Pub Date : 2019-03-30DOI: 10.15575/AL-AULAD.V2I1.4427
Lia Marlani, Anggi Giri Prawiyogi
The background of this research is the low writing ability of students especially on poetry writing ability. This research was conducted in grade V, SDIT Cendikia. Learning model applied is model of Project Based Learning. The research method used in this research is Classroom Action Research. The research consisted of three cycles each. The purpose of this research is to know the activity and result of student learning on poetry writing ability, after applied of Project Based Learning model. Research data obtained through observation and test. From the results of this research can be concluded that the implementation of the of Project Based Learning model can improve the ability of writing poetry in class V. The results showed that the ability to write poetry can be increased, can be seen from the results of student learning completeness on the initial test students who meet the KKM as much as 2 people, then the second is 6 people, and the third cycle is 9 people, and 14 people on the third cycle of the number of students as many as 15 people. Therefore, students learning outcomes on writing poetry ability at the end of each cycle I to III have improved considerably. Based on the invention, it is suggested that the teacher can apply the learning of Project Based Learningamodel to improve poetry writing ability, as well as on other language ability.
{"title":"Penerapan Model Pembelajaran Project Based Learning Untuk Meningkatkan Keterampilan Menulis Puisi Di Sekolah Dasar","authors":"Lia Marlani, Anggi Giri Prawiyogi","doi":"10.15575/AL-AULAD.V2I1.4427","DOIUrl":"https://doi.org/10.15575/AL-AULAD.V2I1.4427","url":null,"abstract":"The background of this research is the low writing ability of students especially on poetry writing ability. This research was conducted in grade V, SDIT Cendikia. Learning model applied is model of Project Based Learning. The research method used in this research is Classroom Action Research. The research consisted of three cycles each. The purpose of this research is to know the activity and result of student learning on poetry writing ability, after applied of Project Based Learning model. Research data obtained through observation and test. From the results of this research can be concluded that the implementation of the of Project Based Learning model can improve the ability of writing poetry in class V. The results showed that the ability to write poetry can be increased, can be seen from the results of student learning completeness on the initial test students who meet the KKM as much as 2 people, then the second is 6 people, and the third cycle is 9 people, and 14 people on the third cycle of the number of students as many as 15 people. Therefore, students learning outcomes on writing poetry ability at the end of each cycle I to III have improved considerably. Based on the invention, it is suggested that the teacher can apply the learning of Project Based Learningamodel to improve poetry writing ability, as well as on other language ability.","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122749100","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 : 2019-03-30DOI: 10.15575/AL-AULAD.V2I1.4428
Siti Rohmah
The purpose of this research to analyze errors of students answer to get a conception of learning obstacles in the fraction material in 4th grade of elementary school. This analysis is important as a basis to prepare teaching materials and to predict of student responses and how to anticipate. This research used the qualitative method. The research subjects were 32 student of 5th grade elementary school who had studied fractions in grade IV in Tasikmalaya Regency. Based on the results of analysis of test and interview data, there are several barriers on student learning. First, didactical obstacles were identified from mistake doing the test problems which is caused by how students studied and materials which used by students such as fraction material that did not clearly define how fractions was and emphasize knowledge procedures, then students do not study fractions through the partitioning process, somewhere partitioning will make learning easier. Second, epistemological obstacles as a result from errors in the processing of questions caused by the limited context of knowledge possessed by students. For example, the definition of fractions which are part of the whole, students are limited to that context without paying attention at the parts as equal/more or less. In addition, procedures of student understanding for example fraction simplification, fraction sequencing, and subtraction and addition of fractions are limited to certain questions. When the questions are different than usual, there are students who didn’t understand the purpose of the problem.
