In teacher centered learning process, students only listen and receive what the teacher teaches, so that students become pasive because students are not invited to be directly involved in learning, this is contrary to the 2013 curriculum, that is centered on students. One of alternative to change that learning is discovery learning model. The purpose of this research is to produce a good learning tools and the effectiveness of appropriate mathematics learning with a discovery learning. This research uses the Thiagarajan development model, which consists of four stages of development, that is defining, designing, developing and distributing. The tools to be developed in this research include planning study, student’s paper, and learning achievement test. The research subject are students of class X MIPA 3 of SMAN 1 Bojonegoro. The results of this research is: (1) learning tools with discovery learning are good, because the resulting learning tools is a valid based on expert validation, practical and effective. Learning tools produced are planning study, student’s paper, and learning achievement test. (2) Based on the criteria for achieving the effectiveness of mathematics learning with discovery learning, it can be concluded that mathematics learning with discovery learning is effective for the trigonometry material.Keyword: Discovery Learning, TrigonometryAbstrakDalam proses pembelajarannya terpusat pada guru, Peserta didik hanya mendengarkan dan menerima yang guru ajarkan, sehingga Peserta didik menjadi pasif karena Peserta didik tidak diajak terlibat langsung dalam pembelajaran, hal ini bertentangan dengan kurikulum 2013 yaitu pembelajaran berpusat pada peserta didik. Salah satu alternatif untuk mengubah pembelajaran tersebut yakni dengan model pembelajaran penemuan terbimbing. Tujuan penelitian ini adalah menghasilkan suatu perangkat pembelajaran yang baik dan efektivitas pembelajaran matematika yang tepat dengan model penemuan terbimbing. Penelitian ini menggunakan model pengembangan Thiagarajan, yang terdiri dari 4 tahap pengembangan yaitu pendefinisian, perancangan, pengembangan dan penyebaran. Perangkat yang akan dikembangkan dalam penelitian ini antara lain RPP, LAS, dan PHB. Subjek Penelitian ini adalah peserta didik kelas X MIPA 3 SMAN 1 Bojonegoro. Hasil penelitian diperoleh simpulan sebagai berikut: (1) perangkat pembelajaran dengan penemuan terbimbing yang baik, karena perangkat pembelajaran yang dihasilkan adalah perangkat pembelajaran yang valid berdasarkan validasi ahli, praktis dan efektif. Perangkat pembelajaran yang dihasilkan adalah RPP, LAS dan PHB. (2) Berdasarkan kriteria pencapaian efektivitas pembelajaran matematika dengan model penemuan terbimbing, dapat disimpulkan bahwa pembelajaran matematika dengan model penemuan terbimbing efektif untuk materi rumus-rumus trigonometri
在以教师为中心的学习过程中，学生只听取和接受教师所教的内容，使学生变得被动，因为学生没有被邀请直接参与学习，这与2013年课程以学生为中心背道而驰。改变这种学习的另一种选择是发现学习模式。本研究的目的是为了提供良好的学习工具和有效的适当的数学学习与发现学习。本研究采用Thiagarajan开发模型，该模型包括定义、设计、开发和分发四个开发阶段。本研究开发的工具包括计划研究、学生论文和学习成就测试。研究对象为sman1bojonegoro的X级mipa3班学生。本研究的结果是:(1)具有发现学习的学习工具是好的，因为得到的学习工具是基于专家验证的有效学习工具，实用有效。生产的学习工具有计划性学习、学生论文和学习成就测试。(2)基于发现式学习的数学学习效果的实现标准，可以得出发现式学习的数学学习对三角教材是有效的。【关键词】发现学习，三角学】dalam proses penbelajarannya terpusat pada guru, Peserta didik hanya mendengarkan dan menerima yang guru ajarkan, sehinga Peserta didik menjadi pasif karena Peserta didik tidak diajak terlibat langsung dalam penbelajaran, halini bertentangan and dengan kurikulum 2013 yitu penbelajaran berpusat pada pererta didik。萨拉赫的另一种选择是蒙古巴的彭贝拉贾兰，而不是贾尼·邓加的彭贝拉贾兰的彭贝拉贾兰。Tujuan penelitian ini adalah menghasilkan suatu perangkat penbelajaran yang baik danfektivitas penbelajaran matematika yang tepat dengan模型penemuaring。peneltian ini menggunakan模型pengembangan Thiagarajan, yang terdiri dari 4 tahap pengembangan yitu pendefinian, perancangan, pengembangan dan penyebaran。Perangkat yang akan dikembangkan dalam penelitian ini antara lain RPP, LAS, dan PHB。subject Penelitian ini adalah peserta didik kelas X MIPA 3 SMAN 1 Bojonegoro。Hasil penelitian diperoleh simpulan sebagai berikut:(1) perangkat pembelajan dengan penemuan terbimbing yang baik, karena perangkat pembelajan yang dihasilkan adalah perangkat pembelajan yang valid berdasarkan validasi ahli, praktis dan efektif。Perangkat pembelajaran yang dihasilkan adalah RPP, LAS dan PHB。(2) Berdasarkan准则penbelajaran efektivitas pembelajaran matematika dengan模型penemaran efektivitas penbelajaran matematika dengan模型penemaran efektivas -rumus三角函数
