Pub Date : 2021-10-11DOI: 10.26418/jurnalkpk.v5i2.50235
Yuyun Yuniarti
Abstract This research is a survey research to determine teacher professional development programs that can be carried out by schools through teacher self-assessment. The results of this study can be used to determine professional development programs that can be carried out by schools based on self-assessment according to the needs of teachers. The self-assessment carried out by the teacher to analyze the need for Teacher Professional Development is carried out with a questionnaire that includes a person's strengths and weaknesses, Desired or required Career or Professional Development and the reasons for choosing the career development. Based on the survey, it can be seen that there is a comparison between the strengths of teachers and their weaknesses for the four competencies that teachers must have, it is also in accordance with the professional development program needed to improve the four competencies of teachers. Keywords: Self-Assessment, Teacher Professional Development
{"title":"ANALISIS KEBUTUHAN PENGEMBANGAN KEPROFESIAN GURU SMP NEGERI 1 PONTIANAK MELALUI PENILAIAN DIRI","authors":"Yuyun Yuniarti","doi":"10.26418/jurnalkpk.v5i2.50235","DOIUrl":"https://doi.org/10.26418/jurnalkpk.v5i2.50235","url":null,"abstract":"Abstract This research is a survey research to determine teacher professional development programs that can be carried out by schools through teacher self-assessment. The results of this study can be used to determine professional development programs that can be carried out by schools based on self-assessment according to the needs of teachers. The self-assessment carried out by the teacher to analyze the need for Teacher Professional Development is carried out with a questionnaire that includes a person's strengths and weaknesses, Desired or required Career or Professional Development and the reasons for choosing the career development. Based on the survey, it can be seen that there is a comparison between the strengths of teachers and their weaknesses for the four competencies that teachers must have, it is also in accordance with the professional development program needed to improve the four competencies of teachers. Keywords: Self-Assessment, Teacher Professional Development","PeriodicalId":423575,"journal":{"name":"Jurnal Kajian Pembelajaran dan Keilmuan","volume":"1993 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125534217","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}
Abstract This study aims to determine the interaction of family and social environment on the vandalism behavior of eighth grade students of SMP Negeri 14 Pontianak. This research method is quantitative with a research sample of 110 VIII students using purposive sampling. Data was taken using a questionnaire. The results showed that vandalism was low at 60.8%, family harmony was 44.7% and the school environment was categorized as very high at 34.4%. The results of the test show Fcount (31,328) > Ftable (3.08) and a significance of 0.00 < 0.05, meaning that family harmony and social environment have a significant effect on vandalism behavior. tcount of the decent family harmony variable -4.486 > ttable 1.982 with a significance of 0.00 <0.05, which means that there is a significant negative effect. tcount of the appropriate school social environment variable -2.547 > ttable 1.982 with a significance of 0.01 <0.05, which means that there is a significant negative effect. Regression equation Y'= 68.074+ (- 0.418) + (-0.313) + e. The determinant value of Adjusted R2 = 0.358, which means that the influence of family interaction and social environment on vandalism behavior is low, namely 35.8%. Keywords: Harmonious Family, School Social Environment, Vandalism.
