Pub Date : 2023-06-30DOI: 10.47498/ihtirafiah.v3i01.1561
Lidya Rahmadhani
Penelitian tindakan kelas ini dilatar belakangi kerena adanya kesulitan yang dialami siswa kelas IV SDN 23 Koto Tuo terutama pada pembelajaran IPS.Penyebabnya karena siswa pada saat pembelajaran mudah bosan,kelas tidak bisa dikondisikan dengan baik, dengan pembelajaran yang kurang keefektifisannya di dalam kelas dan kurangnya kreativitas wali kelas dalam penyampaian materi.Pada umumnya yang sering digunakan yaitu hanya metode cermah.Maksud dari penelitian ini adalah untuk meningkatkan minat belajar untuk siswa kelas IV SDN 23 Sungai Tarab .Sipeneliti menggunakan dua siklus yaitu siklus pertama dan siklus kedua.Metode untuk mengumpukan data yaitu menggunakan tes dan observasi.Sedangkan teknik analisis data menggunakan metode penelitian tindaan kelas.
本班级行动研究的动机是SDN 23 Koto Tuo四年级学生遇到的困难，特别是在社会学学习方面，原因是学生在学习过程中容易感到厌倦，课堂无法正常调节，课堂学习效率较低，班主任在讲授材料时缺乏创造性。本研究的目的是提高 SDN 23 Sungai Tarab 第四班学生的学习兴趣。Sipeneliti 使用了两个周期，即第一周期和第二周期。收集数据的方法是使用测试和观察，而数据分析技术则使用课堂行动研究方法。
{"title":"MENINGKATKAN HASIL BELAJAR IPS SISWA MELALUI MODEL THINK PAIR SHARE UNTUK KELAS IV(Studi kasus SDN 23 Koto Tuo)E","authors":"Lidya Rahmadhani","doi":"10.47498/ihtirafiah.v3i01.1561","DOIUrl":"https://doi.org/10.47498/ihtirafiah.v3i01.1561","url":null,"abstract":"Penelitian tindakan kelas ini dilatar belakangi kerena adanya kesulitan yang dialami siswa kelas IV SDN 23 Koto Tuo terutama pada pembelajaran IPS.Penyebabnya karena siswa pada saat pembelajaran mudah bosan,kelas tidak bisa dikondisikan dengan baik, dengan pembelajaran yang kurang keefektifisannya di dalam kelas dan kurangnya kreativitas wali kelas dalam penyampaian materi.Pada umumnya yang sering digunakan yaitu hanya metode cermah.Maksud dari penelitian ini adalah untuk meningkatkan minat belajar untuk siswa kelas IV SDN 23 Sungai Tarab .Sipeneliti menggunakan dua siklus yaitu siklus pertama dan siklus kedua.Metode untuk mengumpukan data yaitu menggunakan tes dan observasi.Sedangkan teknik analisis data menggunakan metode penelitian tindaan kelas.","PeriodicalId":340038,"journal":{"name":"AL-IHTIRAFIAH: JURNAL ILMIAH PENDIDIKAN GURU MADRASAH IBTIDAIYAH","volume":"209 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139367272","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 : 2023-06-30DOI: 10.47498/ihtirafiah.v3i01.2063
D. Lestari, Lastari, Isna, A. Rahmawati, M.Rofi, Fauzi Penerapan, Teori Belajar, Bruner Dalam, Pembelajaran Matematika, Siswa Kelas, Vi Sd, It Salsabila, Isna Ari Rahmawati, Mushoffa Fauzi, Teori Bruner, benda konkret
Tujuan penelitian ini untuk mengetahui penerapan pembelajaran matematika di SD IT Salsabila 8 Pandowoharjo menggunakan penerapan teori belajar Bruner dengan menggunakan benda-benda konkret sebagai media untuk mempermudah peserta didik dalam memahami konsep-konsep matematika. Pendekatan penelitian ini adalah penelitian kualitatif dengan desain penelitian observasi dan wawancara untuk mengetahui cara penerapan pembelajaran matematika di SD IT Salsabila 8 Pandowoharjo. Subjek penelitian pada penelitian ini adalah guru yang mengajar matematika kelas VI SD ITSalsabila 8 Pandowoharjo. Hasil penelitian menunjukkan bahwa dengan menerapkan teori belajar Bruner terdapat peningkatan kemampuan belajar peserta didik dalam pembelajaran matematika. Hal ini dikarenakan proses pembelajaran dengan menggunakan benda konkret membuat peserta didik jadi lebih tertarik dalam pembelajaran, dengan adanya benda konkret ini juga membuat peserta didik menjadi lebih aktif. Penggunaan media konkret ini dapat menciptakan suasana belajar yang menyenangkan dan dapat memberi semangat motivasi belajar terhadap peserta didik. Sistem pembelajaran dengan menggunakan media lebih efektif diterapkan kepada peserta didik karena penggunaan benda-benda konkret dapat menjebatani konsep-konsep matematika yang abstrak menjadi konkret.
