{"title":"LAYANAN INFORMASI BERBASIS PENGUKURAN PSIKOLOGI UNTUK KEMANTAPAN PEMILIHAN STUDI LANJUT SISWA KELAS XII IPA 5 SMAN 1 BAE KUDUS TAHUN 2014 / 2015","authors":"Istiah","doi":"10.24176/RE.V5I1.441","DOIUrl":"https://doi.org/10.24176/RE.V5I1.441","url":null,"abstract":"","PeriodicalId":31656,"journal":{"name":"Refleksi Edukatika","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69152804","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":"PENINGKATAN HASIL BELAJAR IPS MELALUI MODEL KOOPERATIF TIPE NHT SISWA KELAS V SDN 5 NGEMBALREJO","authors":"Naella Ichdatul Musdalifa, Murtono, Ika Oktavianti","doi":"10.24176/re.v5i1.444","DOIUrl":"https://doi.org/10.24176/re.v5i1.444","url":null,"abstract":"","PeriodicalId":31656,"journal":{"name":"Refleksi Edukatika","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69153271","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 Pengaruh Model Pembelajaran VCT (Value Clarification Technique) terhadap Pemahaman Nilai Tradisi Sejarah Siswa Kelas X Sekolah Menengah Atas Negeri Kabupaten Kudus Tahun Pelajaran 2011/2012 Ditinjau dari Kecerdasan Emosional bertujuan untuk mengetahui: (1) Perbedaan pengaruh antara model pembelajaran VCT ( Value Clarification Technique ) dan Ekspositori terhadap Pemahaman Nilai Tradisi Sejarah pada siswa kelas X SMA Negeri di Kabupaten Kudus, (2) Perbedaan pengaruh antara siswa yang memiliki kecerdasan emosional rendah dan tinggi terhadap Pemahaman Nilai Tradisi Sejarah pada siswa kelas X SMA Negeri di Kabupaten Kudus, (3) Interaksi antara model pembelajaran dan kecerdasan emosional terhadap Pemahaman Nilai Tradisi Sejarah pada siswa kelas X SMA Negeri di Kabupaten Kudus. Metode yang dipergunakan dalam penelitian ini adalah kuantitatif eksperimen. Populasi penelitian adalah siswa SMA Kelas X di Kabupaten Kudus semester 1 Tahun Pelajaran 2011/2012. Teknik pengambilan sampel yang digunakan adalah multistage cluster random sampling , dengan rincian: siswa SMA N 1 Bae Kudus sebagai kelompok eksperimen, siswa SMA N 2 Kudus sebagai kelompok kontrol, dan siswa SMA N 2 Bae Kudus sebagai kelompok uji coba. Teknik pengumpulan data menggunakan angket untuk mengumpulkan data tentang kecerdasan emosional dan tes untuk mengumpulkan data tentang Pemahaman Nilai Tradisi Sejarah. Analisis hasil penelitian menggunakan teknik Analisis Varians (ANAVA) dua jalur (2 x 2). Hasil uji hipotesis penelitian menunjukkan: (1) Terdapat perbedaan pengaruh antara model pembelajaran VCT ( Value Clarification Technique ) dan Ekspositori terhadap Pemahaman Nilai Tradisi Sejarah pada siswa kelas X SMA Negeri di Kabupaten Kudus dengan F hitung = 155,765 > F tabel (? = 0,05) = 3,11 taraf signifikansi 0,05, hal ini berarti Ho ditolak; (2) Tidak terdapat perbedaan pengaruh antara siswa yang memiliki kecerdasan emosional rendah dan tinggi terhadap Pemahaman Nilai Tradisi Sejarah siswa kelas X SMA Negeri di Kabupaten Kudus dengan F hitung = 0,610 < F tabel (? = 0,05) = 3,11 taraf signifikansi 0,05, hal ini berarti Ho diterima; (3) Tidak terdapat interaksi antara model pembelajaran dan kecerdasan emosional terhadap Pemahaman Nilai Tradisi Sejarah siswa kelas X SMA Negeri di Kabupaten Kudus dengan Fhitung = 0,82 < F tabel (? = 0,05) = 3,11 taraf signifikansi 0,05, hal ini berarti Ho diterima.