{"title":"Pengembangan Perangkat Pembelajaran Matematika dengan Model Penemuan Terbimbing (Discovery Learning) pada Materi Trigonometri","authors":"Endang Sri Wigati","doi":"10.30734/JPE.V6I2.539","DOIUrl":"https://doi.org/10.30734/JPE.V6I2.539","url":null,"abstract":"In teacher centered learning process, students only listen and receive what the teacher teaches, so that students become pasive because students are not invited to be directly involved in learning, this is contrary to the 2013 curriculum, that is centered on students. One of alternative to change that learning is discovery learning model. The purpose of this research is to produce a good learning tools and the effectiveness of appropriate mathematics learning with a discovery learning. This research uses the Thiagarajan development model, which consists of four stages of development, that is defining, designing, developing and distributing. The tools to be developed in this research include planning study, student’s paper, and learning achievement test. The research subject are students of class X MIPA 3 of SMAN 1 Bojonegoro. The results of this research is: (1) learning tools with discovery learning are good, because the resulting learning tools is a valid based on expert validation, practical and effective. Learning tools produced are planning study, student’s paper, and learning achievement test. (2) Based on the criteria for achieving the effectiveness of mathematics learning with discovery learning, it can be concluded that mathematics learning with discovery learning is effective for the trigonometry material.Keyword: Discovery Learning, TrigonometryAbstrakDalam proses pembelajarannya terpusat pada guru, Peserta didik hanya mendengarkan dan menerima yang guru ajarkan, sehingga Peserta didik menjadi pasif karena Peserta didik tidak diajak terlibat langsung dalam pembelajaran, hal ini bertentangan dengan kurikulum 2013 yaitu pembelajaran berpusat pada peserta didik. Salah satu alternatif untuk mengubah pembelajaran tersebut yakni dengan model pembelajaran penemuan terbimbing. Tujuan penelitian ini adalah menghasilkan suatu perangkat pembelajaran yang baik dan efektivitas pembelajaran matematika yang tepat dengan model penemuan terbimbing. Penelitian ini menggunakan model pengembangan Thiagarajan, yang terdiri dari 4 tahap pengembangan yaitu pendefinisian, perancangan, pengembangan dan penyebaran. Perangkat yang akan dikembangkan dalam penelitian ini antara lain RPP, LAS, dan PHB. Subjek Penelitian ini adalah peserta didik kelas X MIPA 3 SMAN 1 Bojonegoro. Hasil penelitian diperoleh simpulan sebagai berikut: (1) perangkat pembelajaran dengan penemuan terbimbing yang baik, karena perangkat pembelajaran yang dihasilkan adalah perangkat pembelajaran yang valid berdasarkan validasi ahli, praktis dan efektif. Perangkat pembelajaran yang dihasilkan adalah RPP, LAS dan PHB. (2) Berdasarkan kriteria pencapaian efektivitas pembelajaran matematika dengan model penemuan terbimbing, dapat disimpulkan bahwa pembelajaran matematika dengan model penemuan terbimbing efektif untuk materi rumus-rumus trigonometri ","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43763171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Technology plays an important role in teaching and learning process. The use of technology in the classroom helps practitioners to improve the effectiveness of learning. Concerning with these facts, it is necessary to have specific guidelines regarding the implementation of technology in the classroom to optimize the benefits of the technology. This study aims to explain the notion of technology integration and its use in the classroom. It provides multimedia technology-based teaching framework contains activities that can be used by teachers or lecturers to be applied in the classroom. This study also explains some of the literature from previous researchs on the use of multimedia technology which has the role of improving students English language skills. Hopefully, this research can be useful for educators to integrate multimedia technology in the classroom. Keywords: multimedia technology, technology integration, language teaching. Abstrak Teknologi telah memainkan peran penting dalam proses belajar mengajar. Pemanfaatan teknologi di dalam maupun di luar kelas telah membantu para praktisi pendidikan untuk meningkatkan efektivitas pembelajaran. Berangkat dari fakta tersebut maka perlu adanya panduan khusus mengenai penerapan teknologi di dalam kelas guna mengoptimalkan manfaat dari teknologi tersebut. Penelitian ini bertujuan memaparkan pengertian integrasi teknologi beserta pemanfaatannya di dalam kelas. Dilengkapi pula dengan framework pengajaran berbasis teknologi multimedia yang berisikan aktivitas yang dapat digunakan para guru atau dosen untuk diterapkan di dalam kelas. Penelitian ini juga menjelaskan tentang beberapa literatur dari penelititan sebelumnya mengenai penggunaan teknologi multimedia yang telah berperan meningkatkan keterampilan Bahasa Inggris peserta didik. Harapannya, penelitian ini dapat menjadi referensi untuk para pendidik dalam mengintegrasikan teknologi multimedia di dalam kelas. Kata kunci : teknologi multimedia, integrasi teknologi, pengajaran bahasa.
