The problem in this study is the low intensive reading skills of students in Indonesian content which is below the KKM. This study aims to describe the difference in the effect of the intensive reading skills of students in the experimental class who received the Know Want To Know Learned learning strategy and the control class who did not receive the Know Want To Know Learned learning strategy and to describe the differences in the improvement of intensive reading skills of the experimental class students who used the strategy. Know Want To Know Learned learning with a control class that does not use the Know Want To Know Learned learning strategy. The method used is Quasi-Experimental, and the research design is Nonequivalent Control Group Design. The research subjects were 41 students of class V SD Negeri Cigarukgak. The instrument used in this research is a description test. The results showed that the posttest results were greater than the pretest results. There are differences in students' intensive reading skills after being given treatment using the Know Want To Know Learned learning strategy. The difference in increasing intensive reading skills can be seen from the results of the n-gain test, namely the medium category to the high category. There is a difference in the increase in students' intensive reading skills using the Know Want To Know Learned learning strategy.
本研究的问题是学生对印尼语内容的精读能力较低，低于KKM。本研究旨在描述实验组接受“知道想知道”学习策略的学生与对照组未接受“知道想知道”学习策略的学生在精读技能提升上的差异，以及实验组学生使用“知道想知道”学习策略在精读技能提升上的差异。通过不使用Know Want To Know Learned学习策略的控制类进行学习。采用准实验方法，研究设计为非等效对照组设计。研究对象为41名学生V SD Negeri Cigarukgak。本研究使用的工具是描述测试。结果表明，后测结果大于前测结果。采用“知道，想知道，学会了”的学习策略后，学生的精读技能有所不同。从n增益测试的结果，即中等类别和高类别，可以看出精读技能提高的差异。使用Know Want To Know Learned学习策略，学生精读技能的提高是不同的。
{"title":"IMPROVING INTENSIVE READING SKILLS WITH THE KNOW WANT TO KNOW LEARNED STRATEGY","authors":"M. Simbolon, Lestrari Putri Aditaeni","doi":"10.30740/jee.v6i1.189","DOIUrl":"https://doi.org/10.30740/jee.v6i1.189","url":null,"abstract":"The problem in this study is the low intensive reading skills of students in Indonesian content which is below the KKM. This study aims to describe the difference in the effect of the intensive reading skills of students in the experimental class who received the Know Want To Know Learned learning strategy and the control class who did not receive the Know Want To Know Learned learning strategy and to describe the differences in the improvement of intensive reading skills of the experimental class students who used the strategy. Know Want To Know Learned learning with a control class that does not use the Know Want To Know Learned learning strategy. The method used is Quasi-Experimental, and the research design is Nonequivalent Control Group Design. The research subjects were 41 students of class V SD Negeri Cigarukgak. The instrument used in this research is a description test. The results showed that the posttest results were greater than the pretest results. There are differences in students' intensive reading skills after being given treatment using the Know Want To Know Learned learning strategy. The difference in increasing intensive reading skills can be seen from the results of the n-gain test, namely the medium category to the high category. There is a difference in the increase in students' intensive reading skills using the Know Want To Know Learned learning strategy.","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125332338","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}
Aan Nurhasanah, F. Nugraha, Sulaeman Adi Wijayatna
This research is motivated by high-level thinking skills that must be achieved so that the learning process can produce students who are competent in their fields. Therefore, students need to be familiarized with learning activities that can train and improve students' higher order thinking skills. The method used is Content Analysis with a qualitative approach. Based on the results of the study, it was found that 56% of HOTS content in all of the material in this book, with details of 50% C4 (Analyzing), 2% C5 (Evaluating), 4% C6 (Creating), and 44% of material not including HOTS content, so it can be concluded HOTS content of all material in the mathematics textbook Erlangga straight point series (ESPS) class 5 is included in the category (C Medium). Furthermore, the research results obtained 50% HOTS content in all examples of this book's questions, with details of 47% C4 (Analyzing), 1% C5 (Evaluating), 2% C6 (Creating), and 50% of sample questions not including HOTS content, so It can be concluded that the HOTS content of all sample questions in the Erlangga Straight Point Series (ESPS) mathematics textbook for class V belongs to the category (C Medium). Furthermore, the results of the study obtained that 26% of HOTS content in all practice questions in this book, with details of 19% C4 (Analyzing), 1% C5 (Evaluating), 6% C6 (Creating), and 74% of practice questions are not included in HOTS content, so that It can be concluded that the HOTS content of all practice questions in the Erlangga Straight Point Series (ESPS) mathematics textbook for class V belongs to the category (E Very Low).
