scholarly journals PENERAPAN PEMBELAJARAN BERBASIS PROYEK PADA MATA DIKLAT PRODUKTIF ADMINISTRASI PERKANTORAN DI SMK KOTA MEDAN

2018 ◽  
Vol 23 (4) ◽  
pp. 468
Author(s):  
Sri Mutmainnah ◽  
Rotua Sahat P. Simanullang ◽  
Rika Rika
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Learning Activities ◽  
Teacher Competence ◽  
Learning Models ◽  
Archival Material ◽  
The World ◽  
Innovative Learning ◽  
Open Class

AbstrakSekolah tempat siswa Administrasi Perkantoran belajar untuk dapat menguasai kompetensi Administrasi Perkantoran yang dibutuhkan di dunia kerja. Namun guru SMK Administrai Perkantoran yang harusnya menguasai materi kearsipan ternyata belum dapat menguasai kompetensi kearsipan sebagai mana mestinya, demikian juga dengan pengimplementasian model pembelajaran yang memungkinkan siswa aktif dalam proses pembelajaran. Tujuan kegiatan pengabdian ini adalah membantu Guru-guru Produktif Administrasi Perkantoran dalam penguasaan materi Kearsipan dan melaksanakan pembelajaran yang Inovatif, Kreatif, Efektiv dan Menyenangkan dalam setiap pembelajaran yang dilakukan. Selain itu juga dilakukan pendampingan dalam penyusunan Rencana Kegiatan Belajar Mengajar (RKBM) dengan benar, dimana RKBM yang di susun akan digunakan dalam kegiatan pembelajaran Kearsipan. Adapun target khusus dari kegiatan pengabdian ini, adalah; 1) Menigkatnya kompetensi guru dalam mengajarkan materi kearsipan; 2) tersusunnya Rencana Kegiatan Belajar Mengajar (RKBM) Kearsipan yang sudah terstandar; 3) Adanya dokumentasi pelaksanaan Open Class dengan menerapkan model pembelajaran berbasis proyek. Hasil dari pengabdian kepada masyarakat diketahui bahwa ada kenaikan hasil belajar Kearsipan guru-guru dengan rata-rata pretest sebesar 68.5 mengalami kenaikan pada posttest menjadi 77.92 atau dengan ada kenaikan hasil belajar sebesar 9.42%. Selain itu kegiatan pengabdian ini menghasilkan RKBM dan video pembelajaran.Kata Kunci: Kompetensi, Pembelajaran berbasis proyek, KearsipanAbstractSchool where students of Office Administration learn to be able to master the competence of Office Administration needed in the world of work. However, teachers of SMK Administration Office who should master the archival material was not able to master archival competence as it should be, as well as the implementation of learning models that enable students to be active in the learning process. The purpose of this dedication is to help teachers Productive Office Administration in the mastery of archival materials and implement innovative learning, Creative, Effective and Exciting in every lesson learned. In addition, also provided assistance in the preparation of Teaching and Learning Activities Plans (RKBM) correctly, where RKBM is prepared will be used in archival learning activities. The specific targets of this devotional activity, are; 1) Increased teacher competence in teaching archival materials; 2) the compilation of Teaching and Learning Activities Plans (RKBM) which has been standardized; 3) The existence of Open Class implementation documentation by applying project-based learning model. The result of the dedication to the community is known that there is an increase in learning outcomes. Archival teachers with an average pretest of 68.5 experienced an increase in posttest to 77.92 or with an increase in learning outcomes by 9.42%. In addition, this dedication activity resulted RKBM and learning videos.Keywords: Competence, Project-based Learning, archives

scholarly journals URGENSI MENCIPTAKAN PEMBELAJARAN YANG BERKUALITAS BAGI SEORANG GURU

2020 ◽  
Vol 3 (2) ◽  
pp. 127-147
Author(s):  
Abdul Hamid B
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Objectives ◽  
Learning Motivation ◽  
Learning Activities ◽  
Learning Models ◽  
Process Learning ◽  
Innovative Learning ◽  
Quality Learning ◽  
Implementation Plans

Learning is all efforts of teaching and learning in order to create effective and efficient teaching and learning process. Learning is a process to help students to learn well. The learning activities are expected to be a better change for students who study. These changes are related to cognitive, psychomotor, and affective aspects. The main purpose of learning is to provide opportunities for students to express their abilities so that there is a better change in themselves. There are several factors that affect learning outcomes, including (1) Student, (2) Teacher, and (3) Learning Designs. To achieve these learning objectives, it is necessary to have the skills of a teacher in designing quality learning.  There are several methods that can be done by teachers to create quality learning, namely: (1) Understanding Student Characteristics, (2) Developing Learning Implementation Plans, (3) Building Student Learning Motivation, (4) Mastering Learning Materials, (5) Using Innovative Learning Media, (6) Using Innovative Learning Models, (7) Interspersing with Joke in Learning Activities, (8) Conducting feedback, and (9) Conducting Evaluations.