{"title":"Framework Teknologi Multimedia untuk Pengajaran Bahasa Inggris","authors":"Mita Nur Aflah, Gina Selvira Yanti","doi":"10.30734/JPE.V6I2.480","DOIUrl":"https://doi.org/10.30734/JPE.V6I2.480","url":null,"abstract":"Abstract Technology plays an important role in teaching and learning process. The use of technology in the classroom helps practitioners to improve the effectiveness of learning. Concerning with these facts, it is necessary to have specific guidelines regarding the implementation of technology in the classroom to optimize the benefits of the technology. This study aims to explain the notion of technology integration and its use in the classroom. It provides multimedia technology-based teaching framework contains activities that can be used by teachers or lecturers to be applied in the classroom. This study also explains some of the literature from previous researchs on the use of multimedia technology which has the role of improving students English language skills. Hopefully, this research can be useful for educators to integrate multimedia technology in the classroom. Keywords: multimedia technology, technology integration, language teaching. Abstrak Teknologi telah memainkan peran penting dalam proses belajar mengajar. Pemanfaatan teknologi di dalam maupun di luar kelas telah membantu para praktisi pendidikan untuk meningkatkan efektivitas pembelajaran. Berangkat dari fakta tersebut maka perlu adanya panduan khusus mengenai penerapan teknologi di dalam kelas guna mengoptimalkan manfaat dari teknologi tersebut. Penelitian ini bertujuan memaparkan pengertian integrasi teknologi beserta pemanfaatannya di dalam kelas. Dilengkapi pula dengan framework pengajaran berbasis teknologi multimedia yang berisikan aktivitas yang dapat digunakan para guru atau dosen untuk diterapkan di dalam kelas. Penelitian ini juga menjelaskan tentang beberapa literatur dari penelititan sebelumnya mengenai penggunaan teknologi multimedia yang telah berperan meningkatkan keterampilan Bahasa Inggris peserta didik. Harapannya, penelitian ini dapat menjadi referensi untuk para pendidik dalam mengintegrasikan teknologi multimedia di dalam kelas. Kata kunci : teknologi multimedia, integrasi teknologi, pengajaran bahasa.","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46280852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The preliminary research of this research showed that the students had problems with reading comprehension known from their score. The students got 55 as their reading comprehension score where as the score of the student’s report card was 68. Therefore, this present study employed Classroom Action Research (CAR) which involves four stages of research. They were (1) Planning, (2) Implementing, (3) Observing, and (4) Reflecting. The instruments used to collect data in this research are field note, observation checklist, and reading comprehension test. This research was done in one cycle which consists of three meeting and it set score 63 in average as the criterion of success based on the researcher and the English teacher discussion. This criterion of success considered the students’ reading comprehension ability and the classroom circumstance. The result of this study above draws us into the conclusion that the graphic organizer Method improves the student’s reading comprehension. This proved by the increasing of their score and behavior during the implementation of the method. Thus, graphic organizer method is an effective method in improving student’s reading comprehension. Keywords: Reading comprehension, graphic organizer method, classroom action research AbstrakStudi pendahuluan dari penelitian ini menunjukkan bahwa siswa memiliki masalah dengan kemampuan membaca yang diketahui dari skor mereka. Para siswa mendapat 55 sebagai skor pemahaman bacaan mereka sedangkan skor kartu laporan siswa adalah 68. Oleh karena itu, penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) yang melibatkan empat tahap penelitian. Mereka adalah (1) Perencanaan, (2) Implementing, (3) Observing, dan (4) Reflecting. Instrumen yang digunakan untuk mengumpulkan data dalam penelitian ini adalah catatan lapangan, daftar observasi, dan tes membaca pemahaman. Penelitian ini dilakukan dalam satu siklus yang terdiri dari tiga pertemuan dan menetapkan skor rata-rata 63 sebagai kriteria keberhasilan berdasarkan pada peneliti dan diskusi guru bahasa Inggris. Kriteria keberhasilan ini mempertimbangkan kemampuan pemahaman membaca siswa dan keadaan kelas. Hasil penelitian ini di atas menarik kita ke kesimpulan bahwa Metode grafik organizer meningkatkan pemahaman membaca siswa. Ini dibuktikan dengan meningkatnya skor dan perilaku mereka selama implementasi metode. Dengan demikian, metode grafik organizer adalah metode yang efektif dalam meningkatkan pemahaman membaca siswa. Kata kunci: Pemahaman membaca, metode grafik organizer, penelitian tindakan kelas
