PEMBELAJARAN LITERASI MELALUI PENDEKATAN SAINTIFIK DALAM MATA PELAJARAN PENDIDIKAN AGAMA HINDU DI SEKOLAH DASAR

2021 ◽  
Vol 6 (2) ◽  
pp. 209
Author(s):  
Pasek Dek Agus Sudianta ◽  
I Nyoman Sueca
Keyword(s):  
Student Learning ◽  
Group Discussions ◽  
Reading And Writing ◽  
Learning Success ◽  
Writing Students ◽  
Scientific Approach ◽  
Written Form ◽  
Information Skills ◽  
Definition Of

<p>The school literacy movement was developed based on nine priority agendas (Nawacita) which aimed to grow and develop the ability of reading and writing. Both of these abilities are contained in Indonesian language subjects. Indonesian Language subjects are a means of conveying knowledge. Through learning Indonesian especially reading and writing, students can master other subjects. Student learning success is greatly influenced by their ability to speak. The definition of literacy through the scientific approach in Indonesian language subjects is more directed at information skills. Information ability refers to several activities, namely observing, asking, trying, associating, and communicating. The process of observing includes seeking information, seeing, hearing, and listening. The questioning activity was carried out as one of the processes of building students' knowledge in the form of concepts in group discussions. Trying activities are useful to increase students' curiosity which includes planning, designing, and obtaining information. Associating activities can be done by analyzing and predicting, while communicating activities are a means to convey the results of conceptualization in oral or written form.</p>

scholarly journals Peningkatan Hasil Belajar Membaca Lancar Melalui Penggunaan Alat Peraga Kartu Huruf Dalam Pelajaran Bahasa Indonesia Pada Siswa Kelas I SDN 05 Nan Sabaris Tahun Pelajaran 2015/2016

2016 ◽  
Vol 4 (2) ◽  
pp. 39
Author(s):  
Erni Mayana
Keyword(s):  
Action Research ◽  
Primary School ◽  
Student Learning ◽  
Learning Process ◽  
Elementary Level ◽  
Learning Resources ◽  
Reading And Writing ◽  
Learning Success ◽  
Bahasa Indonesia

Learning to write and read at the elementary level is the main staple for Indonesian lessons, if the student does not have the ability to read and write at the beginning of this level, it will be very difficult for any lesson. Result of preliminary observations in primary school 05 Nan Sabaris shows that there are several obstacles facing teachers in the learning process. One problem is difficult to instill the concept of reading and writing to students. The purpose of this action research are (1) to determine the extent of the use of learning resources in the form of cards letters and syllables and words can affect the ability of students in assembling and read it word for word (2) to improve the ability of students to practice reading by using cards are dealt teacher said. Data were obtained through tests and the use of the observation, the data is processed by a percentage. The results of the analysis of data obtained in the first cycle of learning success; 61.00 %, and the second cycle; amounted to 81.50%. So show no increase in student learning from the first cycle to cycle II. Thus the use of the letter cards can increase pemahamn stringing words and read to students. This is evident from the excited students verbatim via encrypted card.

Writing in Aphasia Rehabilitation: Cursive vs Manuscript

1976 ◽  
Vol 41 (4) ◽  
pp. 523-529 ◽  
Author(s):  
Daniel R. Boone ◽  
Harold M. Friedman
Keyword(s):  
Correct Response ◽  
The Other ◽  
Read Aloud ◽  
Writing Style ◽  
Reading And Writing ◽  
Manual Responses ◽  
Significant Difference ◽  
Written Form ◽  
The Individual ◽  
Read Number

Reading and writing performance was observed in 30 adult aphasic patients to determine whether there was a significant difference when stimuli and manual responses were varied in the written form: cursive versus manuscript. Patients were asked to read aloud 10 words written cursively and 10 words written in manuscript form. They were then asked to write on dictation 10 word responses using cursive writing and 10 words using manuscript writing. Number of words correctly read, number of words correctly written, and number of letters correctly written in the proper sequence were tallied for both cursive and manuscript writing tasks for each patient. Results indicated no significant difference in correct response between cursive and manuscript writing style for these aphasic patients as a group; however, it was noted that individual patients varied widely in their success using one writing form over the other. It appeared that since neither writing form showed better facilitation of performance, the writing style used should be determined according to the individual patient’s own preference and best performance.

