The purpose of this study is to describe the impact of using props in number sequence plots. This research was conducted on Mathematics subject about sorting numbers in grade VI SD Negeri 01 Batursari, Talun District, Pekalongan Regency in two cycles. The use of teaching aids in the form of plots of number sequences that are explained systematically in learning by teachers can actually improve students' abilities and skills in sorting groups of numbers arranged in a certain order (from sequential to largest). The increase in the number of students who achieved learning completeness was at least 11 students (64.70%) to 14 students (82.35%). The class average also increased from 73.52 to 86.47. The use of appropriate media and teaching aids in learning must be planned and carried out by the teacher so that the message conveyed can be received by students as a whole and realistically, especially in learning mathematics.
本研究的目的是描述在数字序列图中使用道具的影响。本研究分两个周期，对北卡隆岸县塔伦区巴都沙里小学六年级(SD Negeri 01 batatursari)的数学科目进行数字排序。使用教师在学习中系统讲解的数列图形式的教具，实际上可以提高学生对按一定顺序排列的数字组(从顺序到最大)进行排序的能力和技能。达到学习完备性的学生人数增加了至少11人(64.70%)至14人(82.35%)。班级平均分也从73.52分上升到86.47分。在学习中使用适当的媒体和教具必须由教师策划和实施，这样所传达的信息才能被学生作为一个整体和现实地接受，特别是在学习数学时。
{"title":"Penggunaaan alat peraga petak-petak urutan bilangan pecahan bagi peningkatan kompetensi siswa dalam menentukan urutan tertentu dari sekelompok bilangan pecahan acak","authors":"Endang Sumarwanti","doi":"10.51651/arj.v1i1.100","DOIUrl":"https://doi.org/10.51651/arj.v1i1.100","url":null,"abstract":"The purpose of this study is to describe the impact of using props in number sequence plots. This research was conducted on Mathematics subject about sorting numbers in grade VI SD Negeri 01 Batursari, Talun District, Pekalongan Regency in two cycles. The use of teaching aids in the form of plots of number sequences that are explained systematically in learning by teachers can actually improve students' abilities and skills in sorting groups of numbers arranged in a certain order (from sequential to largest). The increase in the number of students who achieved learning completeness was at least 11 students (64.70%) to 14 students (82.35%). The class average also increased from 73.52 to 86.47. The use of appropriate media and teaching aids in learning must be planned and carried out by the teacher so that the message conveyed can be received by students as a whole and realistically, especially in learning mathematics.","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81669756","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}
There are several learning methods that are considered capable of improving student achievement. One of them is the problem posing method, which is a method that emphasizes student activities to make questions, discuss, complete and present the results of their work. The purpose of this study was to find out that learning mathematics with the problem posing method was effective in improving the learning achievement of social arithmetic for third grade students at SDN 03 Talun, Pekalongan. After learning mathematics with the problem posing method, significant results were obtained in increasing learning motivation, increasing activeness and ability to communicate the concepts learned. The indicators of achievement in this study were the class average score of 67.18 in the first cycle rose to 74.23 in the second cycle, classical learning completeness 59.09% in the first cycle rose to 86.36% in the second cycle, student activity 62 ,98% increased to 78.32% in the second cycle, the teacher's performance by 70% in the first cycle rose to 90% in the second cycle and student responses about learning with problem posing and LKS assistance were obtained by 86.15% in the second cycle.
