The research is attracted by students' difficulties in mastering basic competencies about being intelligent until the end of the day. This can be seen in the lack of ability to mention the names of the Last Days and explain the signs of the Last Days, students also have difficulty understanding the phases that humans go through on the Last Days, because this material is clearly abstract material and material about the Last Days. also less interesting for students, because they also often hear the same material in MDA lessons and religious lectures. This study aims to determine the application of the STAD type cooperative model in improving faith learning outcomes until the end of the day in class VI students of UPT SDN 03 Asam Jujuhan. The purpose of this study was to apply the STAD type cooperative model in improving the learning outcomes of Faith in the Last Day in class VI students of UPT SDN 03 Asam Jujuhan. This research method is a type of classroom action research (CAR) in the form of recycling, namely: planning, action or implementation of action, observation and reflection, carried out in two cycles and the target of this research was class VI students of UPT SDN 03 Asam Jujuhan. The results of this study are that the application of the STAD type cooperative learning model can improve student learning outcomes at UPT SDN 03 Asam Jujuhan for the 2021/2022 school year, from the results of the formative tests and observation sheets of teaching and learning activities have increased from cycle I to cycle III, namely (57,69 %) and cycle II (76.92%) so that this learning model can be used as an alternative to learning Islamic Religious Education in Elementary Schools.
这项研究的吸引力在于，学生们很难掌握关于聪明的基本能力，直到一天结束。这可以从学生对末世的名称和末世的标志缺乏提及能力和解释能力上看出，学生也很难理解人类在末世所经历的阶段，因为这些材料显然是抽象的材料，是关于末世的材料。对学生来说也不那么有趣，因为他们也经常在MDA课程和宗教讲座中听到相同的材料。本研究旨在确定STAD型合作模式在提高UPT SDN 03 Asam Jujuhan六班学生信念学习成果中的应用。本研究的目的是应用STAD型合作模式改善UPT SDN 03 Asam Jujuhan六班学生“最后一天的信仰”学习成果。本研究方法是一种循环形式的课堂行动研究(CAR)，即:计划、行动或实施行动、观察和反思，分两个周期进行，研究对象为UPT SDN 03 Asam Jujuhan的六班学生。这项研究的结果是,STAD型合作学习模式的应用可以提高学生的学习成果UPT SDN 03 Asam Jujuhan 2021/2022学年,从形成性测试的结果和观察表教与学的活动增加了从周期循环III,即(57岁的69%)和循环II(76.92%),这种学习模式可以作为替代伊斯兰宗教教育在小学学习。
{"title":"The Application Of The Stad Type Cooperative Model In Enhancing Faith Learning Outcomes To The Final Day Of Class VI Students Of Upt SDN 03 Asam Jujuhan","authors":"Zulkadri Zulkadri","doi":"10.61445/tofedu.v2i2.68","DOIUrl":"https://doi.org/10.61445/tofedu.v2i2.68","url":null,"abstract":"The research is attracted by students' difficulties in mastering basic competencies about being intelligent until the end of the day. This can be seen in the lack of ability to mention the names of the Last Days and explain the signs of the Last Days, students also have difficulty understanding the phases that humans go through on the Last Days, because this material is clearly abstract material and material about the Last Days. also less interesting for students, because they also often hear the same material in MDA lessons and religious lectures. This study aims to determine the application of the STAD type cooperative model in improving faith learning outcomes until the end of the day in class VI students of UPT SDN 03 Asam Jujuhan. The purpose of this study was to apply the STAD type cooperative model in improving the learning outcomes of Faith in the Last Day in class VI students of UPT SDN 03 Asam Jujuhan. This research method is a type of classroom action research (CAR) in the form of recycling, namely: planning, action or implementation of action, observation and reflection, carried out in two cycles and the target of this research was class VI students of UPT SDN 03 Asam Jujuhan. The results of this study are that the application of the STAD type cooperative learning model can improve student learning outcomes at UPT SDN 03 Asam Jujuhan for the 2021/2022 school year, from the results of the formative tests and observation sheets of teaching and learning activities have increased from cycle I to cycle III, namely (57,69 %) and cycle II (76.92%) so that this learning model can be used as an alternative to learning Islamic Religious Education in Elementary Schools.","PeriodicalId":484634,"journal":{"name":"TOFEDU The Future of Education Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135135940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research concerns the effect of using the NHT Cooperative Learning learning model on student learning outcomes in social studies class IV SDN 06 Bukit Gadang. One of the materials taught in class IV SDN 06 Bukit Gadang Semester I is economic activity. In this material the authors found problems in class, namely the low learning outcomes obtained by students. From the initial test, the following results were obtained: of the 22 students who completed, only 8 (36.36%) completed, while 14 (66.64%) had not completed. To overcome this problem, the researchers made improvements to learning by using the NHT Type Cooperative Learning learning model. This