Pub Date : 2024-02-21DOI: 10.51878/learning.v4i1.2743
A. Susanti, Zahra Rahmatika, Ais Istiana, Abdul Latief Arung Arafah
The acceleration of globalization has led to the emergence of traits of wanting to reveal one's identity, such as wealth and arrogance. This also happens in educational institutions, especially in schools, so it is necessary to instill religious values by the school, one of which is through infaq. This research aims to analyze the instillation of religious values and determine the supporting and inhibiting factors in instilling religious values through student donations at MA Bandar Lampung. This research uses descriptive qualitative methods, and uses source triangulation and technical triangulation in data collection. The results of the research show that in MA Bandar Lampung implements infaq using two methods: through the smart Islamic boarding school application for infaq and cash payments. The fees collected every week are 150-300 thousand rupiah and are used for social activities such as natural disasters and bereavement at school. In its implementation, the cultivation of religious values through infaq at MA Bandar Lampung is supported by students' explanations regarding infaq from the moment they enter school and continuous habituation is carried out by the school. Infaq planting is also supported by several factors, namely: reminders from the infaq committee, support from parents with financial adequacy and high awareness. The factor that hinders the process of instilling religious values through infaq is the lack of pocket money for some students so that the amount of infaq results is small. ABSTRAKPercepatan globalisasi menyebabkan munculnya sifat ingin memunculkan jati diri seperti harta dan kesombongan. Inipun terjadi di lembaga pendidikan khususnya di sekolah sehingga diperlukan penanaman nilai religius oleh pihak sekolah salah satunya melalui infaq. Penelitian ini bertujuan untuk menganalisa penanaman nilai religius serta mengetahui faktor pendukung dan penghambat dalam penanaman nilai religius melalui infaq siswa di MA Bandar Lampung. Penelitian ini menggunakan metode kualitatif deskriptif, dan menggunakan triangulasi sumber dan triangulasi teknik dalam pengumpulan datanya. Hasil penelitian menunjukkan bahwa di MA Bandar Lampung menerapkan infaq menggunakan dua cara : melalui aplikasi smart pesantren untuk berinfaq dan pembayaran cash. Biaya yang terkumpul setiap minggunya yakni 150-300 ribu rupiah dan digunakan untuk kegiatan sosial seperti bencana alam, dan duka di sekolah. Dalam pelaksanaannya penanaman nilai religius melalui infaq di MA Bandar Lampung didukung oleh penjelasan siswa mengenai infaq sejak awal masuk ke sekolah dan dilakukan pembiasaan terus menerus oleh pihak sekolah. Penanaman infaq juga didukung oleh beberapa faktor yaitu : adanya reminder dari panitia infaq, adanya dukungan dari orang tua dengan kecukupan finansial serta kesadaran tinggi. Adapun faktor yang menghambat proses penanaman nilai religius melalui infaq yaitu kurangnya uang jajan pada sebagian siswa sehingga jumlah hasil infaq kecil.
{"title":"PENANAMAN NILAI RELIGIUS MELALUI PROGRAM INFAQ","authors":"A. Susanti, Zahra Rahmatika, Ais Istiana, Abdul Latief Arung Arafah","doi":"10.51878/learning.v4i1.2743","DOIUrl":"https://doi.org/10.51878/learning.v4i1.2743","url":null,"abstract":"The acceleration of globalization has led to the emergence of traits of wanting to reveal one's identity, such as wealth and arrogance. This also happens in educational institutions, especially in schools, so it is necessary to instill religious values by the school, one of which is through infaq. This research aims to analyze the instillation of religious values and determine the supporting and inhibiting factors in instilling religious values through student donations at MA Bandar Lampung. This research uses descriptive qualitative methods, and uses source triangulation and technical triangulation in data collection. The results of the research show that in MA Bandar Lampung implements infaq using two methods: through the smart Islamic boarding school application for infaq and cash payments. The fees collected every week are 150-300 thousand rupiah and are used for social activities such as natural disasters and bereavement at school. In its implementation, the cultivation of religious values through infaq at MA Bandar Lampung is supported by students' explanations regarding infaq from the moment they enter school and continuous habituation is carried out by the school. Infaq planting is also supported by several factors, namely: reminders from the infaq committee, support from parents with financial adequacy and high awareness. The factor that hinders the process of instilling religious values through infaq is the lack of pocket money for some students so that the amount of infaq results is small.\u0000ABSTRAKPercepatan globalisasi menyebabkan munculnya sifat ingin memunculkan jati diri seperti harta dan kesombongan. Inipun terjadi di lembaga pendidikan khususnya di sekolah sehingga diperlukan penanaman nilai religius oleh pihak sekolah salah satunya melalui infaq. Penelitian ini bertujuan untuk menganalisa penanaman nilai religius serta mengetahui faktor pendukung dan penghambat dalam penanaman nilai religius melalui infaq siswa di MA Bandar Lampung. Penelitian ini menggunakan metode kualitatif deskriptif, dan menggunakan triangulasi sumber dan triangulasi teknik dalam pengumpulan datanya. Hasil penelitian menunjukkan bahwa di MA Bandar Lampung menerapkan infaq menggunakan dua cara : melalui aplikasi smart pesantren untuk berinfaq dan pembayaran cash. Biaya yang terkumpul setiap minggunya yakni 150-300 ribu rupiah dan digunakan untuk kegiatan sosial seperti bencana alam, dan duka di sekolah. Dalam pelaksanaannya penanaman nilai religius melalui infaq di MA Bandar Lampung didukung oleh penjelasan siswa mengenai infaq sejak awal masuk ke sekolah dan dilakukan pembiasaan terus menerus oleh pihak sekolah. Penanaman infaq juga didukung oleh beberapa faktor yaitu : adanya reminder dari panitia infaq, adanya dukungan dari orang tua dengan kecukupan finansial serta kesadaran tinggi. Adapun faktor yang menghambat proses penanaman nilai religius melalui infaq yaitu kurangnya uang jajan pada sebagian siswa sehingga jumlah hasil infaq kecil.","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"15 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140442754","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 : 2024-02-21DOI: 10.51878/learning.v4i1.2745
Beti Susilawati, Zahra Rahmatika, Abdul Latief Arung Arafah, Juni Hartiwi, A. Susanti
This research departs from the phenomenon of the independent learning policy which has just been promoted by the Ministry of Education. Educational policy is a decision made by the government in the field of education as a response to educational problems that occur in society. Problems that often occur in learning are generally related to conventional learning patterns used by teachers. This pattern is enough to make students feel bored easily. Improving the quality of education will not have a significant effect without quality teachers. Therefore, it is important to implement learning in Islamic Religious Education (PAI) subjects by Islamic religious education teachers based on good concepts, in this case as developing innovation so that the expected learning objectives can be achieved. This research was conducted to determine the implementation of the Independent Learning Curriculum in Islamic Religious Education learning. This research uses a qualitative research approach. The population and sample in this study were PAI teachers. Data collection techniques were carried out by means of observation, interviews and documentation. To test the validity of the data, researchers used triangulation techniques, namely, source triangulation, technique triangulation and time triangulation. The results of this research show that the