scholarly journals Evaluasi bahan ajar Bahasa Prancis Le Mag sebagai bahan pembelajaran mandiri siswa Sekolah Menengah Atas

2018 ◽  
Vol 4 (2) ◽  
pp. 214-226
Author(s):  
Kartika Permata Sari
Keyword(s):  
High School ◽  
Formative Evaluation ◽  
Evaluation Model ◽  
Evaluation Research ◽  
Learning Material ◽  
Self Directed Learning ◽  
Learning Materials ◽  
Directed Learning ◽  
One To One ◽  
Materials Used

Tujuan penelitian ini adalah mengetahui kualitas bahan ajar Bahasa Prancis Le Mag yang digunakan oleh siswa sebagai sumber belajar dalam proses pembelajaran. Kriteria yang digunakan untuk mengevaluasi bahan ajar ini adalah kriteria dari aspek desain instruksional, aspek desain pesan dan aspek karakteristik siswa.Penelitian ini merupakan penelitian evaluasi dengan pendekatan kuantitatif. Model evaluasi yang digunakan adalah model evaluasi formatif oleh Dick and Carey yang dilakukan dengan dua tahap, yaitu evaluasi one to one by expert dan evaluasi one to one by student. Instrumen yang digunakan adalah lembar penilaian bahan ajar. Hasil penelitian menunjukkan bahwa bahan ajar  Le Mag sebagai bahan ajar bahasa Prancis memiliki kualitas baik untuk digunakan sebagai bahan ajar mandiri siswa SMA dalam proses pembelajaran. Kualitas tersebut berdasarkan penilaian dari ahli materi, media dan siswa yang menghasilkan data sebagai berikut: (1) Oleh ahli materi memperoleh rata-rata 4,1 dalam kategori sangat baik. (2) Oleh ahli media memperoleh rata-rata 4,57 dalam kategori sangat baik. (3) Oleh siswa memperoleh rata-rata 3,2 dalam katego baik.Kata kunci: evaluasi, bahan ajar bahasa Prancis, bahan ajar mandiri  AN EVALUATION OF FRENCH LANGUAGE MATERIALS AS SELF-DIRECTED LEARNING MATERIALS FOR HIGH SCHOOL STUDENTAbstractThe purpose of this study is to know the quality of French Le Mag teaching materials used by students as learning resources in the learning process. This study is an evaluation research using quantitative method approach. The evaluation model used in this research was a formative evaluation model by Dick and Carey which was conducted in two stages, one-to-one evaluation by expert and one to one evaluation by student. The results showed that learning material of French Le Mag was suitable to be used as self learning material of high school student. That results were based on the assessment of material experts, media expert and students which obtained the data: (1) By the material expert obtain an average of 4.10 in the criteria of very good. (2) By the media expert obtains an average of 4.57 in criteria very good. (3) By students earning an average of 3.2 in criteria good.Keywords: Evaluation, French Learning Materials, Self-Directed Learning Materials

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA MODEL PROYEK UNTUK MELATIHKAN BERPIKIR KREATIF SISWA SMP MATERI GERAK BENDA

2017 ◽  
Vol 5 (2) ◽  
pp. 949
Author(s):  
Karlin Karlin ◽  
Wahono Widodo ◽  
Madlazim Madlazim
Keyword(s):  
High School ◽  
Junior High School ◽  
Creative Thinking ◽  
Science Learning ◽  
Junior High ◽  
Learning Model ◽  
Learning Material ◽  
Learning Materials ◽  
Project Learning ◽  
High Category

