scholarly journals Meningkatkan Motivasi Belajar Siswa Melalui Penerapan Model Pembelajaran Kooperatif Tipe NHT

2013 ◽  
Vol 1 (3) ◽  
pp. 203
Author(s):  
Sholehah Sholehah ◽  
M. Arifuddin Jamal ◽  
Syubhan An'nur
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Phase I ◽  
Learning Process ◽  
Student Motivation ◽  
Social Skill ◽  
Lesson Plan ◽  
Phase Iii ◽  
Phase 3 ◽  
Confidence Category

This research relates to the implementation of NHT in State Senior High School 12 (SMAN 12) Banjarmasin. The research objective is to describe that: (1) the Lesson Plan is well implemented; (2) social skill; (3) motivation on learning; (4) the learning result; (5) as well as the students’ response through the learning process. This research is Classroom Action Research (CAR) of Hopkins model which is divided in 3 phases. To collect the data of this research is using questioners, observation, test, and documentation. The data is analyzed descriptively qualitatively and quantitavely. The result of the research: (1) the Lesson Plan that implemented in the faze 1 is 88,25%,, II 97,75%, and III 100% with very good result; (2) The students’ social skill enhance in every phase; (3) student motivation on learning in phase I for the attention and satisfaction aspects was in good category, aspects of relevance and confidence category was in quite good, phase II of all aspects was in good category, but aspect of confidence was still in pretty good category, and the phase III of all aspect was in good category; (4) the result of the students’ learning classically enhanced, in phase I is about 45% (not passed), II 83% (ot passed), and III 100% (passed); (5) the response of interest to follow cooperative learning is good category. To obtain the conclusion that the application of cooperative learning type NHT can enhance students motivation. 

scholarly journals Meningkatkan Keterampilan Sosial Siswa Melalui Penerapan Pembelajaran Kooperatif Tipe Teams Games Tournament

2013 ◽  
Vol 1 (3) ◽  
pp. 224
Author(s):  
Siti Fatimah ◽  
M. Arifuddin Jamal ◽  
Suyidno Suyidno
Keyword(s):  
High School ◽  
Action Research ◽  
Cooperative Learning ◽  
Phase I ◽  
Learning Process ◽  
Social Skill ◽  
Lesson Plan ◽  
Phase 1 ◽  
Senior High School ◽  
Phase 3

This research relates to the implementation of TGT in State Senior High School 12 (SMAN 12) Banjarmasin. The research objective is to describe that the Lesson Plan is well implemented, social skill, the learning result, as well as the students’ response through the learning process. This research is Classroom Action Research (CAR) of Hopkins model which is divided into 3 phases. To collect the data of this research is using questioners, observation, test, and documentation. The data is analyzed descriptively qualitatively and quantitatively.  The result of the research: (1) the Lesson Plan that implemented in phase 1 is 79%, II 93%, and III 100% with very good result, (2) The students’ social skill enhance in every phase, (3) the result of the students’ learning classically enhanced, in phase I is about 56% (not passed), II 80% (not passed), and III 92% (passed). (4) the response of interest and student’s motivation to follow cooperative learning is a good category. The conclusion is the application of cooperative learning TGT can enhance the students’ social skill.   

scholarly journals Effect of Example Non Example Method Implementation in Scientific Approach and Discovery Learning Model on VII Grade Students' Affective Competence in Learning Natural Science

2019 ◽  
Author(s):  
Amrianto Amrianto ◽  
Lufri
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Learning Model ◽  
Discovery Learning ◽  
Scientific Approach ◽  
Quasi Experimental ◽  
Written Test

The 2013 Curriculum emphasizes on active learning pattern. However, based on the questionnaire spread in junior high school 18 Padang, it was gotten the result that teachers still have difficulty in implementing it, especially in affective competence of confidence. The affective competence of confidence will encourage students to be active in learning process, both in asking questions and expressing opinion. In cooperative learning, students are provided a vehicle to increase their confidence through presenting their discussion result in front of the class. By considering this issue, there is an alternative solution that can be used by teacher, which is example non example method. This method is one of cooperative learning method. Besides that, it can support the implementation of scientific approach and discovery learning model in learning process. The scientific approach and discovery learning model are the approach and model recommended in the 2013 Curriculum. Purpose of the research was to know effect of example non example method in scientific approach and discovery learning model on students' affective competence. It was a quasi-experimental research. It was done in junior high school 18 Padang to grade VII students. The instrument used was written test in form of multiple-choice and essay. Technique of data analysis used Mann Whitney U test. It was done by using SPSS software. The finding shows that example non example method in scientific approach and discovery learning model has significant effect on students' affective competence, with sig. value (0.036) < 0.05.

