Pub Date : 2021-04-30DOI: 10.17977/um022v6i12021p45
Eko Prasetyo Utomo
This study aimed to develop android-based mobile learning and to find out its effectiveness in improving student cognitive learning outcomes in social studies learning. The development process refers to the model of Dick et al. The results of the development are in the form of android-based mobile learning with the main components, namely: 1) introduction to subjects; 2) subject competence; 3) material; and 4) practice questions in the form of quizzes. The feasibility level of the social studies material test is 89.91% very feasible category and learning media test is 89.42% very feasible category. Sequentially the feasibility level for individual trials was 77.78% in the feasible category, the small group trial was 77.92% in the feasible category, and the field trial was 83.43% for the very feasible category. The product effectiveness test using the t-test showed mobile use. Android-based learning can improve student cognitive learning outcomes in social studies subjects. The media developed has been tested and can be tested on a wider range of subjects for product perfection. DOI: http://dx.doi.org/10.17977/um022v6i12021p45
{"title":"Pengembangan mobile learning berbasis android untuk meningkatkan hasil belajar kognitif siswa pada pembelajaran IPS","authors":"Eko Prasetyo Utomo","doi":"10.17977/um022v6i12021p45","DOIUrl":"https://doi.org/10.17977/um022v6i12021p45","url":null,"abstract":"This study aimed to develop android-based mobile learning and to find out its effectiveness in improving student cognitive learning outcomes in social studies learning. The development process refers to the model of Dick et al. The results of the development are in the form of android-based mobile learning with the main components, namely: 1) introduction to subjects; 2) subject competence; 3) material; and 4) practice questions in the form of quizzes. The feasibility level of the social studies material test is 89.91% very feasible category and learning media test is 89.42% very feasible category. Sequentially the feasibility level for individual trials was 77.78% in the feasible category, the small group trial was 77.92% in the feasible category, and the field trial was 83.43% for the very feasible category. The product effectiveness test using the t-test showed mobile use. Android-based learning can improve student cognitive learning outcomes in social studies subjects. The media developed has been tested and can be tested on a wider range of subjects for product perfection. DOI: http://dx.doi.org/10.17977/um022v6i12021p45","PeriodicalId":32226,"journal":{"name":"Jurnal Teori dan Praksis Pembelajaran IPS","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47213923","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 : 2021-04-30DOI: 10.17977/um022v6i12021p1
Khofifatu Rohmah Adi, Idris Idris
The development and maturity of a person's business is influenced by many factors. Many factors also influence the development of pilot businesses that are started and carried out by students. One of the factors that play an essential role in influencing young entrepreneurs can come from their parents or family environment. This article aims to identify and how the family's role in motivating and developing young entrepreneurs' potential. This research is a qualitative descriptive study. In-depth interviews carried out data collection. The data obtained were then analyzed using interactive analysis techniques, which consisted of 4 stages: data collection, data reduction, data presentation, and concluding. The results showed that entrepreneurial students who had sufficiently developed businesses received much support from their families. Parents' role as a form of support for their children in entrepreneurship is social, instrumental, emotional, and other support. The concrete form of this support is supported in providing facilities for business development, accompanying and assisting the business carried out by their children, giving permission and trust in children. These results can be used as knowledge and input to parents about how they should support children in entrepreneurship.
