scholarly journals UPAYA GURU AL-QUR’AN DALAM MENGATASI KESULITAN BELAJAR MEMBACA AL-QUR’AN DI SDIT UKHUWAH BANJARMASIN

2013 ◽  
Vol 1 (1) ◽  
pp. 39
Author(s):  
Hafiz Mubarak
Keyword(s):  
Student Learning ◽  
Learning Difficulties ◽  
Research Data ◽  
Third Grade ◽  
Research Subject ◽  
Learning To Read ◽  
The Third ◽  
Data Source

This research had goal to gain knowledge about any difficulties experienced by student since learning to read theQuran and what methods used by the Quran teachers to overcome learning difficulties. This research usedqualitative approach. The amount of data source was not determined, but it was based on snowball sampling.Although, the amount of research subject was not determined, the process of moving the research data was onsubjects at SDIT “Ukhuwah” Banjarmasin. The results showed that the learning difficulties experienced bystudents in the third grade to learn to read the Qur’an were: the students were difficult to concentrate or to focuse;a very active student verbally; slow student learning; student who had a low voice; student shard looked; studentsactively engaged; passive student; students had not been studied together with the child standard abilities; thenumber of children who were too much in the group.

The intensity and effectiveness of the use of media viewer othello as mediation learning to master concept of count space operation at fifth grade students of sd negeri no. 08 koto barapak kecamatan bayang

2018 ◽  
Vol 2 (1) ◽  
pp. 29-38
Author(s):  
Syafrizal Syafrizal
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Action Learning ◽  
Learning Difficulties ◽  
Average Score ◽  
Constructivist Approach ◽  
Average Yield ◽  
Average Value ◽  
The Third ◽  
Post Test

athematics is a very difficult subject to learn, that is not interesting compared to other subjects, and some of students like it, this is proven by the learning outcomes obtained by students is always low.To change the view is needed a way that can make students interested to learn math. Learning is a process that makes a person experience a change of behavior both in the form of knowledge and attitudes as a result of experience gained, thus the person learning is a person who experienced their own learning process.Mathematics learning should be packaged in a fun form and actively involve all students, so that students gain their own knowledge of what they must possess. This study aims to minimize students' learning difficulties in the field of mathematics studies, the activities are carried out in the learning process, by maximizing student activeness, teachers only as facilitators and motivators.In constructivist learning students learn by experiencing their own and build their own knowledge of experience experienced, and ultimately meaningful learning, if learning is meaningful, students' learning difficulties are resolved. This research was conducted in 3 cycles, each cycle consist of Planning, Action, Observation, Reflection.While the learning approach in this research using constructivist approach through Student Activity Sheet (LKS) that researchers make in a structured so that students can build their own knowledge by way of completing LKS in groups. The data in this study were obtained by test scores, observations and questionnaires, where the function of the data that has been obtained as follows: (1) Value test to determine the success of student learning to understand the material being taught.(2) Observation to determine the activity of students in learning, and a questionnaire to determine the students' response to learning with a constructivist approach. Based on the observation result indicated by the acquisition value, the average yield is less;the average value only reached 5.74%.The highest percentage of five is 33.33% of the number of students.From the data analysis, the average value and observation result that can be interpreted as follows: the average value of pre test is 5.03 and the average value of post test is 6, 92. This average yield has not reached 7.5 in line with complete learning.This progress can also be seen from the teacher's average performance.In the first action learning gets an average of 3.3 with a maximum score of five.In the second action the average score rose to 3.7.This is an increase of 0.4.From the average data the value can be interpreted as follows;an increase in the result of the average value of pre test results and the average post test with a new average indicates 7.4. This level of mastery has not reached 7.5 in accordance with the principle of complete learning but has shown success with an increase in the average result of the first action 6.92 and the second action 7.19.This is an increase of 0.27. Using the Viewer Tool Othello in class V SDN No.08 KotoBerapak Kecamatan Bayang, Kabupaten Pesisir Selatan, in the first half proved to be an effective and efficient media in Teaching and Learning.This is evidenced by the increase in student learning outcomes from the first view to the third view. The learning outcomes achieved from the first to the third learning acts show an increase in the average score, indicating the success of mathematics learning with visual aids. In the final post test the average score of learners in the subject area reaches 7.79. It shows a high level of mastery and reaches the level of mastery learning (master learning).