implementation of the independent learning curriculum in Islamic Religious Education learning has been carried out well. In the implementation process, it is known that there are efforts to plan, implement and evaluate schools in responding to and implementing the implementation of the Merdeka Belajar curriculum. In implementing the independent learning curriculum, there is an obstacle factor, namely the lack of understanding by teachers and students regarding what the independent learning curriculum is. ABSTRAKPenelitian ini berangkat dari fenomena kebijakan merdeka belajar yang baru digaungkan oleh Kementerian Pendidikan. Kebijakan pendidikan merupakan sebuah keputusan yang dibuat oleh pemerintah dalam bidang pendidikan sebagai respon dari masalah-masalah pendidikan yang terjadi di masyarakat. Masalah yang sering terjadi dalam pembelajaran umumnya berkaitan dengan pola pembelajaran konvensional yang digunakan oleh guru. Pola tersebut cukup membuat siswa mudah merasa bosan. Meningkatkan mutu pendidikan tidak akan berpengaruh secara signifikan tanpa guru yang berkualitas. Oleh karena itu pentingnya implementasi pembelajaran pada mata pelajaran PAI (Pendidikan Agama Islam) oleh guru pendidikan agama islam didasari dengan konsep yang baik, dalam hal ini sebagai pengembangan inovasi sehingga bisa tercapainya tujuan pembelajaran yang diharapkan. Penelitian ini dilakukan untuk mengetahui implementasi Kurikulum Merdeka Belajar pada pembelajaran Pendidikan Agama Islam. Penelitian ini menggunakan pendekatan penelitian kualitatif. Populasi dan sampel dalam penelitian ini adalah guru PAI. Teknik pengumpulan data dilakukan dengan cara
本研究从教育部刚刚推行的自主学习政策现象出发。教育政策是政府针对社会上出现的教育问题在教育领域做出的决策。学习中经常出现的问题一般都与教师采用的传统学习模式有关。这种模式足以让学生容易感到厌倦。没有高素质的教师，提高教育质量就不会有明显的效果。因此，伊斯兰宗教教育教师在伊斯兰宗教教育（PAI）科目中实施学习时，必须基于良好的理念，在这种情况下，作为发展创新，从而实现预期的学习目标。本研究旨在确定自主学习课程在伊斯兰宗教教育学习中的实施情况。本研究采用定性研究方法。研究对象和样本为 PAI 教师。数据收集技术通过观察、访谈和文件记录的方式进行。为了检验数据的有效性，研究人员使用了三角测量技术，即来源三角测量、技术三角测量和时间三角测量。研究结果表明，伊斯兰宗教教育学习中自主学习课程的实施情况良好。据了解，在实施过程中，学校在响应和实施 "默迪卡-贝拉贾尔 "课程的过程中，在计划、实施和评估方面都做出了努力。在实施自主学习课程的过程中，有一个障碍因素，即教师和学生对自主学习课程缺乏了解。教师培训是教师培训管理者的一项重要任务，也是对在农村地区开展的教师培训活动的回应。目前，在全球范围内的学习活动中，都是由大师来指导学习活动。这将使你的生活更加丰富多彩。如果没有大师的指导，学习的效果可能会大打折扣。因此，我们希望在伊斯兰教教师的指导下，在伊斯兰教项目（PAI）中实施项目管理，并将其作为一项创新项目，同时也是一项长期的项目管理项目。该计划的目的是在伊斯兰教育项目中实施 "世界人权宣言"。该计划旨在促进可持续发展。PAI 的用户和样本都是 PAI 大师。数据收集技术通过观察、分析和记录来实现。为了收集数据，我们需要使用三角测量技术，包括总和三角测量、技术三角测量和时间三角测量。在伊斯兰教育项目中，该项目实施了 "伊斯兰教的未来 "计划。在实施计划的过程中，我们会对学校的教育、课程和评估进行评估，以帮助学校更好地实施 "母亲节 "活动。在学校实施 "学校发展 "计划的过程中，学校的领导者和教师都会参与其中，以确保 "学校发展 "计划的实施。
{"title":"KURIKULUM MERDEKA BELAJAR PADA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM","authors":"Beti Susilawati, Zahra Rahmatika, Abdul Latief Arung Arafah, Juni Hartiwi, A. Susanti","doi":"10.51878/learning.v4i1.2745","DOIUrl":"https://doi.org/10.51878/learning.v4i1.2745","url":null,"abstract":"This research departs from the phenomenon of the independent learning policy which has just been promoted by the Ministry of Education. Educational policy is a decision made by the government in the field of education as a response to educational problems that occur in society. Problems that often occur in learning are generally related to conventional learning patterns used by teachers. This pattern is enough to make students feel bored easily. Improving the quality of education will not have a significant effect without quality teachers. Therefore, it is important to implement learning in Islamic Religious Education (PAI) subjects by Islamic religious education teachers based on good concepts, in this case as developing innovation so that the expected learning objectives can be achieved. This research was conducted to determine the implementation of the Independent Learning Curriculum in Islamic Religious Education learning. This research uses a qualitative research approach. The population and sample in this study were PAI teachers. Data collection techniques were carried out by means of observation, interviews and documentation. To test the validity of the data, researchers used triangulation techniques, namely, source triangulation, technique triangulation and time triangulation. The results of this research show that the implementation of the independent learning curriculum in Islamic Religious Education learning has been carried out well. In the implementation process, it is known that there are efforts to plan, implement and evaluate schools in responding to and implementing the implementation of the Merdeka Belajar curriculum. In implementing the independent learning curriculum, there is an obstacle factor, namely the lack of understanding by teachers and students regarding what the independent learning curriculum is.\u0000ABSTRAKPenelitian ini berangkat dari fenomena kebijakan merdeka belajar yang baru digaungkan oleh Kementerian Pendidikan. Kebijakan pendidikan merupakan sebuah keputusan yang dibuat oleh pemerintah dalam bidang pendidikan sebagai respon dari masalah-masalah pendidikan yang terjadi di masyarakat. Masalah yang sering terjadi dalam pembelajaran umumnya berkaitan dengan pola pembelajaran konvensional yang digunakan oleh guru. Pola tersebut cukup membuat siswa mudah merasa bosan. Meningkatkan mutu pendidikan tidak akan berpengaruh secara signifikan tanpa guru yang berkualitas. Oleh karena itu pentingnya implementasi pembelajaran pada mata pelajaran PAI (Pendidikan Agama Islam) oleh guru pendidikan agama islam didasari dengan konsep yang baik, dalam hal ini sebagai pengembangan inovasi sehingga bisa tercapainya tujuan pembelajaran yang diharapkan. Penelitian ini dilakukan untuk mengetahui implementasi Kurikulum Merdeka Belajar pada pembelajaran Pendidikan Agama Islam. Penelitian ini menggunakan pendekatan penelitian kualitatif. Populasi dan sampel dalam penelitian ini adalah guru PAI. Teknik pengumpulan data dilakukan dengan cara","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"3 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140445143","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 : 2024-02-13DOI: 10.51878/learning.v4i1.2716
Romiadi Romiadi
Human life will always develop. Man always to always learn, because by learning man can get extensive knowledge that is useful for himself. Besides learning, humans also have noble values that guide life and behavior as well as being their characteristics. Humans always maintain the culture that has been passed down for generations to be preserved. In this case, in addition to learning, humans also try to maintain their culture and are guided by culture in life and behavior. The existence of new breakthroughs in the world of education through culture-based education strategies can make humans as humans who not only learn but also practice their cultural values, so as to produce young people who are not only smart in academics but become cultured humans. Therefore, culture-based education must be developed through various efforts that can be done by teachers, parents and the community. ABSTRAKKehidupan manusia akan selalu berkembang. Manusia senantiasa untuk selalu belajar, karena dengan belajar manusia dapat mendapat pengetahuan yang luas yang berguna bagi dirinya. Disamping belajar manusia juga memiliki nilai-nilai luhur yang menjadi pedoman hidup dan bertingkah laku sekaligus menjadi ciri khas dirinya. Manusia selalu menjaga budaya yang telah turun temurun diberikan untuk di lestarikan. Dalam hal ini bahwa disamping belajar manusia juga berupaya menjaga budayanya dan berpedoman pada budaya dalam hidup serta bertingkah laku. Adanya terobosan baru dalam dunia pendidikan melalui strategi pendidikan berbasis budaya dapat membuat manusia sebagai manusia yang tidak hanya belajar tetapi juga mengamalkan nilai-nilai budayanya, sehingga dapat mencetak generasi muda yang tidak hanya cerdas dalam akademik melainkan menjadi manusia yang berbudaya. Oleh sebab itu, pendidikan berbasis budaya ini harus di kembangkan melalui berbagai upaya yang dapat dilakukan oleh guru, otang tua serta masyarakat.
