Developing A Learning Continuum of Biological Resources Management Aspect from Elementary School to Senior High School Based on The Experts’ Opinions

This study was motivated by the low score of the students‘ Indonesian language in national examination that were certainly correlated with the Indonesian language teachers‘ competences. The Indonesian language techers‘ competences can be observed in doing the Indonesian language proficiency test. This study was aimed to determine the Indonesian language teachers‘ capabilities indoing UKBI and to describe about it. The data obtained describe that the Indonesian language teachers of Senior High School (SMA) have the highest scores, then the Indonesian language teachers of Junior High School (SMP), and the last ones were the teachers of elementary school (SD). Moreover, among the Indonesian language techers‘ capabilities of SMA, SMP, and SD in doing UKBI have not shown the significant differences.AbstrakPenelitian ini dilatarbelakangi oleh rendahnya nilai Ujian Nasional (UN) bahasa Indonesia siswa yang tentunya berkorelasi dengan kompetensi guru bahasa Indonesianya. Kompetensi guru bahasa Indonesia dapat terlihat dari Uji Kemahiran Berbahasa Indonesia (UKBI). Penelitian ini bertujuan untuk mengetahui kemampuan guru bahasa dan sastra Indonesia di Pekanbaru dalam menyelesaikan soal UKBI dan untuk mendeskripsikan kemampuan guru dalam menyelesaikan soal UKBI. Dari penganalisisan data diperoleh temuan bahwa nilai rerata UKBI guru SMA memperoleh skor paling tinggi, nilai rerata UKBI guru SMP memperoleh skor sedang, sedangkan nilai rerata UKBI guru SD memperoleh skor paling rendah. Akan tetapi, kemampuan guru bahasa dan sastra Indonesia dari ketiga tingkatan sekolah tersebut (SMA, SMP, SD) dalam menyelesaikan soal UKBI tidak menunjukkan perbedaan yang berarti (tidak signifikan) pada taraf kepercayaan 5 %, hal ini terlihat dari nilai Fhitung lebih kecil dari Ftabel (Fhitung = 0,11 < Ftabel = 4,35)

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Kegiatan Mengenal Diri Pada Remaja di Panti Asuhan

PLAKAT (Pelayanan Kepada Masyarakat) ◽

10.30872/plakat.v3i2.6744 ◽

2021 ◽

Vol 3 (2) ◽

pp. 230

Author(s):

Navi Agustina Mas'udi ◽

Ajeng Aisyah

Keyword(s):

High School ◽

Elementary School ◽

Senior High School ◽

The Self ◽

Educational Game ◽

Self Confidence ◽

Self Knowledge ◽

Sports Skills

Masalah yang terjadi pada remaja panti asuhan adalah kurangnya rasa percaya diri . Tujuan Kegiatan mengenal diri ini adalah untuk meningkatkan rasa percaya diri remaja di panti asuhan. Kegiatan mengenal diri dilakukan dalam 3 sesi yaitu ceramah, games/permainan dan diskusi. Sasaran Kegiatan ini adalah 20 Remaja berusia sekolah dasar sampai Sekolah menengah atas yang tinggal di Panti Asuhan Aisyiyah dan 6 remaja di Panti Asuhan Muhammadiyah. Dari pengamatan ketika acara berlangsung, peserta sangat antusias mengikuti Kegiatan mengenal diri terutama ketika dilakukan dengan metode permainan /games. Dari Kegiatan ini seluruh peserta menyukai pemberian materi dengan permainan, karena terjalin komunikasi dan keakraban. Dari hasil Permainan Edukatif terungkap 100% peserta mengungkapan kelebihan diri dalam aspek psikomotorik seperti kepandaian menyanyi dan olahraga, 60% pada aspek kognitif seperti suka membaca dan mudah menghafal pelajaran dan 40% pada aspek afeksi yaitu ramah, suka menolong dan peduli pada teman. Evaluasi dilakukan setelah 3 pekan. Dari hasil Evaluasi menggunakan kuisioner, 85% peserta menjawab semakin memahami makna percaya diri dan 100% peserta memahami bagaimana menumbuhkan rasa percaya diri dengan bersyukur dan terus menggali potensi yang mereka miliki. The problem that occurs in orphanages is a lack of self-confidence. The purpose of this self-knowledge activity is to increase the self-confidence of teenagers in the orphanage. Self-knowledge activities are carried out in 3 sessions, namely lectures, games, and discussions. The target of this activity is 20 teenagers from elementary school to senior high school who live in the Aisyiyah Orphanage and 6 teenagers at the Muhammadiyah Orphanage. From observations when the event took place, participants were very enthusiastic about participating in self-knowledge activities, especially when carried out with the game method. From this activity, all participants liked providing material with games, because communication and intimacy were established. From the results of the Educational Game, it was revealed that 100% of participants expressed their strengths in psychomotor aspects such as singing and sports skills, 60% on cognitive aspects such as reading and memorizing lessons easily and 40% on affective aspects, namely friendly, helpful, and caring for friends. Evaluation was carried out after 3 weeks. From the results of the evaluation using a questionnaire, 85% of participants answered that they understood the meaning of self-confidence more and 100% of participants understood how to grow self-confidence by being grateful and continuing to explore their potential.