2012年11月11日(1)影响区别VCT学习模型(价值Clarification对传统价值的理解历史的讲解技巧)和之间X高中年级学生在神圣的县,(2)国家之间的差异影响的学生有很高的情商低,高中学生对传统价值的理解历史的X在神圣的地区国家,(3)学习模式与情感智能之间的互动，以理解圣地高中X班学生的历史传统的价值。本研究采用的方法是定量实验。研究人口是2013年11月1日圣区X班高中学生。采用的样本技术是随机的多阶段簇，有详细说明:高中学生n1 Bae Kudus作为实验组，学生N N 1:4作为控制组，学生N N Bae进行测试。数据收集技术利用资金收集情感智能数据和测试数据，收集了解历史传统价值的数据。用方差分析技术的研究成果分析(ANAVA)双向(2 x 2)。研究表明:(1)假设测试模型有影响区别讲解VCT(价值Clarification技巧)和学习之间高中学生对传统价值的理解历史的x和F在神圣的县数= 155.765国家> F(表?= 0.05) = 3.11点的重要性，这意味着Ho被拒绝;(2)在神圣区域，情绪不高的学生对理解高中十年级学生历史传统价值的影响没有差异，F计算= 0.610 < F表(?= 0.05) = 3.11点的重要性，这意味着Ho被接受;(3)学习模式与情感智力在理解圣学区X高中高中生历史传统的价值方面没有相互作用，F计算= 0.82 < F表(?= 0.05) = 3.11点的重要性，这意味着Ho被接受。
{"title":"PENGARUH MODEL PEMBELAJARAN VALUE CLARIFICATION TECHNIQUE TERHADAP PEMAHAMAN NILAI TRADISI SEJARAH DITINJAU DARI KECERDASAN EMOSIONAL PADA SISWA KELAS X SMA NEGERI DI KABUPATEN KUDUS TAHUN PELAJARAN 2011/2012","authors":"Imaniar Purbasari","doi":"10.24176/re.v4i1.424","DOIUrl":"https://doi.org/10.24176/re.v4i1.424","url":null,"abstract":"Penelitian Pengaruh Model Pembelajaran VCT (Value Clarification Technique) terhadap Pemahaman Nilai Tradisi Sejarah Siswa Kelas X Sekolah Menengah Atas Negeri Kabupaten Kudus Tahun Pelajaran 2011/2012 Ditinjau dari Kecerdasan Emosional bertujuan untuk mengetahui: (1) Perbedaan pengaruh antara model pembelajaran VCT ( Value Clarification Technique ) dan Ekspositori terhadap Pemahaman Nilai Tradisi Sejarah pada siswa kelas X SMA Negeri di Kabupaten Kudus, (2) Perbedaan pengaruh antara siswa yang memiliki kecerdasan emosional rendah dan tinggi terhadap Pemahaman Nilai Tradisi Sejarah pada siswa kelas X SMA Negeri di Kabupaten Kudus, (3) Interaksi antara model pembelajaran dan kecerdasan emosional terhadap Pemahaman Nilai Tradisi Sejarah pada siswa kelas X SMA Negeri di Kabupaten Kudus. Metode yang dipergunakan dalam penelitian ini adalah kuantitatif eksperimen. Populasi penelitian adalah siswa SMA Kelas X di Kabupaten Kudus semester 1 Tahun Pelajaran 2011/2012. Teknik pengambilan sampel yang digunakan adalah multistage cluster random sampling , dengan rincian: siswa SMA N 1 Bae Kudus sebagai kelompok eksperimen, siswa SMA N 2 Kudus sebagai kelompok kontrol, dan siswa SMA N 2 Bae Kudus sebagai kelompok uji coba. Teknik pengumpulan data menggunakan angket untuk mengumpulkan data tentang kecerdasan emosional dan tes untuk mengumpulkan data tentang Pemahaman Nilai Tradisi Sejarah. Analisis hasil penelitian menggunakan teknik Analisis Varians (ANAVA) dua jalur (2 x 2). Hasil uji hipotesis penelitian menunjukkan: (1) Terdapat perbedaan pengaruh antara model pembelajaran VCT ( Value Clarification Technique ) dan Ekspositori terhadap Pemahaman Nilai Tradisi Sejarah pada siswa kelas X SMA Negeri di Kabupaten Kudus dengan F hitung = 155,765 > F tabel (? = 0,05) = 3,11 taraf signifikansi 0,05, hal ini berarti Ho ditolak; (2) Tidak terdapat perbedaan pengaruh antara siswa yang memiliki kecerdasan emosional rendah dan tinggi terhadap Pemahaman Nilai Tradisi Sejarah siswa kelas X SMA Negeri di Kabupaten Kudus dengan F hitung = 0,610 < F tabel (? = 0,05) = 3,11 taraf signifikansi 0,05, hal ini berarti Ho diterima; (3) Tidak terdapat interaksi antara model pembelajaran dan kecerdasan emosional terhadap Pemahaman Nilai Tradisi Sejarah siswa kelas X SMA Negeri di Kabupaten Kudus dengan Fhitung = 0,82 < F tabel (? = 0,05) = 3,11 taraf signifikansi 0,05, hal ini berarti Ho diterima.","PeriodicalId":31656,"journal":{"name":"Refleksi Edukatika","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69151579","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":"PENINGKATKAN HASIL BELAJAR IPA MELALUI INKUIRI TERBIMBING PADA SISWA SDN I NGEMBALREJO BAE KUDUS","authors":"Khamdun","doi":"10.24176/RE.V4I2.417","DOIUrl":"https://doi.org/10.24176/RE.V4I2.417","url":null,"abstract":"","PeriodicalId":31656,"journal":{"name":"Refleksi