Pub Date : 2020-02-13DOI: 10.31849/lectura.v11i1.3635
Z. A. Tlonaen
Writing academically demands students to use correct grammar yet students still make error grammatically. This research reports on grammatical errors in academic essays written by Students of English Education. This study addresses two research questions; 1) What are the grammatical errors made by Students of the English Education Program? 2) From the error classification, what is the major error made? The method used is a qualitative method. The sample subjects were 5 of 15 students writing the essays. They are fifth semester students from English Education study program, Artha Wacana Christian University, Kupang. The samples were determined by purposive sampling. Data was collected using documentation techniques. The results indicated that students have made the grammatical errors in their academic essays. The errors committed by the students are; 1) noun-noun groups, this part consists of four categories, students made error in all categories; 2) Verb-verb groups, this part has nine categories; students committed errors in three categories; 3) Preposition error, this part has three categories. Students made errors in two categories; 4) Sentence structure; this part consists of eight categories. Students made errors in three categories. The major errors committed by the students are; first, in noun-noun groups by using inappropriate combination of subject and verb agreementand omitting the plural marker –s; second, in verb-verb groups in which the errors are mainly in the omission of suffix –s, -es, -ed and the omission of auxiliary verbs. Thus, students of English education need to improve their writing on academic essays.
{"title":"Grammatical Error Found in the Academic Essays Written by Students of English Education","authors":"Z. A. Tlonaen","doi":"10.31849/lectura.v11i1.3635","DOIUrl":"https://doi.org/10.31849/lectura.v11i1.3635","url":null,"abstract":"Writing academically demands students to use correct grammar yet students still make error grammatically. This research reports on grammatical errors in academic essays written by Students of English Education. This study addresses two research questions; 1) What are the grammatical errors made by Students of the English Education Program? 2) From the error classification, what is the major error made? The method used is a qualitative method. The sample subjects were 5 of 15 students writing the essays. They are fifth semester students from English Education study program, Artha Wacana Christian University, Kupang. The samples were determined by purposive sampling. Data was collected using documentation techniques. The results indicated that students have made the grammatical errors in their academic essays. The errors committed by the students are; 1) noun-noun groups, this part consists of four categories, students made error in all categories; 2) Verb-verb groups, this part has nine categories; students committed errors in three categories; 3) Preposition error, this part has three categories. Students made errors in two categories; 4) Sentence structure; this part consists of eight categories. Students made errors in three categories. The major errors committed by the students are; first, in noun-noun groups by using inappropriate combination of subject and verb agreementand omitting the plural marker –s; second, in verb-verb groups in which the errors are mainly in the omission of suffix –s, -es, -ed and the omission of auxiliary verbs. Thus, students of English education need to improve their writing on academic essays.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"11 1","pages":"15-30"},"PeriodicalIF":0.0,"publicationDate":"2020-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48517779","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 : 2020-02-12DOI: 10.31849/lectura.v11i1.3627
M. Irham, Aska Muta Yuliani
Orientasi tujuan merupakan aspek penting dalam perkuliahan di setiap mata kuliah. Mahasiswa dengan orientasi tujuan penguasaan memandang kesuksesan sebagai suatu peningkatan kemampuan dalam diri, sedangkan mahasiswa dengan orientasi tujuan performansi memandang kesuksesan melalui perbandingan dengan orang lain. Penelitian ini bertujuan untuk membandingkan prestasi belajar mahasiswa pada mata kuliah Aljabar Linier berdasarkan orientasi tujuan. Penelitian ini merupakan penelelitian kuantitatif. Populasi dan sampel dalam penelitian ini berjumlah 19 mahasiswa. Pengumpulan data dilakukan melalui tes dan angket. Metode tes digunakan untuk mengumpulkan data prestasi matematika mahasiswa pada mata kuliah Aljabar Linier. Tes yang digunakan adalah tes berjenis uraian materi Aljabar Linier. Adapun angket digunakan untuk mengklasifikasikan mahasiswa yang memiliki orientasi tujuan penguasaan dan performansi. Teknik analisis data menggunakan uji-t pihak kanan. Uji ini dilakukan untuk mengetahui apakah mahasiswa dengan orientasi penguasaan memiliki prestasi belajar yang lebih baik dari mahasiswa yang berorientasi performansi? Atau sebaliknya. Hasil tes menunjukkan bahwa mahasiswa yang memiliki orientasi penguasaan memiliki rata-rata 83,1, sedangkan mahasiswa dengan orientasi performansi memiliki nilai rata-rata prestasi belajara sebesar 80,7. Hasil analisis data dengan uji-t pihak kanan menunjukkan bahwa dengan kesimpulan bahwa tidak terdapat perbedaan prestasi belajar antara mahasiswa yang berorientasi tujuan penguasaan dengan mahasiswa yang berorientasi tujuan performansi. Ini menunjukkan bahwa orientasi tujuan mahasiswa dalam belajar pada mata kuliah Aljabar linier tidak mempunyai pengaruh siginifikan terhadap prestasi matematika pada mata kuliah Aljabar Linier.