model is a model that increases cooperation and responsibility between students in study groups by collaborating with their friends in solving problems and being able to answer questions given by the teacher based on the order of each number. Students work in study groups and are able to answer teacher questions based on the number called. At the end of Cycles I and II, individual tests were held using the NHT Type Cooperative Learning learning model, which was expected to improve the learning outcomes of Class IV students at SDN 06 Bukit Gadang. After learning was carried out using the NHT Type Cooperative Learning learning model, there was an increase in learning outcomes. From the initial data, the average value obtained by students was 66.86 in the pre-cycle, which increased to 73.77 at the end of cycle I and increased to 83.64 at the end of cycle II. Besides that, there was also an increase in the percentage of learning completeness. In the initial data with a total of 20 students, only 36.36% of students who completed, at the end of cycle I the number of students who completed increased to 54.55% and at the end of cycle II the students who completed increased to 86.36%.
{"title":"The Implementation of Cooperative Learning Mod to Increase Students' Learning Results in IPS Materials of Economic Activities at Grade IV SDN 06 Bukit Gadang","authors":"Efrianis Efrianis","doi":"10.61445/tofedu.v2i2.69","DOIUrl":"https://doi.org/10.61445/tofedu.v2i2.69","url":null,"abstract":"This research concerns the effect of using the NHT Cooperative Learning learning model on student learning outcomes in social studies class IV SDN 06 Bukit Gadang. One of the materials taught in class IV SDN 06 Bukit Gadang Semester I is economic activity. In this material the authors found problems in class, namely the low learning outcomes obtained by students. From the initial test, the following results were obtained: of the 22 students who completed, only 8 (36.36%) completed, while 14 (66.64%) had not completed. To overcome this problem, the researchers made improvements to learning by using the NHT Type Cooperative Learning learning model. This model is a model that increases cooperation and responsibility between students in study groups by collaborating with their friends in solving problems and being able to answer questions given by the teacher based on the order of each number. Students work in study groups and are able to answer teacher questions based on the number called. At the end of Cycles I and II, individual tests were held using the NHT Type Cooperative Learning learning model, which was expected to improve the learning outcomes of Class IV students at SDN 06 Bukit Gadang. After learning was carried out using the NHT Type Cooperative Learning learning model, there was an increase in learning outcomes. From the initial data, the average value obtained by students was 66.86 in the pre-cycle, which increased to 73.77 at the end of cycle I and increased to 83.64 at the end of cycle II. Besides that, there was also an increase in the percentage of learning completeness. In the initial data with a total of 20 students, only 36.36% of students who completed, at the end of cycle I the number of students who completed increased to 54.55% and at the end of cycle II the students who completed increased to 86.36%.","PeriodicalId":484634,"journal":{"name":"TOFEDU The Future of Education Journal","volume":"105 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135135942","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}
Abstrak The condition of learning mathematics until now is still dominated by the teacher as a provider of knowledge so that students get more information from the teacher's explanations alone, as a result the students' thinking is less developed. The impact of this learning is that the results of learning mathematics are not optimal. Question Students Have is a strategy to encourage students to have the courage to ask questions in written form. The purpose of this study was to determine student learning outcomes taught using the Question Students Have strategy in Class VI students at SDN 07 Tiumang. The type of research used in this research is experimental research, namely Pre-Experimental with the One Group Pre-test and Post-test research design. The sample of this research was 23 Class VI students at SDN 07 Tiumang, Dharmasraya Regency. The research instruments used in this study were student learning outcomes tests, documentation and observation sheets. The data analysis technique used is descriptive statistical analysis with PTK cycles. The results showed an increase in student learning outcomes in mathematics seen from the class average score. The value before the intervention was 39.78%. The value in cycle I increased to 67.82% and there was another increase in cycle II to 82.40%. Based on these results it was concluded that the Question Students Have strategy can improve the learning outcomes of mathematics in class VI students at SDN 07 Tiumang.