scholarly journals MENINGKATKAN KEMAMPUAN MENULIS RINGKASAN CERITA DALAM PEMBELAJARAN BAHASA INDONESIA MELALUI MODEL SNOWBALL THROWING

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
SRI HARYATI
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mastery Learning ◽  
Learning Activities ◽  
Sentence Structure ◽  
Learning Models ◽  
Classroom Action Research ◽  
The Impact ◽  
Learning By Using

Classroom Action Research (CAR) is done in the teaching and learning activities for elementary school students 02 Caringin, sub Caringin Bogor Regency to the targets or subjects were 35 students consisted of 16 male students and 19 female students. The fact that investigators found in the teaching and learning activities, most learners do not actively participate in the activities and looks of confusion in starting to make the task given by the teacher so that the impact on the acquisition of learning outcomes, of 35 learners only 8 people or only 22.86% who achieve mastery learning, while 27 percent of students with 77.14% not reached mastery learning or achieving minimum completeness criteria, while the KKM set is 70. To improve the ability, activity, and learning outcomes of students, researchers strive to implement the improvement of learning by using a model of learning by using learning models Throwing Snowball. In the model of snowball throwing (snowballs being thrown), in addition to using instructional media, teachers also apply various methods in learning activities in order to raise the motivation of learners. Motivation is needed for the effective implementation of activities so that students can be active in it and can achieve the expected learning outcomes. Indicators of success in this research is that if students are able to write a summary of the narrative in the sense of a coherent sentence structure and use the rules of writing according to the rules EYD (Spelling Enhanced). This is evidenced by the ability and activities of students during the learning model and throwing snowball at the end of each cycle the average grade achieved was 70 in other words 70% of all learners achieve minimum completeness criteria limit the number by 70. Classroom Action Research is carried out through two cycles, using pre-cycle as a reference which was held on October 22, 2012 followed by a reflection on the results of pre-cycle only 22.86% of participants achieve mastery, then performed the first act in cycle 1 were held on 5 November 2012 continued with reflections on student learning outcomes Cycle 1 began to increase that is 25 people or 71.43% of the 35 learners achieve mastery and 10 people or 28.47% have not reached mastery criteria, but to maximize the action is done both , reflections on the cycle 2, the results obtained by students has increased significantly by 29 people or 82.86% of the 35 learners achieve mastery and only 6 people or 17.14% of the 35 students who have not reached the limit of completeness and need given more intensive guidance, the average value in cycle 2 is 74, the other student activity from one cycle to the next cycle has increased as well. Thus, the ability to write a summary of the story the Indonesian learning can be enhanced by using learning models snowball throwing and hopefully this model can be applied by educators

scholarly journals METODE MENGAJAR BERVARIASI UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA

2021 ◽  
Vol 3 (2) ◽  
pp. 119-126
Author(s):  
Apriyanti Apriyanti
Keyword(s):  
Learning Outcomes ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
The World ◽  
Interesting Learning ◽  
Essay Test ◽  
Positive Effect

Various problems in the world of education still require concerted thinking efforts; one of these problems is in the field of mathematics studies in schools. This may be due to the way the lesson is delivered that is less effective, for that a teacher can create an interesting learning atmosphere so that it is not boring. A teacher must be able to choose a teaching system that is in accordance with the program of teaching and learning activities. In this study the method used is descriptive quantitative method, data analysis using statistical formulas. To find out student learning outcomes, the writer conducted an essay test. Based on the results obtained, it can be concluded that: "The average mathematics learning outcomes of students who are taught using varied teaching methods are more than the average mathematics learning outcomes of students who are not taught using varied teaching methods". Thus, it can be said that the application of various teaching methods has a positive effect or can improve mathematics learning outcomes.

scholarly journals Administrasi Sarana dan Prasarana

2019 ◽  
Author(s):  
Suci wulandari ◽  
Hade Afriansyah
Keyword(s):  
General Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Formal Education ◽  
School Facilities ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
The World

This article describe about facilities and infrastructure. In the world of education we recognize the term school facilities and infrastructure which is something that is needed in supporting teaching and learning activities in schools. If an institution such as a school does not have adequate facilities and infrastructure it will also have an impact on the quality of student learning outcomes in school. To ensure the realization of this, it is necessary to have adequate facilities and infrastructure. Adequate facilities and infrastructure must meet the minimum conditions stipulated in the standards of facilities and infrastructure. The standards of these facilities and infrastructure are for the scope of formal education and even the type of general education. These facilities and infrastructure are also equipment and facilities that can be used either directly or indirectly, where the purpose of the administration of these facilities and infrastructure is no other so that all these activities can support the achievement of educational objectives effectively and efficiently.