{"title":"Perbandingan Prestasi Belajar Mahasiswa pada Mata Kuliah Aljabar Linier Ditinjau dari Orientasi Tujuan","authors":"M. Irham, Aska Muta Yuliani","doi":"10.31849/lectura.v11i1.3627","DOIUrl":"https://doi.org/10.31849/lectura.v11i1.3627","url":null,"abstract":"Orientasi tujuan merupakan aspek penting dalam perkuliahan di setiap mata kuliah. Mahasiswa dengan orientasi tujuan penguasaan memandang kesuksesan sebagai suatu peningkatan kemampuan dalam diri, sedangkan mahasiswa dengan orientasi tujuan performansi memandang kesuksesan melalui perbandingan dengan orang lain. Penelitian ini bertujuan untuk membandingkan prestasi belajar mahasiswa pada mata kuliah Aljabar Linier berdasarkan orientasi tujuan. Penelitian ini merupakan penelelitian kuantitatif. Populasi dan sampel dalam penelitian ini berjumlah 19 mahasiswa. Pengumpulan data dilakukan melalui tes dan angket. Metode tes digunakan untuk mengumpulkan data prestasi matematika mahasiswa pada mata kuliah Aljabar Linier. Tes yang digunakan adalah tes berjenis uraian materi Aljabar Linier. Adapun angket digunakan untuk mengklasifikasikan mahasiswa yang memiliki orientasi tujuan penguasaan dan performansi. Teknik analisis data menggunakan uji-t pihak kanan. Uji ini dilakukan untuk mengetahui apakah mahasiswa dengan orientasi penguasaan memiliki prestasi belajar yang lebih baik dari mahasiswa yang berorientasi performansi? Atau sebaliknya. Hasil tes menunjukkan bahwa mahasiswa yang memiliki orientasi penguasaan memiliki rata-rata 83,1, sedangkan mahasiswa dengan orientasi performansi memiliki nilai rata-rata prestasi belajara sebesar 80,7. Hasil analisis data dengan uji-t pihak kanan menunjukkan bahwa dengan kesimpulan bahwa tidak terdapat perbedaan prestasi belajar antara mahasiswa yang berorientasi tujuan penguasaan dengan mahasiswa yang berorientasi tujuan performansi. Ini menunjukkan bahwa orientasi tujuan mahasiswa dalam belajar pada mata kuliah Aljabar linier tidak mempunyai pengaruh siginifikan terhadap prestasi matematika pada mata kuliah Aljabar Linier.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"11 1","pages":"1-14"},"PeriodicalIF":0.0,"publicationDate":"2020-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46001539","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 : 2019-08-25DOI: 10.31849/lectura.v10i2.3167
A. Wibowo, Vonnysa Febrinda
To see the difference in students' ability in writing expository paragraphs, this research uses a comparison between log learning and conventional learning strategies. Using true-experimental research, there were pre-test, treatment, and post-test. The subject of this research was the first-year students of State Senior High School 1 Selatpanjang, Meranti Island Regency. Two classes were deployed; an experimental and a control class with total of 47 students. The researchers used cluster random sampling, based on the group. In collecting data, the researchers used a test and an observation list. In assessing students’ writing, the researchers invited two raters, those who are qualified and considered as experts in teaching writing. The researchers analyzed the data by using t-test formula. The result shows that the mean score of students’ post-test in the control class was 65,5. Meanwhile, the mean score of students’ post-test in experimental class was 73,4. The result of t test sees a significant difference between students’ ability in writing expository paragraphs by using Learning Logs Strategy and those using Conventional Strategy (5.26). This result was higher than t table significant 5% (2,02) and 1% (2,69). H0 was rejected and Ha was accepted. It means that there was a significant difference in students’ ability in writing an expository paragraph using Conventional Strategy and using Learning Logs Strategy.