这项研究的动机是必须达到高水平的思维技能，这样学习过程才能培养出在各自领域有能力的学生。因此，学生需要熟悉能够训练和提高学生高阶思维能力的学习活动。使用的方法是定性方法的内容分析。根据研究结果发现，本书所有教材中有56%的HOTS内容，其中C4(分析)占50%，C5(评价)占2%，C6(创造)占4%，44%的材料不包含HOTS内容，因此可以得出数学教科书Erlangga straight point series (ESPS)第5类所有材料的HOTS内容都包含在(C Medium)类别中。此外，研究结果表明，本书所有例题中均有50%的HOTS内容，其中C4(分析)占47%，C5(评价)占1%，C6(创造)占2%，50%的例题不包含HOTS内容，因此可以得出结论，Erlangga Straight Point Series (ESPS) V类数学教科书中所有例题的HOTS内容均属于(C中等)类别。此外，研究结果得出，本书所有习题中有26%的HOTS内容，其中19%的C4(分析)，1%的C5(评价)，6%的C6(创造)，74%的习题不包含在HOTS内容中，因此可以得出结论，Erlangga Straight Point Series (ESPS) V类数学教科书中所有习题的HOTS内容都属于(E Very Low)类别。
{"title":"ANALYSIS HOTS CONTENT IN ERLANGGA STRAIGHT POINT SERIES (ESPS) 5TH GRADE MATHEMATICS TEXTBOOK BASE ON BLOOM’S TAXONOMY THEORY","authors":"Aan Nurhasanah, F. Nugraha, Sulaeman Adi Wijayatna","doi":"10.30740/jee.v6i1.188","DOIUrl":"https://doi.org/10.30740/jee.v6i1.188","url":null,"abstract":"This research is motivated by high-level thinking skills that must be achieved so that the learning process can produce students who are competent in their fields. Therefore, students need to be familiarized with learning activities that can train and improve students' higher order thinking skills. The method used is Content Analysis with a qualitative approach. Based on the results of the study, it was found that 56% of HOTS content in all of the material in this book, with details of 50% C4 (Analyzing), 2% C5 (Evaluating), 4% C6 (Creating), and 44% of material not including HOTS content, so it can be concluded HOTS content of all material in the mathematics textbook Erlangga straight point series (ESPS) class 5 is included in the category (C Medium). Furthermore, the research results obtained 50% HOTS content in all examples of this book's questions, with details of 47% C4 (Analyzing), 1% C5 (Evaluating), 2% C6 (Creating), and 50% of sample questions not including HOTS content, so It can be concluded that the HOTS content of all sample questions in the Erlangga Straight Point Series (ESPS) mathematics textbook for class V belongs to the category (C Medium). Furthermore, the results of the study obtained that 26% of HOTS content in all practice questions in this book, with details of 19% C4 (Analyzing), 1% C5 (Evaluating), 6% C6 (Creating), and 74% of practice questions are not included in HOTS content, so that It can be concluded that the HOTS content of all practice questions in the Erlangga Straight Point Series (ESPS) mathematics textbook for class V belongs to the category (E Very Low).","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114760170","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}
Research on effective vocabulary learning has been vastly related to the enforcement of extensive reading in or outside the class. Somehow, the idea of bringing extensive reading to Indonesian EFL context seems like quite a challenge considering the literacy level of the country. This research focuses on the reflection on foreign language enjoyment students’ experience during vocabulary learning through extensive reading in Actively Learn which was done a low-anxiety learning environment. The data were taken from 43 freshmen’s and the teacher’s written reflections during and after 8-week meetings. The data were analyzed using semantic-deductive thematic analysis. The results show that students struggled at first due to reading long texts, but later they enjoyed the learning process and reading materials due to 1) enjoyable and fun atmosphere, 2) getting lots of knowledge about phrasal verbs, collocations, and idioms, 3) mistakes being tolerated as part of learning process, 4) variations of activities, and 5) meanings of difficult words are discussed and described in gestures and depictions.