Edukatika","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69152026","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 study examines aspects of imagery in the novel trilogy Ronggeng Dukuh Paruk of Ahmad Tohari with stilistika study and its implementation as teaching materials in the literature on vocational learning. This research conducted using qualitative descriptive method. Source data are novel trilogy Ronggeng Dukuh Paruk of Ahmad Tohari and data in the form of words, phrases, and sentences that contain aspects of imagery. Data collection techniques with techniques refer to the note, and engineering library. The data validation techniques in this research using triangulation theory and the data analysis using the method of reading semiotic model that is the reading of heuristic and hermeneutic readings or retroactive. Results of research on aspects of Ronggeng Dukuh Paruk imagery with stilistika study: (1) Visual imagery used to portray the character of the characters, circumstances, mood, place in plastic and beautiful as well as to portray the emotions of the characters, events that happened in the story. Visual imagery serves as a means of interpretation, both the interpretation of the characters, events, and background that supports the story. (2) Utilization of auditory imagery to describe the behavior or activities undertaken by the characters in the story and to interpret the situation. (3) Analysis of imagery of palpation is used to describe the atmosphere in the story and illustrate a story and setting time occurred. (4) The use of imagery of olfactory function facilitate the reader's imagination, inspiring thoughts and feelings, to present an atmosphere that is more concrete in the story. (5) Motion imagery used to illustrate the existing atmosphere in the story, leading the reader's imagination of what is going on, describing the activity or expression of the characters in the story. (6) The use of imagery used the sense of taste. (7) Intellectual imagery is used as the delivery of messages, streamlining the truth, and the delivery of new knowledge for the reader. Implementation aspects of the imagery as teaching materials in vocational learning aims to achieve competence with basic competence "listening to understand creative language arts text and simple scientific text", as well as basic competencies "appreciate the art of oral texts and texts in simple language." Teaching materials are presented in the form of learning
{"title":"ASPEK CITRAAN DALAM NOVEL TRILOGI RONGGENG DUKUH PARUK: KAJIAN STILISTIKA DAN IMPLEMENTASINYA DALAM PEMBELAJARAN SASTRA DI SMK TAMANSISWA BANJARNEGARA","authors":"Irfai Fathurohman","doi":"10.24176/RE.V4I1.425","DOIUrl":"https://doi.org/10.24176/RE.V4I1.425","url":null,"abstract":"This study examines aspects of imagery in the novel trilogy Ronggeng Dukuh Paruk of Ahmad Tohari with stilistika study and its implementation as teaching materials in the literature on vocational learning. This research conducted using qualitative descriptive method. Source data are novel trilogy Ronggeng Dukuh Paruk of Ahmad Tohari and data in the form of words, phrases, and sentences that contain aspects of imagery. Data collection techniques with techniques refer to the note, and engineering library. The data validation techniques in this research using triangulation theory and the data analysis using the method of reading semiotic model that is the reading of heuristic and hermeneutic readings or retroactive. \u0000Results of research on aspects of Ronggeng Dukuh Paruk imagery with stilistika study: (1) Visual imagery used to portray the character of the characters, circumstances, mood, place in plastic and beautiful as well as to portray the emotions of