scholarly journals Using The Picture and Picture Learning Strategy in Learning Writing Skill at Islamic State Junior High School 5 of Bojonegoro

Abjadia ◽  
2021 ◽  
Vol 6 (2) ◽  
pp. 211-220
Author(s):  
Sri Wahyuni ◽  
Dewi Chamidah ◽  
Bisri Mustofa
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Strategy ◽  
Junior High ◽  
Islamic State ◽  
Writing Skill

scholarly journals Pengaruh Penerapan Strategi Pembelajaran Scaffolding terhadap Kemampuan Pemahaman Konsep Matematis Siswa Madrasah Tsanawiyah Al-Hidayah Singingi Hilir ditinjau dari Motivasi Belajar Siswa

2019 ◽  
Vol 5 (1) ◽  
pp. 68
Author(s):  
Saputri Indah Lestari ◽  
Lies Andriani
Keyword(s):  
High School ◽  
Data Analysis ◽  
Junior High School ◽  
Learning Strategy ◽  
Junior High ◽  
Learning Motivation ◽  
Control Group ◽  
Control Group Design ◽  
Concept Understanding ◽  
Scaffolding Learning

This research was instigated by the problem in the field showing that their mathematic concept understanding ability was low at Islamic Junior High School of Al Hidayah Singingi Hilir. One of learning anternative strategy could direct to the students in increasing mathematic concept understanding ability was scoffolding learning straytegy. the research aimed at investigating whether there was or not difference mathematic concept understanding ability between students joining Scaffolding learning strategy and student joining teacher implementing based on their learning motivation at Islamic JuniorHigh School of Al Hidayah Singingi Hilir.  It was quasi experimental research with nonequivalent posttest-only control group design. Population of this research were the students at the eight grade of Islamic Junior High School of Al Hidayah Singingi Hilir. Sample of this research was used sampling purposive technique. VIII of B as experimental group was given Scaffolding learning strategy and VIII of A as the control group given teacher learning implementing.Instrument of collecting data was used decription test to measure their mathematic concept understanding and questionnaire to measure their learning motivation. Two way ANOVA was the technique of data analysis.  Based the data analysis could be concluded that         1) there was a difference student mathematic concept understanding ability joining Scaffolding learning strategy and did not joining Scaffolding learning Strategy. 2) There was no an interaction between Scaffolding learning strategy and their learning motivation toward their mathematic concept understanding abilityKeywords:  Scaffolding, Mathematic Concept Understanding Ability Student Learning, Motivation

scholarly journals Evaluation of English Learning In Junior High School Samaturu Kolaka

2020 ◽  
Vol 8 (04) ◽  
pp. 1304-1311
Author(s):  
Suardi .
Keyword(s):  
High School ◽  
Junior High School ◽  
English Language ◽  
Learning Strategy ◽  
Junior High ◽  
Teaching Method ◽  
Evaluation Model ◽  
Lesson Plan ◽  
English Learning ◽  
Teaching Materials

Abstract The study aims to evaluate of english learning at the Junior High School 3, Samaturu Kolaka. The method used is evaluative through the flow of the gap model (discrepancy evaluation model). Data collection through interviews, document tracing, and observation. Key Informant is the principal, teacher, and student. The results showed that: (1). The ten indicators of the principles in the preparation of lesson plan is only a contemporary-oriented indicator that is not contained in the lesson plan. This is because lesson plan is based on teaching materials and teaching materials. In addition, the lesson plan does not promote social, spiritual attitudes and only focus on English language teaching materials. Because of social and spiritual attitudes are hidden curriculum and can be applied to all subjects. Even the development of character is a program of Junior High School 3, Samaturu Kolaka. (2). All step-by-step indicators in lesson plan preparation are already loaded inside the lesson plan. But there is still an unprecedented indicator such as determining a monotonous learning strategy and not self-evaluation for the teacher to improve the strategy, and its teaching method. (3). Several indicators of lesson plan implementation have been carried out well in the classroom even though it is not maximized. This is due to preliminary activities, the teacher does not explain the importance of the material to be studied and competencies that students must master. The conclusion is related to the principles, application of steps and implementation of lesson plan in the classroom, although not maximized, but has been referring to Permendikbud no. 103 year 2014 about learning on primary education and secondary education.   Keywords: Evaluation, Lesson Plan, English Learning  

scholarly journals Factors Affecting Writing Skill Using Computer Assisted Test (CAT) in Junior High School Students

