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IMPLEMENTATION OF THE ROLE PLAYING METHOD IN INCREASING SPEAKING SKILLS MATERIAL REPORTING OBSERVATION RESULTS IN CLASS III ELEMENTARY SCHOOL STUDENTS 运用角色扮演法提高小学三班学生的口语能力、材料报告及观察结果
Pub Date : 2023-04-07 DOI: 10.35896/jiee.v1i1.213
Novi Ernawati
This research aim to improve speaking skills by using role playing method in the fifth grade students of primary school. The type of this research use collaborative action research. The research design used Kemmis and McTaggart method. The technique of analyzing data used quantitative and qualitative descriptive. The results showed that role playing method can improve students speaking skills by: the teachers deliver the learning objectives , explain the role playing activities , divide the students into small groups, motivating the students to understand the material , give the students facilities to play a role , and guiding the students to discuss evaluate the role playing activities. The results showed that the learning process is increased. The improvement can be seen from the enthusiasm of the students and the students more orderly during the learning activities. Speaking skills improvement showed from the average acquisition value, before using the method increased about 58.26 to 70.84 in the first cycle and increased to 78.66 in the second cycle .
本研究旨在运用角色扮演的方法提高小学五年级学生的口语能力。本研究的类型采用协作行动研究。研究设计采用Kemmis和McTaggart方法。使用定量和定性描述分析数据的技术。结果表明,角色扮演法可以通过教师传递学习目标、讲解角色扮演活动、分组、激励学生理解材料、提供学生扮演角色的设施、引导学生讨论评价角色扮演活动来提高学生的口语能力。结果表明,学习过程有所增加。这种提高可以从学生的积极性和学生在学习活动中更加有序中看出来。从平均习得值来看,使用该方法前,第一轮从58.26左右提高到70.84左右,第二轮提高到78.66左右。
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引用次数: 2
STRATEGI PEMBELAJARAN KSUPP (P) DALAM MENINGKATKAN KETERAMPILAN BERBICARA DI MADRASAH IBTIDAIYAH UIN JAKARTA KSUPP (P)在IBTIDAIYAH研究院提高口语技巧的学习策略发现雅加达
Pub Date : 2023-04-06 DOI: 10.35896/jiee.v1i1.214
Asep Ediana Latif, Meiskyarti Luma
Berbicara adalah salah satu bentuk keterampilan berbahasa yang penting dimiliki oleh siswa. Keterampilan berbahasa berbicara telah dilatihkan sejak dini. Namun, hasil pembelajaran berbicara masih sangat jauh dari harapan. Masih Banyak siswa yang mengalami kesulitan dalam pembelajaran berbicara. Hasil penelitian yang dilakukan diperoleh bahwa sikap mental, seperti rasa malu, takut, cemas, dan tidak percaya  diri  menjadi  faktor  yang paling utama  menyebabkan  kesulitan  dalam pembelajaran. adapun penghambat lain adalah motivasi yang kurang, kebiasaan belajar yang buruk, penguasaan kebahasaan yang masih rendah, hubungan/interaksi antara guru dan siswa yang masih rendah, media pembelajaran yang kurang menarik, dan hubungan/interaksi antarsiswa yang belum terjalin. Hal lain yaitu keterbatasan pemahaman guru mengenai strategi pembelajaran keterampilan berbicara yang dapat mengakibatkan kesenjangan antara harapan dan kenyataan. Padahal, dalam strategi pembelajaran ini adalah salah satu aspek yang menentukan kebarhasilan pembelajaran. Karena hal itu, guru dituntut lebih memiliki pemahaman yang memadai dan mampu menerapkan berbagai bentuk strategi dalam pembelajaran keterampilan berbicara. Strategi pembelajaran yang akan dipilih seharusnya mampu memberikan kesempatan selebar-lebarnya pada siswa untuk berlatih berbicara, bukan hanya belajar tentang bahasa. Strategi pembelajaran yang utama tentunya akan mampu meningkatkan keterampilan berbicara siswa.