scholarly journals CHARACTERISTICS ANALYSIS OF DRAGON FRUIT EXTRACT SKIN BETACYANIN of Hylocereus polyrhizus AND Hylocereus undatus WITH TEST OF STABILITY ORGANOLEPTIC JELLY AS ATLAS MEDIA

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Tutut Puji Lestari
Keyword(s):  
High School ◽  
Phase I ◽  
Junior High School ◽  
Junior High ◽  
Phase Iii ◽  
Fruit Skin ◽  
Dragon Fruit ◽  
Hylocereus Undatus ◽  
Hylocereus Polyrhizus ◽  
Phase I And Ii

Dragon fruit Hylocereus polyrhizus  and Hylocereus undatus are familiy of cactus, grown in Malang. The high consumption of dragon fruit, have an impact on the fruit skin buildup that simply disposed of as trash. Dragon fruit skin is known to have a source of natural red dye, which is Betacyanin. The purpose of this study was to determine the characteristics of the dragon fruit peel extract Betacyanin Hylocereus polyrhizus and Hylocereus undatus as well as the stability of the organoleptic jelly, which will be developed into a learning materials atlas for class VIII Junior High School. The study was conducted in September-October 2015. The study was conducted in three stages. This type of research phase I and II is True Experimental, and phase III is development. The results of phase I shows that various concentrations of ethanol (70% and 90%) have an effect on the characteristics of the extract Betacyanin skin dragon fruit Hylocereus polyrhizus and Hylocereus undatus, but very significant effect on skin extract dragon fruit Hylocereus undatus the treatment of N2, EI at pH 4,5. Later in the phase II study results showed that different concentrations of extracts of the best Betacyanin significantly affect the organoleptic stability of jelly. The results of phase III is the development of phase I and II studies into Atlas media for 8th grade of  Junior High School.  

scholarly journals Meningkatkan Hasil Belajar Siswa Kelas XI IPA-1 SMA Negeri 1 Jorong Melalui Pembelajaran Kooperatif Tipe Somatic Auditory Visual And Intellectual Pada Pokok Bahasan Impuls Dan Momentum

2013 ◽  
Vol 1 (2) ◽  
pp. 159
Author(s):  
Dewi Dewantara ◽  
M. Arifuddin Jamal ◽  
Syubhan An'nur
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Learning Model ◽  
Model Type ◽  
Classroom Action Research ◽  
Evaluation Sheet ◽  
Observation Results

The low of student’s achievements were indicated because the students were not active and the teacher’s lack of skill. This condition needs a further research in order to improve the student’s achievement through cooperative learning type SAVI in impulse and momentum subject. The specific purposes of this research are to describe: 1) teacher’s skill, 2) the student’s achievements; 3) the students’ participation in the classroom; and 4) the students’ responses. These research were classroom action research that consists of 3 cycles. The instruments were used Lesson Plan, Worksheet, Evaluation Sheet, affective scoring sheet, teacher’s skill and student’s participation observation sheet, and the students’ response observation sheet. The data were acquired by the observation results, questionnaire, and documentation. The results of this research were: 1) The teacher’s skill was improved from 99.21% to 96% and 99.28%; 2) the students’ achievements including cognitive and affective aspects were improved from 81.46% to 88.1%, and 90.96%; 3) The participation of students in teaching and learning process were also increased from 63.67% to 84.43%, and 85.5% in cycle III, 4) the students’ responses during teaching and learning process were very good. According to the results, it can be concluded that the achievements of XI IPA-1 students of SMA Negeri 1 Jorong in learning impulse and momentum were improved after the treatment of cooperative learning model type SAVI.

