scholarly journals THE TEACHING TECHNIQUE OF INDONESIAN IN MADRASAH IBTIDAIYAH: LEARNING FROM MI SURUH 1 PLUS, MIFTAHUL ULUM AND MA’ARIF PULUTAN

2020 ◽  
Vol 8 (2) ◽  
pp. 225
Author(s):  
Nurul Maghfiroh ◽  
Maslikhah Maslikhah ◽  
Khusna Widhyahrini
Keyword(s):  
Primary School ◽  
Learning Process ◽  
Teaching Methods ◽  
Qualitative Method ◽  
School Level ◽  
Learning Techniques ◽  
Teaching Technique ◽  
5Th Grade ◽  
Bahasa Indonesia ◽  
Primary School Level

<p>By language skill possessed, students can blow on a variety of knowledge to appreciate literature and to develop themselves sustainably. But there are still many students who do not like Bahasa Indonesia n lessons because of being boring. They were not boring the teacher can use some methods.  The Teaching technique was a concrete implementation in the learning process for students.  The teachers can change their methods anytime for the same subject.  The purpose of this study was to find out various kinds of teaching methods to teach Bahasa Indonesia in the 2<sup>nd</sup> and 5<sup>th</sup> Grade in Madrasah Ibtidaiyah (MI) or Primary School level.  This research used the qualitative method by interview semi-structured and questionnaire on the theme.  The research obtained that MI Suruh 1 Plus used 10 techniques for 2<sup>nd</sup> Grade and 14 techniques for 5<sup>th</sup> Grade; MI Miftahul Ulum used 10 techniques for 2nd Grade and 13 techniques for 5th Grade, and MI Maarif Pulutan used 10 techniques for 2nd Grade and 14 techniques for 5th Grade. Variations in techniques used in 3 schools still use almost the same technique, which is different for each school in applying classroom learning techniques according to the material during learning.</p><p>Keterampilan berbahasa yang dimiliki siswa mampu menggali berbagai pengetahuan untuk mengapresiasi sastra, dan mengembangkan diri secara berkelanjutan. Tetapi masih banyak siswa yang tidak menyukai pelajaran Bahasa Indonesaia dengan alasan membosankan. Agar tidak bosan guru dapat menggunakan beberapa teknik. Teknik Mengajar adalah implementasi konkrit dalam proses pembelajaran bagi siswa. Para guru dapat mengubah metode mereka untuk mata pelajaran yang sama. Tujuan dari penelitian ini adalah untuk mengetahui berbagai macam teknik pengajaran untuk mengajar Bahasa Indonesia  di kelas 2 dan 5 di tingkat Madrasah Ibtidaiyah (MI). Penelitian ini menggunakan metode kualitatif dengan wawancara semi struktur dan angket. Penelitian ini memperoleh bahwa MI Suruh 1 Plus menggunakan 10 teknik untuk kelas 2 dan 14 teknik untuk kelas 5; MI Miftahul Ulum menggunakan 10 teknik untuk Kelas 2 dan 13 teknik untuk Kelas 5; dan MI Maarif Pulutan menggunakan 10 teknik untuk Kelas 2 dan 14 teknik untuk Kelas 5. Variasi teknik yang digunakan di 3 sekolah masih menggunakan teknik yang hampir sama yang membedakan tiap sekolah dalam mengaplikasi teknik pembelajaran dikelas disesuaikan dengan materi saat pembelajaran.</p>

scholarly journals Penanaman Konsep Membaca Awal Menggunakan Alat Peraga Berupa Kartu Huruf dalam Mata Pelajaran Bahasa Indonesia di SDN 12 Nan Sabaris

2015 ◽  
Vol 3 (3) ◽  
pp. 62
Author(s):  
Mimi Suharti Mimi Suharti
Keyword(s):  
Action Research ◽  
Primary School ◽  
Learning Process ◽  
Early Stage ◽  
School Level ◽  
Learning To Read ◽  
Reading And Writing ◽  
Learning Success ◽  
Bahasa Indonesia ◽  
Primary School Level

Learning to read and write at primary school level is the main staple for Indonesian lessons, if students do not have the ability to read and write at an early stage, it will be very difficult for any lesson. Results of preliminary observations at 12 Nan ​​Primary School Sabaris shows that there are some constraints faced by teachers in the learning process. One problem is difficult to instill the concept of reading and writing in students. The purpose of this action research are (1) to determine the extent to which the use of learning resources in the form of cards of letters and syllables and words can influence the level of student ability in assembling verbatim and read (2) to improve the ability of students to practice reading by using the card shared-card teacher said. Data obtained through tests and usage observation guide, the data is processed by a percentage. Results of the analysis of the data obtained in the first cycle of learning success; 61.00%, and the second cycle; amounting to 81.50%. So it showed no increase student learning from the first cycle to the second cycle. Thus the letter card usage can improve the understanding of stringing words and reading in students. This is evident from the enthusiasm with studentsmenyususun verbatim via encrypted card.

