKALAN TAHUN PELAJARAN 2018/2019","authors":"Siti Hosniyah","doi":"10.55273/karangan.v3i1.82","DOIUrl":"https://doi.org/10.55273/karangan.v3i1.82","url":null,"abstract":"Perkembangan ilmu pengetahuan dan teknologi memungkinkan semua pihak dapat memperoleh informasi dengan melimpah, cepat dan mudah dari berbagai sumber dan tempat di dunia. Dengan demikian siswa perlu memiliki kemampuan memperoleh, memilih dan mengelola informasi untuk bertahan pada keadaan yang selalu berubah, tidak pasti dan kompetitif. Kemampuan ini membutuhkan pemikiran kritis, sistematis, logis, kreatif dan kemauan bekerjasama yang efektif. Cara berpikir seperti ini dapat dikembangkan melalui belajar Pendidikan Agama Islam karena Pendidikan Agama Islam memiliki struktur dan keterkaitan yang kuat dan jelas antar konsepnya sehingga memungkinkan kita terampil berpikir rasional. Dalam kenyataannya metode tertentu dapat menunjang pendekatan siswa aktif, asalkan metode tersebut diterapkan dengan teknik yang benar. Makin jelas tujuan pembelajaran maka makin besar kemungkinan ditemukan metode penyampaian yang paling sesuai. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif, dengan jenis penelitian tindakan. Dalam penelitian ini peneliti berkolaborasi dengan guru lain serta dengan kepala sekolah. Peneliti terlibat langsung dalam penelitian mulai dari awal sampai penelitian berakhir. Peneliti berusaha melihat, mengamati, merasakan, menghayati, merefleksi dan mengevaluasi kegiatan pembelajaran yang berlangsung. Tahap-tahap pelaksanaan penelitian tindakan terdiri dari perencanaan (planning), pelaksanaan (acting), observasi (obseving), dan refleksi (relecting). Untuk mendapatkan hasil penelitian yang akurat maka data yang telah terkumpul dianalisis secara statistik yaitu mengunakan rumus mean atau rata-rata. Mengacu pada hipotesis tindakan yang diajukan dalam penelitian tindakan kelas ini maka dapat disimpulkan bahwa ada peningkatan motivasi dan ketuntasan belajar Pendidikan Agama Islam dan Budi Pekerti pada kompetensi dasar menghindari perilaku tercela siswa kelas X IPS 3 SMA Negeri 2 Bangkalan Tahun Pelajaran 2018/2019.","PeriodicalId":309636,"journal":{"name":"Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan","volume":"280 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121011485","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 : 2021-02-15DOI: 10.55273/karangan.v3i1.84
Kriesna Kharisma Purwanto, AH Fathul Jadid Anshori
Penelitian ini bertujuan untuk menganalisis tingkat pemahaman mahasiswa materi isomeri senyawa organik. Rancangan penelitian yang digunakan adalah kualitatif deskriptif. Subjek penelitian adalah mahasiswa program studi Pendidikan Kimia Angkatan 2018. Objek penelitian adalah mata kuliah Kimia Organik I materi isomeri senyawa karbon. Ada 3 (tiga) tahapan dalam pengumpulan data, yaitu tes awal (pretest), pelaksanaan pembelajaran, dan tes akhir (postest). Hasil penelitian menunjukkan bahwa masih ada 2 (dua) konsep dalam materi isomeri senyawa karbon yang belum mencapai ketuntasan maksimal, yaitu jenis gugus fungsi senyawa karbon dan tipe reaksi senyawa karbon
{"title":"ANALISIS PEMAHAMAN MAHASISWA PENDIDIKAN KIMIA TENTANG MATERI ISOMERI SENYAWA KARBON","authors":"Kriesna Kharisma Purwanto, AH Fathul Jadid Anshori","doi":"10.55273/karangan.v3i1.84","DOIUrl":"https://doi.org/10.55273/karangan.v3i1.84","url":null,"abstract":"Penelitian ini bertujuan untuk menganalisis tingkat pemahaman mahasiswa materi isomeri senyawa organik. Rancangan penelitian yang digunakan adalah kualitatif deskriptif. Subjek penelitian adalah mahasiswa program studi Pendidikan Kimia Angkatan 2018. Objek penelitian adalah mata kuliah Kimia Organik I materi isomeri senyawa karbon. Ada 3 (tiga) tahapan dalam pengumpulan data, yaitu tes awal (pretest), pelaksanaan pembelajaran, dan tes akhir (postest). Hasil penelitian menunjukkan bahwa masih ada 2 (dua) konsep dalam materi isomeri senyawa karbon yang belum mencapai ketuntasan maksimal, yaitu jenis gugus fungsi senyawa karbon dan tipe reaksi senyawa karbon","PeriodicalId":309636,"journal":{"name":"Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan","volume":"262 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122834190","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 : 2021-02-15DOI: 10.55273/karangan.v3i1.83