{"title":"INOVASI DALAM PENGELOLAAN IKLIM DAN BUDAYA SEKOLAH MELALUI GERAKAN PENGUATAN PENDIDIKAN KARAKTER DI SMP NEGERI 1 LAHEI","authors":"Romiadi Romiadi","doi":"10.51878/learning.v4i1.2716","DOIUrl":"https://doi.org/10.51878/learning.v4i1.2716","url":null,"abstract":"Human life will always develop. Man always to always learn, because by learning man can get extensive knowledge that is useful for himself. Besides learning, humans also have noble values that guide life and behavior as well as being their characteristics. Humans always maintain the culture that has been passed down for generations to be preserved. In this case, in addition to learning, humans also try to maintain their culture and are guided by culture in life and behavior. The existence of new breakthroughs in the world of education through culture-based education strategies can make humans as humans who not only learn but also practice their cultural values, so as to produce young people who are not only smart in academics but become cultured humans. Therefore, culture-based education must be developed through various efforts that can be done by teachers, parents and the community.\u0000ABSTRAKKehidupan manusia akan selalu berkembang. Manusia senantiasa untuk selalu belajar, karena dengan belajar manusia dapat mendapat pengetahuan yang luas yang berguna bagi dirinya. Disamping belajar manusia juga memiliki nilai-nilai luhur yang menjadi pedoman hidup dan bertingkah laku sekaligus menjadi ciri khas dirinya. Manusia selalu menjaga budaya yang telah turun temurun diberikan untuk di lestarikan. Dalam hal ini bahwa disamping belajar manusia juga berupaya menjaga budayanya dan berpedoman pada budaya dalam hidup serta bertingkah laku. Adanya terobosan baru dalam dunia pendidikan melalui strategi pendidikan berbasis budaya dapat membuat manusia sebagai manusia yang tidak hanya belajar tetapi juga mengamalkan nilai-nilai budayanya, sehingga dapat mencetak generasi muda yang tidak hanya cerdas dalam akademik melainkan menjadi manusia yang berbudaya. Oleh sebab itu, pendidikan berbasis budaya ini harus di kembangkan melalui berbagai upaya yang dapat dilakukan oleh guru, otang tua serta masyarakat.","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"54 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139839819","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 : 2024-02-13DOI: 10.51878/learning.v4i1.2717
Kun Muchsinan, Tri Dyah Prastiti, Endang Wahyuningrum
This research was conducted using a quantitative approach with the aim of analyzing the effectiveness of the Project Based Learning (PjBL) model compared to the expository model. Additionally, the study also evaluated the significance of the interaction between the learning models and learning styles on students' critical thinking abilities and learning outcomes. The research method applied was a quasi-experiment using a 2 x 3 factorial design technique. The population involved all tenth-grade students in the academic year 2022/2023. Through random sampling, two classes were selected as the research sample. One class served as the experimental group implementing Project Based Learning, while the other class served as the control group with conventional (expository) learning. The data collection process was carried out using non-test instruments that included the variable "learning style" and test instruments consisting of pre-tests and post-tests. The measurement of test results was conducted utilizing a rubric to evaluate critical thinking skills and student learning outcomes. To address hypothesis 1, the Mann Whitney test was employed, obtaining a sig. (p-value) of 0.00 < 0.05, proving that PjBL is more effective than the Expository model. Similarly, for hypothesis 2, using the same test, Mann Whitney, yielded a sig. value of 0.02 < 0.05, demonstrating that PjBL is more effective in improving learning outcomes compared to the expository model. As for proving hypothesis 3, the Anova test (2 ways) was utilized, obtaining a sig. value of 0.390 > 0.05, indicating that the interaction between the learning model and learning style on critical thinking skills is not significant. Likewise, in responding to hypothesis 4, using the Anova test (2 ways) resulted in a sig. value of 0.137 > 0.05, meaning that the interaction between the learning model and learning style on learning outcomes is not significant. ABSTRAKPenelitian ini dilaksanakan dengan menggunakan pendekatan kuantitatif yang bertujuan untuk menganalisis efektivitas model Project Based Learning (PjBL) dibandingkan dengan model ekspositori. Selain itu, penelitian ini juga mengevaluasi signifikansi interaksi antara model pembelajaran dan gaya belajar terhadap kemampuan berpikir kritis serta hasil belajar siswa. Metode penelitian yang diterapkan adalah kuasi eksperimen dengan menggunakan teknik factorial design 2 x 3. Populasi yang menjadi objek penelitian melibatkan seluruh siswa kelas X pada tahun pelajaran 2022/2023. Dengan menggunakan metode random sampling, terpilih dua kelas sebagai sampel penelitian. Satu kelas dijadikan kelompok eksperimen yang menerapkan Project Based Learning, sedangkan kelas lainnya menjadi kelompok kontrol dengan pembelajaran konvensional (ekspositori). Proses pengumpulan data dilakukan dengan menggunakan instrumen non-tes yang mencakup variabel "gaya belajar" dan instrumen tes yang terdiri dari soal pre-test dan post-test. Pengukuran hasil tes dilakukan dengan memanf
本研究采用定量方法进行，旨在分析基于项目的学习（PjBL）模式与说明性模式相比的有效性。此外，研究还评估了学习模式与学习风格之间的相互作用对学生批判性思维能力和学习成果的影响。研究方法采用了 2 x 3 因式设计技术的准实验法。研究对象包括 2022/2023 学年的所有十年级学生。通过随机抽样，选取了两个班级作为研究样本。一个班级作为实验组，实施基于项目的学习；另一个班级作为对照组，实施传统（说明性）学习。在数据收集过程中，使用了包括 "学习风格 "变量在内的非测试工具，以及包括前测和后测在内的测试工具。测试结果的测量采用了评价批判性思维能力和学生学习成果的评分标准。针对假设 1，采用了曼-惠特尼检验，得出的 sig.(p 值）为 0.00 < 0.05，证明 PjBL 比阐述式教学模式更有效。同样，对于假设 2，采用同样的曼-惠特尼检验，得到的 sig 值为 0.02 < 0.05，证明 PjBL 比说明式教学模式更能有效地提高学习成绩。在证明假设 3 时，采用了 Anova 检验（2 种方法），得到的 sig 值为 0.390 > 0.05，表明学习模式与学习风格对批判性思维能力的交互作用不显著。同样，在回应假设 4 时，使用 Anova 检验（2 种方法）得出的 sig 值为 0.137 > 0.05，这意味着学习模式与学习风格对学习成果的交互作用不显著。 ABSTRACTThis research was conducted using a quantitative approach that aims to analyse the effectiveness of the Project Based Learning (PjBL) model compared to the expository model.此外，本研究还评估了学习模式与学习风格之间的相互作用对批判性思维能力和学生学习成果的影响。本研究采用了 2 x 3 因式设计技术的准实验研究方法，研究对象为 2022/2023 学年所有十年级学生。通过随机抽样法，选取了两个班级作为研究样本。一个班级为实验组，采用项目式学习；另一个班级为对照组，采用传统学习方法（讲解式）。在数据收集过程中，使用了包括 "学习风格 "变量的非测试工具和由前测和后测问题组成的测试工具。测试结果的测量采用评分标准来评价学生的批判性思维能力和学习成果。为回答假设 1，使用了曼-惠特尼检验，结果显示 sig.(p 值）为 0.00 <0.05，因此证明 PjBL 比说明文模式更有效。同样，在假设 2 中，仍然使用相同的检验方法，即曼-惠特尼检验，得到的 sig 值为 0.02 < 0.05。= 0.02 < 0.05，从而证明 PjBL 在提高学习成绩方面比说明式模式更有效。同时，为了证明假设 3，使用了 Anova（双向）检验，得到的 sig 值为 = 0.390 > 0.05。= 0.390 > 0.05，表明学习模式和学习风格对批判性思维的交互作用不显著。同样，在回答假设 4 时，使用 Anova（2 向）检验得出的 sig 值为： = 0.137 > 0.05。= 0.137 > 0.05，这说明学习模式与学习风格对学习成果的交互作用不显著。
{"title":"PENGARUH PROJECT BASED LEARNING DAN GAYA BELAJAR TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR MATEMATIKA","authors":"Kun Muchsinan, Tri Dyah Prastiti, Endang Wahyuningrum","doi":"10.51878/learning.v4i1.2717","DOIUrl":"https://doi.org/10.51878/learning.v4i1.2717","url":null,"abstract":"This research was conducted using a quantitative approach with the aim of analyzing the effectiveness of the Project Based Learning (PjBL) model compared to the expository model. Additionally, the study also evaluated the significance of the interaction between the learning models and learning styles on students' critical thinking abilities and learning outcomes. The research method applied was a quasi-experiment using a 2 x 3 factorial design technique. The population involved all tenth-grade students in the academic year 2022/2023. Through random sampling, two classes were selected as the research sample. One class served as the experimental group implementing Project Based Learning, while the other class served as the control group with conventional (expository) learning. The data collection process was carried out using non-test instruments that included the variable \"learning style\" and test instruments consisting of pre-tests and post-tests. The measurement of test results was conducted utilizing a rubric to evaluate critical thinking skills and student learning outcomes. To address hypothesis 1, the Mann Whitney test was employed, obtaining a sig. (p-value) of 0.00 < 0.05, proving that PjBL is more effective than the Expository model. Similarly, for hypothesis 2, using the same test, Mann Whitney, yielded a sig. value of 0.02 < 0.05, demonstrating that PjBL is more effective in improving learning outcomes compared to the expository model. As for proving hypothesis 3, the Anova test (2 ways) was utilized, obtaining a sig. value of 0.390 > 0.05, indicating that the interaction between the learning model and learning style on critical thinking skills is not significant. Likewise, in responding to hypothesis 4, using the Anova test (2 ways) resulted in a sig. value of 0.137 > 0.05, meaning that the interaction between the learning model and learning style on learning outcomes is not significant.