{"title":"PENGARUH KEHARMONISAN KELUARGA DAN LINGKUNGAN SOSIAL SEKOLAH TERHADAP VANDALISME REMAJA SMP NEGERI 14 PONTIANAK","authors":"Muliyani Muliyani, Yohanes Bahari, Rustiyarso Rustiyarso","doi":"10.26418/jurnalkpk.v5i2.50234","DOIUrl":"https://doi.org/10.26418/jurnalkpk.v5i2.50234","url":null,"abstract":"Abstract This study aims to determine the interaction of family and social environment on the vandalism behavior of eighth grade students of SMP Negeri 14 Pontianak. This research method is quantitative with a research sample of 110 VIII students using purposive sampling. Data was taken using a questionnaire. The results showed that vandalism was low at 60.8%, family harmony was 44.7% and the school environment was categorized as very high at 34.4%. The results of the test show Fcount (31,328) > Ftable (3.08) and a significance of 0.00 < 0.05, meaning that family harmony and social environment have a significant effect on vandalism behavior. tcount of the decent family harmony variable -4.486 > ttable 1.982 with a significance of 0.00 <0.05, which means that there is a significant negative effect. tcount of the appropriate school social environment variable -2.547 > ttable 1.982 with a significance of 0.01 <0.05, which means that there is a significant negative effect. Regression equation Y'= 68.074+ (- 0.418) + (-0.313) + e. The determinant value of Adjusted R2 = 0.358, which means that the influence of family interaction and social environment on vandalism behavior is low, namely 35.8%. Keywords: Harmonious Family, School Social Environment, Vandalism.","PeriodicalId":423575,"journal":{"name":"Jurnal Kajian Pembelajaran dan Keilmuan","volume":"150 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134101278","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 : 2021-10-10DOI: 10.26418/jurnalkpk.v5i2.50229
Yuliarni Yuliarni
Abstract The teacher's pedagogic competence affects the management ability of the principal. Therefore, primary management is an effort based on moving, directing, and maintaining one's ethics so that he is motivated to do something that is planned to achieve the desired goals. In the concept of management related to organizational life, the management ability of the principal plays an important role in moving teachers to be more professional, this is because the principal has a broad influence on the world of education in the school environment. The purpose of this school action research (PTS) is to find out the extent to which principal coaching through principal management can improve teacher pedagogic competence. This School Action Research (PTS) was carried out in 2 cycles, from the results of the actions taken it was proven to be able to improve the pedagogic competence of teachers in learning, from 57.33% in cycle 1 to 78.63% in cycle 2. So the results of the research produced were management principals carried out by researchers as school principals can improve the pedagogic competence of teachers in learning. Keywords: Improve, Principal Management, Teacher Pedagogic Competence
{"title":"PENINGKATAN KOMPETENSI PEDAGOGIK GURU MELALUI MANAJEMEN KEPALA SEKOLAH DI SMP NEGERI 1 SUNGAI AMBAWANG","authors":"Yuliarni Yuliarni","doi":"10.26418/jurnalkpk.v5i2.50229","DOIUrl":"https://doi.org/10.26418/jurnalkpk.v5i2.50229","url":null,"abstract":"Abstract The teacher's pedagogic competence affects the management ability of the principal. Therefore, primary management is an effort based on moving, directing, and maintaining one's ethics so that he is motivated to do something that is planned to achieve the desired goals. In the concept of management related to organizational life, the management ability of the principal plays an important role in moving teachers to be more professional, this is because the principal has a broad influence on the world of education in the school environment. The purpose of this school action research (PTS) is to find out the extent to which principal coaching through principal management can improve teacher pedagogic competence. This School Action Research (PTS) was carried out in 2 cycles, from the results of the actions taken it was proven to be able to improve the pedagogic competence of teachers in learning, from 57.33% in cycle 1 to 78.63% in cycle 2. So the results of the research produced were management principals carried out by researchers as school principals can improve the pedagogic competence of teachers in learning. Keywords: Improve, Principal Management, Teacher Pedagogic Competence","PeriodicalId":423575,"journal":{"name":"Jurnal Kajian Pembelajaran dan Keilmuan","volume":"157 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114735524","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 : 2021-10-06DOI: 10.26418/jurnalkpk.v5i2.50231
M. Arip
