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。
{"title":"MENGAPRESIASIKAN HASIL PRESTASI BELAJAR IPA PADA MATERI SISTEM GERAK MANUSIA MELALUI DISVERSITY OF STUDENT STRATEGY LEARNING SEBAGAI METODE PEMBELAJARAN SISWA KELAS VIII SMPN 1 SEKARAN","authors":"Suharno","doi":"10.55273/karangan.v2i01.43","DOIUrl":"https://doi.org/10.55273/karangan.v2i01.43","url":null,"abstract":"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.","PeriodicalId":309636,"journal":{"name":"Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126873702","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 : 2020-02-19DOI: 10.55273/karangan.v2i01.47
M Labib Al Halim
This research aimed to know the use of modified domino card game as media to increase students understanding of the application of possessive adjective. The method of this research was classroom action research design proposed by Ferrance. The subjects were students of junior high school at MTs. Bahrul Ulum Turi Lamongan consisted of 28 students. The result showed that media domino card could stimulate students to be active and pay more attention. It effectively affected students’ achievement. The data showed that students’ achievement increase significantly from 57.86 in preliminary test to 76.57 in final test. Thus, it could be concluded that modified domino card could increase students understanding of the use of possessive adjective. It could also stimulate young students to be active and pay more attention to the lesson given
{"title":"MODIFYING DOMINO CARDS TO INCREASE STUDENTS’ UNDERSTANDING OF THE USE OF POSSESSIVE ADJECTIVE AT JUNIOR HIGH SCHOOL","authors":"M Labib Al Halim","doi":"10.55273/karangan.v2i01.47","DOIUrl":"https://doi.org/10.55273/karangan.v2i01.47","url":null,"abstract":"This research aimed to know the use of modified domino card game as media to increase students understanding of the application of possessive adjective. The method of this research was classroom action research design proposed by Ferrance. The subjects were students of junior high school at MTs. Bahrul Ulum Turi Lamongan consisted of 28 students. The result showed that media domino card could stimulate students to be active and pay more attention. It effectively affected students’ achievement. The data showed that students’ achievement increase significantly from 57.86 in preliminary test to 76.57 in final test. Thus, it could be concluded that modified domino card could increase students understanding of the use of possessive adjective. It could also stimulate young students to be active and pay more attention to the lesson given","PeriodicalId":309636,"journal":{"name":"Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121362579","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 : 2020-02-19DOI: 10.55273/karangan.v2i01.44
Muhammad Zakia Firdaus
The purpose of this study to describe 1) Use of discours Mimbar Jumat Solopos newspaper as material in Indonesian Language lesson 2) Know the character integartion discours Mimbar Jumat Solopos newspaper as material in Indonesian Language lesson. This type of research descriptive qualitative. The results of study show that wacana Mimbar Jumat can be used a resource materialsand there is charakter value
{"title":"PEMANFAATAN MEDIA SURAT KABAR SEBAGAI MATERIBAHASA INDONESIA DAN INTEGRASI KARAKTER","authors":"Muhammad Zakia Firdaus","doi":"10.55273/karangan.v2i01.44","DOIUrl":"https://doi.org/10.55273/karangan.v2i01.44","url":null,"abstract":"The purpose of this study to describe 1) Use of discours Mimbar Jumat Solopos newspaper as material in Indonesian Language lesson 2) Know the character integartion discours Mimbar Jumat Solopos newspaper as material in Indonesian Language lesson. This type of research descriptive qualitative. The results of study show that wacana Mimbar Jumat can be used a resource materialsand there is charakter value","PeriodicalId":309636,"journal":{"name":"Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117238133","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 : 2020-02-18DOI: 10.55273/karangan.v2i01.39
Ahmad Isroil
The purpose of this research is to describe the process of developing and producing effective learning tools for teaching quadratic equations in 10th grade by applying the Round Robin type of cooperative learning through posing problems, as well as to describe the effectiveness of the learning process itself. The problem posing approach allows students to utilize this knowledge when they encounter problems related to the materials being thought. The subjects of this research one 10th grade teacher and 10th grade students. The design of this study uses Kemp’s model of research and development (2011). The developed learning tools consists of: (1) lesson plans, (2) student’s worksheets, and (3) an achievement test. Based on descriptive analyses of the trial session, results show the lesson plan utilized was appropriate because it was: (1) valid; (2) practical; (3) effective. Based on descriptive results, the implementation session was also deemed effective. This conclusion is based on the conditions which indicate that the teacher’s ability to organize learning was effective, the students were active during learning process, the students responded positively to the learning process, and over 80% of the students achieved grades of 70 or higher.