本研究的目的是通过应用布鲁纳的学习理论，以具体事物为媒介，确定在 SD IT Salsabila 8 Pandowoharjo 学校数学学习的应用情况，以促进学生理解数学概念。本研究采用定性研究的方法，通过观察和访谈的研究设计来了解如何在 SD IT Salsabila 8 Pandowoharjo 应用数学学习。研究对象是一名在 SD ITS Salsabila 8 Pandowoharjo 教授六年级数学的教师。研究结果表明，通过应用布鲁纳的学习理论，学生的数学学习能力得到了提高。这是因为在学习过程中使用具体事物会使学生对学习更感兴趣，而具体事物的存在也会使学生更加积极主动。具体媒体的使用可以营造愉快的学习氛围，激发学生的学习动机。使用媒体的学习系统能更有效地应用于学生，因为具体事物的使用能将抽象的数学概念具体化。
{"title":"PENERAPAN TEORI BELAJAR BRUNER DALAM PEMBELAJARAN MATEMATIKA SISWA KELAS VI SD IT SALSABILA 8 PANDOWOHARJO","authors":"D. Lestari, Lastari, Isna, A. Rahmawati, M.Rofi, Fauzi Penerapan, Teori Belajar, Bruner Dalam, Pembelajaran Matematika, Siswa Kelas, Vi Sd, It Salsabila, Isna Ari Rahmawati, Mushoffa Fauzi, Teori Bruner, benda konkret","doi":"10.47498/ihtirafiah.v3i01.2063","DOIUrl":"https://doi.org/10.47498/ihtirafiah.v3i01.2063","url":null,"abstract":"Tujuan penelitian ini untuk mengetahui penerapan pembelajaran matematika di SD IT Salsabila 8 Pandowoharjo menggunakan penerapan teori belajar Bruner dengan menggunakan benda-benda konkret sebagai media untuk mempermudah peserta didik dalam memahami konsep-konsep matematika. Pendekatan penelitian ini adalah penelitian kualitatif dengan desain penelitian observasi dan wawancara untuk mengetahui cara penerapan pembelajaran matematika di SD IT Salsabila 8 Pandowoharjo. Subjek penelitian pada penelitian ini adalah guru yang mengajar matematika kelas VI SD ITSalsabila 8 Pandowoharjo. Hasil penelitian menunjukkan bahwa dengan menerapkan teori belajar Bruner terdapat peningkatan kemampuan belajar peserta didik dalam pembelajaran matematika. Hal ini dikarenakan proses pembelajaran dengan menggunakan benda konkret membuat peserta didik jadi lebih tertarik dalam pembelajaran, dengan adanya benda konkret ini juga membuat peserta didik menjadi lebih aktif. Penggunaan media konkret ini dapat menciptakan suasana belajar yang menyenangkan dan dapat memberi semangat motivasi belajar terhadap peserta didik. Sistem pembelajaran dengan menggunakan media lebih efektif diterapkan kepada peserta didik karena penggunaan benda-benda konkret dapat menjebatani konsep-konsep matematika yang abstrak menjadi konkret.","PeriodicalId":340038,"journal":{"name":"AL-IHTIRAFIAH: JURNAL ILMIAH PENDIDIKAN GURU MADRASAH IBTIDAIYAH","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139366898","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 : 2022-12-30DOI: 10.47498/ihtirafiah.v2i02.1256
M. Iqbal
Abstract: Madrasa regulations are a value that must be obeyed by every student and educator in an educational institution. The regulation is one of the efforts made by madrasas in the context of forming the character of Islamic students. The formation of student character in madrasas can be applied in the form of routine activities, spontaneous activities, programmed activities, and exemplary activities. Students' rules and regulations applied in madrasas are able to instill student character values through habituation of student activities and are an extension of family education for students. The character building of students is carried out by using the habituation method that is applied from madrasa regulations so that students have an Islamic character. The application of student activities carried out in daily activities at school is a manifestation of Islamic character, such as the habit of praying dhuhur, discipline in attendance at madrasas, short letter muraja'ah, short letter tahfid, and neatly dressed. Keywords: Education, Character, Madrasah Regulations, Islam