{"title":"Improving Reading Comprehension of the Second Grade Students by Using Graphic Organizer","authors":"A. Sidik","doi":"10.30734/JPE.V6I2.523","DOIUrl":"https://doi.org/10.30734/JPE.V6I2.523","url":null,"abstract":"Abstract The preliminary research of this research showed that the students had problems with reading comprehension known from their score. The students got 55 as their reading comprehension score where as the score of the student’s report card was 68. Therefore, this present study employed Classroom Action Research (CAR) which involves four stages of research. They were (1) Planning, (2) Implementing, (3) Observing, and (4) Reflecting. The instruments used to collect data in this research are field note, observation checklist, and reading comprehension test. This research was done in one cycle which consists of three meeting and it set score 63 in average as the criterion of success based on the researcher and the English teacher discussion. This criterion of success considered the students’ reading comprehension ability and the classroom circumstance. The result of this study above draws us into the conclusion that the graphic organizer Method improves the student’s reading comprehension. This proved by the increasing of their score and behavior during the implementation of the method. Thus, graphic organizer method is an effective method in improving student’s reading comprehension. Keywords: Reading comprehension, graphic organizer method, classroom action research AbstrakStudi pendahuluan dari penelitian ini menunjukkan bahwa siswa memiliki masalah dengan kemampuan membaca yang diketahui dari skor mereka. Para siswa mendapat 55 sebagai skor pemahaman bacaan mereka sedangkan skor kartu laporan siswa adalah 68. Oleh karena itu, penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) yang melibatkan empat tahap penelitian. Mereka adalah (1) Perencanaan, (2) Implementing, (3) Observing, dan (4) Reflecting. Instrumen yang digunakan untuk mengumpulkan data dalam penelitian ini adalah catatan lapangan, daftar observasi, dan tes membaca pemahaman. Penelitian ini dilakukan dalam satu siklus yang terdiri dari tiga pertemuan dan menetapkan skor rata-rata 63 sebagai kriteria keberhasilan berdasarkan pada peneliti dan diskusi guru bahasa Inggris. Kriteria keberhasilan ini mempertimbangkan kemampuan pemahaman membaca siswa dan keadaan kelas. Hasil penelitian ini di atas menarik kita ke kesimpulan bahwa Metode grafik organizer meningkatkan pemahaman membaca siswa. Ini dibuktikan dengan meningkatnya skor dan perilaku mereka selama implementasi metode. Dengan demikian, metode grafik organizer adalah metode yang efektif dalam meningkatkan pemahaman membaca siswa. Kata kunci: Pemahaman membaca, metode grafik organizer, penelitian tindakan kelas ","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44615997","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}
H. Helaluddin, Harmelia Tulak, Susanna Vonny N. Rante
Abstract The purpose of this research is to describe about generation Z and how lecturers should carry out learning on this generation. Systematic Literature Review (SLR) is used as a method of analyzing a wide range of articles and literature were obtained through searching of data sources such as google scholar, scopus, and ERIC. The results of the analysis of various sources elaborated reviews about the theory of generation, the Z generation, and learning strategy for the Z generation. The strategies are; (1) guided learning models, (2) visual and fun-based learning, (3) optimize learning with applications and social media, (4) learning and creativity-oriented entrepreneurship, (5) optimize learning in groups, and (6) implement a blended learning system Keywords: the generation of theory, Z generation Abstrak Tujuan dari penelitian ini adalah untuk mendeskripsikan tentang generasi Z dan bagaimana seharusnya dosen melaksanakan pembelajaran terhadap generasi ini. Systematic Literature Review digunakan sebagai metode dalam menganalisis berbagai artikel dan literatur yang diperoleh melalui pencarian sumber data seperti google scholar, scopus, dan ERIC. Hasil analisis dari berbagai sumber tersebut dijabarkan ke dalam ulasan tentang teori generasi, generasi Z, dan strategi pembelajaran bagi generasi Z tersebut. Berbagai strategi yang dimaksud tersebut adalah: (1) model pembelajaran terbimbing, (2) pembelajaran berbasis visual & menyenangkan, (3) mengoptimalkan pembelajaran dengan aplikasi dan media sosial, (4) pembelajaran berbasis entrepreneurship & kreativitas, (5) memaksimalkan pembelajaran dalam kelompok, dan (6) menerapkan blended learning. Kata-kata kunci : teori generasi, generasi Z
{"title":"Strategi Pembelajaran Bahasa bagi Generasi Z: sebuah Tinjauan Sistematis","authors":"H. Helaluddin, Harmelia Tulak, Susanna Vonny N. Rante","doi":"10.30734/JPE.V6I2.499","DOIUrl":"https://doi.org/10.30734/JPE.V6I2.499","url":null,"abstract":"Abstract The purpose of this research is to describe about generation Z and how lecturers should carry out learning on this generation. Systematic Literature Review (SLR) is used as a method of analyzing a wide range of articles and literature were obtained through searching of data sources such as google scholar, scopus, and ERIC. The results of the analysis of various sources elaborated reviews about the theory of generation, the Z generation, and learning strategy for the Z generation. The strategies are; (1) guided learning models, (2) visual and fun-based learning, (3) optimize learning with applications and social media, (4) learning and creativity-oriented entrepreneurship, (5) optimize learning in groups, and (6) implement a blended learning system Keywords: the generation of theory, Z generation Abstrak Tujuan dari penelitian ini adalah untuk mendeskripsikan tentang generasi Z dan bagaimana seharusnya dosen melaksanakan pembelajaran terhadap generasi ini. Systematic Literature Review digunakan sebagai metode dalam menganalisis berbagai artikel dan literatur yang diperoleh melalui pencarian sumber data seperti google scholar, scopus, dan ERIC. Hasil analisis dari berbagai sumber tersebut dijabarkan ke dalam ulasan tentang teori generasi, generasi Z, dan strategi pembelajaran bagi generasi Z tersebut. Berbagai strategi yang dimaksud tersebut adalah: (1) model pembelajaran terbimbing, (2) pembelajaran berbasis visual & menyenangkan, (3) mengoptimalkan pembelajaran dengan aplikasi dan media sosial, (4) pembelajaran berbasis entrepreneurship & kreativitas, (5) memaksimalkan