This research aims to develop valid, practical, and effective science learning material using project learning model to facilitate creative thinking skills on object motion in junior high school. Design of the development are used follow 4D model desin. The learning kit being validated by experts are syllabus, lesson plan, student work sheet, handout, and creative thinking question. The objective of this research was to trial learning materials in 39 grade VIII students in SMPN 31 Surabaya with One Group Pretest Postes Design. The results were analyzed by descriptive quantitative and qualitative. The result were obtained shows that the developed learning materials are: (1) Validity of learning material valid category (3,58); (2) Practicality based on: a) Feasibility of instruction good category (3,9); b) Readability of worksheets and student’s book students stating that the content and appearance of worksheets and student’s book good category; (3) Effectiveness based on: a) Student’s activities high category (93%); b) Result of creative thinking students increased with medium category (N-Gain: 0,62), result of creative thinking students increased with medium category (N-Gain:0,674) in fluency thinking aspect, result of creative thinking students increased with high category (N-Gain:0,726) in flexible thinking aspect, result of creative thinking students increased with medium category (N-Gain:0,531) in original thinking aspect, and result of creative thinking students increased with medium category (N-Gain:0,530) in elaboration thinking aspect; c)The response of students very positively (92%). The conclusion of this research that science learning material developed base on project learning model valid, practical, and effective to facilitate student’s creative thinking in junior high school. Penelitian ini bertujuan mengembangkan perangkat pembelajaranIPA model proyek yang valid, praktis, dan efektif untuk melatihkan berpikir kreatif siswa SMP materi gerak benda. Rancangan pengembangan yang digunakan mengikuti rancanagn model 4D. Perangkat  pembelajaran yang dikembangkan meliputi Silabus, RPP, Handout siswa, LKP, dan Soal berpikir kreatif. Sasaran penelitian adalah perangkat pembelajaran yang diujicobakan pada 39 siswa kelas VIII SMPN 31 Surabaya dengan rancangan menggunakan One Group Pretest-Postest Design. Hasil penelitian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil yang diperoleh menunjukkan bahwa perangkat pembelajaran yang dikembangkan dinyatakan: (1) Validitas perangkat kategori valid (3,58); (2) Kepraktisan perangkat yang meliputi: a) Keterlaksanaan baik (3,9); b)Keterbacaan Handout dan LKP baik; (3) Keefektifan perangkat pembelajaran yang meliputi: a) Aktivitas siswa dengan kategori tinggi (93%); b) Hasil berpikir kreatif siswa mengalami peningkatan dengan kategori sedang (N-Gain: 0,62), pada aspek berpikir lancar (fluent) mengalami peningkatan berkategori sedang (N-Gain: 0,674), berpikir luwes (flexible) mengalami peningkatan berkategori tinggi (N-Gain: 0.726), berpikir orisinal (original) mengalami peningkatan berkategori sedang (N-Gain: 0,531), dan berpikir terperinci (elaboration) mengalami peningkatan berkategori sedang (N-Gain: 0,530); c) Respon siswa terhadap perangkat dan model pembelajaran sangat positif (92%). Simpulan penelitian ini bahwa perangkat pembelajaran IPA model proyek valid, praktis, dan efektif untuk melatihkan berpikir kreatif siswa SMP.

The Accuracy of Complex-Procedures Texts Material in Bahasa Indonesia Textbook for the First Grade of Senior High School

2021 ◽  
Vol 17 (1) ◽  
pp. 91
Author(s):  
Laili Etika Rahmawati ◽  
Putri Octaviani ◽  
Hari Kusmanto ◽  
Yakub Nasucha ◽  
Miftakhul Huda
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
First Grade ◽  
School Curriculum ◽  
Senior High School ◽  
Learning Goals ◽  
Learning Material ◽  
Learning Materials ◽  
National Education ◽  
Bahasa Indonesia

It is obvious that the textbooks play a key role in enhancing the quality of teaching and learning. The good quality textbooks must meet the criteria or standard as a textbook. This paper aims to describe the accuracy of materials provided in the Bahasa Indonesia textbook for the first grade of Senior High School curriculum of 2013. This study adopted the content analysis method to analyze the data. The findings deriving from this study reveal that the accuracy of learning material provided in Bahasa Indonesia textbook for the first grade of Senior High School (Sekolah Menengah Atas) curriculum of 2013 published by Erlangga has adequately met the standard requirements of Board of National Education Standards (Badan Standar Nasional Pendidikan, BSNP) for the accuracy of learning material of a textbook. However, this study found some weaknesses in the textbook as follows: (1) The textbook has not provided a ‘Competency Map’ containing principles used by students to achieve their learning goals and understand the learning materials provided in each chapter in order that the materials delivered can be well-structured. (2) The examples provided in the textbook are less relevant to the characteristics of diverse backgrounds and social statuses; contain the issues of ethnicity, religion, race, intergroup relations; and do not suit the needs.   Keywords: Curriculum of 2013, The accuracy of learning materials, Textbooks.

scholarly journals Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students

2021 ◽  
pp. 19-34
Author(s):  
Joenel D. Coros ◽  
Dennis V. Madrigal
Keyword(s):  
High School ◽  
High School Students ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Academic Motivation ◽  
Family Income ◽  
Self Directed Learning ◽  
School Students ◽  
Directed Learning ◽  
Senior High School Students

Aims: The absence of data complementing independent learning, which is vital in the pandemic-induced distance learning, propelled the conduct of study. The study aimed to assess Self-Directed Learning, Self-Efficacy in Learning, and Academic Motivation of Public Senior High School Students, and investigated what demographic variable may influence each. It also sought to determine the correlation between the constructs. Methodology: The study utilized descriptive and correlational design. Respondents were the 332 Grade-12 students from the Schools Division of Cadiz City, School Year 2020-2021, determined using multi-stage random sampling. Data were generated using the Self-Directed Learning Inventory, Self-Efficacy in Learning Form, and Academic Motivation Scale – High School Version. Data were analyzed using mean, standard deviation, chi-square test of association, and Spearman rho rank correlation. Results: There was no significant relationship between demographics and Self-Directed Learning, likewise with Academic Motivation. There was no significant relationship between sex and Self-Efficacy in Learning, however the latter had a significant relationship with family income (P=.05) and track (P=.03). There was a significant relationship between self-directed learning and self-efficacy in learning (P=.000), and between self-directed learning and academic motivation (P=.000). Conclusion: Student demographics do not influence their disposition to engage in learning activities and with their perceived reasons to participate in it. Family income, together with the track where they belong, may influence their belief in their innate capabilities. Students who are internally driven to learn, and who have strong belief in their capabilities, will find all means to master competence on academics, even without the help of other people.