{"title":"Peningkatan prestasi belajar dengan metode Problem Posing dan bantuan LKS bagi siswa kelas III SDN 03 Talun","authors":"Amat Turip","doi":"10.51651/arj.v1i1.97","DOIUrl":"https://doi.org/10.51651/arj.v1i1.97","url":null,"abstract":"There are several learning methods that are considered capable of improving student achievement. One of them is the problem posing method, which is a method that emphasizes student activities to make questions, discuss, complete and present the results of their work. The purpose of this study was to find out that learning mathematics with the problem posing method was effective in improving the learning achievement of social arithmetic for third grade students at SDN 03 Talun, Pekalongan. After learning mathematics with the problem posing method, significant results were obtained in increasing learning motivation, increasing activeness and ability to communicate the concepts learned. The indicators of achievement in this study were the class average score of 67.18 in the first cycle rose to 74.23 in the second cycle, classical learning completeness 59.09% in the first cycle rose to 86.36% in the second cycle, student activity 62 ,98% increased to 78.32% in the second cycle, the teacher's performance by 70% in the first cycle rose to 90% in the second cycle and student responses about learning with problem posing and LKS assistance were obtained by 86.15% in the second cycle.","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77238810","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}
Islamic Religious Education (PAI) is one of the compulsory subjects ranging from basic to higher education for followers of the Islamic religion. The purpose of this study is to implement Islamic religious education learning using video stories in the formation of Islamic characters. This type of research is Classroom Action Research (CAR) with four stages of implementation. The subjects in this study were 18th graders of SDN 02 Talun. Data collection techniques in this study were obtained from interviews, written test observations and documentation. The data obtained were analyzed by calculating the average mastery of individual and classical learning. The success indicator in this study is for individual learning completeness if the proportion of students' correct answers is more than the predetermined KKM and for classical learning completeness if at least 85% of all students have reached the KKM. The results of this study are in cycle 1, students whose scores reach the minimum completeness criteria are 14 students with a percentage of 77.78%. Then for students who have not achieved completeness at least 4 students with a percentage of 22.22%. For cycle 2, students whose scores reach the minimum completeness criteria are 16 students with a percentage of 88.89%. Then for students who have not achieved completeness, there are at least 2 students with a percentage of 11.11% as well. So it can be concluded that the use of video stories can increase the formation of Islamic characters.
{"title":"Implementasi pembelajaran Pendidikan Agama Islam menggunakan video cerita dalam pembentukan karakter siswa yang islami","authors":"M. Arifin","doi":"10.51651/arj.v1i1.112","DOIUrl":"https://doi.org/10.51651/arj.v1i1.112","url":null,"abstract":"Islamic Religious Education (PAI) is one of the compulsory subjects ranging from basic to higher education for followers of the Islamic religion. The purpose of this study is to implement Islamic religious education learning using video stories in the formation of Islamic characters. This type of research is Classroom Action Research (CAR) with four stages of implementation. The subjects in this study were 18th graders of SDN 02 Talun. Data collection techniques in this study were obtained from interviews, written test observations and documentation. The data obtained were analyzed by calculating the average mastery of individual and classical learning. The success indicator in this study is for individual learning completeness if the proportion of students' correct answers is more than the predetermined KKM and for classical learning completeness if at least 85% of all students have reached the KKM. The results of this study are in cycle 1, students whose scores reach the minimum completeness criteria are 14 students with a percentage of 77.78%. Then for students who have not achieved completeness at least 4 students with a percentage of 22.22%. For cycle 2, students whose scores reach the minimum completeness criteria are 16 students with a percentage of 88.89%. Then for students who have not achieved completeness, there are at least 2 students with a percentage of 11.11% as well. So it can be concluded that the use of video stories can increase the formation of Islamic characters.","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":"144 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89017848","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 an effort to increase the activeness and learning outcomes of sixth grade students at SDN 02 Krompeng, Talun, Pekalongan Regency. This type of research is classroom action research. The research model used is Kurt Lewin using two cycles. The subjects in this study were students of class SDN 02 Krompeng, Talun, Pekalongan Regency, totaling 24 students. The data collection method used in this research is the test method and the observation method. While the data collection instrument used was an observation format for the implementation of TPS model cooperative learning by the teacher, the observation format for student activities/activities in the implementation of the TPS cooperative learning stages by students included a cooperative observation sheet and student activity. The data analysis technique was carried out in a qualitative descriptive manner. Indicators of student success are marked by increased activity and learning outcomes with student mastery reaching 80%. The results of this study indicate that the use of the Think Pair Share (TPS) learning model can increase the activeness and learning outcomes of science subjects at SDN 02 Krompeng, Talun, Pekalongan Regency. The results showed that TPS type cooperative learning can improve student learning outcomes as indicated by an increase in the number of students who completed learning as many as 16 students in the first cycle to 21 students in the second cycle, and the percentage of classical learning completeness increased from 66.67% in the first cycle to 87.5% in cycle II. Thus, students complete learning both classically and individually. Meanwhile, the implementation of TPS type cooperative learning by teachers also increased from cycle I to cycle II, namely from 68% to 85% with an increase of 17%. This indicates that the teacher has been able to carry out learning using the TPS model well. Student cooperation increased from 60% in the first cycle to 77% in the second cycle, besides that student activity also increased from 68.8% in the first cycle to 87.5% in the second cycle with an increase of 18.7%. This can indicate that students have understood and can carry out the stages of cooperative learning with the TPS model well. Based on the results, this study has reached the indicators of success, and it can be concluded that the TPS type cooperative learning model can improve student learning outcomes and increase activeness in science learning.