scholarly journals Pola Pembelajaran Agama Islam di Madrasah dalam Perspektif Pendidikan Holistik: Studi Kasus di Madrasah Aliyah Negeri 3 Sleman Yogyakarta

2018 ◽  
Vol 2 (1) ◽  
pp. 121-136
Author(s):  
Zainal Arifin Ahmad
Keyword(s):  
High School ◽  
Learning Process ◽  
Single Unit ◽  
Lesson Plan ◽  
Senior High School ◽  
Education Curriculum ◽  
Holistic Learning ◽  
The Subject ◽  
Personal Community ◽  
Learning Principles

This research aims at investigating the pattern of Islamic learning process at Yogyakarta-based Islamic senior  high  school-3 from holistic learning perspective.  The research adopts qualitative approach. The research shows  that the pattern of the  Islamic learning  process at the Islamic senior  high  school implemented  in  the  unity of  Islamic  education  curriculum with three  main inseparable  components,  i.e.  intra-curricular,  extracurricular  and hidden-curricular,  has accommodated holistic  learning  principles. The accommodation can be evaluated from the implementation of basic holistic learning principles comprising of interconnectedness, wholeness and being.  In spite of this accommodation, the research has found some weaknesses in the Islamic learning processs. First, the  development  of  the five-level of  learners  potencies   as envisioned in  holistic learning, i.e.  personal, community, social, planetary and cosmic, has  not been formulated  explicitly  in  the  curriculum  and lesson  plan.  The  existing  formulation  only  respects to  the development  of  six  dimensions  of  learners  potencies,  i.e. physical, emotional, intellectual, social, aesthetic,  and spiritual. Second, the intra-curricular learning process is  still more oriented to teaching  for  the  test and less oriented to teaching  for the whole task. Third, the subject matter of Islamic learning curriculum,  i.e. al-Qur’an-Hadis,  Akidah-Akhlak, and Fikih have not been integrated as a single unit.  The three subject  matters still  stand on their own  theme, and have not been integrated as a single unit.  The research  has successfully mapped out  the  characterizing  pattern  of  quality development  of Islamic  learning process  seen from  the perspective of holistic learning at the madrasah.[Penelitian ini bertujuan untuk mengungkapkan pola pembelajaran agama Islam di MAN 3 Sleman Yogyakarta ditinjau dari perspektif pembelajaran holistik. Penelitian ini menggunakan pendekatan kualitatif. Hasil  penelitian menunjukkan bahwa  proses pembelajaran agama Islam  di MAN 3 Sleman Yogyakarta yang diimplementasikan dalam  kesatuan program pembelajaran intrakurikuler,  ekstrakurikuler,  dan hidden curricular  secara umum telah mengarah kepada pola pembelajaran holistik. Dikatakan demikian karena dalam penerapan kesatuan tiga program pembelajaran tersebut ditemukan adanya penerapan tiga prinsip dasar pembelajaran holistik yang  meliputi connectedness, wholeness, dan  being.  Hanya saja,  dalam proses pembelajaran agama  Islam  tersebut  masih terdapat beberapa kelemahan. Pertama, secara konseptual, pengembangan lima level potensi peserta didik (personal, komunitas, sosial, planetari, dan kosmis) sebagaimana dicanangkan dalam pembelajaran  holistik  belum  terumuskan  secara  eksplisit dalam kurikulum maupun dalam perencanaan pembelajaran agama Islam. Rumusan yang ada hanya berkenaan dengan pengembangan enam dimensi potensi  peserta  didik  (fisik,  emosi,  intelektual,  sosial, estetika, dan spiritual). Kedua,  proses pembelajaran agama Islam intrakurikuler masih lebih dominan berorientasi pada teaching for the test dan kurang berorientasi pada teaching for the whole task. Ketiga, materi pelajaran agama Islam intrakurikuler  yang meliputi Akidah-Akhlak, al-Qur’an-Hadis, dan Fikih masih merupakan materi  pelajaran yang berdiri sendiri-sendiri dan belum terintegrasi sebagai satu kesatuan untuk dapat memberikan kemampuan kepada peserta didik dalam melakukan tugas-tugas yang bersifat kompleks dan menyeluruh (whole task). Penelitian ini memberi kontribusi dalam  memetakan karakteristik  pola  proses pembelajaran agama Islam di madrasah ditinjau dari perspektif  pembelajaran holistik.]