the characters, events that happened in the story. Visual imagery serves as a means of interpretation, both the interpretation of the characters, events, and background that supports the story. (2) Utilization of auditory imagery to describe the behavior or activities undertaken by the characters in the story and to interpret the situation. (3) Analysis of imagery of palpation is used to describe the atmosphere in the story and illustrate a story and setting time occurred. (4) The use of imagery of olfactory function facilitate the reader's imagination, inspiring thoughts and feelings, to present an atmosphere that is more concrete in the story. (5) Motion imagery used to illustrate the existing atmosphere in the story, leading the reader's imagination of what is going on, describing the activity or expression of the characters in the story. (6) The use of imagery used the sense of taste. (7) Intellectual imagery is used as the delivery of messages, streamlining the truth, and the delivery of new knowledge for the reader. \u0000Implementation aspects of the imagery as teaching materials in vocational learning aims to achieve competence with basic competence \"listening to understand creative language arts text and simple scientific text\", as well as basic competencies \"appreciate the art of oral texts and texts in simple language.\" Teaching materials are presented in the form of learning","PeriodicalId":31656,"journal":{"name":"Refleksi Edukatika","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69152098","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":"UPAYA MENINGKATKAN AKTIVITAS DAN KEMAMPUAN BERPIKIR KREATIF MATEMATIK DENGAN PENDEKATAN PAIKEM BERBANTUAN CD PEMBELAJARAN MATERI SEGITIGA BAGI PESERTA DIDIK KELAS VII B","authors":"I. Astuti","doi":"10.24176/re.v4i1.426","DOIUrl":"https://doi.org/10.24176/re.v4i1.426","url":null,"abstract":"","PeriodicalId":31656,"journal":{"name":"Refleksi Edukatika","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69152101","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}
The purpose of this study was to determine whether there is science learning outcomes on a simple plane Ngawen Elementary School fifth grade, Sub Cluwak, Pati regency. In the second semester of the school year 2014/2015 This research is a classroom action research (PTK) to solve the problem of whether the experiment (PAKEM) can improve student learning outcomes. PTK lasted until 3 cycles, each cycle consisting of (1) planning or planning, (2) the act or acting, (3) observation or observing, and (4) reflection or reflecting. The fourth relationship was regarded as one cycle. Collection and use of technical documentation, observation and testing, data collection tools in the form of the document journal learning, observation sheet and test items. Data analysis using descriptiveKomperatif by comparing the baseline of the first cycle data and the data of the second cycle followed by reflection. Results of a study of 25 students learning standards set minimum completeness 75, meaning students who have achieved a grade of 75 otherwise been completed. Furthermore, students who achieve a value of less than 75 otherwise unresolved in learning and need to get improvements in learning. From the research results at the end of the lesson formative tests turned out of 25 students who achieve grades above completeness only 9 students, if diprosentase students who otherwise completed only 35%. So unresolved classically reaches 65%. The conclusion of this experimental study (PAKEM) can improve the quality of student learning outcomes to the material plane Simple Ngawen Elementary School fifth grade, Sub Cluwak, Pati regency, through the medium of learning and teaching aids that characterized the student environment.