{"title":"Instructional Materials of Quadratic Equations for 10th Grade Indonesia Students: Combined Round Robin-Cooperative Learning and Problem Posing","authors":"Ahmad Isroil","doi":"10.55273/karangan.v2i01.39","DOIUrl":"https://doi.org/10.55273/karangan.v2i01.39","url":null,"abstract":"The purpose of this research is to describe the process of developing and producing effective learning tools for teaching quadratic equations in 10th grade by applying the Round Robin type of cooperative learning through posing problems, as well as to describe the effectiveness of the learning process itself. The problem posing approach allows students to utilize this knowledge when they encounter problems related to the materials being thought. The subjects of this research one 10th grade teacher and 10th grade students. The design of this study uses Kemp’s model of research and development (2011). The developed learning tools consists of: (1) lesson plans, (2) student’s worksheets, and (3) an achievement test. Based on descriptive analyses of the trial session, results show the lesson plan utilized was appropriate because it was: (1) valid; (2) practical; (3) effective. Based on descriptive results, the implementation session was also deemed effective. This conclusion is based on the conditions which indicate that the teacher’s ability to organize learning was effective, the students were active during learning process, the students responded positively to the learning process, and over 80% of the students achieved grades of 70 or higher.","PeriodicalId":309636,"journal":{"name":"Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121339577","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 : 2020-02-18DOI: 10.55273/karangan.v2i01.40
Suhada
One of the teacher's tasks is to organize innovative learning by varying the learning model in the class. One learning model that can be used is a talking stick. Because according to preliminary observations it was found that students were not interested in natural science subjects, lacked motivation and low learning outcomes. This Classroom Action Research aims to find out: 1) Does the application of the talking stick model increase student motivation in junior high school science subjects ?; and 2) Can the application of the talking stick model improve student learning outcomes in junior secondary science subjects? This research was conducted in class VIII of SMP Negeri 11 Kota Bima in the 2017/2018 academic year from February to April 2018. The research was conducted in 2 cycles. Data analysis uses qualitative and quantitative data analysis. The results of the study: 1) the application of the talking stick model can increase student motivation in junior high school science subjects, because students who have high motivation and are very high in cycle II are 21 people or 91%. 2) the application of the talking stick model can improve student learning outcomes in junior high school science subjects, because students who successfully meet the minimum value of KKM 70 in cycle II are 21 people or 91%.
教师的任务之一是通过改变课堂上的学习模式来组织创新学习。一种可以使用的学习模式是说话棒。因为根据初步观察发现学生对自然科学科目不感兴趣，缺乏动力，学习效果低。本课堂行动研究旨在探讨:1)在初中科学课程中，使用手杖模式是否能提高学生的学习动机;(2)在初中理科课程中，使用手杖模式是否能提高学生的学习效果?这项研究是在2017/2018学年(2018年2月至4月)在哥打比马SMP Negeri 11的VIII班进行的。研究分两个周期进行。数据分析采用定性和定量数据分析。研究结果表明:1)在初中科学课程中，使用手杖模型可以提高学生的学习动机，因为在第二周期中动机高且非常高的学生占21人，占91%。(2)在初中生科学科目中，使用“说话棒”模型可以提高学生的学习效果，因为在第二阶段成功达到KKM 70最小值的学生有21人，占91%。
{"title":"PENERAPAN MODEL TALKING STICK UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN IPA SMP","authors":"Suhada","doi":"10.55273/karangan.v2i01.40","DOIUrl":"https://doi.org/10.55273/karangan.v2i01.40","url":null,"abstract":"One of the teacher's tasks is to organize innovative learning by varying the learning model in the class. One learning model that can be used is a talking stick. Because according to preliminary observations it was found that students were not interested in natural science subjects, lacked motivation and low learning outcomes. This Classroom Action Research aims to find out: 1) Does the application of the talking stick model increase student motivation in junior high school science subjects ?; and 2) Can the application of the talking stick model improve student learning outcomes in junior secondary science subjects? This research was conducted in class VIII of SMP Negeri 11 Kota Bima in the 2017/2018 academic year from February to April 2018. The research was conducted in 2 cycles. Data analysis uses qualitative and quantitative data analysis. The results of the study: 1) the application of the talking stick model can increase student motivation in junior high school science subjects, because students who have high motivation and are very high in cycle II are 21 people or 91%. 