{"title":"Analisis Learning Obstacles Siswa Pada Materi Pecahan Kelas IV Sekolah Dasar","authors":"Siti Rohmah","doi":"10.15575/AL-AULAD.V2I1.4428","DOIUrl":"https://doi.org/10.15575/AL-AULAD.V2I1.4428","url":null,"abstract":"The purpose of this research to analyze errors of students answer to get a conception of learning obstacles in the fraction material in 4th grade of elementary school. This analysis is important as a basis to prepare teaching materials and to predict of student responses and how to anticipate. This research used the qualitative method. The research subjects were 32 student of 5th grade elementary school who had studied fractions in grade IV in Tasikmalaya Regency. Based on the results of analysis of test and interview data, there are several barriers on student learning. First, didactical obstacles were identified from mistake doing the test problems which is caused by how students studied and materials which used by students such as fraction material that did not clearly define how fractions was and emphasize knowledge procedures, then students do not study fractions through the partitioning process, somewhere partitioning will make learning easier. Second, epistemological obstacles as a result from errors in the processing of questions caused by the limited context of knowledge possessed by students. For example, the definition of fractions which are part of the whole, students are limited to that context without paying attention at the parts as equal/more or less. In addition, procedures of student understanding for example fraction simplification, fraction sequencing, and subtraction and addition of fractions are limited to certain questions. When the questions are different than usual, there are students who didn’t understand the purpose of the problem.","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"375 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115295235","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 : 2019-03-30DOI: 10.15575/AL-AULAD.V2I1.4434
Siti Nurasiah
This study aims to determine the social attitudes of students before and after using the value clarification technique (VCT) learning model. The research method used is Classroom Action Research which consists of planning, implementing, observing, and reflecting which lasts for two cycles, with the subject of class V MI Nurul Yakin, amounting to 17 students. Before using the VCT learning model, the average percentage of students' social attitudes reached 47% (less). After using the VCT learning model the average percentage of students' social attitudes in the first cycle reached 58% (less), while in cycle 2 the average percentage of students' social attitudes reached 78% (good). There were changes in the students' social attitudes in the learning process by applying the VCT learning model to the subject matter of the Akhah Akhlak the subject fosters harmony with neighbors and society.
{"title":"Meningkatkan Sikap Sosial Melalui Penerapan Model Pembelajaran Value Clarification Technique","authors":"Siti Nurasiah","doi":"10.15575/AL-AULAD.V2I1.4434","DOIUrl":"https://doi.org/10.15575/AL-AULAD.V2I1.4434","url":null,"abstract":"This study aims to determine the social attitudes of students before and after using the value clarification technique (VCT) learning model. The research method used is Classroom Action Research which consists of planning, implementing, observing, and reflecting which lasts for two cycles, with the subject of class V MI Nurul Yakin, amounting to 17 students. Before using the VCT learning model, the average percentage of students' social attitudes reached 47% (less). After using the VCT learning model the average percentage of students' social attitudes in the first cycle reached 58% (less), while in cycle 2 the average percentage of students' social attitudes reached 78% (good). There were changes in the students' social attitudes in the learning process by applying the VCT learning model to the subject matter of the Akhah Akhlak the subject fosters harmony with neighbors and society.","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130050016","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 : 2019-03-30DOI: 10.15575/AL-AULAD.V2I1.4436
Lilis Nurmalasari
This research motivated by the low results of students speaking skills. This study aims to find out the results of students speaking skills before using the strategy everyone is teacher, the learning process using strategy everyone is teacher here, also to find out the results of students speaking skills after using the strategy everyone is teacher here on Indonesian language subjects in class V MI Al Musdariyah District Cileunyi Regency Bandung. The Method used is a classroom action research method.The data collection technique uses observation for work and documentation. Data analysis uses the observation sheet and performance. The study subjects consisted of 24 students, 10 women and 14 men. The results of the data analysis concluded that (1) The students speaking skills before using the strategy everyone is teacher here is still low with an average value of 46,9. (2) Implementation of the strategy everyone is teacher here goes well according to the stages. Teacher and student activities have increased in each cycle. (3) Students speaking skills after using the strategy everyone is teacher here has increased every silk cycle. The percentage of classical learning completeness in pre cycle 8,3%, cycle I is 41,5%, and cycle II is 91%.