{"title":"MENGINTIP PEMBENTUKAN KARAKTER ISLAMI SISWA PADA PERATURAN MADRASAH","authors":"M. Iqbal","doi":"10.47498/ihtirafiah.v2i02.1256","DOIUrl":"https://doi.org/10.47498/ihtirafiah.v2i02.1256","url":null,"abstract":"Abstract: \u0000Madrasa regulations are a value that must be obeyed by every student and educator in an educational institution. The regulation is one of the efforts made by madrasas in the context of forming the character of Islamic students. The formation of student character in madrasas can be applied in the form of routine activities, spontaneous activities, programmed activities, and exemplary activities. Students' rules and regulations applied in madrasas are able to instill student character values through habituation of student activities and are an extension of family education for students. The character building of students is carried out by using the habituation method that is applied from madrasa regulations so that students have an Islamic character. The application of student activities carried out in daily activities at school is a manifestation of Islamic character, such as the habit of praying dhuhur, discipline in attendance at madrasas, short letter muraja'ah, short letter tahfid, and neatly dressed. \u0000Keywords: Education, Character, Madrasah Regulations, Islam","PeriodicalId":340038,"journal":{"name":"AL-IHTIRAFIAH: JURNAL ILMIAH PENDIDIKAN GURU MADRASAH IBTIDAIYAH","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121528081","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 : 2022-12-30DOI: 10.47498/ihtirafiah.v2i02.1245
Pia Nuraripah
Religious culture in general is only used as an object of formality in educational institutions, so that it does not actualize the essence of the role of religious culture. In fact, the existence of religious culture is not only a mere formality but as the formation of a perfect personality through worship to the Creator. SDN Sukaluyu 2 is one of the educational institutions located in Sukaluyu village that implements religious culture not only as a mere formality, but can increase a sense of devotion and compassion for fellow human beings, both in one paradigm and in different ones. The religious culture programs contained in the Institute are tadarus, lectures and applying 3 S. SDN Sukaluyu 2 has really actualized the substance of religious culture, because it can be seen from the results of interviews with students and religious teachers that religious culture is not only used as a formal object but as a way of piety to the creator and can improve the religious character found in students such as compassion for others without looking at the bekron of humans themselves.