\u0000ABSTRAKPenelitian ini dilaksanakan dengan menggunakan pendekatan kuantitatif yang bertujuan untuk menganalisis efektivitas model Project Based Learning (PjBL) dibandingkan dengan model ekspositori. Selain itu, penelitian ini juga mengevaluasi signifikansi interaksi antara model pembelajaran dan gaya belajar terhadap kemampuan berpikir kritis serta hasil belajar siswa. Metode penelitian yang diterapkan adalah kuasi eksperimen dengan menggunakan teknik factorial design 2 x 3. Populasi yang menjadi objek penelitian melibatkan seluruh siswa kelas X pada tahun pelajaran 2022/2023. Dengan menggunakan metode random sampling, terpilih dua kelas sebagai sampel penelitian. Satu kelas dijadikan kelompok eksperimen yang menerapkan Project Based Learning, sedangkan kelas lainnya menjadi kelompok kontrol dengan pembelajaran konvensional (ekspositori). Proses pengumpulan data dilakukan dengan menggunakan instrumen non-tes yang mencakup variabel \"gaya belajar\" dan instrumen tes yang terdiri dari soal pre-test dan post-test. Pengukuran hasil tes dilakukan dengan memanf","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"73 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139840416","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 : 2024-02-13DOI: 10.51878/learning.v4i1.2717
Kun Muchsinan, Tri Dyah Prastiti, Endang Wahyuningrum
This research was conducted using a quantitative approach with the aim of analyzing the effectiveness of the Project Based Learning (PjBL) model compared to the expository model. Additionally, the study also evaluated the significance of the interaction between the learning models and learning styles on students' critical thinking abilities and learning outcomes. The research method applied was a quasi-experiment using a 2 x 3 factorial design technique. The population involved all tenth-grade students in the academic year 2022/2023. Through random sampling, two classes were selected as the research sample. One class served as the experimental group implementing Project Based Learning, while the other class served as the control group with conventional (expository) learning. The data collection process was carried out using non-test instruments that included the variable "learning style" and test instruments consisting of pre-tests and post-tests. The measurement of test results was conducted utilizing a rubric to evaluate critical thinking skills and student learning outcomes. To address hypothesis 1, the Mann Whitney test was employed, obtaining a sig. (p-value) of 0.00 < 0.05, proving that PjBL is more effective than the Expository model. Similarly, for hypothesis 2, using the same test, Mann Whitney, yielded a sig. value of 0.02 < 0.05, demonstrating that PjBL is more effective in improving learning outcomes compared to the expository model. As for proving hypothesis 3, the Anova test (2 ways) was utilized, obtaining a sig. value of 0.390 > 0.05, indicating that the interaction between the learning model and learning style on critical thinking skills is not significant. Likewise, in responding to hypothesis 4, using the Anova test (2 ways) resulted in a sig. value of 0.137 > 0.05, meaning that the interaction between the learning model and learning style on learning outcomes is not significant. ABSTRAKPenelitian ini dilaksanakan dengan menggunakan pendekatan kuantitatif yang bertujuan untuk menganalisis efektivitas model Project Based Learning (PjBL) dibandingkan dengan model ekspositori. Selain itu, penelitian ini juga mengevaluasi signifikansi interaksi antara model pembelajaran dan gaya belajar terhadap kemampuan berpikir kritis serta hasil belajar siswa. Metode penelitian yang diterapkan adalah kuasi eksperimen dengan menggunakan teknik factorial design 2 x 3. Populasi yang menjadi objek penelitian melibatkan seluruh siswa kelas X pada tahun pelajaran 2022/2023. Dengan menggunakan metode random sampling, terpilih dua kelas sebagai sampel penelitian. Satu kelas dijadikan kelompok eksperimen yang menerapkan Project Based Learning, sedangkan kelas lainnya menjadi kelompok kontrol dengan pembelajaran konvensional (ekspositori). Proses pengumpulan data dilakukan dengan menggunakan instrumen non-tes yang mencakup variabel "gaya belajar" dan instrumen tes yang terdiri dari soal pre-test dan post-test. Pengukuran hasil tes dilakukan dengan memanf
本研究采用定量方法进行，旨在分析基于项目的学习（PjBL）模式与说明性模式相比的有效性。此外，研究还评估了学习模式与学习风格之间的相互作用对学生批判性思维能力和学习成果的影响。研究方法采用了 2 x 3 因式设计技术的准实验法。研究对象包括 2022/2023 学年的所有十年级学生。通过随机抽样，选取了两个班级作为研究样本。一个班级作为实验组，实施基于项目的学习；另一个班级作为对照组，实施传统（说明性）学习。在数据收集过程中，使用了包括 "学习风格 "变量在内的非测试工具，以及包括前测和后测在内的测试工具。测试结果的测量采用了评价批判性思维能力和学生学习成果的评分标准。针对假设 1，采用了曼-惠特尼检验，得出的 sig.(p 值）为 0.00 < 0.05，证明 PjBL 比阐述式教学模式更有效。同样，对于假设 2，采用相同的曼-惠特尼检验，得到的 sig 值为 0.02 < 0.05，证明 PjBL 比说明式教学模式更能有效地提高学习成绩。在证明假设 3 时，采用了 Anova 检验（2 种方法），得到的 sig 值为 0.390 > 0.05，表明学习模式与学习风格对批判性思维能力的交互作用不显著。同样，在回应假设 4 时，使用 Anova 检验（2 种方法）得出的 sig 值为 0.137 > 0.05，这意味着学习模式与学习风格对学习成果的交互作用不显著。基于项目的学习模式（PjBL）与学习风格模式之间的交互作用不明显。在此基础上，PjBL 模式与项目学习模式之间的相互影响也变得越来越重要。在2022/2023年期间，人口将作为研究对象，以X为基础建立一个新的研究项目。采用随机抽样的方法，抽取两个样本。其中一个项目是基于项目的学习，而另一个项目则是以项目为基础的学习。数据收集方法是通过使用非测试工具和测试工具来实现的，非测试工具包括 "Gaya Belajar "变量，而测试工具则包括前测和后测。测试工具的使用可以提高对测试结果的评估，从而提高测试结果的可信度。在研究样本 1 时，使用曼-惠特尼公式计算样本的 nilai sig。(P 值）低于 0.00 < 0.05，说明 PjBL 与 Ekspositori 模型相比更有效。在结果 2 中，我们发现曼-惠特尼（Mann Whitney）模型的显著性为 0.02 < 0.05，这表明 PjBL 与 Ekspositori 模型的显著性不同。为了确定结果 3，我们使用了 Anova（2 个变量）分析，结果表明 nilai sig = 0,390 > 0,05，这说明在一天的关键指标中，PjBL 模型与骨髓增殖模型之间的关系是有意义的。在第 4 项研究中，通过使用 Anova（2 个变量），可以得出 0.137 > 0.05 的 nilai sig 值，这表明与 "日语能力 "模型和 "日语能力 "模型之间的关系是显著的。
{"title":"PENGARUH PROJECT BASED LEARNING DAN GAYA BELAJAR TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR MATEMATIKA","authors":"Kun Muchsinan, Tri Dyah Prastiti, Endang Wahyuningrum","doi":"10.51878/learning.v4i1.2717","DOIUrl":"https://doi.org/10.51878/learning.v4i1.2717","url":null,"abstract":"This research was conducted using a quantitative approach with the aim of analyzing the effectiveness of the Project Based Learning (PjBL) model compared to the expository model. Additionally, the study also evaluated the significance of the interaction between the learning models and learning styles on students' critical thinking abilities and learning outcomes. The research method applied was a quasi-experiment using a 2 x 3 factorial design technique. The population involved all tenth-grade students in the academic year 2022/2023. Through random sampling, two classes were selected as the research sample. One class served as the experimental group implementing Project Based Learning, while the other class served as the control group with conventional (expository) learning. The data collection process was carried out using non-test instruments that included the variable \"learning style\" and test instruments consisting of pre-tests and post-tests. The measurement of test results was conducted utilizing a rubric to evaluate critical thinking skills and student learning outcomes. To address hypothesis 1, the Mann Whitney test was employed, obtaining a sig. (p-value) of 0.00 < 0.05, proving that PjBL is more effective than the Expository model. Similarly, for hypothesis 2, using the same test, Mann Whitney, yielded a sig. value of 0.02 < 0.05, demonstrating that PjBL is more effective in improving learning outcomes compared to the expository model. As for proving hypothesis 3, the Anova test (2 ways) was utilized, obtaining a sig. value of 0.390 > 0.05, indicating that the interaction between the learning model and learning style on critical thinking skills is not significant. Likewise, in responding to hypothesis 4, using the Anova test (2 ways) resulted in a sig. value of 0.137 > 0.05, meaning that the interaction between the learning model and learning style on learning outcomes is not significant.