ANALISIS PENGGUNAAN SCHOOLOGY PADA MATA PELAJARAN PPKn TERHADAP MINAT BELAJAR SISWA DI SMA N 1 SRANDAKAN BANTUL TAHUN 2020

2020 ◽  
Vol 4 (2) ◽  
pp. 1-12
Author(s):  
Ardian Wicaksono
Keyword(s):  
Student Learning ◽  
Visual Images ◽  
Student Interest ◽  
Group Discussions ◽  
Analysis Techniques ◽  
Collection Data ◽  
Qualitative Descriptive ◽  
Data Validity ◽  
Learning Interest ◽  
Descriptive Method

Abstrak Penelitian bertujuan untuk analisis penggunaan Schoology pada Mata Pelajaran PPKn terhadap minat belajar siswa di SMA Negeri 1 Srandakan Bantul Tahun 2020. Penelitian ini dilakukan di SMA Negeri 1 Srandakan pada bulan Juli sampai Agustus tahun 2020. Penelitian ini menggunakan metode deskriptif kualitatif. Data dikumpulkan melalui observasi, wawancara dan dokumentasi. Subjek penelitian ini adalah : (1) satu orang Kepala Sekolah SMA N 1 Srandakan Bantul (2) satu orang Guru Mata Pelajaran Pendidikan Pancasila dan Kewarganegaraan (3) Siswa SMA N 1 Srandakan sejumlah 8 orang. Teknik analisis data melalui pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Pemerikasaan keabsahan data dilakukan dengan triangulasi data. Hasil dari penelitian ini adalah: (1) Schoology memiliki kemudahan dalam mengatur administrasi pembelajaran siswa di SMA Negeri 1 Srandakan karena siswa dapat presensi, mendapat materi hingga evaluasi di Schoology; (2) Schoology dapat mengendalikan minat belajar siswa dalam aspek preventif dengan cara kegiatan belajar menyenangkan, persuasif dengan cara membujuk melalui fitur massages, dan represif dengan cara didatangi rumahnya berdasarkan informasi yang disajikan dalam aplikasi tersebut; (3) Schoology memiliki tampilan seperti media sosial Facebook ditandai warna dasar yang sama yaitu biru dan putih serta menu yang identik; (4) Schoology memiliki keunggulan untuk diskusi pada pembelajaran daring, siswa dapat berdiskusi kelompok dengan guru sebagai pemantik materi dalam fitur Groups; (5) Schoology mengakomodasi aneka macam media pembelajaran antara lain media gambar visual, audio, dan audio visual atau video. Kata Kunci: Schoology, PPKn, Minat Belajar Siswa Abstract The research aims to analyze the use of Schoology in PPKn Subjects on student interest in learning at SMA Negeri 1 Srangkan Bantul in 2020. This research was conducted at SMA Negeri 1 Srangkan from July to August 2020. This study used a qualitative descriptive method. Data were collected through observation, interviews and documentation. The subjects of this study were: (1) one principal of SMA N 1 Srangkan Bantul (2) one teacher of Pancasila and Citizenship Education (3) 8 students of SMA N 1 Srangkan. Data analysis techniques through data collection, data reduction, data presentation and drawing conclusions. Data validity was checked by data triangulation. The results of this study are: (1) Schoology has the convenience of managing the administration of student learning at SMA Negeri 1 Srangkan because students get presence, receive material and evaluation in Schoology; (2) Schoology can control student interest in preventive aspects by means of fun, persuasive learning activities by persuading through massages, and repressive features by visiting their house based on the information presented in the application; (3) Schoology has a display similar to Facebook's social media marked with the same basic colors, namely blue and white and identical menus; (4) Schoology has the advantage of discussions on online learning, students can have group discussions with the teacher as material triggers in the Groups feature; (5) Schoology accommodates various kinds of learning media, including visual images, audio, and audio-visual or video media. Keywords: Schoology, PPKn, Student Learning Interest