宗教文化在教育机构中一般只是作为形式的客体，没有实现宗教文化作用的本质。事实上，宗教文化的存在不仅仅是一种形式，而是通过对造物主的崇拜而形成的完美人格。SDN Sukaluyu 2是位于Sukaluyu村的教育机构之一，它不仅将宗教文化作为一种形式，而且可以在一种范式和不同的范式中增加对人类同胞的奉献和同情心。中包含的宗教文化项目研究所tadarus,讲座和应用3 s SDN Sukaluyu 2真的实现了宗教文化的物质,因为它从采访的结果可以看到学生教师和宗教,宗教文化不仅是作为一个正式的对象,但作为一种虔诚的创造者和可以提高等宗教角色中发现学生同情别人不看bekron人类本身。
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Pub Date : 2022-12-30DOI: 10.47498/ihtirafiah.v2i02.1241
Syarifah Rohana
This journal discusses the learning model in the subject of Islamic Religious Education in Elementary Schools. In the learning process, a model is very important, an Islamic Religious Education teacher in elementary school must be able to adjust the model and learning material. This writing aims to discuss learning models that are in accordance with the material taught by teachers, even though elementary schools generally use thematic learning models which are mandatory in the implementation of learning in all subjects in grades I – IV. The writing method used is library research by looking for books and discussions, theories that are relevant to the problem to be studied. The results of the study of this article show that the PAIKEM learning model is theoretically suitable to be applied in the learning process of Islamic Religious Education in Elementary Schools.
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Pub Date : 2022-12-30DOI: 10.47498/ihtirafiah.v2i02.1402
Akhmad Fauzi, Rani Rani Arnia
Hasil skor PISA pada 2018, Indonesia menempati peringkat 72 dari 79 negara untuk bidang literasi numerik. Salah satu penyebabnya yaitu pembelajaran yang dilakukan Guru masih monoton. Media pembelajaran monopoli merupakan media permainan dimana siswa dapat berperan aktif saat pembelajaran. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan media pembelajaran monopoli terhadap kemampuan penalaran matematis siswa kelas V pada materi bangun ruang. Penelitian kuantitatif ini menggunakan desain penelitian one group pretest posttest design. Dengan subjek penelitian berjumlah 20 orang siswa kelas V. Hasil analisis data menunjukkan bahwa kemampuan penalaran matematis siswa meningkat dari skor pretest sebesar 61,00 menjadi 73,40 pada saat posttest. Kemudian menggunakan analisis data uji paired sample t-test diperoleh hasil sebesar 0,000 pada taraf signifikansi 0,05 (0,000 < 0,05), sehingga H0 ditolak dan Ha diterima. Sehingga dapat disimpulkan bahwa terdapat pengaruh penggunaan media pembelajaran monopoli terhadap kemampuan penalaran matematis siswa kelas V pada materi bangun ruang.
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Pub Date : 2022-12-30DOI: 10.47498/ihtirafiah.v2i02.1338
Nadiyah, Mardiana, Wahyu Iskandar, Fia Alifah Putri
This paper aims to see how PBL is integrated with ethnoscience and ethnomamatics. PBL as a contextual model of students often does not find a new direction in approach. This research introduces a new direction of PBL learning schemes through ethnoscience and ethnomamatics. Descriptive qualitative research of Cronin et al., (2008), namely (1) choosing a review topic, (2) finding and selecting appropriate articles, (3) analyzing and synthesizing literature, and 4) conducting a review of writing in a Mix with the development of Thiagarajan's definition. , design, development and dissemination. The results of this study (a) Ethnoscience-based PBL has three conceptual steps (1) A new conceptual framework that is a synergy between ethnoscience and PBL to improve contextuality and meaning in science learning, (2) Steps for developing ethnoscience-based learning, and 3) steps to integrate ethnoscience into PBL and how to apply it in science learning. (b) A PBL-based ethnomathematics approach may improve understanding of mathematics. The integration of teacher performance, student activities, and infrastructure utilization can improve understanding of mathematics based on ethnomathematics designed with a Four-D model (research design) which consists of (1) defining, (2) designing, (3) developing, and (4) spreading.