{"title":"Peran lingkungan keluarga dalam mengembangkan wirausaha muda","authors":"Khofifatu Rohmah Adi, Idris Idris","doi":"10.17977/um022v6i12021p1","DOIUrl":"https://doi.org/10.17977/um022v6i12021p1","url":null,"abstract":"The development and maturity of a person's business is influenced by many factors. Many factors also influence the development of pilot businesses that are started and carried out by students. One of the factors that play an essential role in influencing young entrepreneurs can come from their parents or family environment. This article aims to identify and how the family's role in motivating and developing young entrepreneurs' potential. This research is a qualitative descriptive study. In-depth interviews carried out data collection. The data obtained were then analyzed using interactive analysis techniques, which consisted of 4 stages: data collection, data reduction, data presentation, and concluding. The results showed that entrepreneurial students who had sufficiently developed businesses received much support from their families. Parents' role as a form of support for their children in entrepreneurship is social, instrumental, emotional, and other support. The concrete form of this support is supported in providing facilities for business development, accompanying and assisting the business carried out by their children, giving permission and trust in children. These results can be used as knowledge and input to parents about how they should support children in entrepreneurship.","PeriodicalId":32226,"journal":{"name":"Jurnal Teori dan Praksis Pembelajaran IPS","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49529912","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 : 2021-01-01DOI: 10.17977/um022v6i12021p19
Ferdinan Bashofi
Augmented Reality Book is the development of a book inspired by the development of Augmented Reality technology. A book that is developed combining books in the form of literacy works with the findings of archaeological relics created in 3D images to be displayed in books with the help of an android application. This research adheres to the development theory made by Plomp which consists of 1) Initial Phase, 2) Design Phase, 3) Product realization or manufacture stage, 4) Testing, assessment, and improvement phase, 5) Product testing phase. From the data on the results of filling in the research instrument in the form of a questionnaire, it was obtained that 80% of the student's response value or the percentage showed a positive value, as the assessment indicators were in good criteria, so a conclusion could be drawn that students were motivated by the use of learning resources Augmented Reality Book.
{"title":"Pengembangan augmented reality book berbasis situs peninggalan kebudayaan sebagai sumber belajar sejarah","authors":"Ferdinan Bashofi","doi":"10.17977/um022v6i12021p19","DOIUrl":"https://doi.org/10.17977/um022v6i12021p19","url":null,"abstract":"Augmented Reality Book is the development of a book inspired by the development of Augmented Reality technology. A book that is developed combining books in the form of literacy works with the findings of archaeological relics created in 3D images to be displayed in books with the help of an android application. This research adheres to the development theory made by Plomp which consists of 1) Initial Phase, 2) Design Phase, 3) Product realization or manufacture stage, 4) Testing, assessment, and improvement phase, 5) Product testing phase. From the data on the results of filling in the research instrument in the form of a questionnaire, it was obtained that 80% of the student's response value or the percentage showed a positive value, as the assessment indicators were in good criteria, so a conclusion could be drawn that students were motivated by the use of learning resources Augmented Reality Book.","PeriodicalId":32226,"journal":{"name":"Jurnal Teori dan Praksis Pembelajaran IPS","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67523044","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 : 2020-04-30DOI: 10.17977/um022v5i12020p028
Eko Prasetyo Utomo