scholarly journals IMPORTANCE AND NECESSITY OF STRENGTHENING OF NATURAL SCIENCE EDUCATION IN A PRIMARY SCHOOL

2009 ◽  
Vol 6 (1) ◽  
pp. 4-7
Author(s):  
Vincentas Lamanauskas
Keyword(s):  
Science Education ◽  
Primary School ◽  
Learning Process ◽  
Natural Science ◽  
Teaching And Learning ◽  
Natural Sciences ◽  
School Level ◽  
The World ◽  
Natural Science Education ◽  
Primary School Level

Natural science education (NSE) - one of the most actual fields of activity of a comprehensive school. One of most acute problems of today's education - low interest to natural sciences and especially to chemistry. This problem is actual not only in Lithuania, but also all over the world. Many researches of last years specify necessity of perfection of natural science education at all levels of an education system and especially at a level of a primary school. Acquaintance to natural sciences in a primary school does not meet today's requirements. It is necessary to return teaching of natural sciences in primary schools. The main accent of process of natural science education in a primary school should become a different sort of researches and experiments. The teaching and learning process in primary school level should have strong focus on constructivist learning and the role of social interaction in learning. The teachers should be able to improve motivation for learning through enjoyment and giving children some control of their science activities. The primary goal of natural sciences in an primary school is acquaintance of pupils to world around, formation of a complete picture of the world to all complex interrelations that further, in the basic school, to pass to studying separate subjects of a natural cycle (for example, chemistry, physics, biology). One of many reasons of low interest to chemistry - insufficient attention to a component of chemistry in the content of a primary education. For the period of primary school pupils does not receive the basic initial knowledge in chemistry and research skills. On the other hand, teachers of primary classes are not prepared at a sufficient level in sphere of modern natural science education. We should help children learn more about the chemicals that surround them in their everyday life. Also we should to complete the design of equipment and supporting materials for chemistry at the primary school level. It is obvious, that science remains abstract and alien to young students and they are not attracted to further study. We should try to change such a situation. First of all, a complete system for doing practical work from grade 1 to 4 in science must be carefully designed. Finally, we can note, that encouraging interest in the natural sciences is the priority of education (teaching and learning) process in primary school. Key words: science education, primary school, priority of education.

scholarly journals PENGGUNAAN BAHASA DAERAH SEBAGAI BAHASA PENGANTAR DI KELAS RENDAH SEKOLAH DASAR DI KOTA PALANGKA RAYA

SUAR BETANG ◽  
2018 ◽  
Vol 12 (2) ◽  
pp. 129
Author(s):  
Muston Sitohang
Keyword(s):  
Primary School ◽  
School Level ◽  
Third Grade ◽  
Language Of Instruction ◽  
Local Language ◽  
Descriptive Research ◽  
Early Grades ◽  
Education Process ◽  
Bahasa Indonesia ◽  
Primary School Level

The use of  Bahasa Indonesia as the language of instruction in the education process is a must. However, sometimes in some cases, the use of local language is needed by teachers in order to encourage better communication to students. This is a descriptive research. The purpose of the paper is to know the use of local language as the language of instruction at the primary school level. The findings of this study indicate that teachers in the early grades, first to third grade, at the primary school level still use local language as an introduction other than Indonesian. In accordance with most respondents, local language is very helpful for them in providing and building deeper understanding to students

scholarly journals The ANALYSIS OF TEACHER’S LESSON PLAN IN IMPLEMENTING SCIENTIFIC BASED LEARNING FOR YOUNG LEARNER IN PRIMARY SCHOOL

2021 ◽  
Vol 4 (1) ◽  
pp. 35-45
Author(s):  
Ina Rohiyatussakinah
Keyword(s):  
Primary School ◽  
Qualitative Method ◽  
Lesson Plan ◽  
School Level ◽  
English Teacher ◽  
Positive Contribution ◽  
Descriptive Case Study ◽  
Scientific Approach ◽  
Primary School Level

Lesson plan is an important for teacher as part of guidance and instructional design which consist of necessary aspect such as (goal, objectives, media, and activities until assessment). This paper examines or investigation of the aspect taken in the lesson plan in implementing scientific approach. Lesson plan written by English teacher in primary school, were analyzed using qualitative method and descriptive case study as its framework. The data were obtained from document analysis. Theories from Brown (2001) and Richard (2001) were adapted in analyzing the documents. The result showed that the lesson plan contained the necessary aspect; the activities indicated scientific based learning, teacher were aware of the importance of designing English lesson in which all five aspect (goals, objectives, activities, media and assessment), teacher were able to make goals which measurable, objectives were corresponding with receptive goal, media were practical, effective, efficient, and appropriative for children However, improvements are needed pointed out from this study in accordance to the teacher’s implementation of scientific based learning to sixth students of primary school level, there it seems that scientific based learning could not be effectively applied by the teacher but it somehow gave the some positive contribution to the student participation and critical thinking as in questioning stage and communicating stage.