A. Hasan, P. Putra
Tujuan dalam penelitian ini adalah mendeskripsikan peningkatan hasil belajar siswa setelah menggunakan Media Permainan Ular Tangga pada Mata Pelajaran IPS di kelas IV Sekolah Dasar Negeri 02 Lengkenat Tahun Pelajaran 2019/2020. Pendekatan dalam penelitian ini adalah kualitatif bentuk penelitian Tindakan Kelas. Hasil penelitian diperoleh Media Permainan Ular Tangga dapat meningkatkan hasil belajar siswa pada mata pelajaran IPS dengan kategori sangat baik dan siswa berperan aktif, peningkatan hasil belajar siswa dengan Media Permainan Ular Tangga pada siklus I diperoleh hasil belajar siswa rata-rata sebesar 68,8% dan meningkat pada siklus II mencapai 82% sehingga terjadi peningkatan hasil belajar siswa sebesar 13,2%. Tingkat ketuntasan klasikal pada siklus I sebesar 80% dan tingkat ketuntasan klasikal pada siklus II mencapai 96%. Sehingga ketuntasan hasil belajar siswa pada siklus II dinyatakan berhasil karena dari data yang diperoleh telah mencapai ketuntasan sedangkan respon siswa melalui hasil wawancara guru dan siswa menunjukkan respon positif terhadap Media Permainan Ular Tangga
{"title":"PENINGKATAN HASIL BELAJAR SISWA MENGGUNAKAN MEDIA PERMAINAN ULAR TANGGA PADA MATA PELAJARAN IPS DI KELAS IV SEKOLAH DASAR NEGERI 02 LENGKENAT","authors":"A. Hasan, P. Putra","doi":"10.55273/karangan.v3i1.83","DOIUrl":"https://doi.org/10.55273/karangan.v3i1.83","url":null,"abstract":"Tujuan dalam penelitian ini adalah mendeskripsikan peningkatan hasil belajar siswa setelah menggunakan Media Permainan Ular Tangga pada Mata Pelajaran IPS di kelas IV Sekolah Dasar Negeri 02 Lengkenat Tahun Pelajaran 2019/2020. Pendekatan dalam penelitian ini adalah kualitatif bentuk penelitian Tindakan Kelas. Hasil penelitian diperoleh Media Permainan Ular Tangga dapat meningkatkan hasil belajar siswa pada mata pelajaran IPS dengan kategori sangat baik dan siswa berperan aktif, peningkatan hasil belajar siswa dengan Media Permainan Ular Tangga pada siklus I diperoleh hasil belajar siswa rata-rata sebesar 68,8% dan meningkat pada siklus II mencapai 82% sehingga terjadi peningkatan hasil belajar siswa sebesar 13,2%. Tingkat ketuntasan klasikal pada siklus I sebesar 80% dan tingkat ketuntasan klasikal pada siklus II mencapai 96%. Sehingga ketuntasan hasil belajar siswa pada siklus II dinyatakan berhasil karena dari data yang diperoleh telah mencapai ketuntasan sedangkan respon siswa melalui hasil wawancara guru dan siswa menunjukkan respon positif terhadap Media Permainan Ular Tangga","PeriodicalId":309636,"journal":{"name":"Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116624949","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 : 2021-02-15DOI: 10.55273/karangan.v3i1.74
Ika Farida Yuliana
Tujuan penelitian ini adalah untuk mengetahui pengaruh perbedaan kemampuan awal mahasiswa terhadap prestasi belajar pada mata kuliah Kimia Dasar I. Rancangan penelitian yang digunakan adalah kualitatif deskriptif. Subjek penelitian adalah mahasiswa program studi Pendidikan Kimia Angkatan 2017 yang menempuh mata kuliah Kimia Dasar 1. Penelitian ini dilakukan melalui tiga (3) tahap yaitu identifikasi karakteristik, identifikasi kemampuan awal, dan analisis pemahaman. Teknik pengumpulan data menggunakan wawancara dan tes. Hasil penelitian menunjukkan bahwa tingkat kemampuan awal mahasiswa mempengaruhi prestasi belajar dalam mata kuliah Kimia Dasar I.