{"title":"UPAYA MENINGKATKAN KUALITAS HASIL PEMBELAJARAN SISWA TERHADAP MATERI PESAWAT SEDERHANA KELAS V SD NEGERI NGAWEN","authors":"Suyitno","doi":"10.24176/RE.V5I1.446","DOIUrl":"https://doi.org/10.24176/RE.V5I1.446","url":null,"abstract":"The purpose of this study was to determine whether there is science learning outcomes on a simple plane Ngawen Elementary School fifth grade, Sub Cluwak, Pati regency. In the second semester of the school year 2014/2015 This research is a classroom action research (PTK) to solve the problem of whether the experiment (PAKEM) can improve student learning outcomes. PTK lasted until 3 cycles, each cycle consisting of (1) planning or planning, (2) the act or acting, (3) observation or observing, and (4) reflection or reflecting. The fourth relationship was regarded as one cycle. Collection and use of technical documentation, observation and testing, data collection tools in the form of the document journal learning, observation sheet and test items. Data analysis using descriptiveKomperatif by comparing the baseline of the first cycle data and the data of the second cycle followed by reflection. Results of a study of 25 students learning standards set minimum completeness 75, meaning students who have achieved a grade of 75 otherwise been completed. Furthermore, students who achieve a value of less than 75 otherwise unresolved in learning and need to get improvements in learning. From the research results at the end of the lesson formative tests turned out of 25 students who achieve grades above completeness only 9 students, if diprosentase students who otherwise completed only 35%. So unresolved classically reaches 65%. The conclusion of this experimental study (PAKEM) can improve the quality of student learning outcomes to the material plane Simple Ngawen Elementary School fifth grade, Sub Cluwak, Pati regency, through the medium of learning and teaching aids that characterized the student environment.","PeriodicalId":31656,"journal":{"name":"Refleksi Edukatika","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69153158","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}
Kurangnya keterampilan guru dalam menggunakan model-model pembelajaran yang inovatif serta penyampaian materi pembelajaran tidak dikaitkan dengan permasalahan di lingkungan sekitar membuat siswa kurang antusias dalam mengikuti proses pembelajaran yang diberikan guru dapat menyebabkan rendahnya hasil belajar siswa. Hal ini dibuktikan dengan kenyataan yang ditemui di SD Negeri Pasuruhan Pati. Hasil belajar siswa masih rendah. Dari 18 siswa yang mencapai KKM (70) hanya 5 siswa (27,8%) sedangkan 13 siswa (72,2%) belum mencapai KKM. Model PBM adalah cara penyajian pelajaran di mana siswa melakukan penyelidikan dengan mengalami dan membuktikan sendiri sesuatu yang dipelajari. Proses pembelajaran dilakukan dengan penyelidikan, di mana siswa membuktikan sendiri teori yang dipelajari. Hipotesis tindakan yang diajukan adalah penerapan model PBM dapat meningkatkan hasil belajar IPA siswa kelas V SD Negeri Pasuruhan Pati. Penelitian ini bertujuan untuk memperoleh peningkatan hasil belajar siswa kelas V pada mata pelajaran IPA dengan diterapkannya model PBM di SD Negeri Pasuruhan Pati. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK), penelitian dilaksanakan dua siklus, tiap siklus melalui 4 tahapan yaitu perencanaan, pelaksanaan, observasi dan refleksi. Subjek penelitian adalah peneliti sebagai guru dan siswa kelas V. Teknik pengumpulan data yang digunakan adalah observasi, tes dan dokumentasi. Teknik analisis data menggunakan kualitatif dan kuantitatif. Variabel bebas dalam penelitian ini adalah model Pembelajaran Berbasis Masalah (PBM). Sedangkan variabel terikat dalam penelitian ini adalah hasil belajar IPA siswa kelas V SD Negeri Pasuruhan Pati. Hasil penelitian terdapat peningkatan ketuntasan belajar klasikal (kognitif) pada materi daur air yang cukup signifikan antara kondisi awal (27,8%), siklus I (66,7%), dan siklus II (83,3%). Peningkatan hasil belajar juga didukung dengan peningkatan pengelolaan pembelajara pengelolaan pembelajaran guru melalui penerapan model PBM mengalami peningkatan dari skor rata-rata siklus I 79,1% (baik) menjadi 89,5% (sangat baik) pada siklus II. Sedangkan hasil belajar (afektif dan psikomotor) juga mengalami peningkatan skor rata-rata siklus I 77% (baik) menjadi 88,25% (sangat baik) pada siklus II. Berdasarkan hasil penelitian tindakan kelas yang dilakukan dapat disimpulkan bahwa penerapan model PBM dapat meningkatkan hasil belajar IPA siswa kelas V SD Negeri Pasuruhan Pati. Adapun saran yang diberikan yaitu guru hendaknya menerapkan model PBM pada mata pelajaran IPA dengan berbantuan media video pembelajaran.
