Pedagogical competence is one of compulsory competencies required for teachers to perform their tasks professionally. To produce qualified teachers, many teacher training institutions provide courses that can help pre-service teachers build their pedagogical competences, such as Microteaching. However, not all pre-service teachers understand the importance of this course, and they barely take this course seriously. This research aimed to explore how Microteaching course can assist pre-service teachers build their pedagogical competences and explores its aspects that can be improved. Utilizing qualitative approach, six participants of preservice teachers of English language education department of Private University in Central Java were involved, and they were individually interviewed to collect the data. Microteaching course enables pre-service teachers build their pedagogical competences in that 1) it improves their lesson plan, 2) it provides them with teaching practice experiences, and 3) it gives opportunities for them to evaluate their teaching practices. In addition, Microteaching course enables the pre-service teachers to build their pedagogical competencies aspects, comprising 1)identifying students’ characteristics, 2) carrying out reflection, 3) understanding students’ learning, 4) developing students’ potentials, 5) building good communication skills, and 6) carrying out assessment and evaluation. As microteaching course enables pre-service teachers improve their pedagogical knowledge in many aspects, students of teacher training should take the course more seriously.
{"title":"ENHANCING PEDAGOGICAL COMPETENCIES IN PRE-SERVICE TEACHERS’ THROUGH MICROTEACHING: A QUALITATIVE STUDY","authors":"Eko Purwanti, Graciella Indrawati Suhargo","doi":"10.25134/ijli.v7i1.9553","DOIUrl":"https://doi.org/10.25134/ijli.v7i1.9553","url":null,"abstract":"Pedagogical competence is one of compulsory competencies required for teachers to perform their tasks professionally. To produce qualified teachers, many teacher training institutions provide courses that can help pre-service teachers build their pedagogical competences, such as Microteaching. However, not all pre-service teachers understand the importance of this course, and they barely take this course seriously. This research aimed to explore how Microteaching course can assist pre-service teachers build their pedagogical competences and explores its aspects that can be improved. Utilizing qualitative approach, six participants of preservice teachers of English language education department of Private University in Central Java were involved, and they were individually interviewed to collect the data. Microteaching course enables pre-service teachers build their pedagogical competences in that 1) it improves their lesson plan, 2) it provides them with teaching practice experiences, and 3) it gives opportunities for them to evaluate their teaching practices. In addition, Microteaching course enables the pre-service teachers to build their pedagogical competencies aspects, comprising 1)identifying students’ characteristics, 2) carrying out reflection, 3) understanding students’ learning, 4) developing students’ potentials, 5) building good communication skills, and 6) carrying out assessment and evaluation. As microteaching course enables pre-service teachers improve their pedagogical knowledge in many aspects, students of teacher training should take the course more seriously. ","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140988370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to produce learning media in the form of a Leafcapture Identification Application Based on Augmented Reality (AR) in plant morphology courses with accuracy, user interface, and good content. The research method used in this study is Research and Development (RD) with the The ADDIE approach involves a systematic process for designing learning media. In the Analyze stage, the focus is on identifying the need for new learning media, specifically the Leafcapture Identification Application Based on AR, and assessing its feasibility and requirements. In the Design stage, activities include application design, interface design, 3D image creation, and marker design. The Development stage involves gathering relevant content, such as plant leaf images and names, and setting up the application interface. During Implementation, the developed media is used and evaluated by experts and users to assess its impact on learning quality. Media experts validated the product with a 75% approval rating, while subject matter experts found it 88.89% valid. Evaluation was conducted by surveying students in plant morphology courses, with results confirming the product's effectiveness. Through AR, students can directly engage with three-dimensional (3D) models of various parts of plants, such as roots, stems, leaves, flowers, and fruits. They can manipulate and examine each part more deeply, enhancing their understanding of the relationships between parts and the functions of each component. Additionally, AR makes learning plant morphology more engaging and lifelike.Keywords: Augmented Reality; biology; Leafcapture identification.