scholarly journals THE EFFECT OF E-LEARNING THROUGH AUDIO-VISUAL ANIMATION MEDIA TOWARDS LEARNING OUTCOMES OF THIRD GRADE ELEMENTARY SCHOOL

2020 ◽  
Vol 1 (1) ◽  
pp. 101-107
Author(s):  
Fadilah Yulia Kristiandar ◽  
Kamidjan Kamidjan ◽  
Heru Wiyadi
Keyword(s):  
Energy Source ◽  
Elementary School ◽  
Learning Outcomes ◽  
Positive Influence ◽  
Third Grade ◽  
Average Score ◽  
Research Subject ◽  
Analysis Techniques ◽  
The Third ◽  
E Learning

The purpose of this research were to determine the result of the influence of Audio-visual-based animation media on learning the students of the third grade Elementary School on a 7 subthemes learning energy source 1. This type of research uses pre-experimental research subject in the third grade SDN Kepanjen 1 Jombang for experimental class. Data collecting technique uses observation, documentation and tests. The results of data analysis techniques show that by using audio-visual based animation media the learning process is more meaningful and students do not feel bored. Animation is a moving picture accompanied by sound, arranged in orderly manner following the set of motion at each additional count of time. The audio-visual-based animation is made through the powtoon applications. from the pretest and posttest they got the average score of pretest was 67.88 and posttest was 81.92. it can be concluded that there was a positive influence on the use of audiovisual- based animation media on learning of a 7 subthemes learning energy source 1.

PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF DENGAN TEKNIK KELILING KELAS UNTUK MENINGKATKAN HASIL BELAJAR IPS PADA SISWA KELAS III SD NEGERI 013 PAGARAN TAPAH DARUSSALAM

2017 ◽  
Vol 1 (1) ◽  
pp. 98
Author(s):  
Ai Mumu Halimah
Keyword(s):  
Cooperative Learning ◽  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Third Grade ◽  
The Third ◽  
Third Grade Students ◽  
Average Student

This research is motivated by the poor results of social studies third grade students of SD Negeri 013 Pagaran Tapah Darussalam. This study aims to determine the learning outcome IPS third grade students SD Negeri 013 Pagaran Tapah Darussalam through the application of learning models with engineering koopertif around the class, which is held for 1 month. As the subjects in this study is the third grade students of SD Negeri 013 Pagaran Tapah Darussalam 2015-2016 school year the number of students 25 people. Forms of research is classroom action research. The research instrument consists of instruments and instrument performance data collecting activity observation sheet teachers and student activities. Based on the analysis and discussion can be concluded that the use of cooperative learning model with class roving technique can improve learning outcomes IPS In the third grade students of SD Negeri 013 Pagaran Tapah Darussalam. The success of the use of cooperative learning model with roving technique classes in social studies, it is known that the increased learning outcomes of prior actions, the first cycle to the second cycle. Improvement of learning outcomes of prior actions, the first cycle to the second cycle. Before the act of student learning outcomes was 55.2%, with average student learning outcomes 55.65%. In the first cycle of student learning outcomes was 82.6%, with an average of student learning outcomes reached 68%. Although not achieve mastery individual or group, but after the action on the first cycle of learning outcomes of students increased from an average of learning outcomes by 55.2% to 68%. After the improvements to the activity of teachers and students in the second cycle, students achieve learning outcomes quite satisfying, 64% higher, with the average student learning outcomes reached 84%. 