This study aims to determine the process and results of the development of the Nusantara Exploration learning media on social studies subjects and to know the effectiveness of the Nusantara Exploration learning media on social studies subjects. This development research uses the development model of Dick, Carey, and Carey. Product development is tested through formative evaluation, which includes several stages: expert review of social study materials, design expert review and learning media, individual trials, small group trials, and field trials. Due diligence by the expert team obtained 97.17% results from media experts and 94.83% from material experts. After being revised based on responses from the expert team, individual trials were carried out at 85.05%, small group trials at 90.17%, and field trials at 90.47. T-test results show that in field trials, it is proven that this product is effective in improving student learning outcomes. Overall evaluation results, placing this development product in the category, is very feasible. DOI: 10.17977/um022v5i12020p028
本研究旨在确定努沙塔拉探索学习媒体在社会研究科目上的发展过程与结果，并了解努沙塔拉探索学习媒体在社会研究科目上的有效性。本开发研究采用Dick, Carey, and Carey的开发模型。产品开发通过形成性评价进行测试，形成性评价包括社会研究材料专家评审、设计专家评审和学习媒体、个体试验、小团体试验和现场试验等几个阶段。专家团队的尽职调查结果，媒体专家占97.17%，材料专家占94.83%。根据专家小组的反馈进行修改后，个体试验为85.05%，小组试验为90.17%，现场试验为90.47%。t检验结果表明，在实地试验中，证明了该产品对提高学生学习成果是有效的。综合评价结果，将本开发产品归入该类，是非常可行的。DOI: 10.17977 / um022v5i12020p028
{"title":"Pengembangan media Janus (Jelajah Nusantara) pada mata pelajaran IPS","authors":"Eko Prasetyo Utomo","doi":"10.17977/um022v5i12020p028","DOIUrl":"https://doi.org/10.17977/um022v5i12020p028","url":null,"abstract":"This study aims to determine the process and results of the development of the Nusantara Exploration learning media on social studies subjects and to know the effectiveness of the Nusantara Exploration learning media on social studies subjects. This development research uses the development model of Dick, Carey, and Carey. Product development is tested through formative evaluation, which includes several stages: expert review of social study materials, design expert review and learning media, individual trials, small group trials, and field trials. Due diligence by the expert team obtained 97.17% results from media experts and 94.83% from material experts. After being revised based on responses from the expert team, individual trials were carried out at 85.05%, small group trials at 90.17%, and field trials at 90.47. T-test results show that in field trials, it is proven that this product is effective in improving student learning outcomes. Overall evaluation results, placing this development product in the category, is very feasible. DOI: 10.17977/um022v5i12020p028","PeriodicalId":32226,"journal":{"name":"Jurnal Teori dan Praksis Pembelajaran IPS","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67523455","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 : 2019-10-22DOI: 10.17977/um022v4i22019p059
Nur Fajar Absor
Vocational High Schools (VHS) are currently facing challenges in the era of Industrial Revolution 4.0, this is responded by the government by issuing one of the regulations, namely Peraturan Dirjen Dikdasmen No. 07/D.D5/KK/2018 which changes the curriculum structure in VHS. One of the subjects affected is Sejarah Indonesia which currently only gets 3 hours in class X. Though history is important to learn for show its identity as a nation. The purpose of this study is to examine the challenges and opportunities that faced on history learning in VHS at the era of Industrial Revolution 4.0, so that the application of history learning becomes effective and efficient. This study uses qualitative method by conducting interviews with four teachers and documents study about regulations of curriculum and reviewing other studies. The results found that teachers can use technology in learning, such as Whatsapp, Instagram, Edmodo, Prezi, documentary films, and visit local cultural heritage sites and museums as a media and source of history learning, so that can also be delivered effectively and efficiently. Finally, the goal of history learning to show its identity as a nation and also the integration of Indonesian nation can remain in the midst at the era of Industrial Revolution 4.0. DOI: 10.17977/um022v4i22019p059
{"title":"Pembelajaran Sejarah di SMK era revolusi industri 4.0: tantangan dan peluang","authors":"Nur Fajar Absor","doi":"10.17977/um022v4i22019p059","DOIUrl":"https://doi.org/10.17977/um022v4i22019p059","url":null,"abstract":"Vocational High Schools (VHS) are currently facing challenges in the era of Industrial Revolution 4.0, this is responded by the government by issuing one of the regulations, namely Peraturan Dirjen Dikdasmen No. 07/D.D5/KK/2018 which changes the curriculum structure in VHS. One of the subjects affected is Sejarah Indonesia which currently only gets 3 hours in class X. Though history is important to learn for show its identity as a nation. The purpose of this study is to examine the challenges and opportunities that faced on history learning in VHS at the era of Industrial Revolution 4.0, so that the application of history learning becomes effective