School readiness is the condition of a child who already has the ability and skills to participate in learning activities at school including physical readiness, mental social-emotional abilities, the ability to interact and communicate, and knowledge readiness. This ability is a determinant of the success of children's learning processes and outcomes. The school readiness program for children is carried out from the age of 4-7 years through the transition stages of education. The teacher's perception of school readiness is fundamental because perception will determine the teacher's knowledge, understanding, and actions in an effort to create a quality learning process and output. The purpose of this research is to describe the perceptions of preschool teachers on children's school readiness in Purwakarta Regency. The method in this research is descriptive qualitative. The data collection process was carried out by interviewing teachers from 8 preschool in Purwakarta City. The material obtained from the interviews was transcribed and analyzed. The results of the research analysis have shown that age and literacy are considered the most ideal standard in determining children's school readiness. This is also reinforced by the selection to enter elementary school, especially favorite and competitive schools which require that prospective students already have the ability to read, write, and count. Therefore, parents provide strong interventions for preschool institutions to provide literacy and arithmetic learning programs. There is no cooperation between school and family because the teacher believes that school is the only institution that develops children's readiness to go to elementary school.
{"title":"Perceptions of Preschool Teachers on Children's School Readiness in Purwakarta Regency","authors":"Miftachul Jannah","doi":"10.32528/issh.v2i2.264","DOIUrl":"https://doi.org/10.32528/issh.v2i2.264","url":null,"abstract":"School readiness is the condition of a child who already has the ability and skills to participate in learning activities at school including physical readiness, mental social-emotional abilities, the ability to interact and communicate, and knowledge readiness. This ability is a determinant of the success of children's learning processes and outcomes. The school readiness program for children is carried out from the age of 4-7 years through the transition stages of education. The teacher's perception of school readiness is fundamental because perception will determine the teacher's knowledge, understanding, and actions in an effort to create a quality learning process and output. The purpose of this research is to describe the perceptions of preschool teachers on children's school readiness in Purwakarta Regency. The method in this research is descriptive qualitative. The data collection process was carried out by interviewing teachers from 8 preschool in Purwakarta City. The material obtained from the interviews was transcribed and analyzed. The results of the research analysis have shown that age and literacy are considered the most ideal standard in determining children's school readiness. This is also reinforced by the selection to enter elementary school, especially favorite and competitive schools which require that prospective students already have the ability to read, write, and count. Therefore, parents provide strong interventions for preschool institutions to provide literacy and arithmetic learning programs. There is no cooperation between school and family because the teacher believes that school is the only institution that develops children's readiness to go to elementary school.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135438876","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}
Annisa Ulul Azmi Salam, Sawitri Komarayanti, Kurtis Sita Warsita
Understanding the material to be delivered and having the right teaching strategy will create a good teaching and learning process by using an interesting learning model so as to increase students' interest in learning in taking lessons and completing assignments given by the teacher (Gulo, 2022). Based on this statement, the use of E-LKPD, flipbook, liveworksheet, wordwall, Canva aims to increase students' interest and motivation in learning. The data collection technique aims to get complete, concrete and real data for the intended class, then I found some unique things that can be further investigated related to interest and motivation to learn. The technique used to obtain the data is to use a test instrument in the form of a post test on Biology material. This data analysis technique uses simple quantitative research with the help of Microsoft Excel. This data processing is done by calculating the average of the overall post test scores. The indicator of success in this study is if the activities of students in each cycle experience an increase and learning outcomes reach the Minimum Criteria of Mastery Learning(KKM), which is ≥ 77 (Arisandi. 2022). in cycle 1 there were only 9 students whose posttest scores showed a completeness score, which exceeded the Minimum Criteria of Mastery Learning(KKM) score. In cycle II there were 14 students whose grades exceeded the Minimum Criteria of Mastery Learning(KKM) score, and in cycle III there were 19 students whose grades exceeded the Minimum Criteria of Mastery Learning(KKM) score.