本文旨在探讨PBL如何与民族科学和民族志相结合。PBL作为一种情境教学模式，在教学方法上往往没有找到新的方向。本研究从民族科学和民族信息学的角度介绍了PBL学习方案的新方向。Cronin et al.，(2008)的描述性定性研究，即(1)选择综述主题，(2)寻找和选择合适的文章，(3)分析和综合文献，以及(4)根据Thiagarajan定义的发展对writing in a Mix进行综述。、设计、发展及传播。本研究结果表明:(1)基于民族科学的PBL有三个概念步骤:(1)一个新的概念框架，即民族科学和PBL之间的协同作用，以改善科学学习的情境性和意义;(2)发展基于民族科学的学习的步骤;(3)将民族科学融入PBL的步骤以及如何将其应用于科学学习。(b)以公共关系为基础的民族数学方法可以增进对数学的理解。教师绩效、学生活动和基础设施利用的整合可以提高对基于四维模型(研究设计)设计的民族数学的理解，该模型由(1)定义、(2)设计、(3)发展和(4)传播组成。
{"title":"PROBLEM BASED LEARNING (PBL) BERBASIS ETNOSAINS DAN ETNOMATEMATIK","authors":"Nadiyah, Mardiana, Wahyu Iskandar, Fia Alifah Putri","doi":"10.47498/ihtirafiah.v2i02.1338","DOIUrl":"https://doi.org/10.47498/ihtirafiah.v2i02.1338","url":null,"abstract":"This paper aims to see how PBL is integrated with ethnoscience and ethnomamatics. PBL as a contextual model of students often does not find a new direction in approach. This research introduces a new direction of PBL learning schemes through ethnoscience and ethnomamatics. Descriptive qualitative research of Cronin et al., (2008), namely (1) choosing a review topic, (2) finding and selecting appropriate articles, (3) analyzing and synthesizing literature, and 4) conducting a review of writing in a Mix with the development of Thiagarajan's definition. , design, development and dissemination. The results of this study (a) Ethnoscience-based PBL has three conceptual steps (1) A new conceptual framework that is a synergy between ethnoscience and PBL to improve contextuality and meaning in science learning, (2) Steps for developing ethnoscience-based learning, and 3) steps to integrate ethnoscience into PBL and how to apply it in science learning. (b) A PBL-based ethnomathematics approach may improve understanding of mathematics. The integration of teacher performance, student activities, and infrastructure utilization can improve understanding of mathematics based on ethnomathematics designed with a Four-D model (research design) which consists of (1) defining, (2) designing, (3) developing, and (4) spreading.","PeriodicalId":340038,"journal":{"name":"AL-IHTIRAFIAH: JURNAL ILMIAH PENDIDIKAN GURU MADRASAH IBTIDAIYAH","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123145742","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 : 2022-12-30DOI: 10.47498/ihtirafiah.v2i02.1287
Andi Setiyawan, M. Rofi Fauzi
Pembelajaran IPA terpadu pada jenjang sekolah dasar pada hakikatnya ialah membawa peserta didik dalam kondisi yang lebih nyata, bukan hanya sekadar teoritis belaka. Pembelajaran IPA terpadu pada jenjang dasar bertujuan guna menumbuhkan sikap dan pola pikir ilmiah dalam diri siswa, sehingga nantinya diharapkan siswa mampu memecahkan berbagai problematika yang ditemuinya dalam kehidupan sehari-hari dengan pola pikir ilmiah yang logis dan sistematis. Adapun penelitian ini merupakan penelitian tindakan kelas yang dilakukan guna mengetahui bagaimana implementasi pembelajaran IPA terpadu kelas V di MI Al-Madina Prambanan serta mengetahui urgensi dari proses pelaksanaan pembelajarannya dan juga problematika beserta solusi dalam proses pembelajaran IPA terpadu di MI Al-Madina Prambanan. Adapun pembelajaran IPA terpadu kelas V di MI Al-Madina Prambanan dilaksanakan mengacu pada konsep dasar pembelajaran IPA terpadu dimana membawa siswa pada pembelajaran nyata dengan harapan agar dalam diri siswa tumbuh sikap dan pola pikir ilmiah yang nantinya dapat menjadi bekal bagi siswa dalam menyelesaikan berbagai problematika yang dihadapi dengan logis dan sistematis.