{"title":"Meningkatkan keaktifan dan hasil belajar IPA siswa kelas VI SDN 02 Krompeng melalui pembelajaran Think – Pair – Share","authors":"Rini Hartatik","doi":"10.51651/arj.v1i1.115","DOIUrl":"https://doi.org/10.51651/arj.v1i1.115","url":null,"abstract":"This research is an effort to increase the activeness and learning outcomes of sixth grade students at SDN 02 Krompeng, Talun, Pekalongan Regency. This type of research is classroom action research. The research model used is Kurt Lewin using two cycles. The subjects in this study were students of class SDN 02 Krompeng, Talun, Pekalongan Regency, totaling 24 students. The data collection method used in this research is the test method and the observation method. While the data collection instrument used was an observation format for the implementation of TPS model cooperative learning by the teacher, the observation format for student activities/activities in the implementation of the TPS cooperative learning stages by students included a cooperative observation sheet and student activity. The data analysis technique was carried out in a qualitative descriptive manner. Indicators of student success are marked by increased activity and learning outcomes with student mastery reaching 80%. The results of this study indicate that the use of the Think Pair Share (TPS) learning model can increase the activeness and learning outcomes of science subjects at SDN 02 Krompeng, Talun, Pekalongan Regency. The results showed that TPS type cooperative learning can improve student learning outcomes as indicated by an increase in the number of students who completed learning as many as 16 students in the first cycle to 21 students in the second cycle, and the percentage of classical learning completeness increased from 66.67% in the first cycle to 87.5% in cycle II. Thus, students complete learning both classically and individually. Meanwhile, the implementation of TPS type cooperative learning by teachers also increased from cycle I to cycle II, namely from 68% to 85% with an increase of 17%. This indicates that the teacher has been able to carry out learning using the TPS model well. Student cooperation increased from 60% in the first cycle to 77% in the second cycle, besides that student activity also increased from 68.8% in the first cycle to 87.5% in the second cycle with an increase of 18.7%. This can indicate that students have understood and can carry out the stages of cooperative learning with the TPS model well. Based on the results, this study has reached the indicators of success, and it can be concluded that the TPS type cooperative learning model can improve student learning outcomes and increase activeness in science learning.","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83697370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to improve the students' story writing skills and increase the activeness in writing stories for the fourth grade students of SDN 02 Kalirejo through the application of the picture and picture method. This research is a Classroom Action Research (CAR). This research was carried out in two cycles, each cycle consisting of planning, implementing actions, observing, and reflecting. The research subjects were the fourth grade students of SDN 02 Kalirejo Pekalongan, totaling 18 students. The results showed that using the picture and picture method could increase the students' activeness and ability to write stories from pre-cycle to cycle I and from cycle I to cycle II. The results showed that: 1) learning by using the picture and picture method on the subject of writing stories can increase student activity. This can be seen from the results of observations of the student learning process, namely, before the action of 45%, the second cycle of 65% and the second cycle of 80%. 2) Learning using the picture and picture method can improve students' story writing skills. The improvement of students' mastery learning outcomes in writing stories can be seen from the results of students' work, namely, before the action of 44.44%, the first cycle of 66.67%, and in the second cycle of 88.89%.