这项研究的动机是学生口语能力低下的结果。本研究旨在了解在万隆市吉列尼县MI Al Musdariyah区印度尼西亚语科目V班，学生在使用everyone is teacher策略前的口语技巧效果，在这里使用everyone is teacher策略的学习过程，以及在这里使用everyone is teacher策略后学生口语技巧的效果。使用的方法是课堂行动研究法。数据收集技术使用观察进行工作和记录。数据分析采用观察表和性能表。研究对象包括24名学生，10名女性和14名男性。数据分析结果表明:(1)学生在使用“everyone is teacher here”策略前的口语水平仍然较低，平均值为46,9。(2)“人人当老师”战略的实施分阶段进行。师生活动在每个周期都有所增加。(3)学生的口语能力在使用“人人都是老师”的策略后，每一次丝绸循环都有提高。周期前经典学习完成率为8.3%，周期一为41.5%，周期二为91%。
{"title":"Penerapan Strategi Pembelajaran Everyone Is Teacher Here Untuk Meningkatkan Keterampilan Berbicara Siswa","authors":"Lilis Nurmalasari","doi":"10.15575/AL-AULAD.V2I1.4436","DOIUrl":"https://doi.org/10.15575/AL-AULAD.V2I1.4436","url":null,"abstract":"This research motivated by the low results of students speaking skills. This study aims to find out the results of students speaking skills before using the strategy everyone is teacher, the learning process using strategy everyone is teacher here, also to find out the results of students speaking skills after using the strategy everyone is teacher here on Indonesian language subjects in class V MI Al Musdariyah District Cileunyi Regency Bandung. The Method used is a classroom action research method.The data collection technique uses observation for work and documentation. Data analysis uses the observation sheet and performance. The study subjects consisted of 24 students, 10 women and 14 men. The results of the data analysis concluded that (1) The students speaking skills before using the strategy everyone is teacher here is still low with an average value of 46,9. (2) Implementation of the strategy everyone is teacher here goes well according to the stages. Teacher and student activities have increased in each cycle. (3) Students speaking skills after using the strategy everyone is teacher here has increased every silk cycle. The percentage of classical learning completeness in pre cycle 8,3%, cycle I is 41,5%, and cycle II is 91%.","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122198199","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 : 2019-03-30DOI: 10.15575/AL-AULAD.V2I1.4430
Kurniadi Abdurrahim
This research was conducted to know Indonesia language writing skills of students before and after using the inductive model picture and words to find out its application in class II MI Nurul Huda Bandung. This research uses Research Action class that have been implemented over the last two cycles. Based on the results of the data processing, the average value obtained the writing skills of students before using inductive model illustrated 60 words (30%). Application of inductive model illustrated words on cycle I obtained average value of teacher activity 80.75% and students of 68.75% and cycle II obtained average value of teacher activity amounted to 96.15% and 93.75% students. Writing skills of the students after using inductive model illustrated words on cycle I gained an average rating of 74,5 (78%) and in cycle II obtained an average score of 81.6 (100%). This proves that the word inductive model illustrated is able to improve the writing skills of students in the class II MI Nurul Huda Bandung.
本研究通过运用归纳式图文模型，了解学生在印尼语写作前后的写作技巧，以了解其在MI Nurul Huda Bandung II班的应用情况。本研究使用了在过去两个周期中实施的research Action类。根据数据处理的结果，得出学生在使用归纳模型说明60个单词(30%)之前的写作能力的平均值。归纳模型图文应用于第一轮，教师活跃度平均值为80.75%，学生活跃度为68.75%;第一轮，教师活跃度平均值为96.15%，学生活跃度为93.75%。在第一个循环中，学生使用归纳模型插图后的写作技巧平均得分为74.5分(78%)，在第二个循环中，学生的写作技巧平均得分为81.6分(100%)。这证明了所示的单词归纳模型能够提高MI Nurul Huda万隆II班学生的写作能力。
{"title":"Penerapan Model Induktif Kata Bergambar Dalam Meningkatkan Keterampilan Menulis Bahasa Indonesia Di Madrasah Ibtidaiyah","authors":"Kurniadi Abdurrahim","doi":"10.15575/AL-AULAD.V2I1.4430","DOIUrl":"https://doi.org/10.15575/AL-AULAD.V2I1.4430","url":null,"abstract":"This research was conducted to know Indonesia language writing skills of students before and after using the inductive model picture and words to find out its application in class II MI Nurul Huda Bandung. This research uses Research Action class that have been implemented over the last two cycles. Based on the results of the data processing, the average value obtained the writing skills of students before using inductive model illustrated 60 words (30%). Application of inductive model illustrated words on cycle I obtained average value of teacher activity 80.75% and students of 68.75% and cycle II obtained average value of teacher activity amounted to 96.15% and 93.75% students. Writing skills of the students after using inductive model illustrated words on cycle I gained an average rating of 74,5 (78%) and in cycle II obtained an average score of 81.6 (100%). This proves that the word inductive model illustrated is able to improve the writing skills of students in the class II MI Nurul Huda Bandung.","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124839413","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 : 2018-11-06DOI: 10.15575/AL-AULAD.V1I2.3521
I. Diana, Nasihudin Nasihudin
The purpose of this study was to determine students' poetry writing skills before the application of acrostic techniques, the process of applying acrostic techniques in each cycles, and the increase produced after applying the acrostic technique. The research method used is Classroom Action Research (CAR), consisting of planning, implementing, observing, and reflecting. Based on data analysis, it was concluded that 1) the students' poetry writing skills before applying the acrostic technique obtained an average score of 46.87. 2) The application of acrostic techniques goes well according to the stages. The activity of teachers and students has increased dramatically, in the first cycle the teacher's activity gained a percentage of 64.15%, in the second cycle teacher activity increased to 89.1%. Student learning activities in the first cycle reached 61.65%, in cycle II it increased by 87.5%. 3) Students' poetry writing skills after applying acrostic techniques have increased. In the first cycle, the average score of students was 69.45, and the percentage of learning completeness was 51.75%. In cycle II the average value of students skill increased sharply to 89.37, and the percentage was 91%. Thus, the CAR carried out has been completed with the expected goal of improving poetry writing skills in Indonesian Language Subjects.