说话是一种重要的语言技能的学生。语言技能说话已经及早训练。然而,学习口语的结果仍然远远没有希望。还有很多学生在学习中遇到困难的说话。这项研究的结果是,心理态度,如羞耻、恐惧、焦虑和不自信,是导致学习困难的主要因素。至于另一个障碍是缺乏的动机不良的学习习惯,语言掌握的仍然很低,仍然很低的-老师和学生之间的互动关系,媒体缺乏有趣的学习,- antarsiswa的互动,没有关系。另一件事是教师对演讲技巧学习策略的理解障碍,这可能会导致期望与现实之间的差距。其实,这是一个学习策略方面的决定kebarhasilan学习。为此,我们要求老师更有足够的理解,并且能够应用各种策略形式学习演讲技巧。将选出的学习策略应该能给学生排练谈话的机会,不仅仅是学习语言。当然,主要的学习策略将能够提高学生的演讲技巧。
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引用次数: 0
PENGGUNAAN MEDIA GAMBAR DALAM MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN SISWA KELAS I MI SALAFIYAH AS-SYAFI’IYAH KECAMATAN JATIROGO KABUPATEN TUBAN
Pub Date : 2023-04-06 DOI: 10.35896/jiee.v1i1.215
Mei Kurniawati Siti, Zulfatun Anisah
The purpose of research is to improve students' ability to read the beginning of the class I MI Salafiyah Kecamatan Jatirogo Kabupaten Tuban. The method used is descriptive qualitative and quantitative methods. The qualitative data obtained from the test results and observations of students and teachers. quantitative data obtained from the test results to learn. The design of this classroom action research cycle model developed in accordance with the PTK procedure cycle of planning, action, observation and reflection. Data collected through the assessment process and the final results of each action. The results of this study indicate that the class action through the medium of reading skills beginning drawing class I MI Salafiyah can be improved. It can be seen with the value achieved by the students showed an increase. In the cycle of unity obtained an average value that is equal to 66,6% students with learning classical completeness by 40% in the second cycle and then increased to 83,3% with classical completeness by 100% thus, action hypothesis in this study is acceptable. The purpose of research is to improve students' ability to read the beginning of the class I MI Salafiyah Kecamatan Jatirogo Kabupaten Tuban. The method used is descriptive qualitative and quantitative methods. The qualitative data obtained from the test results and observations of students and teachers. quantitative data obtained from the test results to learn. The design of this classroom action research cycle model developed in accordance with the PTK procedure cycle of planning, action, observation and reflection. Data collected through the assessment process and the final results of each action. The results of this study indicate that the class action through the medium of reading skills beginning drawing class I MI Salafiyah can be improved. It can be seen with the value achieved by the students showed an increase. In the cycle of unity obtained an average value that is equal to 66,6% students with learning classical completeness by 40% in the second cycle and then increased to 83,3% with classical completeness by 100% thus, action hypothesis in this study is acceptable.
本研究的目的是为了提高学生阅读MI Salafiyah Kecamatan Jatirogo Kabupaten Tuban课程开头的能力。所使用的方法是描述性定性和定量方法。从测试结果和对学生和教师的观察中获得的定性数据。从测试结果中获得定量数据学习。本课堂行动研究循环模型的设计是按照PTK程序规划-行动-观察-反思的循环进行的。通过评估过程收集的数据和每项行动的最终结果。本研究结果显示,透过阅读技巧的媒介,以MI萨拉菲亚绘画班开始的集体行动可以得到改善。可以看出,随着学生所取得的价值呈现出增加的趋势。在统一周期中得到的平均值为66.6%的学生在第二个周期中学习经典完备性提高了40%,然后增加到83.3%的学生学习经典完备性提高了100%,因此,本研究的行动假设是可以接受的。本研究的目的是为了提高学生阅读MI Salafiyah Kecamatan Jatirogo Kabupaten Tuban课程开头的能力。所使用的方法是描述性定性和定量方法。从测试结果和对学生和教师的观察中获得的定性数据。从测试结果中获得定量数据学习。本课堂行动研究循环模型的设计是按照PTK程序规划-行动-观察-反思的循环进行的。通过评估过程收集的数据和每项行动的最终结果。本研究结果显示,透过阅读技巧的媒介,以MI萨拉菲亚绘画班开始的集体行动可以得到改善。可以看出,随着学生所取得的价值呈现出增加的趋势。在统一周期中得到的平均值为66.6%的学生在第二个周期中学习经典完备性提高了40%,然后增加到83.3%的学生学习经典完备性提高了100%,因此,本研究的行动假设是可以接受的。
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引用次数: 0