2) the application of the talking stick model can improve student learning outcomes in junior high school science subjects, because students who successfully meet the minimum value of KKM 70 in cycle II are 21 people or 91%.","PeriodicalId":309636,"journal":{"name":"Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124728229","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 : 2019-11-16DOI: 10.55273/karangan.v1i01.6
Muhammad Sya’roni
Pendidikan anti radikalise merupakan pendidikan untuk menolak faham radikalisme. Padanan istilah yang juga sering digunakan adalah Deradikalisme. Integrasi pendidikan anti radikalisme dalam Kurikulum SMA/MA dapat dilakukan dengan strategi merubah filosfi kurikulum, menambah konten kurikulum, mengatur metode pembelajaran, dan penggunaan alat evaluasi yang tepat. Implementasi integrasi pendidikan anti radikalisme dalam Kurikulum SMA/MA dilakukan dengan mengintegrasikan Nilai-Nilai Pendidikan Anti Radikalisme serperi Citizenship, Compassion, Courtesy, Fairness, Moderation Respect for other, Respect for the creato, Self control, dan Tolerance ke dalam kegiatan kurikuler, ekstrakurikuler, pembiasaan, dan pengembangan diri yang diselenggrakan di SMA/MA.
{"title":"STRATEGI INTEGRASI PENDIDIKAN ANTI RADIKALISME DALAM KURIKULUM SMA/MA","authors":"Muhammad Sya’roni","doi":"10.55273/karangan.v1i01.6","DOIUrl":"https://doi.org/10.55273/karangan.v1i01.6","url":null,"abstract":"Pendidikan anti radikalise merupakan pendidikan untuk menolak faham radikalisme. Padanan istilah yang juga sering digunakan adalah Deradikalisme. Integrasi pendidikan anti radikalisme dalam Kurikulum SMA/MA dapat dilakukan dengan strategi merubah filosfi kurikulum, menambah konten kurikulum, mengatur metode pembelajaran, dan penggunaan alat evaluasi yang tepat. Implementasi integrasi pendidikan anti radikalisme dalam Kurikulum SMA/MA dilakukan dengan mengintegrasikan Nilai-Nilai Pendidikan Anti Radikalisme serperi Citizenship, Compassion, Courtesy, Fairness, Moderation Respect for other, Respect for the creato, Self control, dan Tolerance ke dalam kegiatan kurikuler, ekstrakurikuler, pembiasaan, dan pengembangan diri yang diselenggrakan di SMA/MA.","PeriodicalId":309636,"journal":{"name":"Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127364034","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 : 2019-11-16DOI: 10.55273/karangan.v1i01.1
S. Sukiman
Penelitian ini bertujuan untuk mengetahui hubungan model pembentukan kelompok bervariasi dengan motivasi belajar siswa. Penelitian ini dilakukan dengan menggunakan metode kuantitatif. Sementara desain penelitian menggunakan pearson product moment correlational. Pengumpulan data menggunakan teknik dokumentasi dan angket. Dokumentasi digunakan untuk mengetahui perolehan prestasi siswa melalui nilai raport kelas VIII. Angket dalam penelitian ini digunakan untuk mengetahui motivasi belajar dan model pembelajaran yang dilakukan selama ini oleh guru. Analisis korelasi menggunakan SPPS untuk menguji hubungan motivasi belajar dengan pembentukan kelompok bervariasi dan hubungan keduanya secara simultan terhadap motivasi belajar. Berdasarkan penelitian yang dilakukan dapat diketahui bahwa model pembentukan kelompok bervariasi memiliki hubungan atau korelasi yang kuat sekali terhadap motivasi belajar siswa. Siswa merasa tertarik dan semangat untuk belajar karena dari awal sudah diajak untuk menikmati pembelajaran. Apabila di awal pembelajaran sudah tertarik, maka dengan sendirinya siswa sudah semangat belajar dan mengikuti pelajaran.