pembelajaran dalam kelompok, dan (6) menerapkan blended learning. Kata-kata kunci : teori generasi, generasi Z","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48510915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract: The purpose of this research was to identify the relationship between independent learning characters and student learning outcomes. The population of this research was students of class XI MIPA Muaro Jambi 1 High School. The sample of this research was determined by total sampling technique which was 66 students. This research is a quantitative descriptive research that is with the technique of collecting data by questionnaires and tests. Questionnaires are used to collect independent students learning data and tests are used to determine learning outcomes. The data analysis technique used is Pearson Correlation to see how the relationship between students' independent character and learning outcomes. Data analysis was performed by SPSS Statistics 25 Software. From the results of the analysis data obtained, the Pearson correlation was 0.891 so the correlation was in the high category. Therefore, it can be concluded that the Character of Mandiri Learning has a relationship with student learning outcomes. Keyword: Independent Character, Learning Outcomes Abstrak: Tujuan penelitian ini adalah untuk mengidentifikasi hubungan antara karakter mandiri belajar dengan hasil belajar siswa. Populasi penelitian ini adalah siswa kelas XI MIPA SMA Negeri 1 Muaro Jambi. Sampel penelitian ini ditentukan dengan teknik total sampling yaitu sebanyak 66 siswa. Penelitian ini merupakan penelitian deskriptif kuantitatif yakni dengan teknik pengumpulan data secara penyebaran angket dan tes. Angket digunakan untuk mengumpulkan data mandiri belajar siswa dan tes digunakan untuk mengetahui hasil belajar. Teknik analisis data yang digunakan adalah Korelasi Pearson untuk melihat bagaimana hubungan atau keterkaitan antara karakter mandiri siswa dengan perolehan hasil belajar. Analisis data dilakukan dengan Software SPSS Statistic 25. Dari hasil analisis data yang diperoleh yakni pearson correlation-nya sebesar adalah 0,891 sehingga korelasinya termasuk kategori tinggi. Oleh karena itu dapat disimpulkan bahwa Karakter Mandiri Belajar memiliki hubungan dengan Hasil Belajar siswa. Kata kunci: Karakter Mandiri, Hasil Belajar
{"title":"Hubungan Karakter Mandiri Siswa dalam Belajar dengan Hasil Belajar Siswa","authors":"Fadillah Rahmayani","doi":"10.30734/JPE.V6I2.510","DOIUrl":"https://doi.org/10.30734/JPE.V6I2.510","url":null,"abstract":"Abstract: The purpose of this research was to identify the relationship between independent learning characters and student learning outcomes. The population of this research was students of class XI MIPA Muaro Jambi 1 High School. The sample of this research was determined by total sampling technique which was 66 students. This research is a quantitative descriptive research that is with the technique of collecting data by questionnaires and tests. Questionnaires are used to collect independent students learning data and tests are used to determine learning outcomes. The data analysis technique used is Pearson Correlation to see how the relationship between students' independent character and learning outcomes. Data analysis was performed by SPSS Statistics 25 Software. From the results of the analysis data obtained, the Pearson correlation was 0.891 so the correlation was in the high category. Therefore, it can be concluded that the Character of Mandiri Learning has a relationship with student learning outcomes. Keyword: Independent Character, Learning Outcomes Abstrak: Tujuan penelitian ini adalah untuk mengidentifikasi hubungan antara karakter mandiri belajar dengan hasil belajar siswa. Populasi penelitian ini adalah siswa kelas XI MIPA SMA Negeri 1 Muaro Jambi. Sampel penelitian ini ditentukan dengan teknik total sampling yaitu sebanyak 66 siswa. Penelitian ini merupakan penelitian deskriptif kuantitatif yakni dengan teknik pengumpulan data secara penyebaran angket dan tes. Angket digunakan untuk mengumpulkan data mandiri belajar siswa dan tes digunakan untuk mengetahui hasil belajar. Teknik analisis data yang digunakan adalah Korelasi Pearson untuk melihat bagaimana hubungan atau keterkaitan antara karakter mandiri siswa dengan perolehan hasil belajar. Analisis data dilakukan dengan Software SPSS Statistic 25. Dari hasil analisis data yang diperoleh yakni pearson correlation-nya sebesar adalah 0,891 sehingga korelasinya termasuk kategori tinggi. Oleh karena itu dapat disimpulkan bahwa Karakter Mandiri Belajar memiliki hubungan dengan Hasil Belajar siswa. Kata kunci: Karakter Mandiri, Hasil Belajar","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44365310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract. The purpose of this research was to investigate the effect of interactive media to support the effectiveness of thematic learning in elementary schools. This research was an experimental method with one group pretest posttest design. The sample of this research was second grade students of three schools such as SD YPK Mopah Lama, SD Wasur II and SD Theresia Buti Merauke. The number of students was 42 students. The results of data analysis revealed that there was a significant effect on the improvement of thematic learning by applying interactive media, as evidenced by the value of t count > t table (3.656> 1.845). Based on the experimental results, there was an increase of 2.476 or 6.11%. Furthermore, based on the effectiveness of the applying of interactive media was in the good category. Keyword: interactive media; thematic learning Abstrak. Tujuan penelitian ini untuk mengetahui pengaruh media interaktif dalam menunjang efektifitas pembelajaran tematik di Sekolah Dasar. Penelitian ini adalah metode eksperimen dengan one group pretest posttest design. Sampel yang digunakan dalam penelitian ini adalah siswa kelas II yang terdiri dari tiga sekolah yaitu SD YPK Mopah Lama, SD Wasur II dan SD Theresia Buti Kabupaten Merauke . Jumlah sample yaitu 42 siswa. Hasil analisis data menunjukkan terdapat pengaruh yang signifikan terhadap peningkatan pembelajaran tematik setelah diberikan pembelajaran menggunakan media interaktif, terbukti dari nilai t hitung > t tabel (3,656>1,845). Berdasarkan hasil eksperimen mengalami peningkatan sebesar 2,476 atau sebesar 6,11%. Selanjutnya berdasar efektifitas penggunaan media interaktif masuk dalam kategori baik . Kata kunci: media interaktif; pembelajaran tematik