{"title":"IMPLEMENTASI PEMBELAJARAN IPA TERPADU KELAS V DI MI AL-MADINA PRAMBANAN","authors":"Andi Setiyawan, M. Rofi Fauzi","doi":"10.47498/ihtirafiah.v2i02.1287","DOIUrl":"https://doi.org/10.47498/ihtirafiah.v2i02.1287","url":null,"abstract":"Pembelajaran IPA terpadu pada jenjang sekolah dasar pada hakikatnya ialah membawa peserta didik dalam kondisi yang lebih nyata, bukan hanya sekadar teoritis belaka. Pembelajaran IPA terpadu pada jenjang dasar bertujuan guna menumbuhkan sikap dan pola pikir ilmiah dalam diri siswa, sehingga nantinya diharapkan siswa mampu memecahkan berbagai problematika yang ditemuinya dalam kehidupan sehari-hari dengan pola pikir ilmiah yang logis dan sistematis. Adapun penelitian ini merupakan penelitian tindakan kelas yang dilakukan guna mengetahui bagaimana implementasi pembelajaran IPA terpadu kelas V di MI Al-Madina Prambanan serta mengetahui urgensi dari proses pelaksanaan pembelajarannya dan juga problematika beserta solusi dalam proses pembelajaran IPA terpadu di MI Al-Madina Prambanan. Adapun pembelajaran IPA terpadu kelas V di MI Al-Madina Prambanan dilaksanakan mengacu pada konsep dasar pembelajaran IPA terpadu dimana membawa siswa pada pembelajaran nyata dengan harapan agar dalam diri siswa tumbuh sikap dan pola pikir ilmiah yang nantinya dapat menjadi bekal bagi siswa dalam menyelesaikan berbagai problematika yang dihadapi dengan logis dan sistematis. ","PeriodicalId":340038,"journal":{"name":"AL-IHTIRAFIAH: JURNAL ILMIAH PENDIDIKAN GURU MADRASAH IBTIDAIYAH","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116450109","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 : 2022-12-30DOI: 10.47498/ihtirafiah.v2i02.1269
Lisa oktapia, Syarifah Yunus, Rora Rizky Wandini
The purpose of this study is to provide knowledge on how the RME proximity method is still rarely used by educators, researchers use this approach method so that educators are easier to teach mathematics because this method uses a real medium and is close to the daily lives of students. The use of media or props in the RME approach is very important to bridge between the material in mathematics learning and the real life of the learner. The role of the teacher that is indispensable in this RME approach is as a facilitator and provides opportunities for students to explore more deeply about mathematics in their daily lives and students are required to be active together in carrying out the mathematics learning process.
{"title":"PENERAPAN PENDEKATAN RME (REALISTIC MATHEMATICS EDUCATION) DALAM MENINGKATKAN KUALITAS PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR","authors":"Lisa oktapia, Syarifah Yunus, Rora Rizky Wandini","doi":"10.47498/ihtirafiah.v2i02.1269","DOIUrl":"https://doi.org/10.47498/ihtirafiah.v2i02.1269","url":null,"abstract":"The purpose of this study is to provide knowledge on how the RME proximity method is still rarely used by educators, researchers use this approach method so that educators are easier to teach mathematics because this method uses a real medium and is close to the daily lives of students. The use of media or props in the RME approach is very important to bridge between the material in mathematics learning and the real life of the learner. The role of the teacher that is indispensable in this RME approach is as a facilitator and provides opportunities for students to explore more deeply about mathematics in their daily lives and students are required to be active together in carrying out the mathematics learning process.","PeriodicalId":340038,"journal":{"name":"AL-IHTIRAFIAH: JURNAL ILMIAH PENDIDIKAN GURU MADRASAH IBTIDAIYAH","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132488846","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 : 2022-06-30DOI: 10.47498/ihtirafiah.v2i1.1044
Nurjannah