scholarly journals Model Pembelajaran Problem Based Learnig (PBL) di Kelas Rendah pada Matematika

2020 ◽  
Vol 3 (4) ◽  
pp. 715
Author(s):  
Nur Idayani Sugesti
Keyword(s):  
Student Achievement ◽  
Cognitive Development ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Models ◽  
Improving Student Learning

<p><em>One of the objectives of teaching and learning activities is to improve learning outcomes or student achievement. For this reason, it is very necessary for a teacher to do various ways so that these goals are achieved, including by applying various kinds of learning models that can increase the activeness of students in learning activities in the hope that this will also have an impact on improving student learning outcomes. How to increase the activity of students in low grades is a challenge for teachers because they see their relatively low cognitive development as well as the nature of boredom that is often faced by students in learning activities. An example of a learning model that can be applied to increase the activity of students in low grades in particular is by using the Problem Based Learning (PBL) learning model. With the application of this PBL learning model, students individually and in groups will use various thinking skills to solve problems, especially in learning activities.</em></p>

scholarly journals PENGARUH MODEL PROJECT BASED LEARNING TERHADAP HASIL BELAJAR SISWA PADA MATERI POKOK FLUIDA STATIS

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Pintor Simamora ◽  
Masitoh Masitoh
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Project Based Learning ◽  
Learning Activities ◽  
Learning Models ◽  
Model Project ◽  
Class Average ◽  
The Subject ◽  
And Control

This study aims to determine the student learning outcomes and learning activities of students who are taught with a project-based learning models in the subject matter in a static fluid at Class XI Semester II in Madrasah Aliyah Negeri I Medan TP 2013/2014. This research is quasi-experimental. The study population was all students inclass XI Science Semester II Aliyah Negeri I Field which consists of 6 classes. Sampling was done by cluster random sampling, a class XI IPA1selected as the experimental class and the class as a class XI IPA 2 control. The instrument used is the achievement test in the form of multiple-choice and observation sheets that have done test requirements. Experimental class treatment given to the model project based learning and class room control with conventional learning models. Data on average 45.7 pretest experimental class and control class average of 43.8. pretest data testing showed that the ability of both classes of students at the beginning of the second class of the same. After completion of the study, the data obtained posttest with an average grade of 70.2 experimental and control class average of 65.4. Normality and homogeneity test showed that the two classes are normally distributed and homogeneous, then test the hypothesis that the data obtained post test tcount>t table(4.002>2.015) then His accepted that there is a significant difference due to the influence model of project-based learning on learning outcomes of students in the subject matter fluid static at class XI Semester II in Madrasah Aliyah Negeri I Medan TP 2013/2014. During the learning process, the average data of student learning activities in classes taught project-based learning modelis 77.5% with the active category. Keywords: project-based learning model, student learning outcomes

scholarly journals PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) UNTUK MENINGKATKAN HASIL BELAJAR GEOGRAFI KELAS XI IPS 1 SMA NEGERI 12 MAKASSAR.

LaGeografia ◽  
2018 ◽  
Vol 17 (1) ◽  
pp. 16
Author(s):  
Baiatun Nisaa Nur
Keyword(s):  
High School ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Problems ◽  
Learning Models ◽  
Student Activities ◽  
Previous Cycle

The results showed an increase in the geography learning outcomes of XI IPS 1 students at Makassar State High School 12 after the problem based learning model was applied with the following indications: 1) the learning value of the geography of students in which 71.34% experienced a learning model of learning problems improvement after applied problem based learning models in the first cycle of 73.81% including the medium category and the second cycle 79.01% including the high category, with an increase in the percentage of 6.58%, 2) the results of observations of student activities in teaching and learning activities experienced changes, at cycle I 46.7% experienced changes in student learning activities in the second cycle 59.4% with the active category. This means experiencing improved attitude from the previous cycle. It is recommended: 1) geography teachers should be creative in creating a classroom atmosphere so that students are not bored and comfortable in presenting material while learning and are more motivated in paying attention to what is taught, 2) it is best for the school to maximize facilities and infrastructure in schools, provide textbooks in library.

scholarly journals The Effectiveness of Project-Based Learning Model and Talking stickType of Cooperative Learning Model on the Quran-Hadith Subject Learning Outcomes

2020 ◽  
Vol 9 (2) ◽  
pp. 87-93
Author(s):  
Farchatin Ulya ◽  
Achmad Rifai RC ◽  
Sri Sulistyorini
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Experimental Approach ◽  
Learning Model ◽  
Project Based Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Models ◽  
Moderating Variables ◽  
Ability Levels