AbstractLearning media is an important factor in improving the quality of learning. This is due to the development of technology in the field of education that demands efficiency and effectiveness in learning. This study aims to determine the role of In House Training (IHT) activities in improving the ability of teachers to apply learning media at SMP Negeri 5 Sungai Kakap. This study uses two cycles of action research. Each cycle consists of four stages, namely: design, activities and observations, reflection and revision. The target of this research is the teachers of SMP Negeri 5 Sungai Kakap. The obtained data is the result of cyclical actions during the School Action Research (PTS) activity. Based on the research that has been done, it can be concluded that the implementation of has a positive impact in improving the ability of teachers to apply learning media. This is indicated by the increase in the acquisition score made by the teacher in each cycle from the results of the actions taken which are proven to increase the ability of teachers to apply learning media, namely the assessment of teacher activities when participating IHT activities from 21, in cycle 1 it increased to 25. .57 in cycle 2. Then the assessment of the teacher's ability to apply learning media also increased. Before the IHT activity was held, the average score of teachers in applying learning media was only 58.57%, while in cycle 1 the average score was 71 ,42% increased to 82.85% in cycle 2. Keywords: In House Training, Learning Media, Teacher Ability
摘要学习媒体是提高学习质量的重要因素。这是由于教育领域的技术发展要求学习的效率和效果。本研究的目的是要确定在SMP Negeri 5 Sungai Kakap，内部培训(IHT)活动在提高教师运用学习媒体的能力上所扮演的角色。本研究采用了两个周期的行动研究。每个周期包括四个阶段，即:设计、活动和观察、反思和修订。本研究的对象是SMP Negeri 5 Sungai Kakap的教师。所获得的数据是学校行动研究(PTS)活动中周期性行动的结果。根据所做的研究，可以得出结论，实施学习媒体对提高教师应用学习媒体的能力有积极的影响。这一点可以从每个周期中教师的习得分数的增加中看出，从所采取的行动的结果来看，这些行动被证明提高了教师应用学习媒体的能力，即教师参与IHT活动时的活动评估，从第1周期的21分增加到第2周期的25.57分。然后对教师应用学习媒体能力的评估也增加了。在开展IHT活动之前，教师在学习媒体应用方面的平均得分仅为58.57%，而在第1周期中，教师在学习媒体应用方面的平均得分为71.42%，在第2周期中上升到82.85%。关键词:室内培训，学习媒体，教师能力
{"title":"INCREASING TEACHERS' ABILITY TO APPLY LEARNING MEDIA THROUGH IN HOUSE TRAINING","authors":"M. Arip","doi":"10.26418/jurnalkpk.v5i2.50231","DOIUrl":"https://doi.org/10.26418/jurnalkpk.v5i2.50231","url":null,"abstract":"AbstractLearning media is an important factor in improving the quality of learning. This is due to the development of technology in the field of education that demands efficiency and effectiveness in learning. This study aims to determine the role of In House Training (IHT) activities in improving the ability of teachers to apply learning media at SMP Negeri 5 Sungai Kakap. This study uses two cycles of action research. Each cycle consists of four stages, namely: design, activities and observations, reflection and revision. The target of this research is the teachers of SMP Negeri 5 Sungai Kakap. The obtained data is the result of cyclical actions during the School Action Research (PTS) activity. Based on the research that has been done, it can be concluded that the implementation of has a positive impact in improving the ability of teachers to apply learning media. This is indicated by the increase in the acquisition score made by the teacher in each cycle from the results of the actions taken which are proven to increase the ability of teachers to apply learning media, namely the assessment of teacher activities when participating IHT activities from 21, in cycle 1 it increased to 25. .57 in cycle 2. Then the assessment of the teacher's ability to apply learning media also increased. Before the IHT activity was held, the average score of teachers in applying learning media was only 58.57%, while in cycle 1 the average score was 71 ,42% increased to 82.85% in cycle 2. Keywords: In House Training, Learning Media, Teacher Ability","PeriodicalId":423575,"journal":{"name":"Jurnal Kajian Pembelajaran dan Keilmuan","volume":"93 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124211119","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 : 2021-10-06DOI: 10.26418/jurnalkpk.v5i2.50230
Khairullah Khairullah, A. Priyadi, M. Martono
ABSTRACT This study examined the feasibility of Indonesian learning tools made by teachers of private MTs Pontianak at the times of covid-19 pamdemic. Based on the results of the study, the teacher already made several good learning tools,however there were still shortcomings in certain components. The method used was descriptive qualitative research. The results of the study showed that the tools made by teachers of private MTs Pontianak that were good, there were lesson plan, teaching materials, learning media and evaluations (the questions made by teachers). However there will still some improvement needed in several components of the learning tools, such as school units, the core activity that were still the same from the first until the final meeting, and also the assessment rubric. Nevertheless, this study will alleviate teachers to prepare learning tools for the use of school accreditation, achieving school's vision and mission in the academic field and improving the quality of education in school. Keywords : Indonesian, Pontianak, The Feasibility of Learning Tools
