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 .
{"title":"IMPLEMENTATION OF THE ROLE PLAYING METHOD IN INCREASING SPEAKING SKILLS MATERIAL REPORTING OBSERVATION RESULTS IN CLASS III ELEMENTARY SCHOOL STUDENTS","authors":"Novi Ernawati","doi":"10.35896/jiee.v1i1.213","DOIUrl":"https://doi.org/10.35896/jiee.v1i1.213","url":null,"abstract":"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 .","PeriodicalId":320921,"journal":{"name":"Journal of Islamic Elementary Education","volume":"117 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128930660","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}
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.
{"title":"STRATEGI PEMBELAJARAN KSUPP (P) DALAM MENINGKATKAN KETERAMPILAN BERBICARA DI MADRASAH IBTIDAIYAH UIN JAKARTA","authors":"Asep Ediana Latif, Meiskyarti Luma","doi":"10.35896/jiee.v1i1.214","DOIUrl":"https://doi.org/10.35896/jiee.v1i1.214","url":null,"abstract":"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.","PeriodicalId":320921,"journal":{"name":"Journal of Islamic Elementary Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122390100","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 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。
{"title":"PENGGUNAAN MEDIA GAMBAR DALAM MENINGKATKAN KEMAMPUAN MEMBACA PERMULAAN SISWA KELAS I MI SALAFIYAH AS-SYAFI’IYAH KECAMATAN JATIROGO KABUPATEN TUBAN","authors":"Mei Kurniawati Siti, Zulfatun Anisah","doi":"10.35896/jiee.v1i1.215","DOIUrl":"https://doi.org/10.35896/jiee.v1i1.215","url":null,"abstract":"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. \u0000The 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.","PeriodicalId":320921,"journal":{"name":"Journal of Islamic Elementary Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121110767","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 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.
{"title":"IMPLEMENTATION OF 2013 CURRICULUM-BASED LEARNING AT SDN 2 TABOGO, GORONTALO DISTRICT","authors":"Meiskyarti Luma, Hadirman Hadirman","doi":"10.35896/jiee.v1i1.115","DOIUrl":"https://doi.org/10.35896/jiee.v1i1.115","url":null,"abstract":"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.","PeriodicalId":320921,"journal":{"name":"Journal of Islamic Elementary Education","volume":"191 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124242557","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 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).
{"title":"RAGAM DAN BENTUK KEBIJAKAN STRATEGIS TRANSFORMATIF PENDIDIKAN ISLAM","authors":"M. Wahyudi","doi":"10.35896/jiee.v1i1.453","DOIUrl":"https://doi.org/10.35896/jiee.v1i1.453","url":null,"abstract":"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).","PeriodicalId":320921,"journal":{"name":"Journal of Islamic Elementary Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126804079","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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