{"title":"The Use of Learning Logs Strategy in Improving Students’ Ability in Writing Expository Paragraph","authors":"A. Wibowo, Vonnysa Febrinda","doi":"10.31849/lectura.v10i2.3167","DOIUrl":"https://doi.org/10.31849/lectura.v10i2.3167","url":null,"abstract":"To see the difference in students' ability in writing expository paragraphs, this research uses a comparison between log learning and conventional learning strategies. Using true-experimental research, there were pre-test, treatment, and post-test. The subject of this research was the first-year students of State Senior High School 1 Selatpanjang, Meranti Island Regency. Two classes were deployed; an experimental and a control class with total of 47 students. The researchers used cluster random sampling, based on the group. In collecting data, the researchers used a test and an observation list. In assessing students’ writing, the researchers invited two raters, those who are qualified and considered as experts in teaching writing. The researchers analyzed the data by using t-test formula. The result shows that the mean score of students’ post-test in the control class was 65,5. Meanwhile, the mean score of students’ post-test in experimental class was 73,4. The result of t test sees a significant difference between students’ ability in writing expository paragraphs by using Learning Logs Strategy and those using Conventional Strategy (5.26). This result was higher than t table significant 5% (2,02) and 1% (2,69). H0 was rejected and Ha was accepted. It means that there was a significant difference in students’ ability in writing an expository paragraph using Conventional Strategy and using Learning Logs Strategy.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82246657","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 : 2019-08-19DOI: 10.31849/lectura.v10i2.3135
D. Kasriyati, S. Rafiah, H. Herdi, M. F. Abbas
The phenomenon of the study is some students wrongly order the word in a sentence as the result of word by word translation and they translate it using translation machine like Google translate so that it is still has an errors in sentence or word. By doing the project uploaded as subtitle in form of video and music in students’ You Tube channel, so around the world see it and become evaluation to the next translator become a good translator. The research aimed to find out the common lexical errors in subtitling projects at the eighth semester students of English Education Department. The research design was descriptive quantitative. Subject the research was 20 students. The instrument was documentation. From the data analysis by rater’s one, it was found that students made lexical error was 136 cases included in semantic confusion was 44 cases with percentages 32.35% was the common lexical error. From the rater’s two was 109 lexical errors still with semantic confusion was 40 cases with percentage 36.69%. It means that the students had enough English vocabulary but they do not know the usage of words in sentences when translate it. Also, it means that students need more practice in translation because of some errors still happen.
{"title":"Lexical Errors Found in Subtitling Projects of EFL Learners of University of Lancang Kuning","authors":"D. Kasriyati, S. Rafiah, H. Herdi, M. F. Abbas","doi":"10.31849/lectura.v10i2.3135","DOIUrl":"https://doi.org/10.31849/lectura.v10i2.3135","url":null,"abstract":"The phenomenon of the study is some students wrongly order the word in a sentence as the result of word by word translation and they translate it using translation machine like Google translate so that it is still has an errors in sentence or word. By doing the project uploaded as subtitle in form of video and music in students’ You Tube channel, so around the world see it and become evaluation to the next translator become a good translator. The research aimed to find out the common lexical errors in subtitling projects at the eighth semester students of English Education Department. The research design was descriptive quantitative. Subject the research was 20 students. The instrument was documentation. From the data analysis by rater’s one, it was found that students made lexical error was 136 cases included in semantic confusion was 44 cases with percentages 32.35% was the common lexical error. From the rater’s two was 109 lexical errors still with semantic confusion was 40 cases with percentage 36.69%. It means that the students had enough English vocabulary but they do not know the usage of words in sentences when translate it. Also, it means that students need more practice in translation because of some errors still happen.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85666040","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 : 2019-08-17DOI: 10.31849/lectura.v10i2.3129
Pahmi, Wandi Syahfutra
To master English, students must learn many things, including about grammar in order to use English properly and correctly. There are a number of ways lecturers can do to support teaching and learning process, one of which is by making use of technology to develop learning media. Using media is expected to make learning process about grammar enjoyable. This research aims to develop learning media using VideoScribe for the subject of Present Continuous Tense which is one of the materials studied by odd semester students at Universitas Muhammadiyah Riau. This research further designs, implements and tests the feasibility of the learning media. This research is a research and development (R&D) model with ADDIE which consists of 5 stages, namely Analysis, Design, Development, Implementation and Evaluation. The subjects of this study were undergraduate students majoring in non-English Department which consisted of 35 students in odd semester. The results of alpha testing, expert material assessment showed that the media that were designed was in a very good category with an average score of 4.26. Meanwhile, for trials with students, the video animation media using VideoScribe was in a very good category with an average score of 4.25. Therefore, it can be concluded that the instructional media designed is suitable to be used to support teaching and learning activities.