IMPLEMENTATION OF 2013 CURRICULUM-BASED LEARNING AT SDN 2 TABOGO, GORONTALO DISTRICT 2013年在gorontalo地区SDN 2 tabogo实施基于课程的学习
Pub Date : 2023-04-06 DOI: 10.35896/jiee.v1i1.115
Meiskyarti Luma, Hadirman Hadirman
This paper focuses on: (1) implementation of learning; (2) elaboration of material content; and (3) learning evaluation based on the 2013 Curriculum at SDN 2 Tabongo, Gorontalo District. The theoretical tools used are (1) learning and (2) 2013 curriculum. The method used in this research is descriptive-qualitative. The results of the analysis show that the implementation of Curriculum 2013-based learning at SDN 02 Tabongo uses this integrative thematic learning. Learning is carried out from class I to class VI by integrating various competencies from various subjects into various themes. The content of the 2013 Curriculum which consists of subject matter: (a) Islamic Religious Education; (b) Citizenship Education; (c) Indonesian; (d) Mathematics; (e) Natural Sciences; (f) Social Sciences; (g) Cultural Arts and Crafts; and (h) Physical Education, Sports and Health. In addition, self-development is also carried out which consists of: extracurricular activities, habituation, exemplary, potential development and self-expression. Learning evaluation uses authentic (responsive) evaluation with very effective implementation results.
本文主要研究:(1)实施学习;(2)阐述材料内容;(3)基于Gorontalo地区Tabongo第二中学2013年课程的学习评价。使用的理论工具是(1)学习和(2)2013年课程。本研究采用描述定性方法。分析结果表明,在SDN 02 Tabongo实施基于2013年课程的学习使用了这种整合的主题学习。从一年级到六年级的学习,将不同学科的各种能力整合到不同的主题中。2013年课程的内容包括以下主题:(a)伊斯兰宗教教育;(b)公民教育;印尼(c);(d)数学;(e)自然科学;(f)社会科学;(g)文化艺术和工艺;(h)体育、运动和保健。此外,还开展自我发展,包括:课外活动、习惯化、示范、潜能开发和自我表达。学习评价采用真实的(反应性的)评价,具有非常有效的实施效果。
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引用次数: 0
RAGAM DAN BENTUK KEBIJAKAN STRATEGIS TRANSFORMATIF PENDIDIKAN ISLAM 伊斯兰教育变革战略政策的模式和形式
Pub Date : 2023-04-04 DOI: 10.35896/jiee.v1i1.453
M. Wahyudi
The variety and forms of strategic policies in Islamic education institutions require an in-depth study before being determined, the types and policies that have been determined will determine the face of Islamic education institutions. This research aims to describe and analyze the types and forms of transformative strategic policies in Islamic education. This study uses a qualitative method (Library Research), data obtained from journals and documents that have been published. The results of the study, Policy as a label or brand for a field of government activity (policy as a label for a field of activity), Policy as a statement regarding general objectives or specific desired circumstances (policy as an expression of general purpose or desired state of affairs), Policies as specific proposals (policy as specific proposals), Policies as government decisions (policy as decisions of government), Policies as a form of formal authorization or ratification (policy as formal authorization), Policies as programs (policy as program), policy as output (policy as output), policy as outcome (policy as outcome), policy as theory or model (policy as a theory or model), policy as process (policy as process).
伊斯兰教育机构战略政策的多样性和形式需要在确定之前进行深入研究,确定的类型和政策将决定伊斯兰教育机构的面貌。本研究旨在描述和分析伊斯兰教育中变革战略政策的类型和形式。本研究采用定性方法(Library Research),数据来源于已发表的期刊和文献。研究的结果,政策作为政府活动领域的标签或品牌(政策作为活动领域的标签),政策作为关于一般目标或特定期望情况的陈述(政策作为一般目的或期望的事态的表达),政策作为具体建议(政策作为具体建议),政策作为政府决策(政策作为政府决策),作为正式授权或批准形式的政策(作为正式授权的政策),作为计划的政策(作为计划的政策),作为输出的政策(作为输出的政策),作为结果的政策(作为结果的政策),作为理论或模型的政策(作为理论或模型的政策),作为过程的政策(作为过程的政策)。
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引用次数: 0
期刊
Journal of Islamic Elementary Education
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