{"title":"The Application of the Question Students Have (QSH) Strategy to Enhance Students' Learning Results in Mathematics at Grade VI SDN 07 Tiumang.","authors":"Miyato Miyato","doi":"10.61445/tofedu.v2i2.70","DOIUrl":"https://doi.org/10.61445/tofedu.v2i2.70","url":null,"abstract":"Abstrak The condition of learning mathematics until now is still dominated by the teacher as a provider of knowledge so that students get more information from the teacher's explanations alone, as a result the students' thinking is less developed. The impact of this learning is that the results of learning mathematics are not optimal. Question Students Have is a strategy to encourage students to have the courage to ask questions in written form. The purpose of this study was to determine student learning outcomes taught using the Question Students Have strategy in Class VI students at SDN 07 Tiumang. The type of research used in this research is experimental research, namely Pre-Experimental with the One Group Pre-test and Post-test research design. The sample of this research was 23 Class VI students at SDN 07 Tiumang, Dharmasraya Regency. The research instruments used in this study were student learning outcomes tests, documentation and observation sheets. The data analysis technique used is descriptive statistical analysis with PTK cycles. The results showed an increase in student learning outcomes in mathematics seen from the class average score. The value before the intervention was 39.78%. The value in cycle I increased to 67.82% and there was another increase in cycle II to 82.40%. Based on these results it was concluded that the Question Students Have strategy can improve the learning outcomes of mathematics in class VI students at SDN 07 Tiumang.","PeriodicalId":484634,"journal":{"name":"TOFEDU The Future of Education Journal","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135135941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of learning models that are not appropriate during the learning process causes students to get bored and bored so that students are less active when learning activities take place so that students do not understand the material because there is too much material and most of them take notes, and the impact on learning outcomes is very low. The Quantum Teaching Model This researcher aims to improve learning outcomes with the Quantum Teaching model for Class II SDN 158/VIII Rimbo Mulyo. This type of research is class action research (Classroom Action Research). This study aims to determine learning in mathematics subject matter of time measurement. The research subjects were class II students at SDN 158/VIII Rimbo Mulyo. Methods of data collection is done through documentation, observation and tests. The work procedure in this study is an activity cycle consisting of two cycles. Where each - each cycle through the stages - the stages that must be taken namely planning, implementation of action, observation, reflection. The completeness criterion is 70 where the learning outcomes of students are said to be complete if they meet these criteria. The results of the research show that the Quantum Teaching model can improve student learning outcomes. This can be seen from the average pre-cycle score of 61.21, the first cycle is 67.88 and the second cycle is 73.03. While the percentage in the pre-cycle was 42.42%, the first cycle was 60.61% and the second cycle was 81.81%. This means that research at this stage is sufficient because students have met the specified KKM, namely 70.