{"title":"The Use of Website-Based PBL Model to Improve the Interest and Motivation in Learning Class X Students","authors":"Annisa Ulul Azmi Salam, Sawitri Komarayanti, Kurtis Sita Warsita","doi":"10.32528/issh.v2i2.253","DOIUrl":"https://doi.org/10.32528/issh.v2i2.253","url":null,"abstract":"Understanding the material to be delivered and having the right teaching strategy will create a good teaching and learning process by using an interesting learning model so as to increase students' interest in learning in taking lessons and completing assignments given by the teacher (Gulo, 2022). Based on this statement, the use of E-LKPD, flipbook, liveworksheet, wordwall, Canva aims to increase students' interest and motivation in learning. The data collection technique aims to get complete, concrete and real data for the intended class, then I found some unique things that can be further investigated related to interest and motivation to learn. The technique used to obtain the data is to use a test instrument in the form of a post test on Biology material. This data analysis technique uses simple quantitative research with the help of Microsoft Excel. This data processing is done by calculating the average of the overall post test scores. The indicator of success in this study is if the activities of students in each cycle experience an increase and learning outcomes reach the Minimum Criteria of Mastery Learning(KKM), which is ≥ 77 (Arisandi. 2022). in cycle 1 there were only 9 students whose posttest scores showed a completeness score, which exceeded the Minimum Criteria of Mastery Learning(KKM) score. In cycle II there were 14 students whose grades exceeded the Minimum Criteria of Mastery Learning(KKM) score, and in cycle III there were 19 students whose grades exceeded the Minimum Criteria of Mastery Learning(KKM) score.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135439044","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 examines the application of School-Based Management (SBM) in the context of the Merdeka curriculum used in the Driving School Program (or Program Sekolah Penggerak, PSP, in Indonesian) in Bima City. Qualitative research was conducted in 20 randomly selected PSP schools, using secondary data and descriptive qualitative analysis techniques. The findings indicate that SBM remains relevant in meeting the demands of the community, as it grants schools autonomy to involve community members in decision-making and manage their own resources. Schools are able to allocate resources according to their needs and priorities, based on strategic and operational plans, and develop an organizational culture that reflects local values. This approach encourages community participation, helps to develop the quality of education, and promotes the formation of students with strong character through the application of noble values specific to the community in which the school is located. Overall, the study highlights the importance of SBM in promoting effective school management and improving the quality of education.
{"title":"The Implementation of School-Based Management in the Merdeka Curriculum of the Sekolah Penggerak Program in Bima City","authors":"Mohamad Mustari","doi":"10.32528/issh.v2i2.248","DOIUrl":"https://doi.org/10.32528/issh.v2i2.248","url":null,"abstract":"This research examines the application of School-Based Management (SBM) in the context of the Merdeka curriculum used in the Driving School Program (or Program Sekolah Penggerak, PSP, in Indonesian) in Bima City. Qualitative research was conducted in 20 randomly selected PSP schools, using secondary data and descriptive qualitative analysis techniques. The findings indicate that SBM remains relevant in meeting the demands of the community, as it grants schools autonomy to involve community members in decision-making and manage their own resources. Schools are able to allocate resources according to their needs and priorities, based on strategic and operational plans, and develop an organizational culture that reflects local values. This approach encourages community participation, helps to develop the quality of education, and promotes the formation of students with strong character through the application of noble values specific to the community in which the school is located. Overall, the study highlights the importance of SBM in promoting effective school management and improving the quality of education.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135438641","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 employed to analyses on a comparison between the 2013 Curriculum and the Merdeka Curriculum using the Appraisal theory. It concentrates on 12th grade in Curriculum 2013 and phase E in Merdeka Curriculum due to the last level of high-class grade. The total amount of the data is 37 sentences. Furthermore, the data is categorized based on appraisal devices and the next step is deciding the appraisal categories and subcategories. The results illustrate that in 2013 curriculum, it tends to deliver to reader how the quality of learning outputs. Meanwhile, in Merdeka, it gives emphasize on the quantity. It means that it delivers to the reader various skill that can be achieved.
{"title":"Analysis of Appraisal Category in 2013 Curriculum and Merdeka Curriculum","authors":"Sofi Yunianti, Idhoofiyatul Fatin","doi":"10.32528/issh.v2i2.257","DOIUrl":"https://doi.org/10.32528/issh.v2i2.257","url":null,"abstract":"This study employed to analyses on a comparison between the 2013 Curriculum and the Merdeka Curriculum using the Appraisal theory. It concentrates on 12th grade in Curriculum 2013 and phase E in Merdeka Curriculum due to the last level of high-class grade. The total amount of the data is 37 sentences. Furthermore, the data is categorized based on appraisal devices and the next step is deciding the appraisal categories and subcategories. The results illustrate that in 2013 curriculum, it tends to deliver to reader how the quality of learning outputs. Meanwhile, in Merdeka, it gives emphasize on the quantity. It means that it delivers to the reader various skill that can be achieved.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135438643","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 world shaken by the pandemic of late 2019, the being of Coronavirus Disease (COVID-19) had a profound impact on the educational aspect, including children's studies. The pandemic changed the education system directly children to learn from home (LFH). Work from home (WFH) policies keep parents at home and can keep children study at home. The research reveals a positive view of the impact the COVID-19 pandemic has on children's learning traits. The study uses a qualitative approach with library research methods in seven ways define research ideas, collect information, reinforce the research focus, classify reading, reading journal, review, and make reports. The results of this research suggest that children in general have poor and good potential depending on the parents and the environment make it up. Parents have an important role in the child's learning needs, the mother being the madrosatul ula (first teacher) of her children and the father as the head of the family has the authority to direct matters including education. So it can be concluded that the COVID-19 pandemic has a positive impact on education in returning Nature of Children's Learning.