本研究旨在通过图片和图片法的应用，提高SDN 02 Kalirejo四年级学生的故事写作技巧，提高他们的故事写作积极性。本研究是一项课堂行动研究(CAR)。本研究分两个周期进行，每个周期包括计划、实施行动、观察和反思。研究对象为Kalirejo Pekalongan SDN 02四年级学生，共18名学生。结果表明，采用图文结合的方法可以提高学生从前循环到循环一、从循环一到循环二的主动性和写故事的能力。结果表明:1)在故事写作这一主题上，运用图片和图片法进行学习可以提高学生的积极性。这可以从观察学生学习过程的结果中看出，即行动前占45%，第二周期占65%，第二周期占80%。2)图文并举的学习方法可以提高学生的故事写作能力。从学生的作业结果可以看出，学生在故事写作中掌握学习成果的提高，即行动前为44.44%，第一周期为66.67%，第二周期为88.89%。
{"title":"Peningkatan kemampuan menulis cerita dengan menggunakan metode picture and picture pada siswa kelas IV SDN 02 Kalirejo","authors":"Fiqih Athaini","doi":"10.51651/arj.v1i1.102","DOIUrl":"https://doi.org/10.51651/arj.v1i1.102","url":null,"abstract":"This study aims to improve the students' story writing skills and increase the activeness in writing stories for the fourth grade students of SDN 02 Kalirejo through the application of the picture and picture method. This research is a Classroom Action Research (CAR). This research was carried out in two cycles, each cycle consisting of planning, implementing actions, observing, and reflecting. The research subjects were the fourth grade students of SDN 02 Kalirejo Pekalongan, totaling 18 students. The results showed that using the picture and picture method could increase the students' activeness and ability to write stories from pre-cycle to cycle I and from cycle I to cycle II. The results showed that: 1) learning by using the picture and picture method on the subject of writing stories can increase student activity. This can be seen from the results of observations of the student learning process, namely, before the action of 45%, the second cycle of 65% and the second cycle of 80%. 2) Learning using the picture and picture method can improve students' story writing skills. The improvement of students' mastery learning outcomes in writing stories can be seen from the results of students' work, namely, before the action of 44.44%, the first cycle of 66.67%, and in the second cycle of 88.89%. ","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90314254","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 aim of the researcher is to apply e-module media to improve PJOK learning achievement in 4th grade students of SDN 01 Sengare. This research was conducted on 4th grade students of SDN 01 Sengare, Pekalongan Regency with an odd semester of the 2020/2021 academic year, totaling 22 students. This type of research is classroom action research (CAR). As a form of CAR, this research was carried out in several cycles. The results of the study focused on the students' ability to solve problems. The flow in classroom action research begins with planning action (planning), implementing action (action), observing and evaluating the process and results of the action, and reflecting, and so on until the improvement or improvement is expected (success criteria). The result of this research is an increase in the average of students in cycle 1 and cycle 2 respectively 79.50 and 88.25. Then for classical completeness in cycle 1 and cycle 2, respectively 77.27% and 86.36%. Because it has met the predetermined success indicators, there is no need to proceed to the next cycle.