{"title":"MODEL PEMBENTUKAN KELOMPOK BERVARIASI UNTUK MEMBANGKITKAN MOTIVASI BELAJAR SISWA","authors":"S. Sukiman","doi":"10.55273/karangan.v1i01.1","DOIUrl":"https://doi.org/10.55273/karangan.v1i01.1","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui hubungan model pembentukan kelompok bervariasi dengan motivasi belajar siswa. Penelitian ini dilakukan dengan menggunakan metode kuantitatif. Sementara desain penelitian menggunakan pearson product moment correlational. Pengumpulan data menggunakan teknik dokumentasi dan angket. Dokumentasi digunakan untuk mengetahui perolehan prestasi siswa melalui nilai raport kelas VIII. Angket dalam penelitian ini digunakan untuk mengetahui motivasi belajar dan model pembelajaran yang dilakukan selama ini oleh guru. Analisis korelasi menggunakan SPPS untuk menguji hubungan motivasi belajar dengan pembentukan kelompok bervariasi dan hubungan keduanya secara simultan terhadap motivasi belajar. Berdasarkan penelitian yang dilakukan dapat diketahui bahwa model pembentukan kelompok bervariasi memiliki hubungan atau korelasi yang kuat sekali terhadap motivasi belajar siswa. Siswa merasa tertarik dan semangat untuk belajar karena dari awal sudah diajak untuk menikmati pembelajaran. Apabila di awal pembelajaran sudah tertarik, maka dengan sendirinya siswa sudah semangat belajar dan mengikuti pelajaran.","PeriodicalId":309636,"journal":{"name":"Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125900207","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 : 2019-11-16DOI: 10.55273/karangan.v1i01.5
Supriyono Supriyono
Tujuan penelitian yang hendak diperoleh adalah: (a) Untuk mengungkap pengaruh pembelajaran dengan pemberian Flash Back terhadap hasil belajar PKn, (b) Untuk mengungkapkan pembelajaran dengan pemberian Flash Back terhadap motivasi belajar PKn. Penelitian ini menggunakan penelitian tindakan (action research) sebanyak tiga putaran. Setiap putaran terdiri dari empat tahap yaitu: rancangan, kegiatan dan pengamatan, refleksi, dan revisi. Sasaran penelitian ini adalah siswa Kelas VIII c SMP Negeri 1 Sekaran Data yang diperoleh berupa hasil tes formatif, lembar observasi kegiatan belajar mengajar. Dari hasil analisis didapatkan bahwa prestasi belajar siswa mengalami peningkatan dari siklus I sampai siklus III yaitu, siklus I (71,42%), siklus II (80,95%), siklus III (90,47%). Kesimpulan dari penelitian ini adalah pengajaran dengan pemberian Flash Back dapat berpengaruh positif terhadap prestasi dan motivasi belajar siswa Kelas VIII c SMP Negeri 1 Sekaran., serta model pembelajaran ini dapat digunakan sebagai salah satu alternative pembelajaran PKn.
{"title":"UPAYA MENINGKATKAN PRESTASI BELAJAR PKn DENGAN PEMBERIAN FLASH BACK PADA SISWA KELAS VIII c SMP NEGERI 1 SEKARAN KABUPATEN LAMONGAN TAHUN PELAJARAN 2017/2018","authors":"Supriyono Supriyono","doi":"10.55273/karangan.v1i01.5","DOIUrl":"https://doi.org/10.55273/karangan.v1i01.5","url":null,"abstract":"Tujuan penelitian yang hendak diperoleh adalah: (a) Untuk mengungkap pengaruh pembelajaran dengan pemberian Flash Back terhadap hasil belajar PKn, (b) Untuk mengungkapkan pembelajaran dengan pemberian Flash Back terhadap motivasi belajar PKn. Penelitian ini menggunakan penelitian tindakan (action research) sebanyak tiga putaran. Setiap putaran terdiri dari empat tahap yaitu: rancangan, kegiatan dan pengamatan, refleksi, dan revisi. Sasaran penelitian ini adalah siswa Kelas VIII c SMP Negeri 1 Sekaran Data yang diperoleh berupa hasil tes formatif, lembar observasi kegiatan belajar mengajar. Dari hasil