{"title":"Penerapan Teknik Akrostik Untuk Meningkatkan Keterampilan Menulis Puisi Siswa Madrasah Ibtidaiyah","authors":"I. Diana, Nasihudin Nasihudin","doi":"10.15575/AL-AULAD.V1I2.3521","DOIUrl":"https://doi.org/10.15575/AL-AULAD.V1I2.3521","url":null,"abstract":"The purpose of this study was to determine students' poetry writing skills before the application of acrostic techniques, the process of applying acrostic techniques in each cycles, and the increase produced after applying the acrostic technique. The research method used is Classroom Action Research (CAR), consisting of planning, implementing, observing, and reflecting. Based on data analysis, it was concluded that 1) the students' poetry writing skills before applying the acrostic technique obtained an average score of 46.87. 2) The application of acrostic techniques goes well according to the stages. The activity of teachers and students has increased dramatically, in the first cycle the teacher's activity gained a percentage of 64.15%, in the second cycle teacher activity increased to 89.1%. Student learning activities in the first cycle reached 61.65%, in cycle II it increased by 87.5%. 3) Students' poetry writing skills after applying acrostic techniques have increased. In the first cycle, the average score of students was 69.45, and the percentage of learning completeness was 51.75%. In cycle II the average value of students skill increased sharply to 89.37, and the percentage was 91%. Thus, the CAR carried out has been completed with the expected goal of improving poetry writing skills in Indonesian Language Subjects.","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114684333","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 : 2018-11-06DOI: 10.15575/al-aulad.v1i2.3520
Hismi Hadria Setiawati, Agus Hikmat Syaf
This purpose of this research is to know the implementation of the Mastery Learning to improve the ability of mathematic in every cycles, and rising of activities in learning process through Mastery Learning. The methodolgy in this research is Classroom Action Research (CAR) which consists of two cycles, whereby in each cycle consists of planning, action, observation, and reflection. Subject of this research is students of class IV (grade four) MIN 1 Bandung, West Java Indonesia. The results in this research is the implementation of Mastery Learning in each cycles by teachers and students increased sharply. In addition, the average mathematical ability of students in the first cycle which is 79.75, and in the second cycle is 83.85, furthermore the rate of mathematical ability in the last cycle is 86,7 (a very large majority). Thus, the application of Mastery Learning can improve students' mathematical ability.