{"title":"Development of Learning Media Using VideoScribe for the Subject of Present Continuous Tense","authors":"Pahmi, Wandi Syahfutra","doi":"10.31849/lectura.v10i2.3129","DOIUrl":"https://doi.org/10.31849/lectura.v10i2.3129","url":null,"abstract":"To master English, students must learn many things, including about grammar in order to use English properly and correctly. There are a number of ways lecturers can do to support teaching and learning process, one of which is by making use of technology to develop learning media. Using media is expected to make learning process about grammar enjoyable. This research aims to develop learning media using VideoScribe for the subject of Present Continuous Tense which is one of the materials studied by odd semester students at Universitas Muhammadiyah Riau. This research further designs, implements and tests the feasibility of the learning media. This research is a research and development (R&D) model with ADDIE which consists of 5 stages, namely Analysis, Design, Development, Implementation and Evaluation. The subjects of this study were undergraduate students majoring in non-English Department which consisted of 35 students in odd semester. The results of alpha testing, expert material assessment showed that the media that were designed was in a very good category with an average score of 4.26. Meanwhile, for trials with students, the video animation media using VideoScribe was in a very good category with an average score of 4.25. Therefore, it can be concluded that the instructional media designed is suitable to be used to support teaching and learning activities.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84070359","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 : 2019-08-09DOI: 10.31849/lectura.v10i2.3101
S. San, Emilianus Jehadus, Silfanus Jelatu
Penelitian ini bertujuan untuk membuktikan pengaruh model pembelajaran kooperatif tipe jigsaw berbantuan lembar kerja siswa (LKS) terhadap hasil belajar siswa, secara khusus hasil belajar IPA. Penelitian ini merupakan penelitian eksperimen yang dilakukan di SMPN Lengor, Manggarai NTT. Desain penelitian ini adalah posttest only control group design. Populasi pada penelitian ini adalah seluruh siswa kelas VIII SMPN Lengor tahun ajaran 2018/2019 yang berjumlah 120 orang. Sebanyak 47 siswa yang tersebar di dua kelas terpilih sebagai kelompok sampel. Pemilihan sampel menggunakan teknik cluster sampling. dengan Hasil pemilihan tersebut diperoleh kelas VIIIA sebagai kelas eksperimen dan kelas VIIIC sebagai kelas kontrol. Instrumen penelitian yang digunakan adalah tes multiple choice dengan empat alternatif jawaban. Intrumen terlebih dahulu diuji tingkat validitas, reliabilitas, daya beda, dan taraf kesukaran. Data selanjutnya dianalisis dengan menggunakan uji t. Sebelum dilakukan uji hipotesis, terlebih dahulu dilakukan uji asumsi yakni normalitas dan homogenitas. Berdasarkan hasil penelitian diperoleh bahwa nilai rata-rata posttest kelas eksprimen adalah 80.5 dan kelas kontrol sebesar 59,6. Berdasarkan data hasil analisis diperoleh 9,49 dan 1,68 pada taraf signifikan . Karena thitung ≥ ttabel, maka H0 ditolak dan H1 diterima, yang artinya terdapat perbedaan hasil belajar IPA Biologi siswa antara penggunaan model pembelajaran kooperatif tipe jigsaw berbantuan lembar kerja siswa dengan model pembelajaran langsung. Selain itu, dapat pula disimpulkan bahwa model pembelajaran kooperatif tipe jigsaw berbantuan lembar kerja siswa (LKS) berpengaruh positif terhadap hasil belajar IPA Biologi siswa kelas VIII SMPN Lengor-Rahong Utara tahun ajaran 2018/2019.