scholarly journals Upaya Meningkatkan Prestasi Belajar Siswa Kelas VII B SMP Negeri 9 Kota Jambi dalam Operasi Hitung Bilangan Bulat Melalui Pemanfaatan Alat Peraga Garis Bilangan

2019 ◽  
Vol 9 (1) ◽  
pp. 81
Author(s):  
Nurmawati Nurmawati
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Mathematics Learning ◽  
Learning Difficulties ◽  
Number Line ◽  
Research Subjects ◽  
Learning Achievement ◽  
The Third ◽  
Positive Integers ◽  
Improve Student Learning

An integer counting operation is one of several basic materials in mathematics learning whose applications are used up to college. This shows the importance of understanding counting operations on integers. This study aims to improve student learning achievement in integer counting operation material through the use of number line props. This research is a classroom action research with 3 cycles, in which the research subjects are students of class VII B SMP Negeri 9 Jambi City. The results of the study showed the enthusiasm of students in participating in the learning starting from the first, second and third cycles had increased. In addition, the mastery of learning also increased, namely 23% in the first cycle, 40% in the second cycle and 88% in the third cycle. Other findings in this study are the factors causing student learning difficulties on this subject, among others: (1) Students do not understand adding positive integers with negative integers; (2) Students do not understand subtracting positive integers with negative integers and negative integers with negative integers; (3) Students do not understand dividing positive integers with negative integers and negative integers with negative integers.

UPAYA MENINGKATKAN HASIL BELAJAR ILMU PENGETAHUAN ALAM DENGAN PENERAPAN METODE DEMONSTRASI SISWA KELAS IV SD NEGERI 010 BANJAR PANJANG KECAMATAN KERUMUTAN

2017 ◽  
Vol 5 (3) ◽  
pp. 307
Author(s):  
Deden Kusdinar
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Preliminary Data ◽  
Student Learning Outcomes ◽  
Natural Sciences ◽  
Research Data ◽  
Science Students ◽  
Experience Teaching ◽  
Improving Student Learning ◽  
Class Iv

Based on the author's experience teaching for this in SD Negeri 010 Banjar PanjangKerumutan, and based on observation and early reflections by the author seen low creativityof students in learning that ultimately ends up in the low student learning outcomesthemselves, especially on the subjects of Natural Sciences. After many tests on the midtermturns lower student learning outcomes. Completeness class only reach 50% or 10 out of 20students, KKM for subjects of Natural Sciences which has been set in the class IV SD Negeri010 Banjar Panjang Kerumutan is the number 70. As Judge things that cause children lowvalue, from the aspect of teachers are: teacher always using methods lectures, learningachievement of children have been considered equally by teachers, and the learning processis dominated by the teacher. This research is a classroom action research (PTK). Class actionresearch through the stages of planning, implementation, observation and reflection. Fromthe research data is a result of learning of natural science at the top can be seen learningoutcome science students from the action on the preliminary data for the first cycle to thesecond cycle by improving student learning outcomes that menigkat are significant, the initialdata of students who achieve mastery only 50 % and cycle to the first increase has reached70% and the thoroughness of the class in the second cycle reaches 85%.

PENINGKATAN HASIL BELAJAR BAHASA INDONESIA MELALUI METODE LATIHAN SISWA KELAS IV SD NEGERI 009 AIR EMAS KECAMATAN UKUI

2017 ◽  
Vol 5 (3) ◽  
pp. 79
Author(s):  
Tri Mulyani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Research Data ◽  
Teachers And Students ◽  
Bahasa Indonesia