{"title":"Penerapan Model Mastery Learning Dalam Meningkatkan Pemahaman Matematik Siswa","authors":"Hismi Hadria Setiawati, Agus Hikmat Syaf","doi":"10.15575/al-aulad.v1i2.3520","DOIUrl":"https://doi.org/10.15575/al-aulad.v1i2.3520","url":null,"abstract":"This purpose of this research is to know the implementation of the Mastery Learning to improve the ability of mathematic in every cycles, and rising of activities in learning process through Mastery Learning. The methodolgy in this research is Classroom Action Research (CAR) which consists of two cycles, whereby in each cycle consists of planning, action, observation, and reflection. Subject of this research is students of class IV (grade four) MIN 1 Bandung, West Java Indonesia. The results in this research is the implementation of Mastery Learning in each cycles by teachers and students increased sharply. In addition, the average mathematical ability of students in the first cycle which is 79.75, and in the second cycle is 83.85, furthermore the rate of mathematical ability in the last cycle is 86,7 (a very large majority). Thus, the application of Mastery Learning can improve students' mathematical ability.","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121955756","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 : 2018-11-06DOI: 10.15575/AL-AULAD.V1I2.3519
Ii Wartini, Hilman Mangkuwibawa, Cecep Anwar
This research was conducted to determine students 'understanding before using problem solving methods, application of problem solving methods in the process of learning mathematics, and students' understanding after using problem solving methods in the fourth grade mathematics subjects. The method used is classroom action research. The research design consists of 2 cycles. Each cycle consists of planning, action, observation, and reflection. Data collection techniques in this study use tests, observation, interviews and documentation studies. Quantitative data analysis uses statistical approaches and qualitative data using a logical approach. The results of data analysis given student learning before using the problem solving method an average score of 66.5 and classical learning completeness only reaches 45.40%. Teacher activity in cycle 1 experienced 69.45% in the medium category. Add cycle 2 to 85.25% in good category. When students learn cycle activities 1 to 64.80% in the medium category. Add 2 to 81.30% of cycles with good categories. Based on result of data analysis obtained the result of student’s understanding of learning cycle 1 an 77.70 with the percentage of classical completeness 68.10%. The increase in cycle 2 was an average value of 87.10 with a percentage classical completeness percentage of 90.90%.
{"title":"Penerapan Metode Problem Solving Untuk Meningkatkan Pemahaman Matematika","authors":"Ii Wartini, Hilman Mangkuwibawa, Cecep Anwar","doi":"10.15575/AL-AULAD.V1I2.3519","DOIUrl":"https://doi.org/10.15575/AL-AULAD.V1I2.3519","url":null,"abstract":"This research was conducted to determine students 'understanding before using problem solving methods, application of problem solving methods in the process of learning mathematics, and students' understanding after using problem solving methods in the fourth grade mathematics subjects. The method used is classroom action research. The research design consists of 2 cycles. Each cycle consists of planning, action, observation, and reflection. Data collection techniques in this study use tests, observation, interviews and documentation studies. Quantitative data analysis uses statistical approaches and qualitative data using a logical approach. The results of data analysis given student learning before using the problem solving method an average score of 66.5 and classical learning completeness only reaches 45.40%. Teacher activity in cycle 1 experienced 69.45% in the medium category. Add cycle 2 to 85.25% in good category. When students learn cycle activities 1 to 64.80% in the medium category. Add 2 to 81.30% of cycles with good categories. Based on result of data analysis obtained the result of student’s understanding of learning cycle 1 an 77.70 with the percentage of classical completeness 68.10%. The increase in cycle 2 was an average value of 87.10 with a percentage classical completeness percentage of 90.90%.","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121936521","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 : 2018-11-06DOI: 10.15575/al-aulad.v1i2.3523
Rin-rin Rosmayanti, Nanang Kosim
The purpose of this research was conducted to find out the results of the cognitive skill, especially in the subjects of Arabic language. This research analysed before and after cognitive skill using the model of cooperative learning, and identified the activites with the approach in grade III Madrasah Ibtidaiyah (MI) Nurul Huda Bandung, West Jawa, Indonesia. This research uses Classroom Action Research (CAR), that have been implemented in two cycles. Based on the results of the data processing, obtained mean of cognitive learning skill of students before using the model of cooperative learning is 54.09 (27%). The application of cooperative learning in cycle I gained an average rating of teacher's activities amounted to 72% and students is 67%, respectively. Furthermore, teacher and students activities in cycle II witnessed to increase dramatically, the former is 94% and later is 92%, respectively. The cognitive skill of students in MI after using cooperative learning on cycle I gained an average rating of 75 (86%), and in cycle II derived to 95 (87.7%). This indicate that model of cooperative learning is able to enhance cognitive skill of students on Arabic subject in MI Nurul Huda Bandung.