{"title":"Efek Pembelajaran Cooperative Tipe Jigsaw Berbantuan Lembar Kerja Siswa terhadap Hasil Belajar IPA Siswa SMP","authors":"S. San, Emilianus Jehadus, Silfanus Jelatu","doi":"10.31849/lectura.v10i2.3101","DOIUrl":"https://doi.org/10.31849/lectura.v10i2.3101","url":null,"abstract":"Penelitian ini bertujuan untuk membuktikan pengaruh model pembelajaran kooperatif tipe jigsaw berbantuan lembar kerja siswa (LKS) terhadap hasil belajar siswa, secara khusus hasil belajar IPA. Penelitian ini merupakan penelitian eksperimen yang dilakukan di SMPN Lengor, Manggarai NTT. Desain penelitian ini adalah posttest only control group design. Populasi pada penelitian ini adalah seluruh siswa kelas VIII SMPN Lengor tahun ajaran 2018/2019 yang berjumlah 120 orang. Sebanyak 47 siswa yang tersebar di dua kelas terpilih sebagai kelompok sampel. Pemilihan sampel menggunakan teknik cluster sampling. dengan Hasil pemilihan tersebut diperoleh kelas VIIIA sebagai kelas eksperimen dan kelas VIIIC sebagai kelas kontrol. Instrumen penelitian yang digunakan adalah tes multiple choice dengan empat alternatif jawaban. Intrumen terlebih dahulu diuji tingkat validitas, reliabilitas, daya beda, dan taraf kesukaran. Data selanjutnya dianalisis dengan menggunakan uji t. Sebelum dilakukan uji hipotesis, terlebih dahulu dilakukan uji asumsi yakni normalitas dan homogenitas. Berdasarkan hasil penelitian diperoleh bahwa nilai rata-rata posttest kelas eksprimen adalah 80.5 dan kelas kontrol sebesar 59,6. Berdasarkan data hasil analisis diperoleh 9,49 dan 1,68 pada taraf signifikan . Karena thitung ≥ ttabel, maka H0 ditolak dan H1 diterima, yang artinya terdapat perbedaan hasil belajar IPA Biologi siswa antara penggunaan model pembelajaran kooperatif tipe jigsaw berbantuan lembar kerja siswa dengan model pembelajaran langsung. Selain itu, dapat pula disimpulkan bahwa model pembelajaran kooperatif tipe jigsaw berbantuan lembar kerja siswa (LKS) berpengaruh positif terhadap hasil belajar IPA Biologi siswa kelas VIII SMPN Lengor-Rahong Utara tahun ajaran 2018/2019.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78280673","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 : 2019-08-07DOI: 10.31849/lectura.v10i2.3093
Lilik Tahmidaten, Wawan Krismanto
Secara geografis Indonesia termasuk suatu negara yang berpotensi sekaligus rawan bencana seperti letusan gunung berapi, gempa bumi, tsunami, banjir dan tanah longsor. Untuk itu kesadaran akan potensi bencana menjadi hal yang sangat penting bagi setiap warga negara Indonesia. Hasil penelitian studi pustaka ini menunjukkan bahwa pendidikan menjadi sarana yang strategis untuk mengenalkan potensi bencana dan resikonya kepada setiap peserta didik, sehingga kelak menjadi warga negara yang sadar akan bencana alam. Pendidikan risiko atas bencana alam atau lebih populer dengan pendidikan kebencanaan (disaster education) atau pendidikan resiko kebencanaan (disaster risk education) adalah proses membangun kesadaran yang dimulai dari membangun pengetahuan, pemahaman dan tindakan yang mendorong kesiapsiagaan, pencegahan dan pemulihan. Dalam menghadapi kondisi alam saat ini, baik secara individu maupun masyarakat, manusia harus belajar hidup dengan alam, bukan mencoba mengendalikannya, sehingga memerlukan upaya mitigasi yang fokusnya berupaya menghindari dan meminimalisir bahaya melalui berbagai rekayasa teknologi. Namun demikian akan lebih tepat jika mitigasi dimulai dari perubahan perilaku manusia itu sendiri dalam menghadapi bahaya bencana alam. Membahas hal ini maka pendidikan kebencanaan menjadi mutlak diperlukan sebab pendidikan dianggap efektif mampu merubah perilaku dan perubahan perilaku cenderung jauh lebih murah dan lebih permanen daripada rekayasa teknologi semata. Oleh karena itu itu perlu langkah strategis guna: 1) Menata kembali sistem pendidikan kebencanaan yang jelas, terstruktur dan sistematis, 2) Menata kembali peran yang jelas dan tegas diantara kementerian dan lembaga-lembaga terkait dengan kebencanaan, 3) Menyusun kembali kurikulum kebencanaan (disaster curriculum) dan 4) Melakukan sosialisasi dan edukasi tentang sistem dan kurikulum pendidikan kebencanaan yang terstruktur, konsisten dan berkelanjutan.