{"title":"THE USE OF THE QUANTUM TEACHING MODEL ON STUDENT LEARNING OUTCOMES IN MATHEMATICS CLASS II SDN 158/VIII RIMBO MULYO","authors":"Suzi Roviani","doi":"10.61445/tofedu.v2i1.66","DOIUrl":"https://doi.org/10.61445/tofedu.v2i1.66","url":null,"abstract":"The use of learning models that are not appropriate during the learning process causes students to get bored and bored so that students are less active when learning activities take place so that students do not understand the material because there is too much material and most of them take notes, and the impact on learning outcomes is very low. The Quantum Teaching Model This researcher aims to improve learning outcomes with the Quantum Teaching model for Class II SDN 158/VIII Rimbo Mulyo. This type of research is class action research (Classroom Action Research). This study aims to determine learning in mathematics subject matter of time measurement. The research subjects were class II students at SDN 158/VIII Rimbo Mulyo. Methods of data collection is done through documentation, observation and tests. The work procedure in this study is an activity cycle consisting of two cycles. Where each - each cycle through the stages - the stages that must be taken namely planning, implementation of action, observation, reflection. The completeness criterion is 70 where the learning outcomes of students are said to be complete if they meet these criteria. The results of the research show that the Quantum Teaching model can improve student learning outcomes. This can be seen from the average pre-cycle score of 61.21, the first cycle is 67.88 and the second cycle is 73.03. While the percentage in the pre-cycle was 42.42%, the first cycle was 60.61% and the second cycle was 81.81%. This means that research at this stage is sufficient because students have met the specified KKM, namely 70.","PeriodicalId":484634,"journal":{"name":"TOFEDU The Future of Education Journal","volume":"356 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135683499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research is motivated by the results of observations and results of the assessment results of lesson plans for Physical Education teachers at MTsN 4 Padang. Where the number of Penjasorkes teachers is 4 people and teachers are still not able to compile lesson plans in accordance with the limitations of writing lesson plans. To overcome this problem, a lesson plan preparation workshop will be held at the MGMP Activities at MTsN 4 Padang. This research is a madrasah action research. The research procedure in this study includes planning, action, observation and reflection. This study consisted of two cycles with four meetings. The subjects of this study were 4 Physical Education teachers at MTsN 4 Padang. Research data was collected using observation sheets. Based on the results of the research and discussion that have been put forward in the previous chapter, it can be concluded that the RPP Preparation Workshop through the MGMP can improve teachers' abilities in making RPP in Physical Education subjects. This is evidenced by an increase in the ability of teachers to prepare lesson plans from cycle I to cycle II. The average teacher's ability to prepare lesson plans in the first cycle was 73.06 in the sufficient category and in the second cycle was 84.23 in the good category.
{"title":"Improving Teachers' Pedagogic Competence in Preparing Lesson Plan Through Workshops for Preparation of Lesson Plan at MGMP Activities in MTSN 4 Padang","authors":"Nur Hayati","doi":"10.61445/tofedu.v2i1.65","DOIUrl":"https://doi.org/10.61445/tofedu.v2i1.65","url":null,"abstract":"This research is motivated by the results of observations and results of the assessment results of lesson plans for Physical Education teachers at MTsN 4 Padang. Where the number of Penjasorkes teachers is 4 people and teachers are still not able to compile lesson plans in accordance with the limitations of writing lesson plans. To overcome this problem, a lesson plan preparation workshop will be held at the MGMP Activities at MTsN 4 Padang. This research is a madrasah action research. The research procedure in this study includes planning, action, observation and reflection. This study consisted of two cycles with four meetings. The subjects of this study were 4 Physical Education teachers at MTsN 4 Padang. Research data was collected using observation sheets. Based on the results of the research and discussion that have been put forward in the previous chapter, it can be concluded that the RPP Preparation Workshop through the MGMP can improve teachers' abilities in making RPP in Physical Education subjects. This is evidenced by an increase in the ability of teachers to prepare lesson plans from cycle I to cycle II. The average teacher's ability to prepare lesson plans in the first cycle was 73.06 in the sufficient category and in the second cycle was 84.23 in the good