{"title":"PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH (PBM) UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA DI KELAS V SD NEGERI PASURUHAN PATI","authors":"Nanik Istika Wati, Sri Utaminingsih, F. Fakhriyah","doi":"10.24176/RE.V5I1.451","DOIUrl":"https://doi.org/10.24176/RE.V5I1.451","url":null,"abstract":"Kurangnya keterampilan guru dalam menggunakan model-model pembelajaran yang inovatif serta penyampaian materi pembelajaran tidak dikaitkan dengan permasalahan di lingkungan sekitar membuat siswa kurang antusias dalam mengikuti proses pembelajaran yang diberikan guru dapat menyebabkan rendahnya hasil belajar siswa. Hal ini dibuktikan dengan kenyataan yang ditemui di SD Negeri Pasuruhan Pati. Hasil belajar siswa masih rendah. Dari 18 siswa yang mencapai KKM (70) hanya 5 siswa (27,8%) sedangkan 13 siswa (72,2%) belum mencapai KKM. \u0000Model PBM adalah cara penyajian pelajaran di mana siswa melakukan penyelidikan dengan mengalami dan membuktikan sendiri sesuatu yang dipelajari. Proses pembelajaran dilakukan dengan penyelidikan, di mana siswa membuktikan sendiri teori yang dipelajari. Hipotesis tindakan yang diajukan adalah penerapan model PBM dapat meningkatkan hasil belajar IPA siswa kelas V SD Negeri Pasuruhan Pati. Penelitian ini bertujuan untuk memperoleh peningkatan hasil belajar siswa kelas V pada mata pelajaran IPA dengan diterapkannya model PBM di SD Negeri Pasuruhan Pati. \u0000Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK), penelitian dilaksanakan dua siklus, tiap siklus melalui 4 tahapan yaitu perencanaan, pelaksanaan, observasi dan refleksi. Subjek penelitian adalah peneliti sebagai guru dan siswa kelas V. Teknik pengumpulan data yang digunakan adalah observasi, tes dan dokumentasi. Teknik analisis data menggunakan kualitatif dan kuantitatif. Variabel bebas dalam penelitian ini adalah model Pembelajaran Berbasis Masalah (PBM). Sedangkan variabel terikat dalam penelitian ini adalah hasil belajar IPA siswa kelas V SD Negeri Pasuruhan Pati. \u0000Hasil penelitian terdapat peningkatan ketuntasan belajar klasikal (kognitif) pada materi daur air yang cukup signifikan antara kondisi awal (27,8%), siklus I (66,7%), dan siklus II (83,3%). Peningkatan hasil belajar juga didukung dengan peningkatan pengelolaan pembelajara pengelolaan pembelajaran guru melalui penerapan model PBM mengalami peningkatan dari skor rata-rata siklus I 79,1% (baik) menjadi 89,5% (sangat baik) pada siklus II. Sedangkan hasil belajar (afektif dan psikomotor) juga mengalami peningkatan skor rata-rata siklus I 77% (baik) menjadi 88,25% (sangat baik) pada siklus II. \u0000Berdasarkan hasil penelitian tindakan kelas yang dilakukan dapat disimpulkan bahwa penerapan model PBM dapat meningkatkan hasil belajar IPA siswa kelas V SD Negeri Pasuruhan Pati. Adapun saran yang diberikan yaitu guru hendaknya menerapkan model PBM pada mata pelajaran IPA dengan berbantuan media video pembelajaran.","PeriodicalId":31656,"journal":{"name":"Refleksi Edukatika","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69153380","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":"BIMBINGAN DENGAN PENDEKATAN EKOLOGI UNTUK MEMAKSIMALKAN PENCAPAIAN TUGAS PERKEMBANGAN ASPEK SOSIAL EMOSIONAL ANAK TAMAN KANAK - KANAK (TK)","authors":"N. Hidayati, Martin, Hastiani","doi":"10.24176/RE.V4I2.414","DOIUrl":"https://doi.org/10.24176/RE.V4I2.414","url":null,"abstract":"","PeriodicalId":31656,"journal":{"name":"Refleksi Edukatika","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69151994","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":"MODEL BIMBINGAN DAN KONSELING ISLAMI UNTUK MENINGKATKAN KONSEP DIRI SISWA","authors":"Gudnanto","doi":"10.24176/RE.V5I1.447","DOIUrl":"https://doi.org/10.24176/RE.V5I1.447","url":null,"abstract":"","PeriodicalId":31656,"journal":{"name":"Refleksi Edukatika","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2015-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69153503","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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