{"title":"Peningkatan prestasi belajar PJOK pada siswa kelas 4 SDN 01 Sengare menggunakan media e-modul di masa pandemi","authors":"Aslori Lukman","doi":"10.51651/arj.v1i1.99","DOIUrl":"https://doi.org/10.51651/arj.v1i1.99","url":null,"abstract":"The aim of the researcher is to apply e-module media to improve PJOK learning achievement in 4th grade students of SDN 01 Sengare. This research was conducted on 4th grade students of SDN 01 Sengare, Pekalongan Regency with an odd semester of the 2020/2021 academic year, totaling 22 students. This type of research is classroom action research (CAR). As a form of CAR, this research was carried out in several cycles. The results of the study focused on the students' ability to solve problems. The flow in classroom action research begins with planning action (planning), implementing action (action), observing and evaluating the process and results of the action, and reflecting, and so on until the improvement or improvement is expected (success criteria). The result of this research is an increase in the average of students in cycle 1 and cycle 2 respectively 79.50 and 88.25. Then for classical completeness in cycle 1 and cycle 2, respectively 77.27% and 86.36%. Because it has met the predetermined success indicators, there is no need to proceed to the next cycle.","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77653466","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to improve the ability of teachers in learning after the supervision technique of classroom observation was carried out at SD Negeri 02 Talun, Pekalongan Regency. This research was conducted at SD Negeri 02 Talun, Pekalongan Regency for 3 months with 2 cycles. The subjects of this study were class teachers from class I to class VI at SD Negeri 02 Talun. The object of research is the ability of teachers in teaching and learning activities and the implementation of classroom observation supervision techniques. The data that will be taken during the school action research is obtained by conducting observations, interviews, and documentation. By paying attention to the results of research and discussion of each cycle, it can be seen that there is an increase in the ability of teachers in learning planning, in managing teaching and learning activities and in evaluating teaching and learning activities. This proves that there is a positive influence from the implementation of classroom observation supervision techniques for improving teacher abilities and encouraging improvements in optimal learning. It is hoped that the results of this study will motivate the principal to carry out classroom observation supervision techniques as well as possible and position himself as a good role model and learning leader.
本研究旨在以课堂观察督导技术为基础，在北卡隆岸区02塔伦区SD Negeri实施课堂观察督导技术，以提高教师的学习能力。本研究在北卡隆岸的SD Negeri 02 Talun进行，为期3个月，分为2个周期。本研究的对象为SD Negeri 02 Talun小学一至六班的班主任。研究对象是教师在教与学活动中的能力和课堂观察监督技巧的实施情况。在学校行动研究期间将采取的数据是通过进行观察，访谈和文件获得的。通过关注每个周期的研究和讨论结果可以看出，教师在学习计划、管理教与学活动和评价教与学活动方面的能力都有所提高。这证明课堂观察监督技术的实施对提高教师能力和鼓励优化学习有积极的影响。
{"title":"Peningkatan kemampuan guru dalam pembelajaran melalui supervisi observasi kelas di SDN 02 Talun Kabupaten Pekalongan","authors":"S. Yuwono","doi":"10.51651/arj.v1i1.72","DOIUrl":"https://doi.org/10.51651/arj.v1i1.72","url":null,"abstract":"This study aims to improve the ability of teachers in learning after the supervision technique of classroom observation was carried out at SD Negeri 02 Talun, Pekalongan Regency. This research was conducted at SD Negeri 02 Talun, Pekalongan Regency for 3 months with 2 cycles. The subjects of this study were class teachers from class I to class VI at SD Negeri 02 Talun. The object of research is the ability of teachers in teaching and learning activities and the implementation of classroom observation supervision techniques. The data that will be taken during the school action research is obtained by conducting observations, interviews, and documentation. By paying attention to the results of research and discussion of each cycle, it can be seen that there is an increase in the ability of teachers in learning planning, in managing teaching and learning activities and in evaluating teaching and learning activities. This proves that there is a positive influence from the implementation of classroom observation supervision techniques for improving teacher abilities and encouraging improvements in optimal learning. It is hoped that the results of this study will motivate the principal to carry out classroom observation supervision techniques as well as possible and position himself as a good role model and learning leader.","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87764156","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 general objective of this study is to improve the speaking ability of children in the 5-6 years age group totaling 14 children consisting of 9 boys and 5 girls. Muslimat NU Masyitoh 19 “Annisa” Beard Pekalongan obtained by using the method of observation and documentation. The data obtained by observation were analyzed qualitatively by processing data from observations in activities and evaluating children's speaking skills through buying and selling entrepreneurship activities in the form of percentages. The results of this study showed that the results of observations in the 5-6 years age group were initially 14.29%. This was because there was no renewal of learning in children. After improving the action through buying and selling entrepreneurship activities in the classroom using tools and materials in the role center, the results in the first cycle were 57.14% while in the second cycle the buying and selling entrepreneurship activities were by selling agar directly to parents around 85.71 %, This shows an increase in children's speaking skills through buying and selling entrepreneurship activities carried out in cycles I and II in the 5-6 year age group of Muslimat NU Masyitoh 19 "Annisa" Jenggot Kindergarten. Based on all classroom action research activities, it can be concluded that improving the speaking ability of children in the 5-6 year age group TK Muslimat NU Masyitoh 19 "Annisa" Jenggot Ajaran 2020/2021 can be increased through buying and selling entrepreneurship activities. The suggestion that the researcher wants to convey is that educators should increase their knowledge about buying and selling entrepreneurship activities to improve the speaking skills of children in the 5-6 year age group so that learning targets are achieved.