scholarly journals Learning Observation: The Demands of 21st Century Biology Learning in Senior High School

2021 ◽  
Vol 9 (3) ◽  
pp. 445-458
Author(s):  
Anda Juanda* ◽  
Aisha Nur Maulida ◽  
Ria Yulia Gloria ◽  
Dindin Nasrudin
Keyword(s):  
High School ◽  
Data Collection ◽  
Learning Strategies ◽  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Senior High School ◽  
Research Approach ◽  
Biology Learning

The sophistication of technology and access to information in the twenty-first century pushed education providers to transform preparing students to face a more challenging future. Effective and relevant teaching and learning strategies are needed in biology learning to meet the needs of future generations. Therefore, this study aims to observe the biology learning process in one of senior high school. A qualitative research approach with an observation method was used in this study. This research was conducted in class X SMA N 1 Tanjung, Brebes, Central Java. Data collection techniques used in this study are observation check list, questionnaires, and interviews. Observation of the biology learning process carried out focused on the lesson plan document, learning process, and interviews as well as student and teacher questionnaires on the biology learning process. The data collection process was carried out 3 times. The results obtained from this study indicate that teachers already know the demands of the curriculum and the needs of the 21st century. This can be seen from the of lesson plans made by the teacher. However, other findings from this study are, the skills of teachers in implementing the lesson plan with discovery learning methods are still not optimal. Learning activities undertaken have not yet led to the provision of student skills needed in 21st century. This research is expected to be used as a reference for improving the process of learning biology

scholarly journals (Effort Increasing Learning Math Results through Cooperative Learning Method of Contextual Teaching and Learning Type in Students of Grade IV D SD Negeri 187 Pekanbaru)

Perspektif ◽  
2018 ◽  
Vol 9 (1) ◽  
pp. 49-58
Author(s):  
Masneri Ningsih
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Class Action ◽  
Learning Method ◽  
Learning Methods ◽  
Contextual Teaching ◽  
Comparison Of The Results

This research entitled "Efforts to Increase Mathematics Learning Outcomes Through Co-operative Learning Methods Contextual Teaching and Learning (CTL) Type in Grade IVd Elementary School 187 Pekanbaru". This research is to help students actively in finding ways of fast and precise settlement because students have difficulty in completing mathematis.The aim of this research is to improve student motivation in learning mathematics by using Cooperative Learning Method Type Contextual Teaching and Learning (CTL). Through this research the researcher tried to use Cooperative Learning Method of Contextual Teaching and Learning (CTL) type, through class action research of cycle model which includes planning, action implementation, observation, and reflection. The object of research is the students of grade IVB SD Negeri 187 Pekanbaru as many as 35 students. There are 2 cycles of learning process of student motivation. Each cycle consists of three stages of the meeting. The results obtained from this study show the student activity in the learning process better can be seen from the comparison of the results on the initial observation only 31% or 11 students who understand and the results are good. After the action, it can be seen in the first cycle increased to 63% (22) students who have completed, and the second cycle increased again reached 94% (33) students. Observation of student activities during the learning in cycle I can also be seen that is 2.44 (enough category), the cycle increased to 3.11 (good category). Likewise, observation of teacher activity from enough category (2.70) to good category (3.20). From the above explanation can be concluded that by using Cooperative Learning Methods Contextual Teaching and Learning (CTL) type can increase understanding of mathematics in constructing.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN KIMIA MODEL KOOPERATIF DENGAN PENDEKATAN INKUIRI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA

2017 ◽  
Vol 5 (1) ◽  
pp. 720
Author(s):  
Nurkhasanah Nurkhasanah ◽  
Tukiran Tukiran ◽  
Wahono Widodo
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Process ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Inquiry Approach ◽  
Teaching Learning