本研究旨在为植物形态学课程制作基于增强现实技术（AR）的叶片捕捉识别应用形式的学习媒体，该应用应具有准确性、用户界面和良好的内容。本研究采用的研究方法是研究与开发（RD），ADDIE 方法是设计学习媒体的一个系统过程。在分析阶段，重点是确定对新学习媒体的需求，特别是基于 AR 的叶片捕获识别应用，并评估其可行性和要求。在设计阶段，活动包括应用设计、界面设计、三维图像创建和标记设计。开发阶段包括收集相关内容，如植物叶片图像和名称，以及设置应用界面。在实施阶段，专家和用户使用和评估所开发的媒体，以评估其对学习质量的影响。媒体专家对该产品的认可度为 75%，而学科专家认为其有效率为 88.89%。通过调查植物形态学课程的学生进行了评估，结果证实了该产品的有效性。通过 AR，学生可以直接接触植物各部分的三维（3D）模型，如根、茎、叶、花和果实。他们可以对每个部分进行更深入的操作和研究，从而加深对各部分之间的关系以及各部分功能的理解。此外，增强现实技术还能使植物形态学的学习更加生动有趣、栩栩如生：增强现实；生物学；叶片捕捉识别。
{"title":"REVOLUTIONIZING BIOLOGY LEARNING THROUGH AR: THE CASE OF LEAFCAPTURE APPLICATION DEVELOPMENT","authors":"L. Lismaya, I. Nurlaelah, Handayani Handayani","doi":"10.25134/ijli.v7i1.9603","DOIUrl":"https://doi.org/10.25134/ijli.v7i1.9603","url":null,"abstract":"This study aims to produce learning media in the form of a Leafcapture Identification Application Based on Augmented Reality (AR) in plant morphology courses with accuracy, user interface, and good content. The research method used in this study is Research and Development (RD) with the The ADDIE approach involves a systematic process for designing learning media. In the Analyze stage, the focus is on identifying the need for new learning media, specifically the Leafcapture Identification Application Based on AR, and assessing its feasibility and requirements. In the Design stage, activities include application design, interface design, 3D image creation, and marker design. The Development stage involves gathering relevant content, such as plant leaf images and names, and setting up the application interface. During Implementation, the developed media is used and evaluated by experts and users to assess its impact on learning quality. Media experts validated the product with a 75% approval rating, while subject matter experts found it 88.89% valid. Evaluation was conducted by surveying students in plant morphology courses, with results confirming the product's effectiveness. Through AR, students can directly engage with three-dimensional (3D) models of various parts of plants, such as roots, stems, leaves, flowers, and fruits. They can manipulate and examine each part more deeply, enhancing their understanding of the relationships between parts and the functions of each component. Additionally, AR makes learning plant morphology more engaging and lifelike.Keywords: Augmented Reality; biology; Leafcapture identification. ","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":" 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140988163","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}
Ade Ismail, Indry Widyasti Anwar, S. Sailuddin, Hijril Ismail
This study was conducted to determine EFL students' skills in writing a thesis introduction. Five student dipilih berdasarkan level keterampilan menulis di mana kelima mahasiswa ini merupakan mahasiswa terbaik. The analysis method used is thematic progression. The student texts were analyzed for each paragraph, then counted how many sentences applied the Constant Theme Pattern, Linear Theme Pattern, Split Theme Pattern, and Derived Theme Pattern. The findings indicated that from the total 194 sentences being analysed, seventy-six employed this pattern to connect ideas. Another aspect of connecting ideas is the cohesive devices used. The higher application of definite articles, pronouns and word repetition is evident. Students majorly drew definite articles and demonstrative pronouns (e.g. this, that) which then makes it adaptable for readers to follow their idea development in a paragraph. Regarding the coherence, students in this study significantly relied on the theme of sentences to be the source of their idea development. Despite the clarity and coherence being well managed in students’ writing, the link between ideas can still be diversed by employing other patterns. Moreover, some rhemes contain new information that need further elaboration as the text grows. Students have applied the rules of thematic progression, although there are several sentences that do not comply with the principles of cohesion and coherence. Guidance and feedback from the lecturer is really needed so that writing skills are maintained, especially in writing the introduction to the thesis.