Penerapan Pendekatan Kontruktivisme dalam Pembelajaran Bahasa Indonesia di SMP Negeri I Remboken

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Femmy Tresje Pelealu
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching Methods ◽  
Language Teaching ◽  
Language Teachers ◽  
Development Model ◽  
Strategy Model ◽  
Bahasa Indonesia

This study is conducted in order to describe the development model ofconstructivistic teaching in Indonesian language for the sake of maximizing thestudents’ attitude in critical thinking. Operationally this study is done inorder to describe the concept and strategy model and the materials of constructivisticIndonesian language teaching developed by the teachers in SMP Negeri 1 Rembokenfor the sake of maximizing the students’ attitude in critical thinking. TheIndonesian language teachers’ concept on the planning and the conduction ofconstructivistic teaching related to what Indonesian language teaching is, howthe textbook and the materials are used, the purpose of Indonesian languageteaching is, the role of the teacher, the role of the students in the teachingand learning process, the use of teaching methods and media, and the procedureof the conduction of constructivistic Indonesian language teaching and learningprocess in the classroom, was not done by the teachers when they were observed.Their constructivistic teaching attitude is very minimal.

Investigating learning in science at the primary school level

1983 ◽  
Vol 13 (1) ◽  
pp. 223-232 ◽  
Author(s):  
Fred Biddulph ◽  
Roger Osborne ◽  
Peter Freyberg
Keyword(s):  
Primary School ◽  
School Level ◽  
Primary School Level

Recent Research on Teaching: A Dream, a Belief, and a Model

1978 ◽  
Vol 160 (3) ◽  
pp. 5-37 ◽  
Author(s):  
Neville Bennett
Keyword(s):  
Primary School ◽  
Learning Processes ◽  
School Level ◽  
Teaching Skills ◽  
Model Following ◽  
Research On Teaching ◽  
Teaching Learning ◽  
Primary School Level ◽  
Interpretive Framework

An attempt is made to provide an interpretive framework for the findings of recent research on teaching at the primary-school level. A model of teaching/learning processes is outlined prior to an investigation of the empirical linkages between the elements of the model. Following this, the implications of the model for teaching skills are explored.

scholarly journals ‘Can We See It?’: Contextualizing ‘Deforestation’ from an English-Medium Science Textbook for a Primary School Level

2021 ◽  
Vol 2 (2) ◽  
pp. 86
Author(s):  
Ahmad Sugianto
Keyword(s):  
Primary School ◽  
Visual Image ◽  
School Level ◽  
Visual Images ◽  
Science Textbook ◽  
Descriptive Research ◽  
Multimodal Discourse Analysis ◽  
Multimodal Discourse ◽  
Teachers And Students ◽  
Primary School Level

Understanding an English-medium science textbook is possibly challenging for some students. It is, for example, due to the language used. To deal with this issue, construing the use of the other mode, such as visual images, along with the verbal text is regarded useful. Thereby, the construal of multimodality in an English-medium science textbook becomes crucial. Albeit a myriad of inspections on multimodality exists, but to the best of the writer’s knowledge, such investigation with respect to an English-medium science textbook, particularly at a primary school level, was found to be limited. Therefore, this study aimed to scrutinize the verbal text and visual image presented in a science textbook used for a primary school level which is presented in English. To that end, a descriptive research design was employed. In this regard, a systemic functional multimodal discourse analysis (SF-MDA) within the trinocular metafunctions encompassing ideational, interpersonal, and textual metafunctions was utilized. The systemic functional linguistics theory, the grammar of visual design, intersemiotic complementarity, and logico-semantics were the frameworks employed to analyze the artefact, the English-medium science textbook. The findings revealed that the visual image and verbal text interact with one another within the three metafunctions. Given the interaction between the two modes, the present study suggests that both teachers and students are required to take into considerations and be aware of the potential or roles of images along with the verbal text, i.e. the images are not merely accessories, but instead, these are able to assist the comprehension of the science materials learned.

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