摘要摘要本研究旨在探讨互动媒体对小学主题学习成效的支持作用。本研究采用一组前测后测设计的实验方法。本研究样本为SD YPK Mopah Lama、SD Wasur II和SD Theresia Buti Merauke三所学校的二年级学生。学生人数为42人。数据分析结果显示，应用互动媒体对提高主题学习有显著效果，如表中t count >的值(3.656> 1.845)所示。根据实验结果，提高了2.476，即6.11%。此外，基于互动媒体应用的有效性，属于良好类别。关键词:互动媒体;专题学习摘要图juan penelitian ini untuk mengetahui pengaruh媒体相互作用，dalam menunjang efektifitas pembelajaran tematik di Sekolah Dasar。Penelitian ini adalah方法采用一组前测后测设计。Sampel yang digunakan dalam penelitian ini adalah siswa kelas II yang terdiri dari tiga sekolah yitu SD YPK Mopah Lama, SD Wasur II and SD Theresia Buti Kabupaten Merauke。Jumlah样本yitu 42 siswa。Hasil分析数据menunjukkan terdapat pengaruh yang signifikan terhadap peningkatan tematik setelah diberikan pembelajan menggunakan media interaktif, terbukti dari nilai to hitung b> (3656 b> 1845)。Berdasarkan hasil ekspersperi mengalami peningkatan sebesar 2,476，占sebesar 6,11%。Selanjutnya berdassar efektifitas penggunaan媒体互动masuk dalam kategori baik。Kata kunci:媒体互动;pembelajaran tematik
{"title":"Peluang Media Interaktif dalam Menunjang Efektivitas Pembelajaran Tematik di Sekolah Dasar","authors":"Adi Sumarsono, Murni Sianturi","doi":"10.30734/JPE.V6I2.353","DOIUrl":"https://doi.org/10.30734/JPE.V6I2.353","url":null,"abstract":"Abstract. The purpose of this research was to investigate the effect of interactive media to support the effectiveness of thematic learning in elementary schools. This research was an experimental method with one group pretest posttest design. The sample of this research was second grade students of three schools such as SD YPK Mopah Lama, SD Wasur II and SD Theresia Buti Merauke. The number of students was 42 students. The results of data analysis revealed that there was a significant effect on the improvement of thematic learning by applying interactive media, as evidenced by the value of t count > t table (3.656> 1.845). Based on the experimental results, there was an increase of 2.476 or 6.11%. Furthermore, based on the effectiveness of the applying of interactive media was in the good category. Keyword: interactive media; thematic learning Abstrak. Tujuan penelitian ini untuk mengetahui pengaruh media interaktif dalam menunjang efektifitas pembelajaran tematik di Sekolah Dasar. Penelitian ini adalah metode eksperimen dengan one group pretest posttest design. Sampel yang digunakan dalam penelitian ini adalah siswa kelas II yang terdiri dari tiga sekolah yaitu SD YPK Mopah Lama, SD Wasur II dan SD Theresia Buti Kabupaten Merauke . Jumlah sample yaitu 42 siswa. Hasil analisis data menunjukkan terdapat pengaruh yang signifikan terhadap peningkatan pembelajaran tematik setelah diberikan pembelajaran menggunakan media interaktif, terbukti dari nilai t hitung > t tabel (3,656>1,845). Berdasarkan hasil eksperimen mengalami peningkatan sebesar 2,476 atau sebesar 6,11%. Selanjutnya berdasar efektifitas penggunaan media interaktif masuk dalam kategori baik . Kata kunci: media interaktif; pembelajaran tematik","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43817106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract. The micro-economics e-book is one of source of learning for students of economics education program of IKIP Budi Utomo, Malang. The purpose of this e-book is to reconstruct the concepts between the theory and practice presented in each subject matter. The research method used in this research is research and development. This research use the Instructional Design Dick and Carey model. This e-book material consists of 7 subject matters. The results of this study showed that as many as 57 students selected to conduct the assessment gave a 96% value with "excellent" criteria. In the assessment of material experts using a linear scale of 1 to 5, this e-book received a score of 5 in the "very good" category, while the results of the assessment of media experts using a linear scale of 1 to 5 received a score of 4 in the "feasible" category. Keywords: microeconomics e-book, blanded learning Abstrak. E-book ilmu ekonomi mikro merupakan salah satu sumber belajar bagi mahasiswa program studi pendidikan ekonomi IKIP Budi Utomo Malang. Tujuan e-book ini adalah untuk merekonstruksi konsep antara teori dan praktek yang disajikan dalam setiap pokok bahasan materi. Metode penelitian yang digunakan dalam penelitian ini adalah penelitian dan pengembangan. Penelitian ini menggunakan model adalah Instructional Design Dick and Carey. Materi e-book ini terdiri dari 7 pokok pembahasan. Hasil penelitian ini menunjukkan sebanyak 57 mahasiswa yang dipilih untuk melakukan penilaian memberikan nilali 96% dengan kreteria “sangat baik”. Pada penilaian dari ahli materi dengan menggunakan skala linier 1s/d 5, e-book ini memperoleh nilai 5 dengan kategori “sangat baik”, sedangkan hasil penilaian dari ahli media menggunakan skala linier 1 s/d 5 mendapatkan nilai 4 dengan kategori “layak”. Kata kunci: e-book ekonomi mikro, blanded learning.