{"title":"Pandemic, Return the Nature of Children's Learning","authors":"Nur Ilahiah, Mubiar Agustin","doi":"10.32528/issh.v2i2.263","DOIUrl":"https://doi.org/10.32528/issh.v2i2.263","url":null,"abstract":"The world shaken by the pandemic of late 2019, the being of Coronavirus Disease (COVID-19) had a profound impact on the educational aspect, including children's studies. The pandemic changed the education system directly children to learn from home (LFH). Work from home (WFH) policies keep parents at home and can keep children study at home. The research reveals a positive view of the impact the COVID-19 pandemic has on children's learning traits. The study uses a qualitative approach with library research methods in seven ways define research ideas, collect information, reinforce the research focus, classify reading, reading journal, review, and make reports. The results of this research suggest that children in general have poor and good potential depending on the parents and the environment make it up. Parents have an important role in the child's learning needs, the mother being the madrosatul ula (first teacher) of her children and the father as the head of the family has the authority to direct matters including education. So it can be concluded that the COVID-19 pandemic has a positive impact on education in returning Nature of Children's Learning.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135439045","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 COVID-19 pandemic has hit various zones in Indonesia, including the learning zone, which has also had a big impact. Where the impact of online learning can cause students to become passive, less creative and unproductive, the accumulation of information/concepts for students is less useful. Class X for the 2022/2023 academic year is currently students affected by online learning 2 years earlier and the implementation of an independent curriculum, so that class X requires concrete learning and constructivism. The Problem Based Learning (PBL) learning model is a learning that provides students with knowledge and experience to work in constructing knowledge. Through Lesson Study (LS) it is hoped that there will be an increase in learning biology in class X. This type of research uses classroom based action research. The research subjects were 35 students in class X.4 of SMA Negeri 3 Jember for the 2022/2023 academic year. The results of the study showed an increase in mutual cooperation and learning outcomes. The increase in the mutual cooperation is evidenced by the mean value of 72 (C1) and 92 (C2). While the results of learning biology proved the average value of 82 (C1) and 88 (C2). This can be an alternative for educators to apply concrete learning and constructivism to cognitive learners in the transition to the Covid-19 pandemic to improve mutual cooperation and learning outcomes.
新冠肺炎疫情波及印尼多个地区，包括学习区，影响也很大。在线学习的影响可能会导致学生变得被动，缺乏创造力和生产力，信息/概念的积累对学生来说就不那么有用了。2022/2023学年的X班目前是提前2年在线学习和实施独立课程的学生，所以X班需要具体学习和建构主义。基于问题的学习(PBL)学习模式是一种为学生提供知识和经验来构建知识的学习。通过课程研究(LS)，我们希望x班的学生能够增加对生物学的学习。这种类型的研究采用基于课堂的行动研究。研究对象为SMA Negeri 3 Jember班的35名学生，为2022/2023学年。研究结果表明，相互合作和学习成果有所增加。相互合作的增加由72 (C1)和92 (C2)的平均值来证明。而学习生物学的平均得分为82分(C1)和88分(C2)。这是教育工作者在过渡到Covid-19大流行期间将具体学习和建构主义应用于认知学习者的另一种选择，以改善相互合作和学习成果。
{"title":"Application of Lesson Study-based Problem Based Learning to Improve Mutual Cooperation and Learning Outcomes","authors":"Elok Nur Faiqoh, Ika Priantari, Meiliana Dwi Cahya, Reiyang Vivi Indriyani, Bayu Hernowo","doi":"10.32528/issh.v2i2.247","DOIUrl":"https://doi.org/10.32528/issh.v2i2.247","url":null,"abstract":"The COVID-19 pandemic has hit various zones in Indonesia, including the learning zone, which has also had a big impact. Where the impact of online learning can cause students to become passive, less creative and unproductive, the accumulation of information/concepts for students is less useful. Class X for the 2022/2023 academic year is currently students affected by online learning 2 years earlier and the implementation of an independent curriculum, so that class X requires concrete learning and constructivism. The Problem Based Learning (PBL) learning model is a learning that provides students with knowledge and experience to work in constructing knowledge. Through Lesson Study (LS) it is hoped that there will be an increase in learning biology in class X. This type of research uses classroom based action research. The research subjects were 35 students in class X.4 of SMA Negeri 3 Jember for the 2022/2023 academic year. The results of the study showed an increase in mutual cooperation and learning outcomes. The increase in the mutual cooperation is evidenced by the mean value of 72 (C1) and 92 (C2). While the results of learning biology proved the average value of 82 (C1) and 88 (C2). This can be an alternative for educators to apply concrete learning and constructivism to cognitive learners in the transition to the Covid-19 pandemic to improve mutual cooperation and learning outcomes.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135438868","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}