{"title":"PENGARUH PERBEDAAN KEMAMPUAN AWAL TERHADAP PRESTASI BELAJAR PADA MATA KULIAH KIMIA DASAR","authors":"Ika Farida Yuliana","doi":"10.55273/karangan.v3i1.74","DOIUrl":"https://doi.org/10.55273/karangan.v3i1.74","url":null,"abstract":"Tujuan penelitian ini adalah untuk mengetahui pengaruh perbedaan kemampuan awal mahasiswa terhadap prestasi belajar pada mata kuliah Kimia Dasar I. Rancangan penelitian yang digunakan adalah kualitatif deskriptif. Subjek penelitian adalah mahasiswa program studi Pendidikan Kimia Angkatan 2017 yang menempuh mata kuliah Kimia Dasar 1. Penelitian ini dilakukan melalui tiga (3) tahap yaitu identifikasi karakteristik, identifikasi kemampuan awal, dan analisis pemahaman. Teknik pengumpulan data menggunakan wawancara dan tes. Hasil penelitian menunjukkan bahwa tingkat kemampuan awal mahasiswa mempengaruhi prestasi belajar dalam mata kuliah Kimia Dasar I.","PeriodicalId":309636,"journal":{"name":"Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115916658","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 : 2021-02-06DOI: 10.55273/karangan.v3i1.81
Wilujeng Asih Purwani
Abstrak: Penguasaan grammar pada mata kuliah Basic English Grammar mahasiswa semester pertama di Universitas Billfath masih rendah sehingga diperlukan metode pengajaran yang tepat untuk mengakomodasi permasalahan tersebut yaitu pendekatan komunikatif dengan metode pembelajaran diskusi kelompok dan metode pembelajaran dengan presentasi. Penelitian ini bertujuan untuk mengetahui apakah diskusi kelompok dan presentasi dapat meningkatkan pemahaman dan penguasaan mata kuliah Basic English Grammar. Empat kelompok diskusi dengan total 16 mahasiswa semester pertama ditemukan setelah pretest. Diskusi kelompok dilakukan pada setiap hari perkuliahan (14 pertemuan). Hasil akhir perkuliahan ditentukan dengan posttest. Presentasi individu dilakukan di akhir perkuliahan. Uji t digunakan untuk menganalisis variabel skor pretes, postes, dan presentasi. Uji t Mann Whitney menunjukkan perbedaan yang signifikan sebesar 0,001 <0,05 antara skor pretes dan skor postes. Perbedaan signifikan 0,026 <0,05 juga diperoleh antara skor pretes dan skor presentasi. Analisis data menunjukkan bahwa proses perkuliahan dengan metode diskusi kelompok secara signifikan meningkatkan pemahaman dan penguasaan mahasiswa mata kuliah Basic English Grammar, sehingga membantu penguasaan materi tes presentasi. Abstract: The mastery of basic English grammar for first semester students in University of Billfath is still low. So that the right teaching method is needed to accommodate the problem, namely communicative approach with group discussion and presentation learning method. This research is aimed to find out whether group discussion and presentation can improve the students’ understanding and mastery Basic English Courses. Four discussion group with a total of 16 first semester students were found after the pretest. Group discussions are conducted on each lecture day (14 meetings). The final results of the lecture are determined by posttest. Individual presentations are carried out at the end of the lecture. The t test is used to analyze the variables of the pretest, posttest, and presentations scores. The Mann Whitney t test showed a significant difference of 0,001 < 0.05 between the pretest score and the posttest score. A significant difference of 0.026 < 0.05 was also obtained between the pretest score and the presentation score. The data analysis indicated that the lecture process with the group discussion method is significantly improved student understanding and mastery of Basic English Grammar courses, so that is help mastery the presentation test material.
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Pub Date : 2020-02-19DOI: 10.55273/karangan.v2i01.41
Fika Rahmawati
21st century learning is characterized by digital media used in the learning process or often called the industrial revolution 4.0. The use of digital media in the 21st century does not mean that conventional media is not good or suitable for use in learning. When teachers can make the most of these media, conventional media can also bring their own positive values to students. Like learning to write description text. The learning process of this material can use conventional media such as Tamia Furniture. Furniture Tamia stands for Taman Learning Miniature Media can help students in the learning process of writing description texts in the form of historical buildings in Pasuruan City.