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Pub Date : 2019-08-06DOI: 10.31849/lectura.v10i2.3087
Maspufah
Writing is regarded as one of difficult skill in learning English because it needs more effort to elaborate a complex process of generating, organizing, and revising ideas on a paper. Since English is not students’ mother tongue, error might be occurred in their writing. This research was intended to identify the types and the causes of error made by EFL learners of STIBA Persada Bunda in thesis proposal. It was a descriptive research. Thirteen students from the eighth semester of 2018-2019 academic years were taken for the sample. The instruments used to collect the data were in quantitative and qualitative form. Students’ thesis proposals were taken for quantitative data. Interview was used for qualitative data. The result showed that there were four types of grammatical error found in EFL learners’ thesis proposal: addition, omission, misformation, and misordering. The Errors in their thesis proposal were caused by three conditions: inter-lingual, intra-lingual, and communication strategy-based error. Inter-lingual occurred because of first language interfere when transferring from first language to target lnguage. Intra-lingual occurred in the incomplete rule application and exploiting redundancy. Avoidance caused communication strategy-based error. It could be concluded that EFL learners’ competence in writing needed to be improved as there were many grammatical errors occurred in their thesis proposal.
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Pub Date : 2019-08-05DOI: 10.31849/lectura.v10i2.3149
Matsun Matsun, Lia Anggraeni, Eka Trisianawati
Ilmu alam atau Ilmu Pengetahuan Alam (IPA) merupakan ilmu yang mencari tahu tentang alam beserta isinya secara logis sehingga IPA bukan hanya penguasaan ilmu pengetahuan, tetapi juga merupakan suatu proses penyelidikan dan penemuan (inkuiri). Bahan ajar yang bersifat terpadu (tidak terpisah) sangat bermanfaat untuk menunjang proses pembelajaran IPA Terpadu di SMP/MTs. Tujuan utama penelitian ini adalah untuk mengetahui: (1) Bagaimana kelayakan buku ajar IPA terpadu SMP Kelas VII berbasis eksprimen berdasarkan ahli materi, (2) Bagaimana kelayakan buku ajar IPA terpadu SMP Kelas VII berbasis eksprimen berdasarkan ahli media. Penelitian dan pengembangan modul IPA terpadu ini menggunakan prosedur 4-D Models yang terdiri dari 4 tahap yaitu tahap pendefinisian (define), tahap perancangan (design), tahap pengembangan (develop), dan tahap pendistribusian (disseminate). Analisis data yang digunakan selama proses penelitian dan pengembangan adalah analisis deskriptif, analisis kelayakan buku ajar berdasarkan skor criteria. Hasil penelitian menunjukkan: (1) Buku ajar IPA terpadu SMP berbasis eksprimen yang telah di validasi oleh ahli materi dengan keteria layak digunakan dengan nilai rata-rata 72.17. (2) Buku ajar IPA terpadu SMP berbasis eksprimen yang telah di validasi oleh ahli media dengan keteria layak digunakan dengan nilai rata-rata 75.14. Berdasarkan hasil analisis data disimpulkan bahwa pengembangan buku ajar IPA terpadu SMP berbasis eksprimen layak digunakan di sekolah. Buku ajar IPA terpadu SMP berbasis eksprimen telah di ajukan ISBN dan dicetak.