scholarly journals “Still Sounds Quite a Lot to Me, But Try it And See”. Reflecting on my Non-Directive Advising Stance

Relay Journal ◽  
2018 ◽  
pp. 98-107
Author(s):  
Jo Mynard
Keyword(s):  
The Self ◽  
International Studies ◽  
Learning Center ◽  
Self Directed Learning ◽  
Directed Learning ◽  
One To One

This reflective observation takes place at the self-access learning center (‘The SALC’) at Kanda University of International Studies (KUIS) in Japan. The environment is supportive and there is a one-to-one professional advising service and also courses and modules on self-directed learning that students can take for credit.

scholarly journals تعليم النحو باستخدام كتاب "العمريطي" في مدرسة قاسم الهادى الثانوية ‏الإسلامية سمارانج ومشكلاته

2019 ◽  
Vol 3 (1) ◽  
pp. 113-127
Author(s):  
Hilmi Sahab
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Boarding Schools ◽  
Learning Problems ◽  
Learning Material ◽  
Learning Method ◽  
Learning Materials ◽  
Learning Time ◽  
Deductive Method ◽  
Institutional Foundations

This study aims to determine the process of implementing Nahwu learning with al Imrithi Books in schools that are integrated with Islamic boarding schools and find out about learning problems and analysis of solutions. This research was conducted in Qosim al Hadi high school Semarang. This type of research is field qualitative research by using: Observation, Interview, Documentation and Questionnaire as the technique of collecting data. The results of this study indicate that the learning method used in Nahwu's learning with al Imrithi Books is a Deductive method that is well known among boarding schools as a Bandongan method. This method is used to convey learning material, while the Sorogan method is a form of reinforcement of the material that has been studied. The learning problems in Nahwu's learning with the book al Imrithi from several aspects: Students, Teachers, Learning Materials, Learning Time and Institutional Foundations.

scholarly journals Ta’līm Mahārah al-Kalām bil-Madkhal al-Ittishāly fi al-Madrasah al-‘Āliyyah al-Islāmiyyah Ibadurrahman Malang

Taqdir ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 47-63
Author(s):  
Nurul Hana Mustofa
Keyword(s):  
High School ◽  
Communication Skills ◽  
Learning Process ◽  
Senior High School ◽  
Learning Objectives ◽  
Learning Activity ◽  
Learning Materials ◽  
Communicative Approach ◽  
Good Learning ◽  
Materials Used

Abstrac Communicative approach is a centralized approach to communication skills in learning. This is a new breakthrough for learning, as it combines some strategies. Accustoming self-practice uses pure and creative language. The purpose of this learning is to give learners the opportunity to use Arabic in spontaneity, pure and creative by giving attention to the grammatical rules of the language. Therefore, the learning of Kalam direction is suitable when using communicative approaches, because it is an approach that requires communication between speakers of languages. This research aims to describe the learning process of Kalam direction by communicative approach at MA Ibadurrahman Islamic Senior High School of Malang. The results showed that the learning process of Kalam began to start until the end consisted of; Teachers who are able to carry out the study with communicative approaches, good learning objectives of kalam, the suitability of learning materials used, the suitability of the learning activity used and the presence of consistent evaluation. Keyworrd: Teaching, Spiking Skill, Communicative approach الملخص المدخل الاتصالي يتركز على الكفاية الاتصالية عند تعليم اللغة. هذا المدخل مخترق جديد لتعليم اللغة. لأنه مخالط بين بعض الاستراتيجيات ببعض وهو ممارسة استخدام اللغة عفيفيا وإبداعيا. الهدف من هذا المدخل هو إعطاء المتعلمين الفرصة لاستخدام اللغة العربية في حلة طبيعية مع عفيفية وإبداعية، وذلك بنظر إتقان قواعد اللغة. فتعليم مهارة الكلام يناسب حينما يعلم بالمدخل الاتصالي بأنها مهارة تقتضى على الاتصال بين المتحدثين. تهدف هذه الورقة إلى وصف عملية تعليم مهارة الكلام بالمدخل الاتصالي في المدرسة العالية الإسلامية عباد الرحمن مالانج. تدل نتائج البحث إلى أن إجراء عملية التعليم بالمدخل الاتصالي من البداية إلى النهاية تتضمن من المعلمين الذين يعلمون اللغة العربية بالمدخل الاتصالي، وأهداف تعليم مهارة الكلام بالمدخل الاتصالي الجيد، ومناسبة المادة التعليمية المستخدمة لتعليم مهارة الكلام بالمدخل الاتصالي، ومناسبة أنشطة تعليم مهارة الكلام المستخدمة بالمدخل الاتصالي، وتقويم تعليم مهارة الكلام بالمدخل الاتصالي المستقيم. الكلمات المفتاحية : التعليم، مهارة الكلام، المدخل الاتصالي

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