\u0000ABSTRAKPenelitian ini dilaksanakan dengan menggunakan pendekatan kuantitatif yang bertujuan untuk menganalisis efektivitas model Project Based Learning (PjBL) dibandingkan dengan model ekspositori. Selain itu, penelitian ini juga mengevaluasi signifikansi interaksi antara model pembelajaran dan gaya belajar terhadap kemampuan berpikir kritis serta hasil belajar siswa. Metode penelitian yang diterapkan adalah kuasi eksperimen dengan menggunakan teknik factorial design 2 x 3. Populasi yang menjadi objek penelitian melibatkan seluruh siswa kelas X pada tahun pelajaran 2022/2023. Dengan menggunakan metode random sampling, terpilih dua kelas sebagai sampel penelitian. Satu kelas dijadikan kelompok eksperimen yang menerapkan Project Based Learning, sedangkan kelas lainnya menjadi kelompok kontrol dengan pembelajaran konvensional (ekspositori). Proses pengumpulan data dilakukan dengan menggunakan instrumen non-tes yang mencakup variabel \"gaya belajar\" dan instrumen tes yang terdiri dari soal pre-test dan post-test. Pengukuran hasil tes dilakukan dengan memanf","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"68 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139780363","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 : 2024-02-13DOI: 10.51878/learning.v4i1.2716
Romiadi Romiadi
Human life will always develop. Man always to always learn, because by learning man can get extensive knowledge that is useful for himself. Besides learning, humans also have noble values that guide life and behavior as well as being their characteristics. Humans always maintain the culture that has been passed down for generations to be preserved. In this case, in addition to learning, humans also try to maintain their culture and are guided by culture in life and behavior. The existence of new breakthroughs in the world of education through culture-based education strategies can make humans as humans who not only learn but also practice their cultural values, so as to produce young people who are not only smart in academics but become cultured humans. Therefore, culture-based education must be developed through various efforts that can be done by teachers, parents and the community. ABSTRAKKehidupan manusia akan selalu berkembang. Manusia senantiasa untuk selalu belajar, karena dengan belajar manusia dapat mendapat pengetahuan yang luas yang berguna bagi dirinya. Disamping belajar manusia juga memiliki nilai-nilai luhur yang menjadi pedoman hidup dan bertingkah laku sekaligus menjadi ciri khas dirinya. Manusia selalu menjaga budaya yang telah turun temurun diberikan untuk di lestarikan. Dalam hal ini bahwa disamping belajar manusia juga berupaya menjaga budayanya dan berpedoman pada budaya dalam hidup serta bertingkah laku. Adanya terobosan baru dalam dunia pendidikan melalui strategi pendidikan berbasis budaya dapat membuat manusia sebagai manusia yang tidak hanya belajar tetapi juga mengamalkan nilai-nilai budayanya, sehingga dapat mencetak generasi muda yang tidak hanya cerdas dalam akademik melainkan menjadi manusia yang berbudaya. Oleh sebab itu, pendidikan berbasis budaya ini harus di kembangkan melalui berbagai upaya yang dapat dilakukan oleh guru, otang tua serta masyarakat.
{"title":"INOVASI DALAM PENGELOLAAN IKLIM DAN BUDAYA SEKOLAH MELALUI GERAKAN PENGUATAN PENDIDIKAN KARAKTER DI SMP NEGERI 1 LAHEI","authors":"Romiadi Romiadi","doi":"10.51878/learning.v4i1.2716","DOIUrl":"https://doi.org/10.51878/learning.v4i1.2716","url":null,"abstract":"Human life will always develop. Man always to always learn, because by learning man can get extensive knowledge that is useful for himself. Besides learning, humans also have noble values that guide life and behavior as well as being their characteristics. Humans always maintain the culture that has been passed down for generations to be preserved. In this case, in addition to learning, humans also try to maintain their culture and are guided by culture in life and behavior. The existence of new breakthroughs in the world of education through culture-based education strategies can make humans as humans who not only learn but also practice their cultural values, so as to produce young people who are not only smart in academics but become cultured humans. Therefore, culture-based education must be developed through various efforts that can be done by teachers, parents and the community.\u0000ABSTRAKKehidupan manusia akan selalu berkembang. Manusia senantiasa untuk selalu belajar, karena dengan belajar manusia dapat mendapat pengetahuan yang luas yang berguna bagi dirinya. Disamping belajar manusia juga memiliki nilai-nilai luhur yang menjadi pedoman hidup dan bertingkah laku sekaligus menjadi ciri khas dirinya. Manusia selalu menjaga budaya yang telah turun temurun diberikan untuk di lestarikan. Dalam hal ini bahwa disamping belajar manusia juga berupaya menjaga budayanya dan berpedoman pada budaya dalam hidup serta bertingkah laku. Adanya terobosan baru dalam dunia pendidikan melalui strategi pendidikan berbasis budaya dapat membuat manusia sebagai manusia yang tidak hanya belajar tetapi juga mengamalkan nilai-nilai budayanya, sehingga dapat mencetak generasi muda yang tidak hanya cerdas dalam akademik melainkan menjadi manusia yang berbudaya. Oleh sebab itu, pendidikan berbasis budaya ini harus di kembangkan melalui berbagai upaya yang dapat dilakukan oleh guru, otang tua serta masyarakat.","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"5 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139779722","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 : 2024-01-19DOI: 10.51878/learning.v3i4.2660
M. Mahmud
Pancasila literacy is a critical understanding of the Indonesian nation based on Pancasila values which are reflected in various forms of mindsets, perspectives, and behaviors. The development of an Indonesian society is based on the spirit of the essence of Pancasila values as a common ideal in order to realize a prosperous, harmonious, mutually respectful (tolerance), just, and peaceful life order. The role of the sarungan through the journey of educational rituals in Islamic boarding schools in the process of transforming nation building is reflected in filling the pages of the nation's history, both political, economic, educational and socio-cultural aspects. The purpose of this paper study is expected to provide an understanding of the Pancasila literacy of the sarungan in realizing civil society. This study uses library research in collecting research data which is then analyzed using technical content analysis. The results of the study illustrate that the ability of the sarungan in realizing civil society is obtained through educational rituals in pesantren to produce sarungan people with charity, and does not rule out the cultivation of national values, namely the values of Pancasila. ABSTRAKLiterasi Pancasila merupakan pemahaman kritis bangsa Indonesia berlandaskan nilai-nilai Pancasila yang tercermin dalam berbagai bentuk pola pikir, perspektif, dan perilaku. Pembangunan masyarakat berkeindonesiaan berlandaskan semangat intisari nilai-nilai Pancasila sebagai cita-cita bersama demi mewujudkan sebuah tatanan kehidupan yang sejahtera, rukun, saling menghargai (toleransi), adil, dan damai. Peran kaum sarungan melalui perjalanan ritual pendidikan di pondok pesantren dalam proses transformasi pembangunan bangsa tercermin dalam mengisi lembaran sejarah bangsa, baik aspek politik, ekonomi, pendidikan maupun sosial budaya. Tujuan kajian tulisan ini diharapkan dapat memberikan pemahaman tentang literasi Pancasila kaum sarungan dalam mewujudkan civil society. Kajian ini menggunakan método riset kepustakaan (library research) dalam menghimpun data-data penelitian yang kemudian dianalisis menggunakan teknis analisis konten. Hasil telaah menggambarkan bahwa kemampuan kaum sarungan dalam mewujudkan civil society diperoleh melalui ritual pendidikan di pesantren untuk mencetak kaum sarungan yang berakhlakul karimah, dan tidak mengesampingkan penanaman nilai-nilai kebangsaan yakni nilai-nilai Pancasila.