{"title":"KELAYAKAN PERANGKAT PEMBELAJARAN BAHASA INDONESIA BUATAN GURU MTS SWASTA PONTIANAK PADA MASA PANDEMI COVID-19","authors":"Khairullah Khairullah, A. Priyadi, M. Martono","doi":"10.26418/jurnalkpk.v5i2.50230","DOIUrl":"https://doi.org/10.26418/jurnalkpk.v5i2.50230","url":null,"abstract":"ABSTRACT This study examined the feasibility of Indonesian learning tools made by teachers of private MTs Pontianak at the times of covid-19 pamdemic. Based on the results of the study, the teacher already made several good learning tools,however there were still shortcomings in certain components. The method used was descriptive qualitative research. The results of the study showed that the tools made by teachers of private MTs Pontianak that were good, there were lesson plan, teaching materials, learning media and evaluations (the questions made by teachers). However there will still some improvement needed in several components of the learning tools, such as school units, the core activity that were still the same from the first until the final meeting, and also the assessment rubric. Nevertheless, this study will alleviate teachers to prepare learning tools for the use of school accreditation, achieving school's vision and mission in the academic field and improving the quality of education in school. Keywords : Indonesian, Pontianak, The Feasibility of Learning Tools ","PeriodicalId":423575,"journal":{"name":"Jurnal Kajian Pembelajaran dan Keilmuan","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134600739","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 : 2021-10-04DOI: 10.26418/jurnalkpk.v5i2.50228
Ana Suha, Sukmawati Sukmawati, Usman Radiana
AbstractThe form of this research is a qualitative approach. The subjects of this study were 1 principals and 11 teachers. Methods of collecting data through observation, interviews, documentation, and triangulation. While the data analysis used qualitative data analysis. While the validity of the data is tested in four ways, namely internal validity, transferability, dependability, and confirmability. The main findings in this study: (1) The principal has implemented interpersonal communication occurs directly between the principal and the teacher, close relationship in communication, teachers occur in a long time and the principals and teachers know each other's personal characteristics. (2) Barriers to interpersonal communication passed by the principal, namely time barriers, social media that does not support, physical influence between male teachers and female teachers, and the psychological influence of which is the age factor. (3) to overcome the principal's interpersonal communication barriers build a high empathy attitude towards the teacher's task, get used to being a good listener, repeat information that is not clear, then determine an effective time to communicate interpersonal. The conclusions in this study are the principal has implemented interpersonal communication in improving academic achievement at the school, Obstacles in the implementation of interpersonal communication that the Principal goes through consist of time constraints, media influences, physical influences, and psychological influences, the principal has overcome obstacles in interpersonal communication. Keywords: Academic Achievement, Interpersonal Communication
{"title":"KOMUNIKASI INTERPERSONAL KEPALA SEKOLAH DALAM MENINGKATKAN PRESTASI AKADEMIK DI SDN 10 SERINDANG","authors":"Ana Suha, Sukmawati Sukmawati, Usman Radiana","doi":"10.26418/jurnalkpk.v5i2.50228","DOIUrl":"https://doi.org/10.26418/jurnalkpk.v5i2.50228","url":null,"abstract":"AbstractThe form of this research is a qualitative approach. The subjects of this study were 1 principals and 11 teachers. Methods of collecting data through observation, interviews, documentation, and triangulation. While the data analysis used qualitative data analysis. While the validity of the data is tested in four ways, namely internal validity, transferability, dependability, and confirmability. The main findings in this study: (1) The principal has implemented interpersonal communication occurs directly between the principal and the teacher, close relationship in communication, teachers occur in a long time and the principals and teachers know each other's personal characteristics. (2) Barriers to interpersonal communication passed by the principal, namely time barriers, social media that does not support, physical influence between male teachers and female teachers, and the psychological influence of which is the age factor. (3) to overcome the principal's interpersonal communication barriers build a high empathy attitude towards the teacher's task, get used to being a good listener, repeat information that is not clear, then determine an effective time to communicate interpersonal. The conclusions in this study are the principal has implemented interpersonal communication in improving academic achievement at the school, Obstacles in the implementation of interpersonal communication that the Principal goes through consist of time constraints, media influences, physical influences, and psychological influences, the principal has overcome obstacles in interpersonal communication. Keywords: Academic Achievement, Interpersonal Communication ","PeriodicalId":423575,"journal":{"name":"Jurnal Kajian Pembelajaran dan Keilmuan","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122831523","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 : 2021-08-18DOI: 10.26418/jurnalkpk.v5i1.48726