Penelitian Tindakan Sekolah ini dilakukan di MIN 28 Bireuen. Jenis tindakan dalam penelitian ini adalah berupa tindakan nyata yaitu membimbing guru dalam melaksanakan kegiatan pembelajaran melalui supervisi ed ukatif kolaboratif secara periodik. Penelitian ini dilakukan dalam jangka waktu 3 bulan pada semester I, tepatnya pada bulan September-November 2018. Subjek penelitian tindakan sekolah ini adalah 6 orang guru kelas di MIN 28 Bireuen. Hasil penelitian menunjukkan bahwa kinerja guru meningkat setelah dilakukan tindakan yang berupa supervisi edukatif kolaboratif secara periodik dari siklus I ke siklus II. Peningkatan tersebut meliputi peningkatan dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, serta melaksanakan tindak lanjut penilaian prestasi belajar siswa. Berdasarkan hasil supervisi edukatif siklus I dan siklus II kinerja guru meningkat, yakni siklus I Kinerja guru dalam menyusun rencana pembelajaran siklus I hanya 74% dan meningkat pada siklus II menjadi 100%. Kinerja guru dalam melaksanakan pembelajaran siklus I mencapai 76% sedangkan siklus II mencapai 100%. Kinerja guru dalam menilai prestasi belajar siklus I mencapai 78% sedangkan siklus II 100%. Kinerja guru dalam melaksanakan tindak lanjut penilaian prestasi belajar siswa pada siklus I mencapai 70%. Sedangkan siklus II 100%. Berdasarkan hasil penelitian tindakan tersebut dapat disimpulkan bahwa supervisi edukatif kolaboratif secara periodik dapat meningkatkan kinerja guru dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa. Untuk itu, peneliti menyarankan agar sekolah-sekolah melaksanakan supervisi edukatif kolaboratif secara periodik. Kata Kunci: Kinerja guru, Supervisi edukatif kolaboratif
{"title":"UPAYA KEPALA MADRASAH DALAM MENINGKATKAN KINERJA GURU KELAS DALAM PEMBELAJARAN MELALUI SUPERVISI EDUKATIF KOLABORATIF SECARA PERIODIK DI MIN 28 BIREUEN","authors":"Nurjannah","doi":"10.47498/ihtirafiah.v2i1.1044","DOIUrl":"https://doi.org/10.47498/ihtirafiah.v2i1.1044","url":null,"abstract":"Penelitian Tindakan Sekolah ini dilakukan di MIN 28 Bireuen. Jenis tindakan dalam penelitian ini adalah berupa tindakan nyata yaitu membimbing guru dalam melaksanakan kegiatan pembelajaran melalui supervisi ed ukatif kolaboratif secara periodik. Penelitian ini dilakukan dalam jangka waktu 3 bulan pada semester I, tepatnya pada bulan September-November 2018. Subjek penelitian tindakan sekolah ini adalah 6 orang guru kelas di MIN 28 Bireuen. Hasil penelitian menunjukkan bahwa kinerja guru meningkat setelah dilakukan tindakan yang berupa supervisi edukatif kolaboratif secara periodik dari siklus I ke siklus II. Peningkatan tersebut meliputi peningkatan dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, serta melaksanakan tindak lanjut penilaian prestasi belajar siswa. Berdasarkan hasil supervisi edukatif siklus I dan siklus II kinerja guru meningkat, yakni siklus I Kinerja guru dalam menyusun rencana pembelajaran siklus I hanya 74% dan meningkat pada siklus II menjadi 100%. Kinerja guru dalam melaksanakan pembelajaran siklus I mencapai 76% sedangkan siklus II mencapai 100%. Kinerja guru dalam menilai prestasi belajar siklus I mencapai 78% sedangkan siklus II 100%. Kinerja guru dalam melaksanakan tindak lanjut penilaian prestasi belajar siswa pada siklus I mencapai 70%. Sedangkan siklus II 100%. Berdasarkan hasil penelitian tindakan tersebut dapat disimpulkan bahwa supervisi edukatif kolaboratif secara periodik dapat meningkatkan kinerja guru dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa. Untuk itu, peneliti menyarankan agar sekolah-sekolah melaksanakan supervisi edukatif kolaboratif secara periodik. \u0000 \u0000Kata Kunci: Kinerja guru, Supervisi edukatif kolaboratif","PeriodicalId":340038,"journal":{"name":"AL-IHTIRAFIAH: JURNAL ILMIAH PENDIDIKAN GURU MADRASAH IBTIDAIYAH","volume":"71 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128010182","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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