In the Quran-Hadith learning activities, teachers still make use of conventional methods so that students do not achieve optimal results. Therefore, teachers, as managers in a learning process, are required to be creative in order to make their students learn more actively. This study aims to analyze the differences in learning outcomes gained by students treated using project-based learning model and talking sticktype of cooperative learning model withlevels of abilityand interaction as moderating variables. This study used a quantitative method throughan experimental approach using 2x2 factorial design. The results found there are differences in students’ learning outcomes using project-based learning model and talking sticktype of cooperative learning model with a significance value of 0,000; there were differences in learning outcomes between students with high ability and those with low ability with a significancevalue of 0.002; an interaction between the learning models and the students’ ability levels on their learning outcomes with a significance value of 0.011. The implication of this study is to provide teachers with direct experiences in examining the learning models and it can be used by teachers in selecting the proper learning model in improving the learning activity process.

scholarly journals Peningkatan Hasil Belajar Geografi Siswa Menggunakan Model Pembelajaran Kooperatif Tipe Picture And Picture

2020 ◽  
Vol 3 (1) ◽  
pp. 79
Author(s):  
Fenny Endrayani ◽  
La Ode Amaluddin ◽  
La Ode Mursalam ◽  
Rahma Musyawarah ◽  
Syukri Nyompa
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Learning Activities ◽  
Average Score ◽  
Learning Models ◽  
Teaching Activities ◽  
The World ◽  
Picture Type

SMAN 2 BauBau is one of the schools in BauBau City that is the object of research because the learning outcomes are still low, this is because only 62.5% of the tests that meet the KKM. The objectives of this study are: (1) To increase student learning activities in class XI IPS2 of SMAN 2 BauBau which are taught through the application of cooperative learning models of Picture and Picture types on flora and fauna material in Indonesia and the world. (2) To increase the teaching activities of teachers in class XI IPS2 SMAN 2 BauBau taught through the application of cooperative learning models Picture and Picture types on flora and fauna in Indonesia and the world Picture and Picture type on flora and fauna material in Indonesia and the world. Data about student learning activities and teacher teaching activities were obtained through observation sheets, while student geography learning outcomes data were obtained through learning outcomes tests, (cycles). The results showed: (1) Student activities with the application of the Contextual Approach learning model in cycle I amounted to 2.4 which included in the sufficient category, increased in cycle II to 3.7 which included in the category of good; (2) The teaching activities of the first cycle teachers mean the average score of the activities of the teachers is 2.8 which is included in the sufficient category and increased in the second cycle to 3.6 which is categorized as good; (3) There is an increase in the learning outcomes of class XI IPS-2 SMAN 2 BauBau after applying the Cooperative Learning model of the Picture and picture type. Where in the first cycle that is obtained 62.5% student mastery learning and in cycle II student learning completeness increased to 87.5%.SMAN 2 BauBau adalah salah satu sekolah di Kota BauBau yang menjadi objek peneliti karena hasil belajarnya masih rendah, hal ini dikarenakan hanya 62,5% hasil ulangan yang memenuhi KKM. Tujuan penelitian ini adalah: (1) Untuk meningkatkan aktivitas belajar siswa di kelas XI IPS2 SMAN 2 BauBau yang diajar melalui penerapan model pembelajaran kooperatif tipe Picture and Picture pada materi flora dan fauna di indonesia dan dunia.(2)Untuk meningkatkan aktivitas mengajar guru di kelas XI IPS2 SMAN 2 BauBau yang diajar melalui penerapan model pembelajaran kooperatif tipe Picture and Picture pada materi flora dan fauna di indonesia dan dunia.(3)Untuk mengetahui peningkatan hasil belajar siswa di kelas XI IPS2 SMAN 2 BauBau yang diajar melalui penerapan model pembelajaran kooperatif tipe Picture and Picture pada materi flora dan fauna di indonesia dan dunia. Data tentang aktivitas belajar siswa dan aktivitas mengajar guru diperoleh melalui lembaran observasi, sedangkan data hasil belajar geografi siswa diperoleh melalui tes hasil belajar, (siklus). Hasil penelitian menunjukan: (1) Aktivitas siswa dengan penerapan model pembelajaran Pendekatan Kontekstual pada siklus I sebesar 2,4  yang termasuk pada kategori cukup, meningkat pada siklus II menjadi 3,7  yang termasuk pada katergori baik; (2) Aktivitas mengajar guru siklus I skor rata-rata aktivitas guru adalah 2,8 yang termasuk kategori cukup dan meningkat pada siklus II menjadi 3,6 yang berkategori baik; (3) Ada peningkatan hasil belajar geografi kelas XI IPS-2 SMAN 2 BauBau setelah menerapkan model Pembelajaran Kooperatif tipe Picture and picture. Dimana pada siklus I yaitu diperoleh ketuntasan belajar siswa 62,5% dan pada siklus II ketuntasan belajar siswa meningkat menjadi 87,5%.

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