This research is a research development of teaching materials a model cooperative with inquiry approach on chemistry learning sub-subject factors that affect the rate of reaction, including: syllabus, lesson plans, student worksheets, student’s book and assessment sheet. This research was conducted at SMAN 5 Tuban through three stages: 1) Development of teaching materials with the model Thiagarajan, 2) Validation of teaching materials, and 3) Field try out with design One Group Pretest-Posttest Design. The results of this study are: 1) Teaching materials arranged by using cooperative learning model with inquiry approach are declared valid to be used in learning; a) the results of validation toward teaching materials that had been developed have good category and it can be used in teaching learning process; b) The level of difficulty for teahing materials developed are low and easy to be understood; c) Readability of instrument is high and the materials easy to understand by student; 2) The teaching materials is effective to be used in learning process, supported by: a) Learning outcome (product) is increase of high categories, b) student’s critical thinking skills is increase of with high categories, c) students responded positively to the teaching materials developed, and 3) The teaching materials developed is practical to be used in learning process shown by; a) the lesson plan used is in good category; b) The student’s activities are  dominated by forms of inquiry activities, presentations, and group discussions. Based on the results of this research can be concluded that the teaching materials with cooperative learning model with inquiry approaches that have been developed fulfills the validity, effectiveness, and practical, feasible to implement to improving students' critical thinking skills. Penelitian ini merupakan penelitian pengembangan perangkat pembelajaran model kooperatif dengan pendekatan inkuiri pada pembelajaran kimia SMA sub pokok bahasan faktor-faktor yang mempengaruhi laju reaksi, meliputi: silabus, RPP, LKS, Buku Ajar Siswa, dan Lembar Penilaian. Penelitian ini dilaksanakan di SMAN 5 Tuban melalui tiga tahap, yaitu 1) Pengembangan perangkat pembelajaran menggunakan model Thiagarajan, 2) Validasi perangkat pembelajaran, dan 3) Uji coba lapangan dengan rancangan “One Group Pretest-Posttest Design”. Hasil dari penelitian ini adalah: 1) Perangkat pembelajaran model kooperatif dengan pendekatan inkuiri dinyatakan valid untuk digunakan dalam pembelajaran model kooperatif dengan pendekatan inkuiri; a) hasil validasi perangkat pembelajaran yang dikembangkan berkategori baik dan dapat diterapkan dalam kegiatan belajar mengajar; b) Tingkat kesulitan perangkat pembelajaran yang dikembangkan rendah dan mudah dipahami siswa; dan c) Keterbacaan perangkat pembelajaran tinggi dan materi mudah dipahami oleh siswa; 2) perangkat pembelajaran dinyatakan efektif untuk digunakan dalam proses pembelajaran, yang didukung oleh; a) Tes hasil belajar produk meningkat dengan kategori tinggi, b) Keterampilan berpikir kritis siswa mengalami peningkatan dengan kategori tinggi,  dan c) Siswa memberikan respon positif terhadap perangkat pembelajaran yang dikembangkan, dan 3) Perangkat pembelajaran yang dikembangkan bersifat praktis untuk digunakan dalam pembelajaran yang ditunjukkan dari; a) keterlaksanaan RPP dalam kategori baik; b) Aktivitas siswa didominasi bentuk-bentuk kegiatan inkuiri, presentasi, dan diskusi kelompok. Berdasarkan hasil penelitian dapat disimpulkan bahwa perangkat pembelajaran model kooperatif dengan pendekatan inkuiri yang telah dikembangkan memenuhi unsur kelayakan, keefektivan dan kepraktisan, sehingga layak diimplementasikan untuk meningkatkan keterampilan berpikir kritis siswa.

scholarly journals Teaching Learning Process Of Pancasila And Civic Education At School Of Special Student Sekolah Luar Biasa Negeri 1 Mataram

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Hariyanto Hariyanto ◽  
Rispawati Rispawati ◽  
Muh Zubair
Keyword(s):  
High School ◽  
Inclusive Education ◽  
Civic Education ◽  
Junior High School ◽  
Learning Process ◽  
Lesson Plan ◽  
Logical Consequence ◽  
Cognitive Disorders ◽  
Lower Class ◽  
Teaching Learning