category.","PeriodicalId":484634,"journal":{"name":"TOFEDU The Future of Education Journal","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136052377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study began with observations made in class III MIN 1 Indragiri Hulu, the teachers only use conventional media in SKI Learning, student learning activities that tend to be passive so that it impacts on student learning outcomes that have not yet reached the minimum completeness citeria. The use of Puzzle media in learning can improve students’ learning activities and learning outcomes. This study aims to explain the effect of the use of Puzzle media on the activities and learning outcomes of SKI class III MIN in Indragiri Hulu Regency. The type of research used is Quasi Experiment. The population in this study were all students of class III MIN in Indragiri Hulu Regency. The research sample class III A as an experimental class and class III B as a control class in MIN 1 Indragiri Hulu. Sampling is done randomly (randomly) using a lottery. Research data were collected through activity observation sheets and student learning outcomes using t-test. Based on the research findings and the discussion concluded as follows. First, there is a significant difference in activities for students who are taught using the media puzzle with learning activities of students who are taught using picture media in class III MIN SKI learning in Indragiri hulu Regency. Based on the calculation, the t value is 1.894 with a significant level of 5% is 1.682, the price of t is greater than t table so Ha is accepted. Secondly, there are significant differences in learning outcomes for students tagught using image media in the class III MIN SKI learning in Indragiri Hulu regency. Based on the calculation, the t value is 2.202 with a significant level of 5% is 1.682, the price of t is greater than t table so Ha is accepted
{"title":"The Effect of Using Puzzle Media on Activity and Learning Outcomes of Class III MIN Students in Indragiri Hulu Regency","authors":"Yeni Suryani Samaun","doi":"10.61445/tofedu.v2i1.64","DOIUrl":"https://doi.org/10.61445/tofedu.v2i1.64","url":null,"abstract":"This study began with observations made in class III MIN 1 Indragiri Hulu, the teachers only use conventional media in SKI Learning, student learning activities that tend to be passive so that it impacts on student learning outcomes that have not yet reached the minimum completeness citeria. The use of Puzzle media in learning can improve students’ learning activities and learning outcomes. This study aims to explain the effect of the use of Puzzle media on the activities and learning outcomes of SKI class III MIN in Indragiri Hulu Regency. The type of research used is Quasi Experiment. The population in this study were all students of class III MIN in Indragiri Hulu Regency. The research sample class III A as an experimental class and class III B as a control class in MIN 1 Indragiri Hulu. Sampling is done randomly (randomly) using a lottery. Research data were collected through activity observation sheets and student learning outcomes using t-test. Based on the research findings and the discussion concluded as follows. First, there is a significant difference in activities for students who are taught using the media puzzle with learning activities of students who are taught using picture media in class III MIN SKI learning in Indragiri hulu Regency. Based on the calculation, the t value is 1.894 with a significant level of 5% is 1.682, the price of t is greater than t table so Ha is accepted. Secondly, there are significant differences in learning outcomes for students tagught using image media in the class III MIN SKI learning in Indragiri Hulu regency. Based on the calculation, the t value is 2.202 with a significant level of 5% is 1.682, the price of t is greater than t table so Ha is accepted","PeriodicalId":484634,"journal":{"name":"TOFEDU The Future of Education Journal","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136181796","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research is attracted by the important role of the teacher which cannot be ignored, both the government, stakeholders and the teacher himself. Teachers must always improve their competence in carrying out their duties, teachers must master the main areas of work, so that teachers become professional teachers. The results of the 2015 Teacher Competency Test (UKG) were still low, the average teacher score reached 48.69 in Provinsi Jambi. The researcher found data on teachers who still had high school qualifications teaching as PAUD teachers, although there were those with bachelor's degrees, but that was very small and they were reluctant teaching in PAUD due to the lack of incentives received by PAUD teachers ranging from Rp. 300-600 only per month. This study aims to determine the effect of competence and incentives on the quality