Ridlo Firmansyah, Ismul Mauludin Al Habib, Dwi Rani Prihandini
Students' low interest in scientific literacy is mainly due to the result-oriented practice of science learning, placing the learning material as a subject without bridging the relationship between the material and the context of everyday life. In addition, learning resources that can be used by students to facilitate their understanding of complex science topics are still limited. This research conducted to describe the effectiveness of using popular scientific books to promote students in increasing their interest and scientific literacy. Scientific literacy is the capability to conclude scientific conclusions and solve issues related to science through a scientific-based idea and thinking reflectively. The criteria of evaluation for scientific literacy skills consist of inter-correlated dimension; context, knowledge, competency, and attitude. Data collection techniques are observation, tests, and questionnarie. The research indicated that (1) implementation of popular scientific books as reading sources obtained a positive response from students, and (2) students' scientific literacy skills increased, indicated by N-gain criteria in the medium to high categories. These findings concluded that the application of popular scientific books is effective in increasing students' interest and their scientific literacy skills.
{"title":"Application of Popular Scientific Books to Improve Student’s Scientific Literacy","authors":"Ridlo Firmansyah, Ismul Mauludin Al Habib, Dwi Rani Prihandini","doi":"10.32528/issh.v2i2.262","DOIUrl":"https://doi.org/10.32528/issh.v2i2.262","url":null,"abstract":"Students' low interest in scientific literacy is mainly due to the result-oriented practice of science learning, placing the learning material as a subject without bridging the relationship between the material and the context of everyday life. In addition, learning resources that can be used by students to facilitate their understanding of complex science topics are still limited. This research conducted to describe the effectiveness of using popular scientific books to promote students in increasing their interest and scientific literacy. Scientific literacy is the capability to conclude scientific conclusions and solve issues related to science through a scientific-based idea and thinking reflectively. The criteria of evaluation for scientific literacy skills consist of inter-correlated dimension; context, knowledge, competency, and attitude. Data collection techniques are observation, tests, and questionnarie. The research indicated that (1) implementation of popular scientific books as reading sources obtained a positive response from students, and (2) students' scientific literacy skills increased, indicated by N-gain criteria in the medium to high categories. These findings concluded that the application of popular scientific books is effective in increasing students' interest and their scientific literacy skills.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135439052","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 aimed to develop a valid and reliable assessment instrument to measure university students' public speaking proficiency. A sample of 30 students from a private university in East Java, Indonesia, was selected based on inclusion and exclusion criteria. The assessment instrument consisted of five main components, and the reliability and validity of the instrument were assessed through various statistical methods. Results showed that the instrument effectively measured public speaking proficiency, with students performing well on fluency and eye contact and gestures. However, students struggled the most with the organization and structure component. The findings suggest that the assessment instrument can provide useful feedback for improvement in specific areas and offers a valuable tool for evaluating university students' public speaking proficiency. This information can be critical for enhancing teaching practices. Further research is recommended to validate its use in different settings and populations.