{"title":"A REFLECTION ON FOREIGN LANGUAGE ENJOYMENT DURING VOCABULARY LEARNING WITH ACTIVELY LEARN IN A LOW-ANXIETY LEARNING ENVIRONMENT","authors":"M. Bilqis","doi":"10.30740/jee.v6i1.192","DOIUrl":"https://doi.org/10.30740/jee.v6i1.192","url":null,"abstract":"Research on effective vocabulary learning has been vastly related to the enforcement of extensive reading in or outside the class. Somehow, the idea of bringing extensive reading to Indonesian EFL context seems like quite a challenge considering the literacy level of the country. This research focuses on the reflection on foreign language enjoyment students’ experience during vocabulary learning through extensive reading in Actively Learn which was done a low-anxiety learning environment. The data were taken from 43 freshmen’s and the teacher’s written reflections during and after 8-week meetings. The data were analyzed using semantic-deductive thematic analysis. The results show that students struggled at first due to reading long texts, but later they enjoyed the learning process and reading materials due to 1) enjoyable and fun atmosphere, 2) getting lots of knowledge about phrasal verbs, collocations, and idioms, 3) mistakes being tolerated as part of learning process, 4) variations of activities, and 5) meanings of difficult words are discussed and described in gestures and depictions.","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134438366","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}
Character is a special characteristic that a person has which is individual and reflects a person's morals. Education today does not only develop cognitive aspects, but one of the most important aspects of development is religious and moral values. The cultivation of character values is very necessary to create a nation's successor with character and noble character. Instilling character values in students is not only the task of teachers at school, but also the task of parents at home. Parents at home can use the manual as a tool in its implementation. This research and development aims to describe a guidebook for inculcating appropriate character values in fourth grade students at SD Negeri 1 Hantara. This research uses research and development method (research and development) model Borg & Gall. The purpose of this study was to develop a guidebook product for character values cultivation and to determine the feasibility of the product. According to Borg & Gall, there are ten steps in research and development, which are simplified into three steps, namely (1) preliminary study, (2) product development, and (3) testing and dissemination. Based on the feasibility test assessment carried out on each indicator the average score of Aiken's V obtained is 0.87, it can be interpreted as a fairly high coefficient for each indicator in the guidebook for planting the character values of the fourth grade elementary school students. This means that the developed manual product has a very high level of validity. So the product of the developed guidebook is categorized as very feasible based on each indicator contained in the guidebook for planting the character values of fourth grade elementary school students.
性格是一个人所具有的个性特征，反映了一个人的道德品质。今天的教育不仅发展认知方面，而且最重要的发展方面之一是宗教和道德价值观。品格价值观的培养对于造就一个民族的有品格、有高尚品格的接班人是十分必要的。向学生灌输品格价值观不仅是老师在学校的任务，也是家长在家里的任务。在家的父母可以使用手册作为实施的工具。这项研究和开发的目的是描述一个指导手册，以灌输适当的性格价值观在四年级学生在SD Negeri 1汉塔拉。本研究采用Borg & Gall研究开发方法(research and development)模型。本研究的目的是开发一种人格价值培养指南产品，并确定该产品的可行性。根据Borg & Gall的观点，研究和开发有十个步骤，将其简化为三个步骤，即(1)初步研究，(2)产品开发，(3)测试和传播。通过对各指标进行可行性测试评估，得到的Aiken’s V平均得分为0.87，可以理解为小学四年级学生性格价值培养指南中各指标的系数都比较高。这意味着开发的手工产品具有非常高的有效性。因此，根据指南中包含的各项指标，将开发的指南产品划分为非常适合培养小学四年级学生性格价值观的产品。
{"title":"DEVELOPMENT OF A GUIDEBOOK FOR INVESTING THE CHARACTER VALUE OF ELEMENTARY SCHOOL STUDENTS IN CLASS IV OF SDN 1 HANTARA","authors":"Myrna Apriany Lestari, Febby Fajar Nugraha, Fanni Rachmawati","doi":"10.30740/jee.v6i1.187","DOIUrl":"https://doi.org/10.30740/jee.v6i1.187","url":null,"abstract":"Character is a special characteristic that a person has which is individual and reflects a person's morals. Education today does not only develop cognitive aspects, but one of the most important aspects of development is religious and moral values. The cultivation of character values is very necessary to create a nation's successor with character and noble character. Instilling character values in students is not only the task of teachers at school, but also the task of parents at home. Parents at home can use the manual as a tool in its implementation. This research and development aims to describe a guidebook for inculcating appropriate character values in fourth grade students at SD Negeri 1 Hantara. This research uses research and development method (research and development) model Borg & Gall. The purpose of this study was to develop a guidebook product for