{"title":"EVALUATING COHESION AND COHERENCE IN THESIS INTRODUCTIONS: A THEMATIC PROGRESSION ANALYSIS OF EFL STUDENTS’ TEXTS","authors":"Ade Ismail, Indry Widyasti Anwar, S. Sailuddin, Hijril Ismail","doi":"10.25134/ijli.v7i1.9594","DOIUrl":"https://doi.org/10.25134/ijli.v7i1.9594","url":null,"abstract":"This study was conducted to determine EFL students' skills in writing a thesis introduction. Five student dipilih berdasarkan level keterampilan menulis di mana kelima mahasiswa ini merupakan mahasiswa terbaik. The analysis method used is thematic progression. The student texts were analyzed for each paragraph, then counted how many sentences applied the Constant Theme Pattern, Linear Theme Pattern, Split Theme Pattern, and Derived Theme Pattern. The findings indicated that from the total 194 sentences being analysed, seventy-six employed this pattern to connect ideas. Another aspect of connecting ideas is the cohesive devices used. The higher application of definite articles, pronouns and word repetition is evident. Students majorly drew definite articles and demonstrative pronouns (e.g. this, that) which then makes it adaptable for readers to follow their idea development in a paragraph. Regarding the coherence, students in this study significantly relied on the theme of sentences to be the source of their idea development. Despite the clarity and coherence being well managed in students’ writing, the link between ideas can still be diversed by employing other patterns. Moreover, some rhemes contain new information that need further elaboration as the text grows. Students have applied the rules of thematic progression, although there are several sentences that do not comply with the principles of cohesion and coherence. Guidance and feedback from the lecturer is really needed so that writing skills are maintained, especially in writing the introduction to the thesis.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"12 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140987719","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}
Sifa Nurfauziyah, Ida Hamidah, Sun Suntini, F. Fadhly
This study aims to develop Higher Order Thinking Skills (HOTS) questions for Class XII Indonesian at SMK PUI Cikijing based on four HOTS criteria: the Operational Verb (KKO) aspect, critical thinking skills, creative thinking, and problem-solving. The research method used in this study is Research and Development (RD). The development model employed is the 4D model, limited to development only. Hence, the development stage begins with defining (analyzing Indonesian HOTS questions), designing (formulating HOTS questions based on the analysis of HOTS items regarding KKO aspects, critical thinking skills, creative thinking, and problem-solving), and developing (creating HOTS questions based on the analysis of HOTS questions in terms of KKO aspects, critical thinking skills, creative thinking, and problem-solving). Based on the analysis of the profile of Indonesian HOTS questions for Class XII at SMK PUI Cikijing, it is found that they are lacking in fulfilling the criteria for HOTS questions. Only 6% or 2 items are identified as HOTS questions, 30% or 9 questions need improvement, and 63% or 19 questions do not meet the HOTS criteria. Thus, there is a need to design HOTS questions based on the analysis of the HOTS item profile conducted in the defining stage. Subsequently, Low-Order Thinking Skills (LOTS) questions are transformed into HOTS questions based on four HOTS criteria: the Operational Verb (KKO) aspects, including C4 (analyzing) and C5 (evaluating) cognitive domains, critical thinking skills, creative thinking, and problem-solving.Keywords: development of HOTS questions, HOTS criteria, KKO, critical thinking skills, creative thinking skills, problem-solving skills.