and efficient. This study uses qualitative method by conducting interviews with four teachers and documents study about regulations of curriculum and reviewing other studies. The results found that teachers can use technology in learning, such as Whatsapp, Instagram, Edmodo, Prezi, documentary films, and visit local cultural heritage sites and museums as a media and source of history learning, so that can also be delivered effectively and efficiently. Finally, the goal of history learning to show its identity as a nation and also the integration of Indonesian nation can remain in the midst at the era of Industrial Revolution 4.0. DOI: 10.17977/um022v4i22019p059","PeriodicalId":32226,"journal":{"name":"Jurnal Teori dan Praksis Pembelajaran IPS","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43073495","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 : 2019-10-22DOI: 10.17977/um022v4i22019p066
Wardani Wardani
The research purpose is to know the effect of adversity intelligence and emotional intelligence through social inquiry models against social skills. The research method used ex post facto — the collection data technique using questionnaires. The taking sample technique is approached by simple random sampling. The amount of sample is 104 students on SMP N 10 Bandar Lampung. The data analysis using Structural Equation Modeling (SEM). The research result shows that there are a definite relation linkages between endogenous variable, exogenous variable, and intervening variable. Through the social inquiry model, intelligence and emotional intelligence adversity will play a role effective in improved the skills of social. It would be useful for a student to are learning success in classes and the future. It is expected that schools can optimize emotional adversity intelligence and intelligence to enhance their social skills and skills students academics. It can be concluded that if adversity intelligence and emotional intelligence through social inquiry model against social skill. DOI: 10.17977/um022v4i22019p066
研究目的是通过社会探究模型了解逆境智力和情绪智力对社会技能的影响。该研究方法采用了事后调查法，即使用问卷收集数据的技术。抽样技术是通过简单的随机抽样来实现的。样本量为104名学生参加SMP N 10班达尔楠榜。使用结构方程建模（SEM）的数据分析。研究结果表明，内生变量、外生变量和干预变量之间存在一定的联系。通过社会探究模型，智力和情商在逆境中会起到有效提高社交技能的作用。对于一个学生来说，在课堂上学习成功和未来都是有用的。期望学校能够优化情绪逆境智力和智力，以提高他们的社交技能和学生的学术技能。可以得出结论，如果逆境智力和情绪智力通过社会探究模型对抗社会技能。DOI:10.17977/um022v4i2019p066
{"title":"Pengaruh kecerdasan adversitas dan kecerdasan emosional melalui model inkuiri sosial terhadap keterampilan sosial siswa","authors":"Wardani Wardani","doi":"10.17977/um022v4i22019p066","DOIUrl":"https://doi.org/10.17977/um022v4i22019p066","url":null,"abstract":"The research purpose is to know the effect of adversity intelligence and emotional intelligence through social inquiry models against social skills. The research method used ex post facto — the collection data technique using questionnaires. The taking sample technique is approached by simple random sampling. The amount of sample is 104 students on SMP N 10 Bandar Lampung. The data analysis using Structural Equation Modeling (SEM). The research result shows that there are a definite relation linkages between endogenous variable, exogenous variable, and intervening variable. Through the social inquiry model, intelligence and emotional intelligence adversity will play a role effective in improved the skills of social. It would be useful for a student to are learning success in classes and the future. It is expected that schools can optimize emotional adversity intelligence and intelligence to enhance their social skills and skills students academics. It can be concluded that if adversity intelligence and emotional intelligence through social inquiry model against social skill. DOI: 10.17977/um022v4i22019p066","PeriodicalId":32226,"journal":{"name":"Jurnal Teori dan Praksis Pembelajaran IPS","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47214761","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 : 2019-10-22DOI: 10.17977/um022v4i22019p090
Martina Lona Jusita
Project-based Learning models provide opportunities for the teacher to manage learning improving project work. Students required to solve problems by applying the skills of researching, analysing, making, and presenting learning products based on real experience. The implementation of a project-based learning model has successfully increased learning activities and outcomes. Evidently from each cycle showed a significant increase. In the first cycle high learning activities were only 12 students (37.50%) with a success rate of 58 in sufficient categories and a mean of 65 learning outcomes. The second cycle of learning activities increased to 22 students (68.75%) with 71 succes rate in good categories and the average learning outcomes are 76. In the third cycle high learning activities reached 26 students (81.25%) with an 80 level of success in the good category and the average learning outcomes 81. The results of this action research reinforce the theoretical and empirical study of the effectiveness of PBL to improve activities and learning outcomes on material with characteristics at the analyzing level. DOI: 10.17977/um022v4i22019p090