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Keberadaan Badan Akreditasi Provinsi Sekolah/Madrasah (Upaya Meningkatkan Mutu Pendidikan Madrasah Di Provinsi Jambi)

MADRASAH ◽

10.18860/jt.v7i2.3320 ◽

2016 ◽

Vol 7 (2) ◽

pp. 22

Author(s):

M. Syahran Jailani

Keyword(s):

High School ◽

Elementary School ◽

Junior High School ◽

Junior High ◽

Senior High School ◽

Educational Institutions ◽

Islamic School ◽

Islamic Schools ◽

Policies And Programs

This research is intended to look into the existence of Province Acreditation for School and Islamic School in Jambi through the policies and programs executed, include the result of acreditation for islamic school at Ministry of Religious Affairs in Jambi. The data from Jambi Ministry of Religious Affairs in 2012 showed that from 538 islamic schools which have been acreditated, ie:(a) 244 Islamic Kindergarten, 169 (7,63%) kindergartens were acreditated, 75 (28,37%) kindergartens were not acreditated, (b). 263 Islamic Elementary School, 171 (61%) schools were acreditated, 98 (38,20%) schools were not acreditated, (c) 345 Islamic Junior High School, 158 (44,99 %) schools were acreditated, 187 (55,01%) schools were not acreditated and (d) 184 Islamic Senior High School, 88 (47,01%) schools were acreditated and 96 (52,99%) schools were not acreditated. From 1036 educational institutions, there have been 450 (43,44%) islamic schools which were acreditated while there were 586 (56,56%) isclamic schools which were not acreditated. The main problem which happenned was there were many islamic schools got C in acreditation and even some schools were not acreditated. It was caused by: (a) socialization, (b) limitted fund, (c) geographical condition, (d) the low network among islamic schools and (e) there were many policies which have not been accompanied by commitment fully. Keywords : Madrasah/School Acreditation Board, The Quality Of Madrasah Education.

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Assessing Speaking: Issues in School-Based Assessment and the Introduction of Speaking Tests into the Japanese Senior High School Entrance Examination

10.37546/jaltjj25.2-1 ◽

2003 ◽

Vol 25 (2) ◽

pp. 117 ◽

Cited By ~ 1

Author(s):

Tomoyasu Akiyama

Keyword(s):

High School ◽

Senior High School ◽

Entrance Examination ◽

School Based ◽

School Entrance ◽

School Entrance Examination

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Implementation of school based management in improfing the quality of teachers

JPGI (Jurnal Penelitian Guru Indonesia) ◽

10.29210/021054jpgi0005 ◽

2021 ◽

Vol 6 (2) ◽

pp. 352

Author(s):

Almy Soleh Wahyu ◽

Happy Fitria ◽

Yessi Fitriani

Keyword(s):

High School ◽

Teacher Quality ◽

School Principals ◽

Research Result ◽

Senior High School ◽

Administrative Staff ◽

School Based ◽

Descriptive Approach ◽

School Based Management

The purpose of this study was to describe the implementation of school based management in proving the quality of teachers In State Senior High School No.4 OKU. This research uses qualitative methods with a descriptive approach. The informants as sources in this study were the principal. Deputy principal, teachers, administrative staff and guardian of students. In collecting the data the researcher used were observation, interview and documentation techniques. Based on the research result it can be concluded that First, the principal in State Senior High School No.4 OKU is capable of implementing school based management well. Second, there is an increase in teacher quality as seen from teacher completence. Third, school principals is able to improve teacher quality through planned and gradual programs. Fourth, the principal is able to improve the quality of the school.

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Developing Physics education sets for senior high school based on CPS models using PQ4R strategy for dynamic fluid

Journal of Physics Conference Series ◽

10.1088/1742-6596/1481/1/012098 ◽

2020 ◽

Vol 1481 ◽

pp. 012098

Author(s):

Rio Wiharza ◽

Ahmad Fauzi

Keyword(s):

High School ◽

Physics Education ◽

Senior High School ◽

School Based

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A School-Based Programme for Gifted and Talented Students

Gifted Education International ◽

10.1177/026142948400200213 ◽

1984 ◽

Vol 2 (2) ◽

pp. 134-137

Author(s):

Malcolm Washbourne

Keyword(s):

High School ◽

Hypothesis Testing ◽

Gifted And Talented ◽

School Curriculum ◽

Individual Learning ◽

Senior High School ◽

School Based ◽

Talented Students

The paper describes curriculum extension projects in science in a senior high school. Individual extension projects are developed from the base of the school curriculum but extend into broader, more unusual areas according to the individual's particular interest. However, concentrating on extension into breadth also necessitates working in depth, and all work progresses on the basis of hypothesis testing and the development of the necessary skills needed to tackle the task. Pupils discuss their intended goals, draw up a plan of action and contract to complete the task. The overall aim of the teacher is to be a guide and to encourage the pupil to develop an autonomous and individual learning programme and style of working.

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The Development and Learning Effectiveness of a Teaching Module for the Algal Fuel Cell

International Journal of Technology and Human Interaction ◽

10.4018/jthi.2012100101 ◽

2012 ◽

Vol 8 (4) ◽

pp. 1-15

Author(s):

Li-Ling Chao ◽

Yu-Der Wen ◽

Pin-Chen Chen ◽

Chung-Chi Lin ◽

Shu-Hua Lin ◽

...

Keyword(s):

High School ◽

Elementary School ◽

High School Students ◽

Fuel Cell ◽

Junior High School ◽

Junior High ◽

Senior High School ◽

School Students ◽

Teaching Module ◽

Senior High School Students

This study emphasizes student-centered learning principles in developing an algal fuel cell teaching module for a student environmental education program. Using the algal battery, one of the authors (a junior high school science teacher) conducted the teaching module in eight classes, with 67 elementary school students in grade 5, 64 junior high school students in grade 8, and 159 senior high school students in grade 10, respectively. Results from the pre- and post- achievement tests of the algal fuel cell teaching module showed that the average score of elementary school, senior high school, and junior high school students increased by 23.73, 18.09, and 17.42 points, respectively, with a significant difference between post- and pretest scores (p<0.001). The gross average of student responses to the questionnaire was 4.04. The mean score for elementary school students significantly differed (p<0.01) from junior high and senior high school students.

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