character values cultivation and to determine the feasibility of the product. According to Borg & Gall, there are ten steps in research and development, which are simplified into three steps, namely (1) preliminary study, (2) product development, and (3) testing and dissemination. Based on the feasibility test assessment carried out on each indicator the average score of Aiken's V obtained is 0.87, it can be interpreted as a fairly high coefficient for each indicator in the guidebook for planting the character values of the fourth grade elementary school students. This means that the developed manual product has a very high level of validity. So the product of the developed guidebook is categorized as very feasible based on each indicator contained in the guidebook for planting the character values of fourth grade elementary school students.","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121499997","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}
Hana Sakura Putu Arga, Linda Hania Pasha, Faridillah Fahmi Nurfurqon
In general of this research is to examine the cultural literacy skills of elementary school students through Social Studies learning based on multicultural education. In particular, the specific targets to be achieved are as follows: (1). Implementing multicultural education in elementary Social Studies learning in elementary schools; (2). Knowing the responses of teachers and students to Social Studies learning based on multicultural education: (3). Improving the cultural literacy skills of elementary school students in Social Studies learning based on multicultural education. The research method used is qualitative. The research procedure was carried out through the following stages; the initial observation of the learning process, then in the implementation of the research a pretest was carried out to determine the student's initial knowledge, the implementation of Social Studies learning based on multicultural education, and giving a final test or posttest. The results of the study were based on the results of the pretest and post-test data processing of cultural literacy skills using the test instrument, the results showed that Social Studies learning based on multicultural education obtained a significant increase. This can be seen from the average value of student learning scores at the time of the pre-test which obtained a result of 65.00 and the post-test obtained an average score of 85.57. The average value of increasing students' cultural literacy is in the very good category and can be seen from the acquisition of the highest score during the posttest which reached a score of 95.00. From the results of the data analysis, it is known that there is an increase in the cultural literacy of fourth-grade elementary school students in Social Studies learning based on better multicultural education
{"title":"MULTICULTURAL EDUCATION IN SOCIAL SCIENCE LEARNING TO IMPROVE CULTURAL LITERATURE OF ELEMENTARY SCHOOL STUDENTS","authors":"Hana Sakura Putu Arga, Linda Hania Pasha, Faridillah Fahmi Nurfurqon","doi":"10.30740/jee.v6i1.180","DOIUrl":"https://doi.org/10.30740/jee.v6i1.180","url":null,"abstract":"In general of this research is to examine the cultural literacy skills of elementary school students through Social Studies learning based on multicultural education. In particular, the specific targets to be achieved are as follows: (1). Implementing multicultural education in elementary Social Studies learning in elementary schools; (2). Knowing the responses of teachers and students to Social Studies learning based on multicultural education: (3). Improving the cultural literacy skills of elementary school students in Social Studies learning based on multicultural education. The research method used is qualitative. The research procedure was carried out through the following stages; the initial observation of the learning process, then in the implementation of the research a pretest was carried out to determine the student's initial knowledge, the implementation of Social Studies learning based on multicultural education, and giving a final test or posttest. The results of the study were based on the results of the pretest and post-test data processing of cultural literacy skills using the test instrument, the results showed that Social Studies learning based on multicultural education obtained a significant increase. This can be seen from the average value of student learning scores at the time of the pre-test which obtained a result of 65.00 and the post-test obtained an average score of 85.57. The average value of increasing students' cultural literacy is in the very good category and can be seen from the acquisition of the highest score during the posttest which reached a score of 95.00. From the results of the data analysis, it is known that there is an increase in the cultural