{"title":"Pengembangan E-Book Teori Ekonomi Mikro pada Pembelajaran Berbasis Blended Learning Program Studi Pendidikan Ekonomi IKIP Budi Utomo Malang","authors":"N. Prasetyo, Miftah Rakhmadian, Titik Purwati","doi":"10.30734/JPE.V6I2.568","DOIUrl":"https://doi.org/10.30734/JPE.V6I2.568","url":null,"abstract":"Abstract. The micro-economics e-book is one of source of learning for students of economics education program of IKIP Budi Utomo, Malang. The purpose of this e-book is to reconstruct the concepts between the theory and practice presented in each subject matter. The research method used in this research is research and development. This research use the Instructional Design Dick and Carey model. This e-book material consists of 7 subject matters. The results of this study showed that as many as 57 students selected to conduct the assessment gave a 96% value with \"excellent\" criteria. In the assessment of material experts using a linear scale of 1 to 5, this e-book received a score of 5 in the \"very good\" category, while the results of the assessment of media experts using a linear scale of 1 to 5 received a score of 4 in the \"feasible\" category. Keywords: microeconomics e-book, blanded learning Abstrak. E-book ilmu ekonomi mikro merupakan salah satu sumber belajar bagi mahasiswa program studi pendidikan ekonomi IKIP Budi Utomo Malang. Tujuan e-book ini adalah untuk merekonstruksi konsep antara teori dan praktek yang disajikan dalam setiap pokok bahasan materi. Metode penelitian yang digunakan dalam penelitian ini adalah penelitian dan pengembangan. Penelitian ini menggunakan model adalah Instructional Design Dick and Carey. Materi e-book ini terdiri dari 7 pokok pembahasan. Hasil penelitian ini menunjukkan sebanyak 57 mahasiswa yang dipilih untuk melakukan penilaian memberikan nilali 96% dengan kreteria “sangat baik”. Pada penilaian dari ahli materi dengan menggunakan skala linier 1s/d 5, e-book ini memperoleh nilai 5 dengan kategori “sangat baik”, sedangkan hasil penilaian dari ahli media menggunakan skala linier 1 s/d 5 mendapatkan nilai 4 dengan kategori “layak”. Kata kunci: e-book ekonomi mikro, blanded learning.","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43925283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The purpose of the research is to improve the ability to understand the concept of UNY PGSD students by applying Small Group Discussion learning methods. This research is classroom action research. The research use the Kemmis & Mc.Taggart design. The subject in this research are 38 students of class 2B PGSD UNY. The research’s object is the ability to understand the concept. Data collection techniques gained through tests and observations. The conclusion of Small Group Discussion method is able to improve the conceptual understanding of UNY class 2B PGSD students. Abstrak Tujuan penelitian ini adalah untuk meningkatkan kemampuan pemahaman konsep mahasiswa PGSD UNY dengan menerapkan metode pembelajaran Small Group Discussion. Penelitian ini adalah penelitian tindakan kelas. Penelitian ini menggunakan Desain penelitian ini menggunakan disain Kemmis & Mc.Taggart. Subjek penelitian meliputi 38 mahasiswa kelas 2B PGSD UNY.. Objek penelitian adalah kemampuan pemahaman konsep. Teknik pengumpulan data melalui tes dan observasi.. Dapat disimpulkan bahwa metode Small Group Discussion mampu meningkatkan pemahaman konsep mahasiswa PGSD UNY kelas 2B
{"title":"Peningkatan Pemahaman Konsep Mahasiswa PGSD UNY melalui Model Tipe Small Group Discussion","authors":"Anantama Dewantoro, Ali Mustadi","doi":"10.30734/JPE.V6I2.322","DOIUrl":"https://doi.org/10.30734/JPE.V6I2.322","url":null,"abstract":"Abstract The purpose of the research is to improve the ability to understand the concept of UNY PGSD students by applying Small Group Discussion learning methods. This research is classroom action research. The research use the Kemmis & Mc.Taggart design. The subject in this research are 38 students of class 2B PGSD UNY. The research’s object is the ability to understand the concept. Data collection techniques gained through tests and observations. The conclusion of Small Group Discussion method is able to improve the conceptual understanding of UNY class 2B PGSD students. Abstrak Tujuan penelitian ini adalah untuk meningkatkan kemampuan pemahaman konsep mahasiswa PGSD UNY dengan menerapkan metode pembelajaran Small Group Discussion. Penelitian ini adalah penelitian tindakan kelas. Penelitian ini menggunakan Desain penelitian ini menggunakan disain Kemmis & Mc.Taggart. Subjek penelitian meliputi 38 mahasiswa kelas 2B PGSD UNY.. Objek penelitian adalah kemampuan pemahaman konsep. Teknik pengumpulan data melalui tes dan observasi.. Dapat disimpulkan bahwa metode Small Group Discussion mampu meningkatkan pemahaman konsep mahasiswa PGSD UNY kelas 2B","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44890562","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 purpose of this research is to improve: (1) the quality of the learning process by using the cooperative type NHT method on PBSI study program level I-A IKIP PGRI Bojonegoro and (2) speaking skills by applying the cooperative type NHT method on PBSI I-A IKIP PGRI Bojonegoro study program students. This research is a classroom action research. The subjects of this study were I-A level students with 32 students consisting of 24 female students and 8 male students and speaking skills lecturers. The object of this research is learning to speak. Data collection techniques used were observation, in-depth interviews, and document analysis. The data validity technique uses data source triangulation techniques and method triangulation. The data analysis technique used is a comparative description analysis technique and interactive analysis. This research was conducted in two cycles which included four stages, namely: planning, implementation, observation, and reflection. The results showed an increase in learning speaking skills, marked by an increase in the number of students who reached the completeness limit, namely in the first cycle there were 5 students (16%) and the second cycle 28 students (87.5%). The average value of students has increased, namely 64.1 in the first cycle and 75.3 in the second cycle. This proves that the application of the NHT type cooperative method can increase student activeness, process and learning outcomes of student speaking skills.