2018 ◽  
Vol 7 (2.13) ◽  
pp. 447
Author(s):  
Raheni Suhita ◽  
Herman J. Waluyo ◽  
Budhi Setiawan
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Factors Affecting ◽  
Comprehension Skill ◽  
Writing Skill

This study aimed to determine the factors affecting writing skill quality and the level of their contribution to help language teachers to formulate more effective strategies using CAT to enhance writing skill. The correlating factors discussed in this research were students’ reading comprehension skill, vocabulary mastery, and attitude toward language.  The study applied quantitative approach with simple and multiple correlation and regression techniques. The samples of the study were 100 students taken using stratified random sampling technique from a population of 2000 junior high school students in Surakarta City. The data were collected using multiple choice test for students’ reading comprehension skills and vocabulary mastery, writing assignments, and questionnaires for their attitudes toward the Indonesian language. The findings showed that there are positive correlations between the independent variables, either individually or simultaneously, with writing skill. The individual contribution levels is 44.75% of reading comprehension skill, 27.70% of vocabulary mastery, and 28.5% of attitude toward language. As for the simultaneous correlation of the three determining factors make up to 45.16%. contribution level to writing skill quality. Thus it can be concluded that reading comprehension has the most contribution to writing skill compared to vocabulary mastery and attitude toward language. The identified levels of contribution can be taken into consideration in formulating teaching strategies and materials to enhance writing skill quality.  

scholarly journals Screen media and academic performance in the seventh graders

2014 ◽  
Vol 54 (3) ◽  
pp. 155
Author(s):  
Ratu Meulya Rezeki ◽  
Soedjatmiko Soedjatmiko ◽  
Abdul Latief
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Achievement Motivation ◽  
Junior High School ◽  
Behavioral Problems ◽  
Learning Strategy ◽  
Junior High ◽  
Female Gender ◽  
Screen Media

Background Excessive screen media exposures have manynegative impacts on children, including academic performance.Studies on the impacts of screen media on academic performancehave been limited, especially in Indonesia.Objective To assess screen media use and academic performanceof7th graders in a junior high school, and to evaluate other factorspotentially affecting student academic performance.Methods This was a cross-sectional study using surveys,questionnaires, and 12-day logbooks, conducted from May toJuly 2012. Students were 129 students in the 7,h grade of JuniorHigh Sch ool 115 in Jakarta and selected by consecutive sampling.Chi square test and multivariate analyses with logistic regressioncalculations were used for statistical analysis.Results The prevalences of students using screen media for > 2hours per day were 39.5% on weekdays and 64.3% on weekends.The prevalence of students using screen media that was notappropriate for their age was 69% on weekdays and 63.6% onweekends. Screen media content on weekdays and weekendshad no impact on academic performance (OR 0.56; 95%CI 0.26to 1.20; P=0.136 and OR 0.97; 95%CI 0.47 to 1.00; P=0.934,respectively) . In addition, the duration of screen media useon weekdays and weekends had no association with academicperformance (OR 0.60; 95%CI 0.30 to 1.23; P=0.161 andOR 0.90; 95%CI 0.44 to 1.86; P=0.782, respectively). Factorssignificantly associated with students' above average academicperformance were female gender (OR 3 .26; 95%CI 1.38 to7.74; P=0.007), superior intelligence quotient (IQ) comparedto average IQ (OR 4.63; 95%CI 1.66 to 12.9; P=0.003), highlysuperior IQ compared to average IQ (OR 5.45; 95%CI 1.51 to19.64; P=0.009), as well as achievement motivation and existenceof learning strategy, including intermediate vs. low motivation(OR 4.09; 95%CI 1.14 to 14.7 ; P=0.031), and high vs . lowmotivation (OR61.1; 95%CI 7.42 to 502.95; P<0.001); lack ofemotional and behavioral problems (OR 0.45; 95%CI 0.37-0.54;P= 0.01); and democratic parenting style (OR 0.45; 95%CI 0.37to 0.55; P=0.022).Conclusion There is no association between screen media useand academic performance in junior high school students. Factorssignificantly associated with above average academic performanceare female gender, superior and very superior IQ score, middleand high achievement motivation and learning strategy, lack ofemotional and behavioral problems, and democratic parentingstyle.