{"title":"ELEVATING LEARNING: DEVELOPING HOTS CHALLENGES FOR SENIOR STUDENTS AT SMK PUI Cikijing","authors":"Sifa Nurfauziyah, Ida Hamidah, Sun Suntini, F. Fadhly","doi":"10.25134/ijli.v7i1.9604","DOIUrl":"https://doi.org/10.25134/ijli.v7i1.9604","url":null,"abstract":"This study aims to develop Higher Order Thinking Skills (HOTS) questions for Class XII Indonesian at SMK PUI Cikijing based on four HOTS criteria: the Operational Verb (KKO) aspect, critical thinking skills, creative thinking, and problem-solving. The research method used in this study is Research and Development (RD). The development model employed is the 4D model, limited to development only. Hence, the development stage begins with defining (analyzing Indonesian HOTS questions), designing (formulating HOTS questions based on the analysis of HOTS items regarding KKO aspects, critical thinking skills, creative thinking, and problem-solving), and developing (creating HOTS questions based on the analysis of HOTS questions in terms of KKO aspects, critical thinking skills, creative thinking, and problem-solving). Based on the analysis of the profile of Indonesian HOTS questions for Class XII at SMK PUI Cikijing, it is found that they are lacking in fulfilling the criteria for HOTS questions. Only 6% or 2 items are identified as HOTS questions, 30% or 9 questions need improvement, and 63% or 19 questions do not meet the HOTS criteria. Thus, there is a need to design HOTS questions based on the analysis of the HOTS item profile conducted in the defining stage. Subsequently, Low-Order Thinking Skills (LOTS) questions are transformed into HOTS questions based on four HOTS criteria: the Operational Verb (KKO) aspects, including C4 (analyzing) and C5 (evaluating) cognitive domains, critical thinking skills, creative thinking, and problem-solving.Keywords: development of HOTS questions, HOTS criteria, KKO, critical thinking skills, creative thinking skills, problem-solving skills.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"123 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140987204","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}
Trust in others is shown when an individual is prepared to prioritize their well-being without considering potential risks, driven by their unwavering belief in the moral integrity of others. The research investigates the degree of trust between students and teachers in English language instruction. It examines the underlying factors contributing to this trust and investigate the strategies teachers and students use to establish trust. The researcher used a mixed methods approach by integrating questionnaires and interviews to gather data for this study. The surveys were provided to 265 students using convenient sampling, while the interviews were purposefully conducted with ten lecturers and 18 students. The researcher used descriptive statistics to analyze the data obtained from the questionnaire. Given that 63.7 % of students express trust in their instructors, the findings suggest that the degree of trust between students and professors is typically positive in the context of university-level English instruction. The interview data were examined using open, axial, and selective coding techniques. The study's findings indicate a reciprocal trust between students and teachers, with students demonstrating a solid foundation for this trust. In response, lecturers possess effective strategies for cultivating students' trust
{"title":"BUILDING TRUST IN UNIVERSITY-LEVEL ENGLISH LANGUAGE EDUCATION IN INDONESIA: A MIXED METHODS STUDY","authors":"Suryanto Suryanto","doi":"10.25134/ijli.v7i1.9543","DOIUrl":"https://doi.org/10.25134/ijli.v7i1.9543","url":null,"abstract":"Trust in others is shown when an individual is prepared to prioritize their well-being without considering potential risks, driven by their unwavering belief in the moral integrity of others. The research investigates the degree of trust between students and teachers in English language instruction. It examines the underlying factors contributing to this trust and investigate the strategies teachers and students use to establish trust. The researcher used a mixed methods approach by integrating questionnaires and interviews to gather data for this study. The surveys were provided to 265 students using convenient sampling, while the interviews were purposefully conducted with ten lecturers and 18 students. The researcher used descriptive statistics to analyze the data obtained from the questionnaire. Given that 63.7 % of students express trust in their instructors, the findings suggest that the degree of trust between students and professors is typically positive in the context of university-level English instruction. The interview data were examined using open, axial, and selective coding techniques. The study's findings indicate a reciprocal trust between students and teachers, with students demonstrating a solid foundation for this trust. In response, lecturers possess effective strategies for cultivating students' trust","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140988519","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}
Kendala yang dihadapi guru dalam melaksanakan proses pembelajaran adalah guru belum menguasai RPP yang disusun, guru belum mampu mengajar dengan pendekatan tematik, guru belum mampu memilih metode dan media yang tepat dengan karakteristik siswa maupun materi pembelajaran, guru belum menguasai teknik penilaian pembelajaran. Penelitian ini bertujuan untuk meningkatkan kemampuan guru SD dalam melaksanakan proses pembelajaran setelah diimplementasikannya supervisi akademik teknik kunjungan kelas. Jenis penelitian adalah penelitian tindakan kelas dengan tahapan dua siklus. Rancangan masing-masing siklus terdiri dari perencanaan, pelaksanaan, observasi/evaluasi dan refleksi. Subjek penelitian adalah guru SD yang berjumlah 9 orang. Data diperoleh melalui observasi dengan menggunakan instrumen observasi. Data dianalisis dengan menggunakan metode deskriptif kuantitatif Berdasarkan hasil analisis data diperoleh rata-rata kemampuan guru dalam melaksanakan proses pembelajaran pada sijklus I sebesar 63,72, setelah tindakan terjadi peningkatan menjadi 70,96 dan meningkat lagi pada siklus II menjadi 79,74. Simpulan bahwa implementasi supervisi akademik teknik kunjungan kelas dapat meningkatkan kemampuan guru melaksanakan proses pembelajaran di SD. Implikasi penelitian ini diharapkan guru hendaknya mampu meningkatkan kemampuan dan keterampilannya dalam pelaksanaan proses pembelajaran.