M. Basri
Abstract Teaching feasibility is not sufficient to only measure based on formal education but also to be measured based on how the teacher's performance in learning related to lesson planning and learning implementation.The purpose of this school action research (PTS) is to determine the extent to which principal coaching through clinical supervision can improve teacher performance in learning.In this school action research (PTS) was carried out in 2 cycles, from the results of the actions taken were proven to improve teacher performance in learning, namely by increasing teacher performance in preparing lesson plans from 72.86% in cycle 1, increasing to 99.2% in cycle 2. Then the increase in teacher performance in implementing learning from 71.8% in cycle 1, increased to 98.6% in cycle 2. In other words, clinical supervision carried out by researchers as school principals can improve teacher performance in learning. Keywords: Clinical Supervision, Learning, Teacher Performance
{"title":"PENINGKATAN KINERJA GURU DALAM PEMBELAJARAN MELALUI SUPERVISI KLINIS DI SMP NEGERI 2 KUBU","authors":"M. Basri","doi":"10.26418/jurnalkpk.v5i1.48726","DOIUrl":"https://doi.org/10.26418/jurnalkpk.v5i1.48726","url":null,"abstract":"Abstract Teaching feasibility is not sufficient to only measure based on formal education but also to be measured based on how the teacher's performance in learning related to lesson planning and learning implementation.The purpose of this school action research (PTS) is to determine the extent to which principal coaching through clinical supervision can improve teacher performance in learning.In this school action research (PTS) was carried out in 2 cycles, from the results of the actions taken were proven to improve teacher performance in learning, namely by increasing teacher performance in preparing lesson plans from 72.86% in cycle 1, increasing to 99.2% in cycle 2. Then the increase in teacher performance in implementing learning from 71.8% in cycle 1, increased to 98.6% in cycle 2. In other words, clinical supervision carried out by researchers as school principals can improve teacher performance in learning. Keywords: Clinical Supervision, Learning, Teacher Performance","PeriodicalId":423575,"journal":{"name":"Jurnal Kajian Pembelajaran dan Keilmuan","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115320859","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 : 2021-08-18DOI: 10.26418/jurnalkpk.v5i1.48728
Rusino Rusino
Abstract This classroom action research was conducted in Class IX A SMP Negeri 5 Kubu with a total of 22 students. The objectives to be achieved in this study are to improve students' ability to compile procedural texts, develop effective, efficient and fun learning strategies and learning models, students can actively involve themselves in communication activities by expressing their ideas, opinions and feelings simply both verbally. or written. The technique used in this research is to make observations / observations and give student performance tests in the form of written tests. Then the next goal of Classroom Action Research is to find out to what extent learning through the Chain writing learning model can improve student learning outcomes in writing procedural texts in class IX A at SMP Negeri 5 Kubu. Classroom action research (CAR) was conducted in 2 cycles, from the results of the actions taken were proven to improve student learning outcomes in English lessons by reaching the KKM standard, namely 70. From 64.31% in cycle I, it could increase to 78.63%. in cycle 2. The results of this action research indicate that the chain writing learning model is effective in improving students' skills in writing procedural texts. Keywords: Chain Writing, Learning Model, Student ability, Procedure Text, Writing
摘要:本课堂行动研究是在小学九A班进行的，共22名学生。本研究的目的是提高学生编写程序性文本的能力，制定有效、高效、有趣的学习策略和学习模式，使学生能够通过简单的口头表达自己的想法、观点和感受，积极参与交际活动。或书面。在这项研究中使用的技术是进行观察/观察，并以笔试的形式对学生进行表现测试。那么课堂行动研究的下一个目标是找出通过链式写作学习模式的学习在多大程度上可以改善学生在SMP Negeri 5 Kubu的IX A班编写程序文本的学习成果。课堂行动研究(CAR)分两个周期进行，从结果来看，所采取的行动被证明可以提高学生在英语课程中的学习成果，达到KKM标准，即70分。从第1周期的64.31%上升到78.63%。在循环2中。本行动研究的结果表明，链式写作学习模式对提高学生的程序语篇写作技能是有效的。关键词:连锁写作，学习模式，学生能力，程序文本，写作