潘查希拉扫盲是基于潘查希拉价值观对印尼民族的批判性理解，这些价值观体现在各种形式的心态、观点和行为中。印尼社会的发展是以作为共同理想的潘查希拉价值观的精髓精神为基础，以实现繁荣、和谐、相互尊重（宽容）、公正与和平的生活秩序。通过伊斯兰寄宿学校教育仪式的历程，"撒伦干 "在国家建设转型过程中的作用体现在国家历史的各个篇章中，包括政治、经济、教育和社会文化方面。本文研究的目的在于了解伊斯兰寄宿学校在实现公民社会过程中的 "潘查希拉 "素养。本研究使用图书馆研究法收集研究数据，然后使用技术内容分析法对数据进行分析。ABSTRACTPancasila literacy is a critical understanding of the Indonesian nation based on the values of Pancasila which is reflected in various forms of mindset, perspective, and behaviour.研究结果表明，"猿人 "实现公民社会的能力是通过祠堂的教育仪式获得的，目的是培养具有慈善精神的 "猿人"，同时也不排除民族价值观，即潘查希拉（Pancasila）价值观的培养。印尼社会的发展是以作为共同理想的潘查希拉价值观的精髓精神为基础，以实现繁荣、和谐、尊重（宽容）、公正与和平的生活秩序。通过伊斯兰寄宿学校教育仪式的历程，"猿人 "在国家发展转型过程中的作用体现在国家历史的各个篇章中，包括政治、经济、教育和社会文化方面。本文旨在了解伊斯兰寄宿学校在实现公民社会过程中的 "潘查希拉 "素养。本研究采用图书馆研究法收集研究数据，然后使用内容分析技术对数据进行分析。研究结果表明，砂拉越人实现公民社会的能力是通过在村社的教育仪式获得的，这些仪式旨在培养出道德良好的砂拉越人，同时也不排斥培养民族价值观，即潘查希拉的价值观。
{"title":"LITERASI PANCASILA KAUM SARUNGAN DALAM MEWUJUDKAN CIVIL SOCIETY","authors":"M. Mahmud","doi":"10.51878/learning.v3i4.2660","DOIUrl":"https://doi.org/10.51878/learning.v3i4.2660","url":null,"abstract":"Pancasila literacy is a critical understanding of the Indonesian nation based on Pancasila values which are reflected in various forms of mindsets, perspectives, and behaviors. The development of an Indonesian society is based on the spirit of the essence of Pancasila values as a common ideal in order to realize a prosperous, harmonious, mutually respectful (tolerance), just, and peaceful life order. The role of the sarungan through the journey of educational rituals in Islamic boarding schools in the process of transforming nation building is reflected in filling the pages of the nation's history, both political, economic, educational and socio-cultural aspects. The purpose of this paper study is expected to provide an understanding of the Pancasila literacy of the sarungan in realizing civil society. This study uses library research in collecting research data which is then analyzed using technical content analysis. The results of the study illustrate that the ability of the sarungan in realizing civil society is obtained through educational rituals in pesantren to produce sarungan people with charity, and does not rule out the cultivation of national values, namely the values of Pancasila.\u0000ABSTRAKLiterasi Pancasila merupakan pemahaman kritis bangsa Indonesia berlandaskan nilai-nilai Pancasila yang tercermin dalam berbagai bentuk pola pikir, perspektif, dan perilaku. Pembangunan masyarakat berkeindonesiaan berlandaskan semangat intisari nilai-nilai Pancasila sebagai cita-cita bersama demi mewujudkan sebuah tatanan kehidupan yang sejahtera, rukun, saling menghargai (toleransi), adil, dan damai. Peran kaum sarungan melalui perjalanan ritual pendidikan di pondok pesantren dalam proses transformasi pembangunan bangsa tercermin dalam mengisi lembaran sejarah bangsa, baik aspek politik, ekonomi, pendidikan maupun sosial budaya. Tujuan kajian tulisan ini diharapkan dapat memberikan pemahaman tentang literasi Pancasila kaum sarungan dalam mewujudkan civil society. Kajian ini menggunakan método riset kepustakaan (library research) dalam menghimpun data-data penelitian yang kemudian dianalisis menggunakan teknis analisis konten. Hasil telaah menggambarkan bahwa kemampuan kaum sarungan dalam mewujudkan civil society diperoleh melalui ritual pendidikan di pesantren untuk mencetak kaum sarungan yang berakhlakul karimah, dan tidak mengesampingkan penanaman nilai-nilai kebangsaan yakni nilai-nilai Pancasila.","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140503095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-21DOI: 10.51878/learning.v3i4.2603
Ani Zanuarifah
This research aims to improve student learning outcomes on assessment and rounding material through the Teams Games Tournament (TGT) type cooperative learning model at MI Darul Hidayah Sudimoro. In this research, researchers used the classroom action research (PTK) method. The subjects in this research were students in class IV-1 MI Darul Hidayah Sudimorro Tulangan Sidoarjo for the 2021/2022 academic year with a total of 30 students, consisting of 16 men and 14 women. The types of data collection techniques used by researchers in this research are tests, observation and documentation. Data analysis uses quantitative techniques. From the research results, it can be concluded as follows: The implementation of the teams games tournament type cooperative learning model aims to improve student learning outcomes regarding assessment and rounding material in class IV-1 MI Darul Hidayah Sudimoro Tulangan Sidoarjo has been implemented well. This can be proven by data obtained from observations of teacher and student activities obtained by researchers. In cycle I, the results obtained from observing teacher activities were 88 (high), then improvements were made in cycle II to obtain an increase of 95 (very high). The results of observing student activities in cycle I obtained a figure of 81 (high) and experienced an increase in cycle II of 89 (high). ABSTRAKPenelitian ini bertujuan untuk meningkatkan hasil belajar siswa materi penaksiran dan pembulatan melalui model pembelajaran kooperatif Tipe Teams Games Tournamen (TGT) di MI Darul Hidayah Sudimoro. Dalam penelitian ini, peneliti menggunakan metode penelitian tindakan kelas (PTK). Subyek dalam penelitian ini adalah siswa kelas IV-1 MI Darul Hidayah Sudimorro Tulangan Sidoarjo tahun ajaran 2021/2022 dengan jumlah siswa sebanyak 30 orang, yang terdiri dari 16 laki-laki dan 14 perempuan. Jenis teknik pengumpulan data yang digunakan oleh peneliti pada penelitian ini adalah tes, observasi, dan dokumentasi. Analisis data menggunakan teknik kuantitatif. Dari hasil penelitian dapat disimpulkan sebagai berikut Penerapan model pembelajaran kooperatif tipe teams games tournament ini bertujuan untuk peningkatan hasil belajar siswa materi penaksiran dan pembulatan di kelas IV-1 MI Darul Hidayah Sudimoro Tulangan Sidoarjo telah dilaksanakan dengan baik. Hal ini dapat dibuktikan dengan data hasil observasi aktivitas guru dan siswa yang diperoleh peneliti. Pada siklus I diperoleh hasil dari observasi aktivitas guru sebesar 88 (tinggi), kemudian dilakukan perbaikan pada siklus II hingga memperoleh peningkatan sebesar 95 (sangat tinggi). Perolehan hasil observasi aktivitas siswa pada siklus I memperoleh angka 81 (tinggi) dan mengalami peningkatan pada siklus II sebesar 89 (tinggi).