{"title":"Pengembangan Buku Ajar IPA Terpadu SMP berbasis Eksperimen","authors":"Matsun Matsun, Lia Anggraeni, Eka Trisianawati","doi":"10.31849/lectura.v10i2.3149","DOIUrl":"https://doi.org/10.31849/lectura.v10i2.3149","url":null,"abstract":"Ilmu alam atau Ilmu Pengetahuan Alam (IPA) merupakan ilmu yang mencari tahu tentang alam beserta isinya secara logis sehingga IPA bukan hanya penguasaan ilmu pengetahuan, tetapi juga merupakan suatu proses penyelidikan dan penemuan (inkuiri). Bahan ajar yang bersifat terpadu (tidak terpisah) sangat bermanfaat untuk menunjang proses pembelajaran IPA Terpadu di SMP/MTs. Tujuan utama penelitian ini adalah untuk mengetahui: (1) Bagaimana kelayakan buku ajar IPA terpadu SMP Kelas VII berbasis eksprimen berdasarkan ahli materi, (2) Bagaimana kelayakan buku ajar IPA terpadu SMP Kelas VII berbasis eksprimen berdasarkan ahli media. Penelitian dan pengembangan modul IPA terpadu ini menggunakan prosedur 4-D Models yang terdiri dari 4 tahap yaitu tahap pendefinisian (define), tahap perancangan (design), tahap pengembangan (develop), dan tahap pendistribusian (disseminate). Analisis data yang digunakan selama proses penelitian dan pengembangan adalah analisis deskriptif, analisis kelayakan buku ajar berdasarkan skor criteria. Hasil penelitian menunjukkan: (1) Buku ajar IPA terpadu SMP berbasis eksprimen yang telah di validasi oleh ahli materi dengan keteria layak digunakan dengan nilai rata-rata 72.17. (2) Buku ajar IPA terpadu SMP berbasis eksprimen yang telah di validasi oleh ahli media dengan keteria layak digunakan dengan nilai rata-rata 75.14. Berdasarkan hasil analisis data disimpulkan bahwa pengembangan buku ajar IPA terpadu SMP berbasis eksprimen layak digunakan di sekolah. Buku ajar IPA terpadu SMP berbasis eksprimen telah di ajukan ISBN dan dicetak.","PeriodicalId":31676,"journal":{"name":"Lectura Jurnal Pendidikan","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90102805","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 : 2019-04-05DOI: 10.31849/lectura.v10i1.2410
S. Alifah, Dwi Narsih, Sigit Widiyarto
Bidang kewirausahaan yang dilaksanakan di sekolah perlu mendapat perhatian khusus. Pemerintah dan masyarakat perlu bekerjasama dalam meningkatkan minat dan kemampuan berwirausaha siswa. Pihak sekolah perlu menggunakan metode pembelajaran yang tepat dan sesuai dengan kondisi dan situasi sekolah. Guru yang menggunakan metode pembelajaran diharapkan dapat Meningkatkan kemampuan berwirausaha. Namun penggunaan metode sering diabaikan.Sehingga pembelajaran tidak maksimal. Upaya untuk meningkatkan kemampuan berwirausaha perlu digalakkan, dan memerlukan kerjasama yang baik para stakeholder pendidikan. Bidang kewirausahaan sangat penting bagi perkembangan ekonomi indoensia,karena jumlah wirausahawan di Indonesia masih sedikit dibandingkan negara tetangga. Tujuan penelitian ini untuk mengetahui pengaruh metode Partisipatori dan minat belajar terhadap kemampuan berwirausaha. Metode yang digunakan dalam penelitian yaitu metode kuantitatif. Sampel yang digunakan sebanyak 25 siswa SMK. Data diambil dengan menggunakan angket (pada variabel pembelajaran dan minat belajar), sedangkan kemampuan berwirausaha dengan menggunakan tes praktek uji kemampuan. Uji klasik yang digunakan adalah normalitas dan linierlinitas. Setelah itu data diolah dengan menggunakan regresi berganda. Hasil penelitian menunjukkan bahwa, terdapat pengaruh pembelajaran partisipatori dan minat belajar terhadap kemampuan berwirausaha, terdapat pengaruh pembelajaran partisipatori terhadap kemampuan berwirausaha, dan tidak terdapat pengaruh minat belajar terhadap kemampuan berwirausaha. Agar pembelajaran untuk berwirausaha dapat meningkatkan kemampuan berwirausaha, maka perlu adanya pembeajaran yang inovatif dan sesuai dengan kebutuhan siswa SMK.
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