{"title":"Peningkatan Kemampuan Berbicara Menggunakan Metode Kooperatif Tipe NHT pada Mahasiswa Tingkat I-A PBSI Tahun Akademik 2018/2019","authors":"Agus Darmuki, N. Hidayati","doi":"10.30734/JPE.V6I2.453","DOIUrl":"https://doi.org/10.30734/JPE.V6I2.453","url":null,"abstract":"The purpose of this research is to improve: (1) the quality of the learning process by using the cooperative type NHT method on PBSI study program level I-A IKIP PGRI Bojonegoro and (2) speaking skills by applying the cooperative type NHT method on PBSI I-A IKIP PGRI Bojonegoro study program students. This research is a classroom action research. The subjects of this study were I-A level students with 32 students consisting of 24 female students and 8 male students and speaking skills lecturers. The object of this research is learning to speak. Data collection techniques used were observation, in-depth interviews, and document analysis. The data validity technique uses data source triangulation techniques and method triangulation. The data analysis technique used is a comparative description analysis technique and interactive analysis. This research was conducted in two cycles which included four stages, namely: planning, implementation, observation, and reflection. The results showed an increase in learning speaking skills, marked by an increase in the number of students who reached the completeness limit, namely in the first cycle there were 5 students (16%) and the second cycle 28 students (87.5%). The average value of students has increased, namely 64.1 in the first cycle and 75.3 in the second cycle. This proves that the application of the NHT type cooperative method can increase student activeness, process and learning outcomes of student speaking skills.","PeriodicalId":56227,"journal":{"name":"Jurnal Pendidikan Edutama","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43438002","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}
R. R. Rozak, Mursid Shaleh, D. Bharati, Djoko Sutopo
AbstractAlthough listening comprehension remains a widely acknowledged tool for assessing and evaluating student teachers’ achievement in mostly Indonesian initial teacher education (ITE) context, the issue of listening fluency (LF) as one of the four strands of well-balanced language course has not received scholarly attention. However, in fact, LF is important for developing their automatic aural processing on authentic exposures. In response to this gap, this article discussed the result of LF test via graded serial news stories in normal speech rates to 60 English student teachers of a private ITE institution in the northern part of East Java Province, Indonesia, to examine their LF levels. Additionally, various responses of LF experience, massive spoken texts experience, spoken features inhibition, and LF instruction evaluative feedbacks were garnered as additional qualitative data via interview responses at the end of the research as well. The data obtained were then tabulated, categorized, and analyzed. The finding of the research mainly found that, on average, their LF score was 66. It reveals that their LF level was under the normal speech rate required in longer aural texts found in real-life listening. The findings may raise the awareness of possibility including LF in the prescribed listening curriculum for training student teachers’ language proficiency. AbstrakWalaupun pemahaman menyimak secara luas dikenal sebagai alat penilaian dan evaluasi prestasi mahasiswa calon guru di hampir semua institusi pendidikan calon guru di Indonesia, isu kelancaran menyimak sebagai salah satu dari empat pilar program bahasa yang berimbang belum secara ilmiah mendapat perhatian. Meskipun demikian, kelancaran menyimak dirasa penting untuk mengembangkan proses pemahaman teks lesan otentik secara otomatis. Oleh karena itu, artikel ini memaparkan hasil tes menyimak via teks lesan berita serial berjenjang dalam tingkat kecepatan normal terhadap 60 mahasiswa calon guru bahasa Inggris di sebuah institusi keguruan di bagian utara Provinsi Jawa Timur untuk menguji tingkat kelancaran menyimak mereka. Selain itu, beragam respons pengalaman mahasiswa tentangkelancaran menyimak, pengalaman menyimak teks lesan masif, hambatan-hambatan dalam bahasa lesan, dan umpan balik evaluatif terkait pengajaran kelancaran menyimak dikumpulkan sebagai data kualitatif melalui wawancara di akhir penelitian. Data yang telah diperoleh kemudian ditabulasi, dikategorisasi, dan dianalisa. Temuan utama penelitian ini adalah kelancaran menyimak mahsiswa calon guru bahasa Inggris rata-rata masih rendah, yaitu sebesar 66. Hal ini berarti tingkat kelancaran menyimak mereka masih di bawah tingkat kecepatan normal yang dipersyaratkan dalam memahami teks lesan panjang dalam situasi menyimak sehari-hari. Temuan ini menumbuhkan kesadaran akan kemungkinan memasukkan kelancaran menyimak dalam kurikulum menyimak untuk melatih kemahiran berbahasa mahasiswa calon g
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