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Pub Date : 2020-02-19DOI: 10.55273/karangan.v2i01.42
Mat Ali
This study aims to improve learning achievement and mastery of BK-ICT subject material for eighth grade students of SMP Negeri 1 Sekaran. This research is included in class action research. Where the improvement activities carried out as many as three cycles. Data obtained from this study in the form of increased achievement and mastery of students BK_TIK material by using projector media and student learning outcomes using projector media. Research data were obtained using observation sheets and formative tests. From the research that has been done, it is obtained data that the use of projector media can have a positive influence on student learning outcomes. This can be seen from the increasing understanding and mastery of students on the material that has been delivered by the teacher so far (mastery learning increases from cycles I, II, and III), each of which are 55%, 70%, and 90%. In cycle III students' classical learning completeness has been achieved. In addition, the learning model using projector media can be used as an alternative learning media.
本研究旨在提高SMP Negeri 1 Sekaran八年级学生对BK-ICT主题材料的学习成就和掌握程度。本研究属于集体诉讼研究范畴。其中改进活动进行了三个周期之多。从本研究中获得的数据是通过使用投影仪媒体提高学生对BK_TIK材料的成就和掌握程度，以及学生使用投影仪媒体的学习成果。研究数据通过观察表和形成性测试获得。从已经完成的研究中，得到的数据表明，使用投影仪媒体可以对学生的学习成果产生积极的影响。这可以从学生到目前为止对教师所传授的材料的理解和掌握程度的提高(掌握学习从周期I, II和III中增加)中看出，每个周期分别为55%，70%和90%。在第三周期，学生的古典学习已经达到了完备性。此外，使用投影仪媒体的学习模式可以作为一种替代学习媒体。
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Pub Date : 2020-02-19DOI: 10.55273/karangan.v2i01.43
Suharno
This study aims to determine the results of natural science learning achievement in the human motion system by using the Diversity of Student Strategic Learning method (Learning Strategies that take account of student diversity). This research was included in a class action research that was designed into two cycles. Each cycle consists of planning, implementing, observing, and reflecting. Based on the results of research that has been done, the results obtained, namely the basic capabilities of the material motion system in humans can be achieved properly. This can be seen in the results of student evaluations that reach 78.25% completeness. The data is used as a basis for designing cycle 1, so as to obtain the results of the activities of students who have good activities in learning activities as many as 17 (68%) and as many as 4 (16%) and as many as 4 (16%) indicate less activity. While observations from the point of view of students' attention in learning activities, students who have good attention are 9 (36%), who have attention as much as 6 (24%) and less attention is 10 (40%). The use of the Diversity of Student Strategic Learning method can increase the activities and attention of students in Biology / Natural Sciences lessons yet to be declared Completed. then the research activities need to be held in the second cycle, so that the results obtained by students who have good activities in learning activities as many as 21 (84%) and as many as 2 (8%) and as many as 2 (8%) indicate less activity. While observations from the point of view of students 'attention in learning activities, students who have good attention are 19 (76%), parents' attention are 4 (16%) and attention is less 2 (8%). So, it can be concluded that the Diversity of Student Strategic Learning method (Learning Strategies that considers student diversity) can increase student activities and attention in Biology / Natural Sciences. By using the Diversity of Student Strategic Learning method.
本研究旨在利用学生策略学习的多样性(Diversity of Student Strategic learning)方法(learning Strategies that account of Student Diversity)来确定人体运动系统中自然科学学习成果的结果。这项研究被纳入了一个集体诉讼研究，该研究被设计成两个周期。每个周期包括计划、实施、观察和反思。在已有的研究成果的基础上，得到的结果，即人体物质运动系统的基本能力可以得到适当的实现。这可以从学生评价的结果中看出，完整性达到78.25%。将这些数据作为设计周期1的依据，从而得到在学习活动中表现良好的学生的活动结果，活动多达17个(68%)，活动多达4个(16%)，活动多达4个(16%)表示活动较少。而从学生在学习活动中的注意力观察来看，注意力较好的学生为9人(36%)，注意力最多的为6人(24%)，注意力较差的为10人(40%)。使用学生策略多样性学习方法可以增加学生在尚未宣布完成的生物/自然科学课程中的活动和注意力。然后需要在第二个周期中进行研究性活动，使在学习活动中表现良好的学生所获得的结果多达21人(84%)，最多2人(8%)，最多2人(8%)，表明活动较少。而从学生在学习活动中的注意力观察来看，注意力较好的学生为19人(76%)，家长的注意力为4人(16%)，注意力较差的为2人(8%)。因此，可以得出结论，多样性的学生策略学习方法(考虑学生多样性的学习策略)可以增加学生在生物/自然科学方面的活动和注意力。运用多样性的学生策略学习方法。
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