analisis didapatkan bahwa prestasi belajar siswa mengalami peningkatan dari siklus I sampai siklus III yaitu, siklus I (71,42%), siklus II (80,95%), siklus III (90,47%). Kesimpulan dari penelitian ini adalah pengajaran dengan pemberian Flash Back dapat berpengaruh positif terhadap prestasi dan motivasi belajar siswa Kelas VIII c SMP Negeri 1 Sekaran., serta model pembelajaran ini dapat digunakan sebagai salah satu alternative pembelajaran PKn.","PeriodicalId":309636,"journal":{"name":"Karangan: Jurnal Bidang Kependidikan, Pembelajaran, dan Pengembangan","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129038787","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 : 2019-11-16DOI: 10.55273/karangan.v1i01.2
Siti Aisah
Penelitian ini dilakukan untuk menjelaskan berita Indonesia sebagai juara di olimpiade internasional pada media online periode Januari—Mei 2015 dalam perspektif Teun A. Van Dijk. Data bersumber dari wacana berita tentang Indonesia sebagai juara di Olimpiade Internasional pada media online di Indonesia periode Januari—Mei 2015 dengan teknik sampling jenuh dan dianalisis dengan model Teun A. Van Dijk difokuskan pada level teks. Relevan dengan pendapat Sugiyono (2010: 85) bahwa teknik pengambilan sampel yang melibatkan seluruh anggota populasi sampling jenuh dapat dilakukakan bila sampel populasi relatif kecil, yaitu kurang dari 30. Simpulan penelitian ini adalah berita Indonesia sebagai juara di Olimpiade Internasional pada media online periode Januari—Mei 2015 memuat (1) perbedaan sudut pandang pemberitaan indonesia menjadi juara umum dalam olimpiade; (2) mengklasifikasikan data dalam perspektif Van Dijk; (3) mempresentasekan klasifikasi dalam data penelitian; (4) mendeskripsikan dan menganalisis elemen wacana yang terdapat dalam teks berita; (5) dan menyimpulkan hasil deskripsi dan analisis.
本研究旨在从Teun A. Van Dijk的角度解释印尼新闻作为2015年1月至5月国际奥运会在线媒体冠军的原因。消息来源是印尼在2015年1月至5月网上媒体上获得国际奥运冠军的消息，他们采用了饱和抽样技术，并对Teun A. Van Dijk模式进行了分析。与Sugiyono(2010: 85)的观点相关的是，涉及所有饱和抽样种群的采样技术可以在不到30个种群样本的情况下实现。本研究的结论是，今年1月至5月，印尼国际奥林匹克运动会(international奥林匹克)冠军的新闻发布(1)对印尼的新闻报道有不同的看法，使其成为奥运会的总冠军;(2)用Van Dijk的视角对数据进行分类;(3)在研究数据中进行分类;(4)描述和分析新闻文本中的话语元素;(5)并完成描述结果和分析。
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Pub Date : 2019-11-16DOI: 10.55273/karangan.v1i01.8
Fatayah Fatayah
Penelitian ini bertujuan untuk mengetahui pengajaran remidi yang disusun terhadap ketuntasan hasil belajar kimia materi pokok stoikiometri larutan dan titrasi asam basa siswa siswa Kelas XI IPA-1 SMAN 1 Manyar Gresik. Subyek penelitian ini adalah siswa Kelas XI IPA-1 SMAN 1 Manyar Gresik yang tidak tuntas pada materi pokok stoikiometri larutan dan titrasi asam basa. Penelitian yang dilakukan merupakan jenis penelitian deskriptif dengan langkah-langkah: Tes diagnostik, pelaksanaan pengajaran remidi dan pengukuran hasil. Berdasarkan analisis data diperoleh bahwa siswa Kelas XI IPA-1 yang tidak tuntas (kategori remidi) berjumlah 20 siswa dari 31 siswa (64%). Setelah dilakukan pengajaran remidi (yang pertama) terdapat 13 siswa yang tuntas sehingga masih ada 7 siswa yang tidak tuntas dan setelah pengajaran remidi kedua kali seluruhnya tuntas.Dari hasil penelitian ini dapat disimpulkan bahwa seluruh siswa tuntas setelah dilakukan pengajaran remidi yang pertama (model pengajaran langsung metode latihan terbimbing dan pemberian umpan balik serta bantuan tutor sebaya) dan pengajaran remidi kedua kali (metode latihan terbimbing dan pemberian umpan balik serta bantuan tutor sebaya).
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