AbstractProgram Study of Pancasila And Civic Education of Faculty Teacher Training and Education as Institution to product of teachers for Junior High School and Senior High School normal student. So that the logical consequence are lecturing, student task, and experience as long as normal student never about disabilities students The existed of individual special need is not separated from the society because they are have same rights for education. So that lecturer and the student of Program Study Pancasila And Civic Education have to understand and have experience of learning teaching for individual special need. Ni’matuzahroh and Nurhamida Yuni (2016: v) said the existed of individual special need never to separated from society because they have same rights of education with normal students. How the important of teaching learning process Pancasila and Civic Education for Special Student School is relevance with policy of Inclusive Education for all by Government. The aims of research are to know: (1) Lesson Plan of Teacher, (2) Teaching Learning Process, (3) Evaluation, and Problem of teaching learning process at class VII, VIII, IX.Methods in this research by qualitative approach with teacher as subject , Head Master and vice curriculum as informant. The data collection are questioner, observation, interview, and document. Data analysis by data reduction, data display, verification and conclusion with data validation. Based on Lesson Plan made of teacher is not Pancasila and Civic Education but integrated by Thematic Lesson. The teaching learning process by scientific approach and class teacher. The scenario of leaching learning process are start with observation, question, try, association, communication, and finished by to stare. The learning evaluation used technique:(1)    Attitude by observer and self evaluation, (2) Knowledge by oral test and write test using Reading Text with same questions, and (3) Skill by performance and works product. Problems faced in teaching learning process are difficulties concentration, easy offended, easy hungry,  and easy boring. Thematic Lesson Plan in general application for lower class in elementary school. By thematic lesson, the teacher can help the student with fisical. mental, and cognitive disorders. Beside that small class group, the teachers can give attention as long as individual special need. Karen and Wilson (2012) said the teacher inclusive education has to give the student general ability, basic ability, and specific ability.                                                         Abstrak Penelitian ini bertujuan untuk mengetahui Rencana Pelaksanaan Pembelajaran, pelaksaanan, evaluasi, dan problematic Kelas VII, VIII, dan IX di Sekolah Luar Biasa Negeri 1 Mataram, Metode Penelitian yang digunakan pendekatan kualitatif dengan Subyek Pene;itian Guru Kelas VII, VIII, dan IX sebagai sumber data primer. Sedangkan informan penelitian Kepala Sekolah dan Wakil Kepala Sekolah Bidang Kurikulum sebagai sumber data skunder.Teknik pengumpulan data yang digunakan angket, observasi, wawancara, dan documenter. Selanjutnya data dianalisis secara deskriptif melalui tahap reduksi data, penyajian data, verifikasi dan penarikan kesimpulan.Hasil penelitian diperoleh data bahwa Rencana Pelaksanaan Pembelajaran Tematik bukan khusus PPKn yang dilaksanakan oleh Guru Kelas. Pelaksanaan pembelajaran menggunakan pendekatan scientific dengan tahap pembelajaran inti: diawali dengan ayo bacalah. ayo lakukan dengan dengan menanya, mencoba dengan mencari tahu, mengasosiasi dengan mengamati gambar dan berdiskusi untuk mengisi kolom yang telah disediakan, Ayo amati dengan melihat isian table dan berdiskusi untuk meluruskan isi jawaban. Mengkomunikasikan dengan berdiskusi dengan teman-temannya Selanjutnya ayo bekerja sama membuat prosedur. Ayo berlatih untuk mengingat kembali pembelajaran yang sudah diajarkan, ditutup dengan ayo renungkan dengan pertanyaan apa yang telah dipelajari, apa yang belum atau kurang dipahami, dan apakah sudah bisa membuat prosedur. Evaluasi pembelajaran yang digunakan guru adalah test dan non test dengan penyesuaian sesuai karakteristik dan kondisi fisik, mental, emosional anak berkebutuhan khusus. Sedangkan problematic yang dihadapi guru dan harus melibatkan orang tua siswa di antaranya: kesulitan komunikasi dua arah, suka mengganggu teman lainnya belajar, sikap yang sering berubah-ubah, kemandirian rendah, sangat tergantung keberadaan guru, emosi sering meletup-letup, anak sering menantuk, kurang memperhatikan pembelajaran di kelas, sering terlambat ke sekolah, sering tidak masuk sekolah, ke sekolah membawa uang terlalu banyak, kurang focus dalam pembelajaran, sulit diarahkan oleh guru, suka teriak-teriak tidak jelas, sering ketiduran dalam kelas, dan maunya pulang saja. Catatan penting dari observasi kelas autis, bahwa guru harus selalu mengunci kelas dari dalam agar siswa tidak kabur. Berdasarkan hasil penelitain dapat disimpilkan model Rencana Pelaksanaan Pembelajaran dengan Tematik dan guru kelas. Proses pembelajaran menggunakan pendekatan scientific yang disesuaikan dengan anak berkebutuhan khusus. Evaluasi menggunakan teknik test dan nontest dengan bimbingan guru penuh kesabaran dan kasih saying. Dalam kaitan dengan problematic yang dihadapi guru, seperti siswa teriak tidak jelas, mau pulang saja, sukar tidur di kelas, membawa uang terlalu banyak maka terlibatan orang tua sangat penting. Saran yang dapat disampaikan disini, Program Studi PPKn perlu memiliki Mata Kuliah Pilihan Pembelajaran Inklusif, Rencana Pelaksanaan Pembelajaran Model Tematik.