{"title":"Meningkatkan Hasil Belajar Kognitif Bahasa Arab Melalui Cooperative Learning Tipe Tebak Kata","authors":"Rin-rin Rosmayanti, Nanang Kosim","doi":"10.15575/al-aulad.v1i2.3523","DOIUrl":"https://doi.org/10.15575/al-aulad.v1i2.3523","url":null,"abstract":"The purpose of this research was conducted to find out the results of the cognitive skill, especially in the subjects of Arabic language. This research analysed before and after cognitive skill using the model of cooperative learning, and identified the activites with the approach in grade III Madrasah Ibtidaiyah (MI) Nurul Huda Bandung, West Jawa, Indonesia. This research uses Classroom Action Research (CAR), that have been implemented in two cycles. Based on the results of the data processing, obtained mean of cognitive learning skill of students before using the model of cooperative learning is 54.09 (27%). The application of cooperative learning in cycle I gained an average rating of teacher's activities amounted to 72% and students is 67%, respectively. Furthermore, teacher and students activities in cycle II witnessed to increase dramatically, the former is 94% and later is 92%, respectively. The cognitive skill of students in MI after using cooperative learning on cycle I gained an average rating of 75 (86%), and in cycle II derived to 95 (87.7%). This indicate that model of cooperative learning is able to enhance cognitive skill of students on Arabic subject in MI Nurul Huda Bandung.","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"193 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132500073","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 : 2018-11-06DOI: 10.15575/AL-AULAD.V1I2.3524
Triwahyu Riyatuljannah
This study aims to improve students' understanding on each cycles, and to determine the activities of students and teachers in each cycles activities towards learning mathematics by using constructivism approach. This research uses classroom action research, which is the subject of this research is the students of grade V of Madrasah Ibtidaiyah Negeri (MIN) 1 Bandung City amounting to 43 students consisting of 21 male students and 22 female students. This research instrument consists of students' mathematical description and observation sheet of teacher activity and student activity. Based on data analysis of research results there is increasing understanding of students ranging from pre cycles of 39.5%, the first cycle of 81.3% and the second cycle of 97.6% with very good criteria. In addition, the student activity also increased in each cycle, in the first cycle of 68.7% and the second cycle of 95.8% and teacher activity that increased from cycle I of 83.3% and cycle II reached the maximum score of 100%. The attitude of learners to the learning of mathematics with constructivism approach is very enthusiastic because it has a positive response, score obtained by students exceeds the average score.
本研究旨在提高学生对每个周期的理解，并运用建构主义方法确定学生和教师在每个周期活动中对数学学习的活动。本研究采用课堂行动研究的方法，本研究的对象是万隆市Ibtidaiyah Negeri (MIN) 1 Madrasah 5年级的学生，共43名学生，其中男学生21名，女学生22名。本研究工具由学生的数学描述和教师活动和学生活动的观察表组成。根据研究结果的数据分析，学生的理解程度越来越高，前周期为39.5%，第一周期为81.3%，第二周期为97.6%，标准非常好。此外，学生的活跃度也在每个周期中有所增加，第一周期为68.7%，第二周期为95.8%，教师的活跃度从第一周期增加了83.3%，第二周期达到了100%的最高分。学习者对用建构主义方法学习数学的态度是非常热情的，因为它有积极的反应，学生获得的分数超过平均分。
{"title":"Upaya Meningkatkan Pemahaman Siswa Dalam Pembelajaran Matematika Melalui Penerapan Pendekatan Konstruktivisme","authors":"Triwahyu Riyatuljannah","doi":"10.15575/AL-AULAD.V1I2.3524","DOIUrl":"https://doi.org/10.15575/AL-AULAD.V1I2.3524","url":null,"abstract":"This study aims to improve students' understanding on each cycles, and to determine the activities of students and teachers in each cycles activities towards learning mathematics by using constructivism approach. This research uses classroom action research, which is the subject of this research is the students of grade V of Madrasah Ibtidaiyah Negeri (MIN) 1 Bandung City amounting to 43 students consisting of 21 male students and 22 female students. This research instrument consists of students' mathematical description and observation sheet of teacher activity and student activity. Based on data analysis of research results there is increasing understanding of students ranging from pre cycles of 39.5%, the first cycle of 81.3% and the second cycle of 97.6% with very good criteria. In addition, the student activity also increased in each cycle, in the first cycle of 68.7% and the second cycle of 95.8% and teacher activity that increased from cycle I of 83.3% and cycle II reached the maximum score of 100%. The attitude of learners to the learning of mathematics with constructivism approach is very enthusiastic because it has a positive response, score obtained by students exceeds the average score.","PeriodicalId":360242,"journal":{"name":"al-Aulad: Journal of Islamic Primary Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128249667","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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