of teaching teachers at PAUD Pelita Hati, Pulau Jelmu Kecamatan Jujuhan, Kabupaten Bungo, Provinsi Jambi. The research method is a quantitative descriptive method and the approach used is a quantitative approach. The population and sample were all Pelita Hati PAUD teachers, totaling 8 people. The results of this study found that there was a significant effect of teacher competence and incentives on teacher teaching quality because it had an Fcount of 3.671 > Ftable of 3.24 and a sig. 0.035 < 0.05. The results of this study show that competence and incentives can jointly support the improvement of teacher teaching quality. The competence possessed by the teacher and supported by the incentives provided by the school to the teacher contributes to the high quality of teaching the teacher, both coming from each individual and the motivation given by the school principal will automatically make the teacher passionate about carrying out his duties
{"title":"The Effect Of Competence And Incentives Towards Teaching Quality At Paud Pelita Hati Dusun Pulau Jelmu Kecamatan Jujuhan Kabupaten Bungo Provinsi Jambi","authors":"Fitriani Fitriani","doi":"10.61445/tofedu.v2i1.63","DOIUrl":"https://doi.org/10.61445/tofedu.v2i1.63","url":null,"abstract":"This research is attracted by the important role of the teacher which cannot be ignored, both the government, stakeholders and the teacher himself. Teachers must always improve their competence in carrying out their duties, teachers must master the main areas of work, so that teachers become professional teachers. The results of the 2015 Teacher Competency Test (UKG) were still low, the average teacher score reached 48.69 in Provinsi Jambi. The researcher found data on teachers who still had high school qualifications teaching as PAUD teachers, although there were those with bachelor's degrees, but that was very small and they were reluctant teaching in PAUD due to the lack of incentives received by PAUD teachers ranging from Rp. 300-600 only per month. This study aims to determine the effect of competence and incentives on the quality of teaching teachers at PAUD Pelita Hati, Pulau Jelmu Kecamatan Jujuhan, Kabupaten Bungo, Provinsi Jambi. The research method is a quantitative descriptive method and the approach used is a quantitative approach. The population and sample were all Pelita Hati PAUD teachers, totaling 8 people. The results of this study found that there was a significant effect of teacher competence and incentives on teacher teaching quality because it had an Fcount of 3.671 > Ftable of 3.24 and a sig. 0.035 < 0.05. The results of this study show that competence and incentives can jointly support the improvement of teacher teaching quality. The competence possessed by the teacher and supported by the incentives provided by the school to the teacher contributes to the high quality of teaching the teacher, both coming from each individual and the motivation given by the school principal will automatically make the teacher passionate about carrying out his duties","PeriodicalId":484634,"journal":{"name":"TOFEDU The Future of Education Journal","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136082681","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}
Antik Estika Hader, Dwi Novri Asmara, Nurwasilah Nurwasilah
Science learning is one of the lessons that has a very strategic and important role, especially in terms of improving the quality of human resources (Human Resources). continuously growing at a faster rate. Science learning carried out in elementary schools should be carried out by presenting a method or learning model that is not monotonous and more diverse so that it can make students feel more interested in taking part in learning, besides that science learning should make students feel actively involved both physically and mentally. nor emotional. From the results of the observations, several problems were found in class V SDN 104/II Sungai Pinang, namely in class VA students who did not complete as much as 60% of the total students or a number of 18 students out of 23 students (KKM score 75), and class VB who completed as much as 70% of the total students or a number of 15 students from 22 students. This shows that more than 50% of students in the class, both VA and VB classes, still have not mastered the learning provided well enough, for this reason the teacher is obliged to carry out various kinds of efforts in order to improve the learning outcomes of his students in class. One of them is that it can be done by choosing a model, strategy or learning method that is considered appropriate, so that later it is expected to be able to involve students both to be able to play a more active role both in terms of emotional, physical and social. The researcher tries to apply the Snowball Throwing learning model, the results of the hypothesis test at a significant level of 0.05 after applying the Snowball Throwing learning model are obtained sig <α (0.00 <0.05), thus meaning that the test results are not in the H0 acceptance area so that Ha , so that it can be concluded that the Snowball Throwing learning model has a significant influence on the integrated thematic learning outcomes of science content in fifth grade students at SDN 104/II Sungai Pinang