scholarly journals Peningkatan motivasi dan pemahaman siswa SMK N 5 Banjarmasin melalui media simulasi electronic Workbench (EWB)

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Dwi Mariyati
Keyword(s):  
High School ◽  
Action Research ◽  
Learning Process ◽  
Student Motivation ◽  
Vocational High School ◽  
Video Technology ◽  
Applied Learning ◽  
Student Comprehension ◽  
The Subject ◽  
Audio Video

Penelitian ini bertujuan untuk mengungkap terjadinga peningkatan motivasi dan pemahaman siswa SMK kelas X dalam pembelajaran dasar-dasar teknik digital melalui media simulasi EWB.Penelitian yang dilakukan adalah penelitian tindakan kelas dengan malalui empat tahapan yaitu: perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian dilakukan di SMK Negeri 5 Banjarmasin dengan subyek penelitian adalah siswa kelas X Teknik Audio Video. Penelitian melibatkan dua orang kolaborator untuk membantu dan mendampingi peneliti memonitor dampak dari tindakan yang diberikan terhadap motivasi dan pemahaman siswa. Perubahan dari tindakan yang diberikan diperoleh dari hasil pengamatan kolaborator. Teknik pengumpulan data menggunakan metode observasi, wawancara, dan tes pemahaman. Data yang diperoleh dianalisis secara diskriptif. Hasil penelitian menunjukkan sebagai berikut : (a) penggunaan media simulasi EWB dapat meningkatkan motivasi siswa mengikuti kegiatan pembelajaran terutama dalam hal perhatian siswa dalam kegiatan pembelajaran, (b) penggunaan media simulasi EWB dapat meningkatkan pemahaman siswa terhadap materi pelajaran yang disampaikan, (c) peningkatan pemahaman yang paling signifikan setelah guru menggunakan media simulasi EWB terjadi pada siswa dengan kemampuan rendah. THE IMPROVEMENT OF STUDENT MOTIVATION AND COMPREHENSION IN MDTD LEARNING PROCESS AT SMK N 5 BANJARMASIN WITH EWB SIMULATION MEDIAAbstractThis study is aimed at improving motivation and comprehension student at year-10 of vocational high school in basics of digital applied learning process with EWB simulation media. This study was classcroom action research conducted in four steps, i.e. planning, acting, observating, and reflecting. The subject of research was year-10 students of audio video technology of SMK N 5 Banjarmasin. Two collaborators were assigned to back up and assist the researcher to monitor the effects of action on student motivation and comprehension. The changes due to the action are monitored through observation by involving the two collaborators. The techniques for collecting the data were observation, interview, and comprehension test. The collected data was analyzed descriptively. The results of the study show the followin: (a) using EWB simulation media can improvement motivation of student specially interesting on material instructional which communicated and student being active in learning process, (b) using EWB simulation media can improvement student comprehension toward material instructional which communicated, (c) the improvement comprehension after the teacher using EWB simulation media for lowest abilities is significant.

Sign in / Sign up

Export Citation Format

Share Document