scholarly journals Pengaruh Model Pembelajaran Cooperative Learning Tipe CORE (Connect, Organize, Reflect, Extend) Terhadap Kemampuan Berpikir Kritis Peserta Didik pada Mata Pelajaran PPKn di SMP Negeri 6 Mataram

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Desi Jayanti ◽  
Ismail Ismail ◽  
Rispawati Rispawati
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Cooperative Learning ◽  
Junior High School ◽  
Learning Strategy ◽  
Junior High ◽  
Multiple Choice ◽  
Control Group ◽  
Control Group Design ◽  
Group Design

Tujuan  penelitian  ini  adalah  untuk  mengetahui  ada  tidaknya  pengaruh  model pembelajaran  Cooperative  Learning  Tipe CORE  (Connect,  Organize,  Reflect,  Extend) terhadap kemampuan berpikir kritis peserta didik pada mata pelajaran PPKn di SMP Negeri  6  Mataram.  Penelitian  ini  merupakan  penelitian  Quasi Eksperimen dengan nonequivalen control group design. Instrumen yang digunakan dalam penelitian ini adalah test bentuk pilihan ganda sebanyak 30 item untuk mengukur kemampuan berpikir  kritis peserta  didik. Data hasil kemampuan berpikir krtis peserta didik diambil  menggunakan   test  pilihan  ganda  yang  sudah  memenuhi  persyaratan instrumen penelitian. Hasil penelitian menunjukkan bahw a  (3,306) > (1,960)  pada taraf signifikan 5%, artinya hasil penelitian menunjukkan bahw a ada pengaruh model pembelajaran cooperative learning Tipe CORE (connect, organize, reflect,  extend)  terhadap  kemampuan  berpikir  kritis peserta  didik  pada  mata  pelajaran PPKn di SMP Negeri 6 Mataram. AbstractThe aim of this study is to know  the impact of Cooperative Learning  Strategy CORE type (Connect, Organize, Reflect, and Extend) tow ard the students’ critical thinking  on the Civics subject  in Junior High School; SMPN 6 Mataram. This research is a Quasi Experiment w ith non-equivalent control group design. In this research,  the  instrument  that used  is multiple  choice  tests consist  of  30 items aimed  to  measure  the students’  critical thinking.  The data  as the result of  the students’  critical thinking  w as gathered  from  multiple  choice  items tests w hich have fulfilled  the research instrument.  The result of the study show s that tcou nt (3,306)  > ttable   (1,960)  on the 5% level of  significant,  means that Cooperative Learning  Strategy  CORE  type  (Connect,  Organize,  Reflect,  and  Extend)  has impact tow ard the students’ critical thinking on the Civics subject in Junior High School; SMPN 6 Mataram.Keywords: Cooperative Learning CORE Type (Connect, Organize, Reflect, andExtend), Critical Thinking

scholarly journals THE ANALYSIS OF EFL LEARNING STRATEGY OF THE VISUALLY IMPAIRED JUNIOR HIGH SCHOOL STUDENTS IN SLB NEGERI 1 DENPASAR

PRASI ◽  
2018 ◽  
Vol 13 (2) ◽  
pp. 23
Author(s):  
N.M.Y. Setyawati ◽  
L.D.S. Adnyani ◽  
K.S. Piscayanti
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Visually Impaired ◽  
Learning Strategy ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Efl Learning

Penelitian ini bertujuan untuk mendeskripsikan strategi belajar siswa dengan cacat visual (VIS). Ditemukan bahwa ada 6 strategi yang digunakan yaitu (1) kognitif yaitu berlatih, mengulang, mendapatkan ide,  menganalisis dan membuat reasoning, meringkas dan menerjemahkan; (2) metakognitif, mereka memperhatikan pelajaran dan menunjukkan bukti pemahaman; (3) strategi sosial, mereka berempati dengan orang lain, membuat pertanyaan, membuat ulasan, meminta saran, meminta konfirmasi; (4) afektif, dengan menurunkan kecemasan, (5) ingatan, dengan membuat asosiasi, membuat konteks kata kata, mengingat, mengingat pengalaman visual, membuat simpulan dan mengambil kembali ide sebelumnya; (6) kompensasi, dengan mengatasi keterbatasan dalam berbicara dan menulis, berusaha memberikan jawaban dan menggunakan bahasa campuran.Kata-kata kunci: EFL, strategi pembelajaran, siswa cacat visual

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