{"title":"Testing Public Speaking Proficiency: Designing an Assessment Instrument for University Students","authors":"Indah Werdiningsih, Nur Mukminatien","doi":"10.32528/issh.v2i2.261","DOIUrl":"https://doi.org/10.32528/issh.v2i2.261","url":null,"abstract":"This study aimed to develop a valid and reliable assessment instrument to measure university students' public speaking proficiency. A sample of 30 students from a private university in East Java, Indonesia, was selected based on inclusion and exclusion criteria. The assessment instrument consisted of five main components, and the reliability and validity of the instrument were assessed through various statistical methods. Results showed that the instrument effectively measured public speaking proficiency, with students performing well on fluency and eye contact and gestures. However, students struggled the most with the organization and structure component. The findings suggest that the assessment instrument can provide useful feedback for improvement in specific areas and offers a valuable tool for evaluating university students' public speaking proficiency. This information can be critical for enhancing teaching practices. Further research is recommended to validate its use in different settings and populations.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135438645","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}
Mastering a lot of vocabulary will make it easier for someone to read, write, listen and speak. Learners need to adjust their learning style, strategy as well as the use of media that could help students develop their vocabulary mastery early. This study aims to get information on the effect of using song lyric gap fill to improve student vocabulary mastery and student perception of mastering vocabulary using song lyric gap-fill method. This study design is descriptive quantitative whose data collecting method used test and questionnaire as instrument. The test would be conducted by having students answer pre-test and post-test. The questionnaire was being done when the student had received treatment using song lyric gap fill. The result obtained shows that song lyric gap-fill method that was used in this research would increase the average student’s score by 40.8%. The statistical test results show that there is an effect of using the Song Lyric Gap Fill method in increasing vocabularies in 8-grade junior high school students. And the results of student perception of using song lyric gap fill on the vocabulary learning showed that the highest achievement (80%) that students increased new vocabulary with help of song lyric gapfill. While 67% students agreed if they had difficulties in learning parts of speech.
{"title":"Students Perception on Vocabulary Mastery through Song Lyric Gap Fill","authors":"Desi Putri Mutiatul Amroini, Nurkamilah Nurkamilah, Muhlisin Rasuki","doi":"10.32528/issh.v2i2.267","DOIUrl":"https://doi.org/10.32528/issh.v2i2.267","url":null,"abstract":"Mastering a lot of vocabulary will make it easier for someone to read, write, listen and speak. Learners need to adjust their learning style, strategy as well as the use of media that could help students develop their vocabulary mastery early. This study aims to get information on the effect of using song lyric gap fill to improve student vocabulary mastery and student perception of mastering vocabulary using song lyric gap-fill method. This study design is descriptive quantitative whose data collecting method used test and questionnaire as instrument. The test would be conducted by having students answer pre-test and post-test. The questionnaire was being done when the student had received treatment using song lyric gap fill. The result obtained shows that song lyric gap-fill method that was used in this research would increase the average student’s score by 40.8%. The statistical test results show that there is an effect of using the Song Lyric Gap Fill method in increasing vocabularies in 8-grade junior high school students. And the results of student perception of using song lyric gap fill on the vocabulary learning showed that the highest achievement (80%) that students increased new vocabulary with help of song lyric gapfill. While 67% students agreed if they had difficulties in learning parts of speech.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135438650","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}
Education is a means to achieve prosperity for all mankind. Quality education also reflects an advanced and modern society. Education becomes a cultural engine, habits change in every era along with the changes brought about by the educational process.In the era of the industrial revolution 4.0, there are challenges as well as opportunities for educational institutions to become prerequisite points to be more advanced and developing. Educational institutions must be able to align and balance the education system with the times and the education system is expected to be able to realize students who have skills that are able to think critically and solve problems and have skills in communicating and collaborating creatively and innovatively. Physical education is an educational process that utilizes physical activity that is planned systematically for the purpose to develop and improve the individual individually organic, neuromuscular, perceptual, cognitive, and emotional, within the framework of the national education system.
{"title":"Curriculum Development with Independent Learning in The Perspective of Physical Education as A Character Development Subject","authors":"Amelia Yuniar Putri, Indra Kasih, Albadi Sinulingga","doi":"10.32528/issh.v2i2.260","DOIUrl":"https://doi.org/10.32528/issh.v2i2.260","url":null,"abstract":"Education is a means to achieve prosperity for all mankind. Quality education also reflects an advanced and modern society. Education becomes a cultural engine, habits change in every era along with the changes brought about by the educational process.In the era of the industrial revolution 4.0, there are challenges as well as opportunities for educational institutions to become prerequisite points to be more advanced and developing. Educational institutions must be able to align and balance the education system with the times and the education system is expected to be able to realize students who have skills that are able to think critically and solve problems and have skills in communicating and collaborating creatively and innovatively. Physical education is an educational process that utilizes physical activity that is planned systematically for the purpose to develop and improve the individual individually organic, neuromuscular, perceptual, cognitive, and emotional, within the framework of the national education system.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135438647","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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