本研究旨在通过苏迪莫罗国际学校（MI Darul Hidayah Sudimoro）的团队游戏比赛（TGT）式合作学习模式，提高学生在评估和综合材料方面的学习成果。在本研究中，研究人员采用了课堂行动研究法（PTK）。研究对象是2021/2022学年MI Darul Hidayah Sudimorro Tulangan Sidoarjo分校IV-1班的学生，共计30人，其中男生16人，女生14人。研究人员在本研究中使用的数据收集技术包括测试、观察和记录。数据分析采用定量技术。从研究结果中可以得出以下结论：旨在提高学生学习成绩的团队游戏比赛型合作学习模式在四一班（IV-1 MI Darul Hidayah Sudimoro Tulangan Sidoarjo）得到了很好的实施。研究人员通过对教师和学生活动的观察所获得的数据可以证明这一点。在第一周期，观察教师活动的结果为 88（高），然后在第二周期进行了改进，结果提高到 95（非常高）。对学生活动的观察结果在周期 I 中为 81（高），在周期 II 中上升到 89（高）。ABSTRACTThis research aims to improve students' learning outcomes on estimation and rounding materials through the Teams Games Tournament (TGT) cooperative learning model at MI Darul Hidayah Sudimoro.在这项研究中，研究人员采用了课堂行动研究（PTK）的方法。研究对象是 2021/2022 学年 MI Darul Hidayah Sudimorro Tulangan Sidoarjo 四年一班的学生，共计 30 人，其中男生 16 人，女生 14 人。研究人员在本研究中使用的数据收集技术包括测试、观察和记录。使用定量技术进行数据分析。从研究结果中可以得出以下结论：在四一班 MI Darul Hidayah Sudimoro Tulangan Sidoarjo 中，旨在提高学生对估算和四舍五入教材的学习成果的团队游戏比赛型合作学习模式的应用得到了很好的实施。研究人员对教师和学生活动的观察数据可以证明这一点。在第一周期，教师活动观察的结果为 88（高），然后在第二周期进行了改进，结果增加到 95（非常高）。学生活动观察结果在第一周期为 81（高），在第二周期增加到 89（高）。
{"title":"PENINGKATAN HASIL BELAJAR SISWA MATERI PENAKSIRAN DAN PEMBULATAN MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMEN (TGT) DI MI DARUL HIDAYAH SUDIMORO","authors":"Ani Zanuarifah","doi":"10.51878/learning.v3i4.2603","DOIUrl":"https://doi.org/10.51878/learning.v3i4.2603","url":null,"abstract":"This research aims to improve student learning outcomes on assessment and rounding material through the Teams Games Tournament (TGT) type cooperative learning model at MI Darul Hidayah Sudimoro. In this research, researchers used the classroom action research (PTK) method. The subjects in this research were students in class IV-1 MI Darul Hidayah Sudimorro Tulangan Sidoarjo for the 2021/2022 academic year with a total of 30 students, consisting of 16 men and 14 women. The types of data collection techniques used by researchers in this research are tests, observation and documentation. Data analysis uses quantitative techniques. From the research results, it can be concluded as follows: The implementation of the teams games tournament type cooperative learning model aims to improve student learning outcomes regarding assessment and rounding material in class IV-1 MI Darul Hidayah Sudimoro Tulangan Sidoarjo has been implemented well. This can be proven by data obtained from observations of teacher and student activities obtained by researchers. In cycle I, the results obtained from observing teacher activities were 88 (high), then improvements were made in cycle II to obtain an increase of 95 (very high). The results of observing student activities in cycle I obtained a figure of 81 (high) and experienced an increase in cycle II of 89 (high). \u0000ABSTRAKPenelitian ini bertujuan untuk meningkatkan hasil belajar siswa materi penaksiran dan pembulatan melalui model pembelajaran kooperatif Tipe Teams Games Tournamen (TGT) di MI Darul Hidayah Sudimoro. Dalam penelitian ini, peneliti menggunakan metode penelitian tindakan kelas (PTK). Subyek dalam penelitian ini adalah siswa kelas IV-1 MI Darul Hidayah Sudimorro Tulangan Sidoarjo tahun ajaran 2021/2022 dengan jumlah siswa sebanyak 30 orang, yang terdiri dari 16 laki-laki dan 14 perempuan. Jenis teknik pengumpulan data yang digunakan oleh peneliti pada penelitian ini adalah tes, observasi, dan dokumentasi. Analisis data menggunakan teknik kuantitatif. Dari hasil penelitian dapat disimpulkan sebagai berikut Penerapan model pembelajaran kooperatif tipe teams games tournament ini bertujuan untuk peningkatan hasil belajar siswa materi penaksiran dan pembulatan di kelas IV-1 MI Darul Hidayah Sudimoro Tulangan Sidoarjo telah dilaksanakan dengan baik. Hal ini dapat dibuktikan dengan data hasil observasi aktivitas guru dan siswa yang diperoleh peneliti. Pada siklus I diperoleh hasil dari observasi aktivitas guru sebesar 88 (tinggi), kemudian dilakukan perbaikan pada siklus II hingga memperoleh peningkatan sebesar 95 (sangat tinggi). Perolehan hasil observasi aktivitas siswa pada siklus I memperoleh angka 81 (tinggi) dan mengalami peningkatan pada siklus II sebesar 89 (tinggi).","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"21 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138949289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-21DOI: 10.51878/learning.v3i4.2602
Reny Setyowati Prodjo
This research is Classroom Action Research (PTK) aimed at increasing Skill Competency in Processing Food Products from Animal Husbandry and Fisheries Through Project Based Learning in Craft subjects at SMP Negeri 10 Malang for the 2021-2022 academic year which is carried out in two cycles and each cycle consists of planning, implementation, observation, and reflection. The research subjects were study group students who chose the Class 9C-D Processing aspect of SMP Negeri 10 Malang with a total of 28 students in this study consisting of 16 class 9C students and 12 class 9D students who were members of one study group, namely class PROCESSING PRACTICE where this class is a study group that chooses the processing aspect in the Craft subject. The results of the research show an increase in competency in processing skills for food products from livestock and fisheries through Project Based Learning in the class 9C-D study group at SMP Negeri 10 Malang. Judging from the beginning of the research at the Pre-cycle stage, the skills competency learning outcomes of students who completed the KKM were 13 students (46.4%), and 15 students (53.6%) who had not completed it. In cycle I there were 22 students (78.6%) who completed and 6 students (21.4%) who had not yet completed, and in cycle II there were 26 students (92.9%) who completed and there were 2 students (7.1%) which have not been completed. From the increase in learning outcomes, this classroom action research was only carried out up to the second cycle stage because it had reached the classical completeness criteria, namely ? 85% of the total number of students had completed the study and was declared successful in increasing the Skills Competency of Processing Animal Husbandry and Fishery Products Through Project Based Learning. for students in study group class 9C-D, Even Semester, SMP Negeri 10 Malang, Academic Year 2021/2022. ABSTRAKPenelitian ini merupakan Penelitian Tindakan Kelas (PTK) bertujuan meningkatkan Kompetensi Ketrampilan Pengolahan Bahan Pangan Hasil Perternakan dan Perikanan Melalui Pembelajaran Berbasis Proyek pada mata pelajaran Prakarya di SMP Negeri 10 Malang tahun pelajaran 2021-2022 yang dilaksanakan dengan dua siklus dan setiap siklus tediri dari perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian pada peserta didik kelompok belajar yang memilih aspek Pengolahan kelas 9C-D SMP Negeri 10 Malang dengan jumlah peserta didik dalam penelitian ini 28 peserta didik terdiri dari 16 peserta didik kelas 9C dan 12 peserta didik kelas 9D yang tergabung dalam satu kelompok belajar yakni kelas PRAKARYA PENGOLAHAN dimana satu kelas ini merupakan satu kelompok belajar yang memilih aspek pengolahan dalam mata pelajaran Prakarya.Hasil penelitian menunjukkan peningkatan kompetensi ketrampilan pengolahan bahan pangan hasil perternakan dan perikanan melalui Pembelajaran Berbasis Proyek pada kelompok belajar kelas 9C-D SMP Negeri 10 Malang. Dilihat dari awal