{"title":"Implementasi model pembelajaran berbasis proyek (project based learning) untuk meningkatkan aktivitas dan hasil belajar siswa","authors":"Martina Lona Jusita","doi":"10.17977/um022v4i22019p090","DOIUrl":"https://doi.org/10.17977/um022v4i22019p090","url":null,"abstract":"Project-based Learning models provide opportunities for the teacher to manage learning improving project work. Students required to solve problems by applying the skills of researching, analysing, making, and presenting learning products based on real experience. The implementation of a project-based learning model has successfully increased learning activities and outcomes. Evidently from each cycle showed a significant increase. In the first cycle high learning activities were only 12 students (37.50%) with a success rate of 58 in sufficient categories and a mean of 65 learning outcomes. The second cycle of learning activities increased to 22 students (68.75%) with 71 succes rate in good categories and the average learning outcomes are 76. In the third cycle high learning activities reached 26 students (81.25%) with an 80 level of success in the good category and the average learning outcomes 81. The results of this action research reinforce the theoretical and empirical study of the effectiveness of PBL to improve activities and learning outcomes on material with characteristics at the analyzing level. DOI: 10.17977/um022v4i22019p090","PeriodicalId":32226,"journal":{"name":"Jurnal Teori dan Praksis Pembelajaran IPS","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44009128","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 : 2019-10-22DOI: 10.17977/um022v4i22019p074
S. Sutrisno
Learning models or media that are appropriate to the characteristics of the material, and students can increase the effectiveness of learning. Models that can involve students can improve understanding of the material and the same conditions also apply to media that are by the characteristics of the material. Teams Games Tournament (TGT) learning model using the media "ATM BCA" through the steps: (1) Information, (2) Grouping, (3) Planning, (4) Acting, (5) Organizing, (6) Presenting and Reward, (7) Evaluating is an effort to achieve that goal. This research is action research carried out in two cycles, each cycle consisting of two meetings. The results of this study indicate that the activities and learning outcomes of students have increased significantly. DOI: 10.17977/um022v4i22019p074
{"title":"Meningkatkan aktifitas dan hasil belajar peserta didik melalui model pembelajaran Teams Games Tournament (TGT) menggunakan media “ATM BCA”","authors":"S. Sutrisno","doi":"10.17977/um022v4i22019p074","DOIUrl":"https://doi.org/10.17977/um022v4i22019p074","url":null,"abstract":"Learning models or media that are appropriate to the characteristics of the material, and students can increase the effectiveness of learning. Models that can involve students can improve understanding of the material and the same conditions also apply to media that are by the characteristics of the material. Teams Games Tournament (TGT) learning model using the media \"ATM BCA\" through the steps: (1) Information, (2) Grouping, (3) Planning, (4) Acting, (5) Organizing, (6) Presenting and Reward, (7) Evaluating is an effort to achieve that goal. This research is action research carried out in two cycles, each cycle consisting of two meetings. The results of this study indicate that the activities and learning outcomes of students have increased significantly. DOI: 10.17977/um022v4i22019p074","PeriodicalId":32226,"journal":{"name":"Jurnal Teori dan Praksis Pembelajaran IPS","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41817475","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 : 2019-10-22DOI: 10.17977/um022v4i22019p082
M. Su'ud, Mashur Hasan Bisri