{"title":"Implementasi Supervisi Akademik Teknik Kunjungan Kelas untuk Meningkatkan Kemampuan Guru Melaksanakan Proses Pembelajaran","authors":"Ketut Wartaya","doi":"10.23887/iji.v4i2.60838","DOIUrl":"https://doi.org/10.23887/iji.v4i2.60838","url":null,"abstract":"Kendala yang dihadapi guru dalam melaksanakan proses pembelajaran adalah guru belum menguasai RPP yang disusun, guru belum mampu mengajar dengan pendekatan tematik, guru belum mampu memilih metode dan media yang tepat dengan karakteristik siswa maupun materi pembelajaran, guru belum menguasai teknik penilaian pembelajaran. Penelitian ini bertujuan untuk meningkatkan kemampuan guru SD dalam melaksanakan proses pembelajaran setelah diimplementasikannya supervisi akademik teknik kunjungan kelas. Jenis penelitian adalah penelitian tindakan kelas dengan tahapan dua siklus. Rancangan masing-masing siklus terdiri dari perencanaan, pelaksanaan, observasi/evaluasi dan refleksi. Subjek penelitian adalah guru SD yang berjumlah 9 orang. Data diperoleh melalui observasi dengan menggunakan instrumen observasi. Data dianalisis dengan menggunakan metode deskriptif kuantitatif Berdasarkan hasil analisis data diperoleh rata-rata kemampuan guru dalam melaksanakan proses pembelajaran pada sijklus I sebesar 63,72, setelah tindakan terjadi peningkatan menjadi 70,96 dan meningkat lagi pada siklus II menjadi 79,74. Simpulan bahwa implementasi supervisi akademik teknik kunjungan kelas dapat meningkatkan kemampuan guru melaksanakan proses pembelajaran di SD. Implikasi penelitian ini diharapkan guru hendaknya mampu meningkatkan kemampuan dan keterampilannya dalam pelaksanaan proses pembelajaran.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"116 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87898973","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}
Hasil rata-rata prestasi belajar masih rendah. Hal tersebut diakibatkan karena dalam pembelajaran tersebut guru masih menggunakan metode ceramah yang membuat peserta didik bosan dan mengantuk. Penelitian ini bertujuan untuk menganalisis peningkatan prestasi belajar matematika dengan model Problem Based Learning. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) dengan 4 tahapan yaitu: perencanaan (Planning), pelaksanaan (Acting), pengamatan (Observing), dan refleksi (Reflecting). Pengumpulan datanya melalui tes, yang selanjutnya dianalisis dengan menggunakan metode deskriptif kuantitatif. Subjek dalam penelitian yang terdiri dari 13 siswa perempuan dan 21 siswa laki-laki di SMA. Data disajikan dalam bentuk persentase ketuntasan belajar dan prestasi belajar matematika. Hasil yang diperoleh dari penelitian ini adalah adanya perkembangan hasil yang sangat positif. Pada awalnya ketuntasan belajar sebesar 44,12% dengan rata-rata 56,72, selanjutnya setelah pelaksanaan siklus I ketuntasan belajar meningkat menjadi 64,71% dan rata-rata 62,34 kemudian ketuntasan belajar 76,47% dengan rata-rata 78,64 pada siklus II. Dari siklus I ke siklus II terjadi juga peningkatan, maka kesimpulan yang diperoleh dari penelitian ini adalah model Problem Based Learning dapat meningkatkan prestasi belajar matematika pada kelas X MIPA 1 SMA.