literacy of fourth-grade elementary school students in Social Studies learning based on better multicultural education","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131485551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The problem in this study is the use of learning media that is less varied which has an impact on decreasing the learning outcomes of fifth grade students of SD Negeri Maleber. This study aims to determine and describe differences in learning outcomes and differences in learning outcomes improvement between students who apply digital-based quizizz media in the experimental class and students who apply image media to the control class in class V SD Negeri Maleber. This study uses a quasi-experimental method with a non-equivalent control group design. The dependent variable in this study is media quizzz, while the independent variable is learning outcomes. The subjects of this study were students of class VA as the experimental class and students of class VB as the control class. The results of this study indicate that there are differences in learning outcomes and differences in improving learning outcomes between students who apply digital-based quizizz media in the experimental class and students who apply image media to the control class in class V of SD Negeri Maleber
本研究的问题是学习媒体的使用较少，这对降低SD五年级学生的学习成果有影响。本研究旨在确定和描述在实验班使用数位测验媒体的学生与在控制班使用影像媒体的学生在学习成果和学习成果改善方面的差异。本研究采用准实验方法，非等效对照组设计。本研究的因变量为媒体测验，自变量为学习成果。本研究以VA班的学生为实验班，VB班的学生为对照班。本研究结果表明，在SD Negeri Maleber的V班，在实验班使用数字测验媒体的学生与在控制班使用图像媒体的学生在学习成果和改善学习成果方面存在差异
{"title":"APPLICATION OF DIGITAL-BASED MEDIA QUIZZZ TO STUDENT LEARNING OUTCOMES IN PANDEMI TIME","authors":"Eli Hermawati, A. Acesta, Gina Noprianti","doi":"10.30740/jee.v6i1.186","DOIUrl":"https://doi.org/10.30740/jee.v6i1.186","url":null,"abstract":"The problem in this study is the use of learning media that is less varied which has an impact on decreasing the learning outcomes of fifth grade students of SD Negeri Maleber. This study aims to determine and describe differences in learning outcomes and differences in learning outcomes improvement between students who apply digital-based quizizz media in the experimental class and students who apply image media to the control class in class V SD Negeri Maleber. This study uses a quasi-experimental method with a non-equivalent control group design. The dependent variable in this study is media quizzz, while the independent variable is learning outcomes. The subjects of this study were students of class VA as the experimental class and students of class VB as the control class. The results of this study indicate that there are differences in learning outcomes and differences in improving learning outcomes between students who apply digital-based quizizz media in the experimental class and students who apply image media to the control class in class V of SD Negeri Maleber","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132104704","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}
Utilization of Media building models to Improve Mathematics learning outcomes in Ggrade VI elementary schools. This study describes the extent to which the use of geometrical media can improve students' mathematics learning outcomes in the basic competence "Calculating the surface area of geometric shapes" for Grade VI students of SD Negeri Blederan. The form of this research is Classroom Action Research (CAR) through geometric media with experimental methods. The number of students in class IV-B of SD Negeri Blederan is 15 students (11 male students and 4 female students). The source of the data from this study came from teaching and learning events in Mathematics with the basic competency "Calculating the surface area of a geometric shape" in the classroom, teachers and documents in the form of a list of Grade VI students' grades for the 2021/2022 academic year. Data collection techniques were carried out through observation, testing and assignment of questions. Research procedures include problem identification, problem analysis, preparation of action plans, implementation of observational actions and preparation of reports. The research process was carried out in 2 cycles, each cycle was carried out in 2 meetings which included action, action planning, action implementation, observation, analysis and reflection. Based on data on students' test scores, there has been an increase in the average score starting from before the remedial action of learning (pre-cycle), Cycle I and Cycle II. The average score before the learning corrective action was implemented was 59.3, after the learning corrective action in Cycle I the average value became 71.3 and 86.7 in Cycle II with KKM 70. This means that learning by experimental method and utilizing building media models in mathematics provides great benefits to the learning outcomes of class VI.