The background of this research is to learn Indonesian low yields, it is proved that out of 28students only 14 Siwa which reached KKM. To the researchers conduct classroom actionresearch with the aim to improve learning outcomes Indonesian. This research is a class actwho do sebanya two cycles by applying the method of exercise. This research was conductedin SD Negeri 009 Air Emas Kecamatan Ukui. The data used in this study is the activity dataand the teacher and student learning outcomes. Based on the research data showed that theactivities of teachers and students has increased at each cycle, as evidenced by getting ascore, namely: (a) the activities of teachers has increased in each cycle, the first cycle ofmeetings I gained a score of 9 (37.50%), the first cycle II meeting obtain a score of 14(58.33%), the second cycle of meetings I obtain a score of 19 (79.16%). And the second cycleII meeting obtain a score of 21 (87.50%). Additionally the activity of students has increased ateach cycle. At the meeting I cycle I obtained a score of 9 (37.50%), in the second meeting ofthe second cycle obtain a score of 16 (66.68%), at a meeting I cycle II obtained a score of 18(75.00%). And at the second meeting of the second cycle obtain a score of 22 (91.67%); and(b) the learning outcomes of students has increased at each cycle. In the first cycle thenumber of students who scored at intervals of> 80 amounted to 0 (0%), at intervals of 75-84value amounted to 7 students (25.00%), at intervals of 65-74 values were 12 students(42.85%) and at intervals of 55-64 value amounted to 9 students (32.14%). In the secondcycle the number of students who scored at intervals of> 80 amounted to 0 (0%), at intervalstotaling 21 students grades 75-84 (75.00%), at intervals of 65-74 grades are 5 students(17.85%) and at intervals of 55-64 value amounted to 2 students (7.14%). Additionallymastery learning students also increased, in the first cycle is the number of students whocompleted the 19 students (67.85%) increased in the second cycle by the number of 26students (92.85%).

COMPARATIVE ANALYSIS OF THE GEOMETRICAL CONTENT IN THE NEW BULGARIAN TEXTBOOKS OF MATHEMATICS FOR THIRD GRADE

2018 ◽  
Vol 28 (3) ◽  
pp. 991-996
Author(s):  
Gabriela Kirova
Keyword(s):  
Comparative Analysis ◽  
Third Grade ◽  
Obtuse Angle ◽  
Curve Beam ◽  
Mathematics Textbook ◽  
The Third ◽  
School Year ◽  
Learning Content ◽  
Relative Share ◽  
Geometric Content

Starting with 2018/2019 school year in Bulgaria, the math education in the third grade is implemented through new training kits. They were developed on the basis of the new third-grade mathematics curriculum, approved by Order No. РД 09-1093 / 25.01.2017 of the Minister of Education and Science, Annex No. 8, supplemented by Order No. РД 09-2555 / 15.06.2018 of the Minister of Education and Science. Training kits are approved by the Ministry of Education and Science and are 7 in total. Geometric learning content in new math textbooks is the second most important element after arithmetic content. It is combined with the arithmetic learning content, and by this the foundation of the successful study of geometry in the next school grades is laid. The new geometry knowledge that is included in the third grade curriculum is the following: straight line, curve, beam, angle, right angle, obtuse angle, acute angle, right triangle, acute triangle, obtuse triangle; naming geometric figures with Latin alphabet letters [11]78. It is important in a modern mathematics textbook to have a rich and varied geometric content. It is important that the new types of geometry tasks are introduced with rich visualization using a specific-inductive approach. The relative number of tasks of a given type is an important prerequisite for the successful formation and improvement of skills for solving geometric problems in pupils at the age of 9-10. This article will present a comparative analysis of the geometric content in the seven approved Bulgarian third-grade mathematics textbooks, which are used in the mass practice of this school year. For the purpose of the study, a classification of all types of tasks and exercises with geometric content has been developed. Then the tasks in the seven textbooks are systematized by the so chosen classification. The data are statistically processed taking into account the relative share of tasks of each type within a textbook, as well as a comparison between the relative shares of the geometric tasks in the different textbooks. The established differences in the number and relative share of different types of geometric tasks make it possible for the analyzed textbooks to be ranked. Such a study has not been published so far. It has a relation to the assessment of the quality of the textbooks offered. The conclusions formulated in this article can help primary teachers in their choice of textbooks to teach to their third grade students.

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