{"title":"Peningkatan Prestasi Belajar Matematika dengan Model Problem Based Learning","authors":"Made Mertayasmini","doi":"10.23887/iji.v4i2.60397","DOIUrl":"https://doi.org/10.23887/iji.v4i2.60397","url":null,"abstract":"Hasil rata-rata prestasi belajar masih rendah. Hal tersebut diakibatkan karena dalam pembelajaran tersebut guru masih menggunakan metode ceramah yang membuat peserta didik bosan dan mengantuk. Penelitian ini bertujuan untuk menganalisis peningkatan prestasi belajar matematika dengan model Problem Based Learning. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) dengan 4 tahapan yaitu: perencanaan (Planning), pelaksanaan (Acting), pengamatan (Observing), dan refleksi (Reflecting). Pengumpulan datanya melalui tes, yang selanjutnya dianalisis dengan menggunakan metode deskriptif kuantitatif. Subjek dalam penelitian yang terdiri dari 13 siswa perempuan dan 21 siswa laki-laki di SMA. Data disajikan dalam bentuk persentase ketuntasan belajar dan prestasi belajar matematika. Hasil yang diperoleh dari penelitian ini adalah adanya perkembangan hasil yang sangat positif. Pada awalnya ketuntasan belajar sebesar 44,12% dengan rata-rata 56,72, selanjutnya setelah pelaksanaan siklus I ketuntasan belajar meningkat menjadi 64,71% dan rata-rata 62,34 kemudian ketuntasan belajar 76,47% dengan rata-rata 78,64 pada siklus II. Dari siklus I ke siklus II terjadi juga peningkatan, maka kesimpulan yang diperoleh dari penelitian ini adalah model Problem Based Learning dapat meningkatkan prestasi belajar matematika pada kelas X MIPA 1 SMA.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81287509","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}
Hasil belajar matematika siswa masih rendah. Hal ini disebabkan karena siswa kurang fokus dalam memahami materi yang disampaikan guru serta kurang termotifasinya siswa dalam mempelajari materi yang diberikan. Penelitian ini bertujuan untuk menganalisis model pembelajaran problem based learning berbantuan media sederhana untuk meningkatkan hasil belajar matematika siswa kelas V Sekolah Dasar. Jenis penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam 2 siklus. Rancangan masing-masing siklus terdiri dari perencanaan, pelaksanaan, observasi/evaluasi dan refleksi. Subjek penelitian yang digunakan adalah siswa kelas V SD yang jumlahnya 27 orang. Data dianalisis menggunakan statistik deskriptif. Berdasarkan data yang diperoleh hasil belajar siswa pada prasiklus dengan rata-rata 60,37 (kategori kurang), siklus I dengan rata-rata 68,52 (kategori cukup), meningkat lagi menjadi 78,68 (kategori baik) pada siklus II. Hasil tersebut menunjukkan penerapan model pembelajaran problem based learning berbantuan media sederhana dapat meningkatkan hasil belajar Matematika siswa kelas V SD. Implikasi penelitian ini diharapkan guru selalu memfasilitasi siswa dalam menerapkan model PBL, sehingga pembelajaran menjadi efektif, sehingga hasil belajar matematika siswa dapat meningkat.