科学学习是具有非常战略性和重要作用的课程之一，特别是在提高人力资源(human resources)质量方面。以较快的速度持续增长的。在小学开展科学学习，应采用一种不单调、多样化的方法或学习模式，使学生更有兴趣参与到学习中来，使学生在身心上都有积极参与的感觉。也没有情感。从观察结果来看，在SDN 104/II Sungai Pinang班发现了几个问题，即VA班的学生没有完成总学生的60%，即23名学生中有18名学生(KKM得分75)，而VB班的学生完成了总学生的70%，即22名学生中有15名学生。由此可见，在VA和VB两门课程中，仍然有超过50%的学生没有很好地掌握所提供的知识，因此教师有义务进行各种努力，以提高学生在课堂上的学习成果。其中之一是，它可以通过选择一种被认为合适的模式、策略或学习方法来实现，这样一来，学生就可以在情感、身体和社会方面发挥更积极的作用。研究者尝试应用雪球投掷学习模型，应用雪球投掷学习模型后得到的假设检验结果为sig <α (0.00 <0.05)，即测试结果不在H0可接受范围内，因此，因此，可以得出，雪球投掷学习模式对SDN 104/II Sungai Pinang五年级学生科学内容综合主题学习成果有显著影响
{"title":"The Effect of Snowball Throwing Learning Model towards Integrated Thematic Learning Outcomes in Science Class V Students at SDN 104/II Sungai Pinang","authors":"Antik Estika Hader, Dwi Novri Asmara, Nurwasilah Nurwasilah","doi":"10.61445/tofedu.v2i1.23","DOIUrl":"https://doi.org/10.61445/tofedu.v2i1.23","url":null,"abstract":"Science learning is one of the lessons that has a very strategic and important role, especially in terms of improving the quality of human resources (Human Resources). continuously growing at a faster rate. Science learning carried out in elementary schools should be carried out by presenting a method or learning model that is not monotonous and more diverse so that it can make students feel more interested in taking part in learning, besides that science learning should make students feel actively involved both physically and mentally. nor emotional. From the results of the observations, several problems were found in class V SDN 104/II Sungai Pinang, namely in class VA students who did not complete as much as 60% of the total students or a number of 18 students out of 23 students (KKM score 75), and class VB who completed as much as 70% of the total students or a number of 15 students from 22 students. This shows that more than 50% of students in the class, both VA and VB classes, still have not mastered the learning provided well enough, for this reason the teacher is obliged to carry out various kinds of efforts in order to improve the learning outcomes of his students in class. One of them is that it can be done by choosing a model, strategy or learning method that is considered appropriate, so that later it is expected to be able to involve students both to be able to play a more active role both in terms of emotional, physical and social. The researcher tries to apply the Snowball Throwing learning model, the results of the hypothesis test at a significant level of 0.05 after applying the Snowball Throwing learning model are obtained sig <α (0.00 <0.05), thus meaning that the test results are not in the H0 acceptance area so that Ha , so that it can be concluded that the Snowball Throwing learning model has a significant influence on the integrated thematic learning outcomes of science content in fifth grade students at SDN 104/II Sungai Pinang","PeriodicalId":484634,"journal":{"name":"TOFEDU The Future of Education Journal","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135393210","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}
Nofriza Efendi, Yona Syaida Oktira, Kristian Burhan, Gingga Prananda
Research is channeling human curiosity about a problem by using certain treatments such as examining, investigating, studying and studying carefully and formulating hypotheses on a problem so that an achievement of correct answers to problems is obtained, development of science and so on. The purpose of this study is to see how the strategy for preparing educational research proposals for PGSD study program students is. This type of research is a literature study from several previous services. This webinar activity received a good response from the public and enthusiastic participants. With this activity students are able to write and make educational research proposals according to the steps and strategies that have been understood and can be applied properly and correctly