{"title":"UPAYA MENINGKATKAN KEMAMPUAN SISWA MENULIS TEKS PROSEDUR MELALUI MODEL PEMBELAJARAN CHAIN WRITING DI SMP","authors":"Rusino Rusino","doi":"10.26418/jurnalkpk.v5i1.48728","DOIUrl":"https://doi.org/10.26418/jurnalkpk.v5i1.48728","url":null,"abstract":"Abstract This classroom action research was conducted in Class IX A SMP Negeri 5 Kubu with a total of 22 students. The objectives to be achieved in this study are to improve students' ability to compile procedural texts, develop effective, efficient and fun learning strategies and learning models, students can actively involve themselves in communication activities by expressing their ideas, opinions and feelings simply both verbally. or written. The technique used in this research is to make observations / observations and give student performance tests in the form of written tests. Then the next goal of Classroom Action Research is to find out to what extent learning through the Chain writing learning model can improve student learning outcomes in writing procedural texts in class IX A at SMP Negeri 5 Kubu. Classroom action research (CAR) was conducted in 2 cycles, from the results of the actions taken were proven to improve student learning outcomes in English lessons by reaching the KKM standard, namely 70. From 64.31% in cycle I, it could increase to 78.63%. in cycle 2. The results of this action research indicate that the chain writing learning model is effective in improving students' skills in writing procedural texts. Keywords: Chain Writing, Learning Model, Student ability, Procedure Text, Writing","PeriodicalId":423575,"journal":{"name":"Jurnal Kajian Pembelajaran dan Keilmuan","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128777665","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 : 2021-04-16DOI: 10.26418/jurnalkpk.v5i1.48740
Bistari Basuni
Abstrak Nilai-nilai karakter pada pada sebagian besar siswa sesungguhnya ada dan sudah dimiliki, namun nilai karakter tersebut bisa saja terpendam dan terkikis oleh pengalaman kontkestual. Karenanya, selaku guru nilai-nilai karakter tersebut perlu dimunculkan (ditumbuhkan) dengan usaha dan upaya yang konsisten dan terbaca oleh peserta didik. Upaya lain yang dapat dilakukan pendidik, yaitu mengkondisikan nilai-nilai karakter dalam pembelajaran. Mengkondisikan nilai-nilai karakter dalam pembelajaran merupakan usaha sadar dan disengaja. Perlakuan seperti ini merupakan suatu ciri dalam pembelajaran yang perlu dimaksimalkan, agar memperoleh hasil yang berimbang. Mengkondisikan nilai-nilai karakter dalam pembelajaran dapat dilakukan dengan cara mengembangkan tujuan pembelajaran dalam karakteristik nilai-nilai karakter yang diharapkan. Berdasarkan paparan hasil dan pembahasan permasalahan tersebut dapat disimpulkan sebagai berikut: (1) pengkondisian karakter nasionalis oleh guru tergolong sedang atau biasa-biasa saja, perlu pembiasaan pada siswa agar pengkondisian karakter nasionalis dapat berjalan baik atau sangat baik; (2) tidak semua butir indikator karakter nasionalis untuk dapat direalisasikan. Kata Kunci: Mengkondisikan, Nilai-Nilai Karakter, dan Pembelajaran
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Pub Date : 2021-04-12DOI: 10.26418/jurnalkpk.v5i1.48739
Wira Puspita
Abstrak Penulisan ini di latar belakangi oleh perasaan sedih penulis melihat prilaku siswa yang mulai berubah ketika mengikuti proses pembelajaran daring. Mulai dari ketidak displinan siswa dalam mengikuti proses pembelajaran daring, ketidakdiplinan dalam mengumpulkan tugas, kurangnya respon siswa selama proses pembelajaran dan menurunnya nilai hasil akhir semester I tahun pelajaran 2020/2021. Hal ini terjadi karena siswa sudah mulai merasa jenuh dan bosan dengan model pembelajaran daring. Dari permasalah tersebut, penulis memilih satu alternatif yang relevan guna mengembangkan kembali sikap kedisplinan dan ketertiban siswa dengan cara merancang sebuah proses pembelajaran yang menarik dengan menggunakan media pembelajaran yang memuat gambar dan video yang edukatif dan kontekstual. Dalam proses memecahkan masalah, penulis menggunakan beberapa langkah mulai dari menganalisis situasi, mewawancarai untuk mencari penyebab permasalahan, menentukan beberapa alternatif pemecahan masalah, merancang RPP yang memuat gambar dan video yang edukatif dan kontekstual, melaksanakan proses pembelajaran daring menggunakan media yang tercantum di RPP, melakukan observasi , merefleksi hingga akhirnya menindaklanjuti beberapa temuan. Hasil dari pemecahan masalah menunjukkan bahwa dengan menggunakan media pembelajaran yang memuat gambar dan video yang edukatif dan kontekstual mampu membuat siswa kembali bersemangat untuk mengikuti proses pembelajaran daring sehingga kedisplinan dan ketertiban siswa bisa kembali dikembangkan, seperti siswa bisa lebih awal hadir di pembelajaran daring, siswa menjadi aktif dalam merespon pertanyaan guru dan siswa merasa sangat senang sehingga rasa jenuh dan bosan yang mereka rasakan sebelumnya hilang. Pada akhirnya nanti yang diharapkan kedepannya siswa semakin disiplin dan tertib dalam menjalan aktivitas sehari-hari sehingga tujuan utama yaitu membentuk akhlatul karimah siswa Al Azhar akan terwujud. Kata Kunci : Ketertiban, Kontekstual, Media GAVI, Pembelajaran Daring, Sikap Kedisplinan
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