{"title":"Model Problem Based Learning Berbantuan Media Sederhana untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas V SD","authors":"Ni Putu Sariasih","doi":"10.23887/iji.v4i2.60839","DOIUrl":"https://doi.org/10.23887/iji.v4i2.60839","url":null,"abstract":"Hasil belajar matematika siswa masih rendah. Hal ini disebabkan karena siswa kurang fokus dalam memahami materi yang disampaikan guru serta kurang termotifasinya siswa dalam mempelajari materi yang diberikan. Penelitian ini bertujuan untuk menganalisis model pembelajaran problem based learning berbantuan media sederhana untuk meningkatkan hasil belajar matematika siswa kelas V Sekolah Dasar. Jenis penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam 2 siklus. Rancangan masing-masing siklus terdiri dari perencanaan, pelaksanaan, observasi/evaluasi dan refleksi. Subjek penelitian yang digunakan adalah siswa kelas V SD yang jumlahnya 27 orang. Data dianalisis menggunakan statistik deskriptif. Berdasarkan data yang diperoleh hasil belajar siswa pada prasiklus dengan rata-rata 60,37 (kategori kurang), siklus I dengan rata-rata 68,52 (kategori cukup), meningkat lagi menjadi 78,68 (kategori baik) pada siklus II. Hasil tersebut menunjukkan penerapan model pembelajaran problem based learning berbantuan media sederhana dapat meningkatkan hasil belajar Matematika siswa kelas V SD. Implikasi penelitian ini diharapkan guru selalu memfasilitasi siswa dalam menerapkan model PBL, sehingga pembelajaran menjadi efektif, sehingga hasil belajar matematika siswa dapat meningkat.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87141350","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}
Setiap teknik penilaian yang digunakan harus mengikuti prosedur operasional. Apabila pelaksanaan teknik tersebut tidak memenuhi prosedur operasional maka pendidik memilih cara lain sebagai alternatif untuk memenuhi penilaian tersebut agar pembelajaran tetap berjalan sesuai program. Salah satu alternatif untuk keterampilan laboratorium Kimia dapat menggunakan Phet Simulations chemistry yaitu PhET Interactive Simulations. Tujuan penelitian ini untuk menganalisis penggunaan PhET interactive simulations berbasis inquiry terbimbing sebagai alternatif keterampilan laboratorium untuk meningkatkan aktifitas dan hasil belajar kimia pada materi asam basa siswa kelas XI. Jenis penelitian ini merupakan penelitian tindakan kelas dengan dilaksanakan sebanyak 2 siklus. Subjek pada penelitian ini adalah siswa Kelas XI berjumlah 31 orang. Data hasil belajar dikumpulkan dengan menggunakan metode tes Data dianalisis menggunakan statistik deskriptif kuantitatif. Hasil penelitian menunjukkan nilai hasil belajar siswa mengalami kenaikan sebesar 5,74% dari kondisi awal sedangkan nilai keterampilan siswa pada unjuk kerja mengalami kenaikan 6,85% dari keadaan awal. Hasil simulasi siklus II menunjukkan terjadi kenaikan 6,48% dari siklus I sedangkan nilai keterampilan siswa mengalami kenaikan sebesar 12,57% dari siklus I. Pada siklus II terlihat lebih nyata perubahan nilai siswa. Simpulan penelitian yaitu penggunaan PhET Interactive Simulation sebagai alternatif keterampilan Laboratorium dapat meningkatkan aktifitas dan hasil belajar pada pembelajaran Kimia siswa Kelas XI.
{"title":"PhET Interactive Simulations Berbasis Inquiry Terbimbing Untuk Meningkatkan Aktifitas dan Hasil Belajar Kimia Pada Materi Asam Basa","authors":"Anak Agung Putri Warsiki","doi":"10.23887/iji.v4i2.60456","DOIUrl":"https://doi.org/10.23887/iji.v4i2.60456","url":null,"abstract":"Setiap teknik penilaian yang digunakan harus mengikuti prosedur operasional. Apabila pelaksanaan teknik tersebut tidak memenuhi prosedur operasional maka pendidik memilih cara lain sebagai alternatif untuk memenuhi penilaian tersebut agar pembelajaran tetap berjalan sesuai program. Salah satu alternatif untuk keterampilan laboratorium Kimia dapat menggunakan Phet Simulations chemistry yaitu PhET Interactive Simulations. Tujuan penelitian ini untuk menganalisis penggunaan PhET interactive simulations berbasis inquiry terbimbing sebagai alternatif keterampilan laboratorium untuk meningkatkan aktifitas dan hasil belajar kimia pada materi asam basa siswa kelas XI. Jenis penelitian ini merupakan penelitian