{"title":"The Strategy for Preparation of Educational Research Proposal for Students of PGSD UNU Sumbar Program","authors":"Nofriza Efendi, Yona Syaida Oktira, Kristian Burhan, Gingga Prananda","doi":"10.61445/tofedu.v2i1.61","DOIUrl":"https://doi.org/10.61445/tofedu.v2i1.61","url":null,"abstract":"Research is channeling human curiosity about a problem by using certain treatments such as examining, investigating, studying and studying carefully and formulating hypotheses on a problem so that an achievement of correct answers to problems is obtained, development of science and so on. The purpose of this study is to see how the strategy for preparing educational research proposals for PGSD study program students is. This type of research is a literature study from several previous services. This webinar activity received a good response from the public and enthusiastic participants. With this activity students are able to write and make educational research proposals according to the steps and strategies that have been understood and can be applied properly and correctly","PeriodicalId":484634,"journal":{"name":"TOFEDU The Future of Education Journal","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research was conducted to improve children's speaking skills through the storytelling method and card media. To try to give encouragement in one way so that children "speak" properly and correctly through the storytelling method and the media of pictures. The selection of methods for teaching using image media with an image so that children are interested in learning activities. This research is a type of classroom action research (CAR) in the form of recycling, namely: planning, action or action implementation, observation and reflection. This research was carried out using the storytelling method with media images in developing children's speaking skills. This research was conducted in two cycles with the first cycle having three meetings and the second cycle having two meetings. From the results of the study it was concluded that, the learning activities that had been carried out in cycle I still had many weaknesses that had to be corrected in cycle II regarding the planning and implementation of educators, they had not been able to listen to stories and retell the contents of the story simply as many as 16 children (76%) and 5 children (23.8%) could listen to stories and retell the contents of the story in a simple way. Not being able to answer questions about information or information in a simple way as many as 16 children (76.1%) and 5 children (23.8%) could answer questions about information or information in a simple way. In cycle II, listening to stories and retelling the contents of the stories in a simple way. Developing as expected, 4 children (19.04%) and 17 children (80.95%) developed very well in listening to stories and retelling the contents of the stories in a simple way. whereas in answering questions about simple information or information Developing According to Expectations as many as 4 children (19.04%) and 17 children (80.95%) Developed Very Well in answering questions about simple information or information
{"title":"Enhancing Students' Speaking Skills Through Storytelling Methods and Image Media at PAUD Uma Kandung Tambarangan","authors":"Frida Feka","doi":"10.61445/tofedu.v2i1.58","DOIUrl":"https://doi.org/10.61445/tofedu.v2i1.58","url":null,"abstract":"This research was conducted to improve children's speaking skills through the storytelling method and card media. To try to give encouragement in one way so that children \"speak\" properly and correctly through the storytelling method and the media of pictures. The selection of methods for teaching using image media with an image so that children are interested in learning activities. This research is a type of classroom action research (CAR) in the form of recycling, namely: planning, action or action implementation, observation and reflection. This research was carried out using the storytelling method with media images in developing children's speaking skills. This research was conducted in two cycles with the first cycle having three meetings and the second cycle having two meetings. From the results of the study it was concluded that, the learning activities that had been carried out in cycle I still had many weaknesses that had to be corrected in cycle II regarding the planning and implementation of educators, they had not been able to listen to stories and retell the contents of the story simply as many as 16 children (76%) and 5 children (23.8%) could listen to stories and retell the contents of the story in a simple way. Not being able to answer questions about information or information in a simple way as many as 16 children (76.1%) and 5 children (23.8%) could answer questions about information or information in a simple way. In cycle II, listening to stories and retelling the contents of the stories in a simple way. Developing as expected, 4 children (19.04%) and 17 children (80.95%) developed very well in listening to stories and retelling the contents of the stories in a simple way. whereas in answering questions about simple information or information Developing According to Expectations as many as 4 children (19.04%) and 17 children (80.95%) Developed Very Well in answering questions about simple information or information","PeriodicalId":484634,"journal":{"name":"TOFEDU The Future of Education Journal","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135788785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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