{"title":"MENINGKATKAN KOMPETENSI KETRAMPILAN PENGOLAHAN BAHAN PANGAN HASIL PERTERNAKAN DAN PERIKANAN MELALUI PEMBELAJARAN BERBASIS PROYEK PADA KELOMPOK BELAJAR SMPN 10 MALANG","authors":"Reny Setyowati Prodjo","doi":"10.51878/learning.v3i4.2602","DOIUrl":"https://doi.org/10.51878/learning.v3i4.2602","url":null,"abstract":"This research is Classroom Action Research (PTK) aimed at increasing Skill Competency in Processing Food Products from Animal Husbandry and Fisheries Through Project Based Learning in Craft subjects at SMP Negeri 10 Malang for the 2021-2022 academic year which is carried out in two cycles and each cycle consists of planning, implementation, observation, and reflection. The research subjects were study group students who chose the Class 9C-D Processing aspect of SMP Negeri 10 Malang with a total of 28 students in this study consisting of 16 class 9C students and 12 class 9D students who were members of one study group, namely class PROCESSING PRACTICE where this class is a study group that chooses the processing aspect in the Craft subject. The results of the research show an increase in competency in processing skills for food products from livestock and fisheries through Project Based Learning in the class 9C-D study group at SMP Negeri 10 Malang. Judging from the beginning of the research at the Pre-cycle stage, the skills competency learning outcomes of students who completed the KKM were 13 students (46.4%), and 15 students (53.6%) who had not completed it. In cycle I there were 22 students (78.6%) who completed and 6 students (21.4%) who had not yet completed, and in cycle II there were 26 students (92.9%) who completed and there were 2 students (7.1%) which have not been completed. From the increase in learning outcomes, this classroom action research was only carried out up to the second cycle stage because it had reached the classical completeness criteria, namely ? 85% of the total number of students had completed the study and was declared successful in increasing the Skills Competency of Processing Animal Husbandry and Fishery Products Through Project Based Learning. for students in study group class 9C-D, Even Semester, SMP Negeri 10 Malang, Academic Year 2021/2022. \u0000ABSTRAKPenelitian ini merupakan Penelitian Tindakan Kelas (PTK) bertujuan meningkatkan Kompetensi Ketrampilan Pengolahan Bahan Pangan Hasil Perternakan dan Perikanan Melalui Pembelajaran Berbasis Proyek pada mata pelajaran Prakarya di SMP Negeri 10 Malang tahun pelajaran 2021-2022 yang dilaksanakan dengan dua siklus dan setiap siklus tediri dari perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian pada peserta didik kelompok belajar yang memilih aspek Pengolahan kelas 9C-D SMP Negeri 10 Malang dengan jumlah peserta didik dalam penelitian ini 28 peserta didik terdiri dari 16 peserta didik kelas 9C dan 12 peserta didik kelas 9D yang tergabung dalam satu kelompok belajar yakni kelas PRAKARYA PENGOLAHAN dimana satu kelas ini merupakan satu kelompok belajar yang memilih aspek pengolahan dalam mata pelajaran Prakarya.Hasil penelitian menunjukkan peningkatan kompetensi ketrampilan pengolahan bahan pangan hasil perternakan dan perikanan melalui Pembelajaran Berbasis Proyek pada kelompok belajar kelas 9C-D SMP Negeri 10 Malang. Dilihat dari awal ","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"6 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138951959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-21DOI: 10.51878/learning.v3i4.2600
Kingkin Nurul Hayati
This research aims to determine the effectiveness of the Discovery Learning learning model in improving student learning outcomes in Mathematics for class This research is classroom action research. The object of this action research is the learning process using the Discovery Learning learning model and Mathematics learning outcomes, while the research subjects are class man. In this study, data was taken from test results, this data was analyzed descriptively qualitatively. Through the implementation of learning using the Discovery Learning learning model, student activity and learning outcomes in Mathematics class XII MIPA1 SMA Negeri 1 Lendah even semester 2022/2023 academic year can increase as expected. This is shown by the student learning evaluation data which has increased from pre-cycle, cycle 1 and cycle 2. In the pre-test results in the pre-cycle students were able to achieve the Minimum Completeness Criteria of 34.3%, in cycle 1 they achieved the Minimum Completeness Criteria of 62. 9% and in cycle 2 reached the Minimum Completion Criteria of 91.4 ABSTRAKPenelitian ini bertujuan untuk mengetahui keefektifan model pembelajaran model pembelajaran Discovery Learning dalam meningkatkan hasil belajar siswa pada mata pelajaran Matematika pada siswa kelas XII MIPA1 SMA Negeri 1 Lendah semester gasal tahun pelajaran 2022/2023. Penelitian ini merupakan penelitian tindakan kelas. Obyek penelitian tindakan ini adalah proses pembelajaran dengan model pembelajaran Discovery Learning dan hasil belajar Matematika, sedangkan subyek penelitiannya adalah siswa kelas XII MIPA1 SMA Negeri 1 Lendah semester genap tahun pelajaran 2022/2023 dengan jumlah siswa 35 orang, terdiri dari 26 siswa perempuan dan 9 siswa laki-laki. Dalam penelitian ini data diambil dari, hasil tes, data ini dianalisis secara diskriptif kualitatif. Melalui penerapan pembelajaran dengan menggunakan model pembelajaran Discovery Learning keaktifan dan hasil belajar siswa pada mata pelajaran Matematika kelas XII MIPA1 SMA Negeri 1 Lendah semester genap tahun pelajaran 2022/2023 dapat meningkat seperti yang diharapkan. Hal ini ditunjukkan dengan data evaluasi belajar siswa yang mengalami peningkatan dari pra siklus, siklus 1 dan siklus 2. Pada hasil pre test di pra siklus siswa mampu mencapai Kriteria Ketuntasan Minimal sebesar 34,3 %, pada siklus 1 mencapai Kriteria Ketuntasan Minimal sebesar 62,9 % dan pada siklus 2 mencapai Kriteria Ketuntasan Minimal sebesar 91,4
本研究旨在确定 "发现学习 "学习模式在提高班级学生数学学习成绩方面的有效性。本行动研究的对象是使用 "发现学习 "学习模式的学习过程和数学学习成果，而研究对象是班级学生。本研究从测试结果中获取数据，并对这些数据进行描述性定性分析。通过使用 "发现学习 "学习模式进行学习，MIPA1 SMA Negeri 1 Lendah 2022/2023学年第12班数学课的学生活动和学习成果都能如期提高。学生学习评价数据显示，从周期前、周期1和周期2来看，学生的学习积极性和学习成果都有所提高。本研究旨在确定 "发现学习 "学习模式对提高 2022/2023 学年 MIPA1 SMA Negeri 1 Lendah 奇数班学生数学学习成绩的有效性。本研究是一项班级行动研究。研究对象是2022/2023学年MIPA1 SMA Negeri 1 Lendah XII班偶数学期的学生，共35人，其中女生26人，男生9人。本研究的数据来源于考试成绩，并对这些数据进行了描述性定性分析。通过运用发现式学习的学习模式，2022/2023学年数学十二班MIPA1 SMA Negeri 1 Lendah偶数学期的学生积极性和学习成果都能如期提高。学生的学习评价数据表明，从周期前、周期1和周期2来看，学生的学习积极性和学习成果都有所提高。在周期前的测试结果中，学生能够达到34.3%的最低完整度标准，在周期1中达到62.9%的最低完整度标准，在周期2中达到91.4%的最低完整度标准。
{"title":"PENERAPAN DISCOVERY LEARNING DALAM MENINGKATKAN HASIL BELAJAR SISWA","authors":"Kingkin Nurul Hayati","doi":"10.51878/learning.v3i4.2600","DOIUrl":"https://doi.org/10.51878/learning.v3i4.2600","url":null,"abstract":"This research aims to determine the effectiveness of the Discovery Learning learning model in improving student learning outcomes in Mathematics for class This research is classroom action research. The object of this action research is the learning process using the Discovery Learning learning model and Mathematics learning outcomes, while the research subjects are class man. In this study, data was taken from test results, this data was analyzed descriptively qualitatively. Through the implementation of learning using the Discovery Learning learning model, student activity and learning outcomes in Mathematics class XII MIPA1 SMA Negeri 1 Lendah even semester 2022/2023 academic year can increase as expected. This is shown by the student learning evaluation data which has increased from pre-cycle, cycle 1 and cycle 2. In the pre-test results in the pre-cycle students were able to achieve the Minimum Completeness Criteria of 34.3%, in cycle 1 they achieved the Minimum Completeness Criteria of 62. 9% and in cycle 2 reached the Minimum Completion Criteria of 91.4\u0000ABSTRAKPenelitian ini bertujuan untuk mengetahui keefektifan model pembelajaran model pembelajaran Discovery Learning dalam meningkatkan hasil belajar siswa pada mata pelajaran Matematika pada siswa kelas XII MIPA1 SMA Negeri 1 Lendah semester gasal tahun pelajaran 2022/2023. Penelitian ini merupakan penelitian tindakan kelas. Obyek penelitian tindakan ini adalah proses pembelajaran dengan model pembelajaran Discovery Learning dan hasil belajar Matematika, sedangkan subyek penelitiannya adalah siswa kelas XII MIPA1 SMA Negeri 1 Lendah semester genap tahun pelajaran 2022/2023 dengan jumlah siswa 35 orang, terdiri dari 26 siswa perempuan dan 9 siswa laki-laki. Dalam penelitian ini data diambil dari, hasil tes, data ini dianalisis secara diskriptif kualitatif. Melalui penerapan pembelajaran dengan menggunakan model pembelajaran Discovery Learning keaktifan dan hasil belajar siswa pada mata pelajaran Matematika kelas XII MIPA1 SMA Negeri 1 Lendah semester genap tahun pelajaran 2022/2023 dapat meningkat seperti yang diharapkan. Hal ini ditunjukkan dengan data evaluasi belajar siswa yang mengalami peningkatan dari pra siklus, siklus 1 dan siklus 2. Pada hasil pre test di pra siklus siswa mampu mencapai Kriteria Ketuntasan Minimal sebesar 34,3 %, pada siklus 1 mencapai Kriteria Ketuntasan Minimal sebesar 62,9 % dan pada siklus 2 mencapai Kriteria Ketuntasan Minimal sebesar 91,4","PeriodicalId":436214,"journal":{"name":"LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran","volume":"2 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138952053","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：