tindakan kelas dengan dilaksanakan sebanyak 2 siklus. Subjek pada penelitian ini adalah siswa Kelas XI berjumlah 31 orang. Data hasil belajar dikumpulkan dengan menggunakan metode tes Data dianalisis menggunakan statistik deskriptif kuantitatif. Hasil penelitian menunjukkan nilai hasil belajar siswa mengalami kenaikan sebesar 5,74% dari kondisi awal sedangkan nilai keterampilan siswa pada unjuk kerja mengalami kenaikan 6,85% dari keadaan awal. Hasil simulasi siklus II menunjukkan terjadi kenaikan 6,48% dari siklus I sedangkan nilai keterampilan siswa mengalami kenaikan sebesar 12,57% dari siklus I. Pada siklus II terlihat lebih nyata perubahan nilai siswa. Simpulan penelitian yaitu penggunaan PhET Interactive Simulation sebagai alternatif keterampilan Laboratorium dapat meningkatkan aktifitas dan hasil belajar pada pembelajaran Kimia siswa Kelas XI.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85709206","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}
Rendahnya hasil belajar matematika siswa dipengaruhi oleh berbagai faktor, di antaranya adalah model pembelajaran yang digunakan oleh guru. Tujuan penelitian ini untuk meningkatkan keaktifan dan hasil belajar matematika siswa kelas VI SD melalui penerapan model pembelajaran kooperatif tipe TGT. Model penelitian yang digunakan adalah model penelitian tindakan kelas. Penelitian ini dilaksanakan di SD Kelas VI berjumlah 23 orang yang memiliki keaktifan dan hasil belajar rendah untuk mata pelajaran Matematika. Metode yang digunakan adalah metode observasi untuk keaktifan siswa, dan metode tes untuk mengetahui hasil belajar siswa. Data yang terkumpul dianalisis dengan metode analisis deskriftif kuantitatif. Hasil yang diperoleh dari penelitian ini adalah Model Pembelajaran Kooperatif Tipe TGT dapat meningkatkan keaktifan dan hasil belajar Matematika siswa kelas VI. Ini terbukti dari rata-rata keaktifan belajar siswa pada Siklus I 66,09% meningkat menjadi 73,22% pada siklus II dengan katagori cukup aktif. Dan untuk hasil belajar memiliki ketuntasan mencapai 65,22% pada siklus I, meningkat menjadi 73,91% pada siklus II dengan katagori sedang. Kesimpulan yang diperoleh dari penelitian ini adalah Penerapan model pembelajaran kooperatif tipe TGT dapat meningkatkan keaktifan dan hasil belajar Matematika siswa kelas VI Sekolah Dasar.
{"title":"Meningkatkan Keaktifan dan Hasil Belajar Matematika Siswa Kelas VI Melalui Penerapan Model Pembelajaran Kooperatif Tipe Teams Games Tournament","authors":"I. D. M. Mahayasa","doi":"10.23887/iji.v4i2.60888","DOIUrl":"https://doi.org/10.23887/iji.v4i2.60888","url":null,"abstract":"Rendahnya hasil belajar matematika siswa dipengaruhi oleh berbagai faktor, di antaranya adalah model pembelajaran yang digunakan oleh guru. Tujuan penelitian ini untuk meningkatkan keaktifan dan hasil belajar matematika siswa kelas VI SD melalui penerapan model pembelajaran kooperatif tipe TGT. Model penelitian yang digunakan adalah model penelitian tindakan kelas. Penelitian ini dilaksanakan di SD Kelas VI berjumlah 23 orang yang memiliki keaktifan dan hasil belajar rendah untuk mata pelajaran Matematika. Metode yang digunakan adalah metode observasi untuk keaktifan siswa, dan metode tes untuk mengetahui hasil belajar siswa. Data yang terkumpul dianalisis dengan metode analisis deskriftif kuantitatif. Hasil yang diperoleh dari penelitian ini adalah Model Pembelajaran Kooperatif Tipe TGT dapat meningkatkan keaktifan dan hasil belajar Matematika siswa kelas VI. Ini terbukti dari rata-rata keaktifan belajar siswa pada Siklus I 66,09% meningkat menjadi 73,22% pada siklus II dengan katagori cukup aktif. Dan untuk hasil belajar memiliki ketuntasan mencapai 65,22% pada siklus I, meningkat menjadi 73,91% pada siklus II dengan katagori sedang. Kesimpulan yang diperoleh dari penelitian ini adalah Penerapan model pembelajaran kooperatif tipe TGT dapat meningkatkan keaktifan dan hasil belajar Matematika siswa kelas VI Sekolah Dasar.","PeriodicalId":33696,"journal":{"name":"Indonesian Journal of Learning and Instruction","volume":"56 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90769829","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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