{"title":"Upaya meningkatkan kemampuan berbicara anak melalui kegiatan berwirausaha jual beli pada kelompok usia 5-6 tahun TK Muslimat NU Masyitoh 19 “Annisa” Jenggot Pekalongan tahun ajaran 2020-2021","authors":"Nanik Utami","doi":"10.51651/arj.v1i1.66","DOIUrl":"https://doi.org/10.51651/arj.v1i1.66","url":null,"abstract":"The general objective of this study is to improve the speaking ability of children in the 5-6 years age group totaling 14 children consisting of 9 boys and 5 girls. Muslimat NU Masyitoh 19 “Annisa” Beard Pekalongan obtained by using the method of observation and documentation. The data obtained by observation were analyzed qualitatively by processing data from observations in activities and evaluating children's speaking skills through buying and selling entrepreneurship activities in the form of percentages. The results of this study showed that the results of observations in the 5-6 years age group were initially 14.29%. This was because there was no renewal of learning in children. After improving the action through buying and selling entrepreneurship activities in the classroom using tools and materials in the role center, the results in the first cycle were 57.14% while in the second cycle the buying and selling entrepreneurship activities were by selling agar directly to parents around 85.71 %, This shows an increase in children's speaking skills through buying and selling entrepreneurship activities carried out in cycles I and II in the 5-6 year age group of Muslimat NU Masyitoh 19 \"Annisa\" Jenggot Kindergarten. Based on all classroom action research activities, it can be concluded that improving the speaking ability of children in the 5-6 year age group TK Muslimat NU Masyitoh 19 \"Annisa\" Jenggot Ajaran 2020/2021 can be increased through buying and selling entrepreneurship activities. The suggestion that the researcher wants to convey is that educators should increase their knowledge about buying and selling entrepreneurship activities to improve the speaking skills of children in the 5-6 year age group so that learning targets are achieved.","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86595728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to determine the increase in student activity and learning outcomes in Linear Program material through the application of discovery learning learning models. This research was conducted at SMA Negeri 1 Karangrayung, Grobogan Regency, Central Java Province. This research method uses classroom action research with two cycles. Each cycle consists of four stages which include action planning, action implementation, observation of action results, and reflection of action results. The results showed that the average score of student learning activity in the initial conditions was 27.67 (=55.33%) then in the first cycle was 29.83 (=59.67%) and in the second cycle was 38.33 (= 76.67%. While the average value of student learning outcomes in the initial conditions was 65.87 then in the first cycle was 68.77 and in the second cycle was 75.50. The percentage of students' learning completeness in the initial condition is 10.00%, then in the first cycle it is 46.67% and in the second cycle it is 96.67%. Based on the results of the study, it can be concluded that the discovery learning model can increase the activeness and learning outcomes of students in the Linear Program material.