运用媒体建构模式改善小学六年级数学学习成果。本研究描述了几何媒介的使用对SD Negeri Blederan小学六年级学生“计算几何形状表面积”基本能力的数学学习效果的改善程度。本研究的形式是课堂行动研究(CAR)，通过几何媒介和实验方法。SD Negeri Blederan IV-B班学生人数为15人(男11人，女4人)。本研究的数据来源来自于课堂上关于“计算几何形状的表面积”的基本能力的数学教学活动、教师和以2021/2022学年六年级学生成绩列表形式出现的文件。数据收集技术是通过观察、测试和分配问题来进行的。研究程序包括确定问题、分析问题、编制行动计划、实施观察行动和编写报告。研究过程分2个周期进行，每个周期进行2次会议，包括行动、行动计划、行动实施、观察、分析和反思。根据学生的考试成绩数据，从学习补救行动之前(pre-cycle)、Cycle I和Cycle II开始，平均成绩有所提高。学习纠正措施实施前的平均分为59.3分，第1周期学习纠正措施实施后的平均分为71.3分，第2周期平均分为86.7分，KKM为70分。这意味着实验学习法和利用数学构建媒介模型对六班的学习效果有很大的好处。
{"title":"USE OF EXPERIMENTAL METHODS WITH BUILDING SPACE MEDIA TO IMPROVE THE UNDERSTANDING OF THE CONCEPT OF BUILDING SPACE SURFACE AREA","authors":"Hallay Megasari","doi":"10.30740/jee.v6i1.177","DOIUrl":"https://doi.org/10.30740/jee.v6i1.177","url":null,"abstract":"Utilization of Media building models to Improve Mathematics learning outcomes in Ggrade VI elementary schools. This study describes the extent to which the use of geometrical media can improve students' mathematics learning outcomes in the basic competence \"Calculating the surface area of geometric shapes\" for Grade VI students of SD Negeri Blederan. The form of this research is Classroom Action Research (CAR) through geometric media with experimental methods. The number of students in class IV-B of SD Negeri Blederan is 15 students (11 male students and 4 female students). The source of the data from this study came from teaching and learning events in Mathematics with the basic competency \"Calculating the surface area of a geometric shape\" in the classroom, teachers and documents in the form of a list of Grade VI students' grades for the 2021/2022 academic year. Data collection techniques were carried out through observation, testing and assignment of questions. Research procedures include problem identification, problem analysis, preparation of action plans, implementation of observational actions and preparation of reports. The research process was carried out in 2 cycles, each cycle was carried out in 2 meetings which included action, action planning, action implementation, observation, analysis and reflection. Based on data on students' test scores, there has been an increase in the average score starting from before the remedial action of learning (pre-cycle), Cycle I and Cycle II. The average score before the learning corrective action was implemented was 59.3, after the learning corrective action in Cycle I the average value became 71.3 and 86.7 in Cycle II with KKM 70. This means that learning by experimental method and utilizing building media models in mathematics provides great benefits to the learning outcomes of class VI.","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116566545","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 examines how effective the application of the Two stay Two Stray model is in increasing social studies learning outcomes in grade IV public elementary school 2 Pungan. This research uses a type of classroom action research where two cycles will be carried out, each cycle consisting of two meetings. The subjects in this study were all 14 students of class IV. Sources of data in the study were obtained from the learning outcomes of 14 students, there were 9 students who had not yet mastered the teaching criteria and 5 students had achieved mastery. Data collection techniques were obtained from the results of observations at each meeting and the administration of written tests. The research procedure consists of problem identification, problem analysis, preparation of action plans, implementation of observations, and preparation of a final report. This research will be carried out in two cycles. In each cycle, two meetings are held which describe the action, action planning, implementation of observation, analysis and reflection at the end of each meeting. Based on data on social studies learning outcomes, class IV students have experienced an average increase starting from before being given treatment (pre-action), cycle I, and cycle 2. The average score before being given treatment using the two stay two stray learning model is 59.3, after given learning improvement treatment in cycle 1 the average was 71.3 and 87.7 in cycle 2 with KKM 70.
{"title":"IMPLEMENTATION OF THE TWO STAY TWO STRAY MODEL TO INCREASE SOCIAL STUDIES LEARNING OUTCOMES","authors":"Kustanto Kustanto","doi":"10.30740/jee.v6i1.178","DOIUrl":"https://doi.org/10.30740/jee.v6i1.178","url":null,"abstract":"This study examines how effective the application of the Two stay Two Stray model is in increasing social studies learning outcomes in grade IV public elementary school 2 Pungan. This research uses a type of classroom action research where two cycles will be carried out, each cycle consisting of two meetings. The subjects in this study were all 14 students of class IV. Sources of data in the study were obtained from the learning outcomes of 14 students, there were 9 students who had not yet mastered the teaching criteria and 5 students had achieved mastery. Data collection techniques were obtained from the results of observations at each meeting and the administration of written tests. The research procedure consists of problem identification, problem analysis, preparation of action plans, implementation of observations, and preparation of a final report. This research will be carried out in two cycles. In each cycle, two meetings are held which describe the action, action planning, implementation of observation, analysis and reflection at the end of each meeting. Based on data on social studies learning outcomes, class IV students have experienced an average increase starting from before being given treatment (pre-action), cycle I, and cycle 2. The average score before being given treatment using the two stay two stray learning model is 59.3, after given learning improvement treatment in cycle 1 the average was 71.3 and 87.7 in cycle 2 with KKM 70.","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"511 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134504683","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}
Nita Harrisah, Faridillah Fahmi Nurfurqon, F. Nugraha
This research is conducted by problems in the field that learning mathematics in the material of adding fractions in elementary schools only accentuates arithmetic and memorization skills which resulting in low student learning outcomes. The purpose of this study is to improve student learning outcomes through the application of the Contextual Teaching and Learning model assisted by transparent mika media. The research method used is Classroom Action Research Kemmis and Mc Taggart Models which consists of four step that is planning, implementing, observing, and reflecting. Data collection techniques were carried out by means of observation and written tests. The subjects of this study were fifth grade students at SDN 3 Jayalaksana with a total of 16 students. The material is about the operation of adding fractions. The results showed that there was an increase in student learning outcomes in the material for fraction addition operations. In the first cycle, the average student learning outcomes were 66, in the second cycle, the average student learning outcomes were 70, and in the third cycle, the average student learning outcomes were 80 with good predicate (B). Based on these results, it can be concluded that the application of the CTL model assisted by transparent mika media can improve the learning outcomes of fifth grade students in the fraction of addition.