The aim of this study was to determine the capacity of communities as a mechanism to withstand floods Sitiarjo Village, District Sumbermanjing Wetan. This research is descriptive qualitative. The research phase was divided into three, i.e: (1) pre-field observation; (2) field observation; (3) data processing. The method used in data collection is FGD (Focused Group Disscusion) and in-depth interviews. The results of the study indicate that the community has a strong capacity in social, cultural, economic and government aspects in dealing with floods. In the socio-cultural aspect, the community develops a local early warning system through "titir" and a communication chain involving the community along the Panguluran watershed armed with traditional technology, as well as the mutual development of a public evacuation site in the form of multi-storey buildings, in addition to every family capable of building terraced houses . In addition, the community has the capacity to survive in saving economic assets by creating "plenggrongan" and planting calendar systems for crisis management. Diversification of plants such as planting bananas and sengon for daily use and annual savings when agricultural land was destroyed by flood. DOI: 10.17977/um022v4i22019p082
{"title":"Studi kapasitas masyarakat sebagai mekanisme bertahan menghadapi bencana banjir di Desa Sitiarjo, Kecamatan Sumbermanjing Wetan, Kabupaten Malang","authors":"M. Su'ud, Mashur Hasan Bisri","doi":"10.17977/um022v4i22019p082","DOIUrl":"https://doi.org/10.17977/um022v4i22019p082","url":null,"abstract":"The aim of this study was to determine the capacity of communities as a mechanism to withstand floods Sitiarjo Village, District Sumbermanjing Wetan. This research is descriptive qualitative. The research phase was divided into three, i.e: (1) pre-field observation; (2) field observation; (3) data processing. The method used in data collection is FGD (Focused Group Disscusion) and in-depth interviews. The results of the study indicate that the community has a strong capacity in social, cultural, economic and government aspects in dealing with floods. In the socio-cultural aspect, the community develops a local early warning system through \"titir\" and a communication chain involving the community along the Panguluran watershed armed with traditional technology, as well as the mutual development of a public evacuation site in the form of multi-storey buildings, in addition to every family capable of building terraced houses . In addition, the community has the capacity to survive in saving economic assets by creating \"plenggrongan\" and planting calendar systems for crisis management. Diversification of plants such as planting bananas and sengon for daily use and annual savings when agricultural land was destroyed by flood. DOI: 10.17977/um022v4i22019p082","PeriodicalId":32226,"journal":{"name":"Jurnal Teori dan Praksis Pembelajaran IPS","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43546855","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 : 2019-10-22DOI: 10.17977/um022v4i22019p096
Agus Suprasetyo
Seventy-five percent of Social Studies learning outcomes in atmospheric material and hydrosphere students at Pesanggrahan 2 Batu One Roof Junior High School, scored below the average KKM. That encourages teachers to implement improvements in social studies learning in the classroom. Improved learning designed into classroom action research activities. The learning method used in learning classroom action is a type of jigsaw cooperative learning. Data collection uses observation techniques using a collection of observation sheets. How in the first cycle, through a type of jigsaw cooperative learning model, student learning outcomes in solving social studies questions for junior high school class VII can improved. Students who completed the study in the first cycle of classroom action research, 30%, with an average value of 48, while in the first cycle, 78% of students completed the study with an average value of 71. In cycle II, students were active in studying social studies material on atmospheric material, and the VII grade junior high school hydrosphere was successful. Cycle I classroom action research-active students only 46%. While after completing the second cycle of action the percentage of activity reached 82%. The results of this study prove the role of giving more to students in learning considering the improvement in learning outcomes. DOI: 10.17977/um022v4i22019p096
Pesanggrahan第二Batu One Roof初中大气物质和水圈学生的社会研究成果中，75%的得分低于KKM平均水平。这鼓励教师在课堂上实施社会研究学习的改进。将改进学习设计成课堂行动研究活动。学习课堂行动所采用的学习方法是一种拼图合作学习。数据收集采用观察技术，使用一组观察单。如何在第一个循环中，通过一种类型的拼图合作学习模式，提高学生在初中七班社会研究问题解决中的学习效果。在课堂行动研究的第一个周期完成学习的学生占30%，平均值为48，而在第一个周期，78%的学生完成了学习，平均值为71。在第二周期，学生们积极学习大气材料的社会研究材料，初中七年级水圈取得了成功。第一阶段课堂行动研究活跃度仅为46%。而在完成第二个行动周期后，活动的百分比达到82%。本研究的结果证明，考虑到学习成果的提高，给予学生更多的学习机会。DOI: 10.17977 / um022v4i22019p096
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