本研究旨在通过应用发现学习模式来确定线性课程材料中学生活动和学习成果的增加。本研究在中爪哇省Grobogan摄政省SMA Negeri 1 Karangrayung进行。本研究方法采用课堂行动研究，分为两个周期。每个周期包括行动计划、行动实施、观察行动结果和反映行动结果四个阶段。结果表明:学生在初始条件下的学习活动平均得分为27.67分(=55.33%)，在第一周期中平均得分为29.83分(=59.67%)，在第二周期中平均得分为38.33分(= 76.67%)。学生在初始条件下的平均学习成绩为65.87，在第一周期为68.77，在第二周期为75.50。学生在初始条件下的学习完成率为10.00%，第一个周期为46.67%，第二个周期为96.67%。根据研究结果，发现学习模式可以提高学生在线性程序教材中的学习积极性和学习效果。
{"title":"Penerapan discovery learning untuk meningkatkan keaktifan dan hasil belajar materi program linear","authors":"Edy Suwanto","doi":"10.51651/arj.v1i1.101","DOIUrl":"https://doi.org/10.51651/arj.v1i1.101","url":null,"abstract":"This study aims to determine the increase in student activity and learning outcomes in Linear Program material through the application of discovery learning learning models. This research was conducted at SMA Negeri 1 Karangrayung, Grobogan Regency, Central Java Province. This research method uses classroom action research with two cycles. Each cycle consists of four stages which include action planning, action implementation, observation of action results, and reflection of action results. The results showed that the average score of student learning activity in the initial conditions was 27.67 (=55.33%) then in the first cycle was 29.83 (=59.67%) and in the second cycle was 38.33 (= 76.67%. While the average value of student learning outcomes in the initial conditions was 65.87 then in the first cycle was 68.77 and in the second cycle was 75.50. The percentage of students' learning completeness in the initial condition is 10.00%, then in the first cycle it is 46.67% and in the second cycle it is 96.67%. Based on the results of the study, it can be concluded that the discovery learning model can increase the activeness and learning outcomes of students in the Linear Program material.","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":"115 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74759057","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 low learning outcomes of thematic science content at SDN Pajomblangan are due to the inactivity of students in participating in learning. For this reason, this type of research was conducted using classroom action research (CAR). This study aims to describe the steps in implementing the Problem Based Learning learning model and to find out the improvement in learning outcomes for class 5 science content. Data collection techniques used test techniques and non-test (observation) techniques. The analysis technique uses a quantitative descriptive technique. The results showed that the application of the Problem Based Learning model was able to improve student learning outcomes and activeness. The increase in learning outcomes showed that in the pre-cycle the student's level of completeness was 48%, for the first cycle the completeness level was 71%, and the second cycle the completeness level was 90%. While the increase in student activity in the pre-cycle is 50%, for the first cycle the student activity level is 68%, and the second cycle the student activity level is 87%. Based on the results of the study, it can be concluded that the Problem Based Learning learning model can improve learning outcomes and student activity.
{"title":"Peningkatan hasil belajar tematik muatan IPA melalui model Problem Based Learning kelas 5 SDN Pajomblangan, Kedungwuni","authors":"Wikriyah Wikriyah","doi":"10.51651/arj.v1i1.113","DOIUrl":"https://doi.org/10.51651/arj.v1i1.113","url":null,"abstract":"The low learning outcomes of thematic science content at SDN Pajomblangan are due to the inactivity of students in participating in learning. For this reason, this type of research was conducted using classroom action research (CAR). This study aims to describe the steps in implementing the Problem Based Learning learning model and to find out the improvement in learning outcomes for class 5 science content. Data collection techniques used test techniques and non-test (observation) techniques. The analysis technique uses a quantitative descriptive technique. The results showed that the application of the Problem Based Learning model was able to improve student learning outcomes and activeness. The increase in learning outcomes showed that in the pre-cycle the student's level of completeness was 48%, for the first cycle the completeness level was 71%, and the second cycle the completeness level was 90%. While the increase in student activity in the pre-cycle is 50%, for the first cycle the student activity level is 68%, and the second cycle the student activity level is 87%. Based on the results of the study, it can be concluded that the Problem Based Learning learning model can improve learning outcomes and student activity.","PeriodicalId":39289,"journal":{"name":"International Journal of Action Research","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78804447","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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