{"title":"APPLICATION OF THE CONTEXTUAL TEACHING AND LEARNING (CTL) MODEL WITH THE ASSISTANCE OF TRANSPARENT MIKA MEDIA TO IMPROVE THE LEARNING OUTCOMES OF CLASS V STUDENTS OF JAYALAKSANA 3 PUBLIC ELEMENTARY SCHOOL","authors":"Nita Harrisah, Faridillah Fahmi Nurfurqon, F. Nugraha","doi":"10.30740/jee.v6i1.185","DOIUrl":"https://doi.org/10.30740/jee.v6i1.185","url":null,"abstract":"This research is conducted by problems in the field that learning mathematics in the material of adding fractions in elementary schools only accentuates arithmetic and memorization skills which resulting in low student learning outcomes. The purpose of this study is to improve student learning outcomes through the application of the Contextual Teaching and Learning model assisted by transparent mika media. The research method used is Classroom Action Research Kemmis and Mc Taggart Models which consists of four step that is planning, implementing, observing, and reflecting. Data collection techniques were carried out by means of observation and written tests. The subjects of this study were fifth grade students at SDN 3 Jayalaksana with a total of 16 students. The material is about the operation of adding fractions. The results showed that there was an increase in student learning outcomes in the material for fraction addition operations. In the first cycle, the average student learning outcomes were 66, in the second cycle, the average student learning outcomes were 70, and in the third cycle, the average student learning outcomes were 80 with good predicate (B). Based on these results, it can be concluded that the application of the CTL model assisted by transparent mika media can improve the learning outcomes of fifth grade students in the fraction of addition.","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129333947","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 research is motivated by the issues of the low-level discipline of tenth-grade students of PH 2 SMK Binawisata Lembang. The problem in this research was solved by implementing football learning with the TGfU learning model. It aimed to find out to what extent the movement task of football learning could improve student discipline. This research used the classroom action research method for the tenth-grade students of PH 2 SMK Binawisata Lembang. The results of the action research showed that there was an increase in student discipline. The increase in initial value percentages is 44%. After conducting the action one-cycle one, the student’s disciplinary behavior improved to 53%. And the percentage value increased to 60% after treatment was given in action two-cycle one. In action one-cycle two, the percentage value went up to 68%. And the final value’s percentage rose to 77%. This suggests that learning tasks from football games could improve the disciplinary behavior of the student.
{"title":"Implementation of the TGfU Learning Model in Football Learning to Improve Student Discipline Behavior","authors":"Randhi Vernanda","doi":"10.30740/jee.v6i1.181","DOIUrl":"https://doi.org/10.30740/jee.v6i1.181","url":null,"abstract":"This research is motivated by the issues of the low-level discipline of tenth-grade students of PH 2 SMK Binawisata Lembang. The problem in this research was solved by implementing football learning with the TGfU learning model. It aimed to find out to what extent the movement task of football learning could improve student discipline. This research used the classroom action research method for the tenth-grade students of PH 2 SMK Binawisata Lembang. The results of the action research showed that there was an increase in student discipline. The increase in initial value percentages is 44%. After conducting the action one-cycle one, the student’s disciplinary behavior improved to 53%. And the percentage value increased to 60% after treatment was given in action two-cycle one. In action one-cycle two, the percentage value went up to 68%. And the final value’s percentage rose to 77%. This suggests that learning tasks from football games could improve the disciplinary behavior of the student.","PeriodicalId":376851,"journal":{"name":"Journal Of Educational Experts (JEE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127001602","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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