Diglossia and Local Identity: Swiss German in the Linguistic Landscape of Kleinbasel

2019 ◽  
Author(s):  
Edina Krompák ◽  
Keyword(s):  
Focus Group ◽  
Participant Observation ◽  
Ethnographic Study ◽  
Urban Life ◽  
Linguistic Landscape ◽  
Local Identity ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Swiss German ◽  
Written Form

The city of Basel is situated in the German-speaking part of Switzerland, in the geographic triangle of three countries: France, Germany and Switzerland. Everyday urban life is characterised by the presence of Standard German and Swiss German as well as diverse migrant languages. Swiss German is ‘an umbrella term for several Alemannic dialects’ (Stepkowska 2012, 202) which differ from Standard German in terms of phonetics, semantics, lexis, and grammar and has no standard written form. Swiss German is predominantly used in oral forms, and Standard German in written communication. Furthermore, an amalgamation of bilingualism and diglossia (Stepkowska 2012, 208) distinguishes the specific linguistic situation, which indicates amongst other things the high prestige of Swiss German in everyday life. To explore the visibility and vitality of Swiss German in the public display of written language, we examined the linguistic landscape of a superdiverse neighbourhood of Basel, and investigated language power and the story beyond the sign – ‘stories about the cultural, historical, political and social backgrounds of a certain space’ (Blommaert 2013, 41). Our exploration was guided by the question: How do linguistic artefacts – such as official, commercial, and private signs – represent the diglossic situation and the relation between language and identity in Kleinbasel? Based on a longitudinal ethnographic study, a corpus was compiled comprising 300 digital images of written artefacts in Kleinbasel. Participant observation and focus group discussions about particular images were conducted and analysed using grounded theory (Charmaz 2006) and visual ethnography (Pink 2006). In our paper, we focus on signs in Swiss German and focus group discussions on these images. Initial analyses have produced two surprising findings; firstly, the visibility and the perception of Swiss German as a marker of local identity; secondly, the specific context of their display.

scholarly journals STRATEGI BELAJAR BAHASA ARAB MAHASISWA PRODI PBA IAIN ANTASARI BANJARMASIN MENURUT MODEL OXFORD

2016 ◽  
Vol 11 (1) ◽  
pp. 54
Author(s):  
Ahmad Muradi ◽  
Hasbullah Hasbullah
Keyword(s):  
Problem Solving ◽  
Student Learning ◽  
Language Skills ◽  
Social Strategies ◽  
Education Students ◽  
Reading And Writing ◽  
Memory Strategies ◽  
Survey Results ◽  
Data Source

This research is a case against of departement of Arabic education of IAIN Antasari Banjarmasin to learn Arabic. The data source of this research is the student of 2012/2013, 2013/2014, and six lecturers that administer of linguistic subject or language skills. This study aims to collect information on students learning Arabic strategies in departement of Arabic education. While the data extracted is information about: the form of difficulty students learning Arabic, the cause and degree of difficulty, the type of student learning in departement of arabic education, the efforts and strategies by departement of arabic education students in problem solving learning Arabic, and the outcome of the efforts/strategies they are doing. Based on the survey results revealed that students have difficulty in learning Arabic in the matter of language and language skills. Difficulties in linguistic materials include use nahwu and sharf in reading and writing, the meaning of a sentence or a word, sentence or word and pronunciation. While the difficulties in aspects of language skills include: listening, speaking, reading, and writing. But the difficulties they feel it, both aspects of alkalinity or their skills can be overcome by evaluating their learning, the dominant use of memory strategies, affective, cognitive, and social strategies.

scholarly journals Optimalisasi Peran Guru Pendidikan Agama Islam Sebagai Konselor dalam Mengatasi Masalah Belajar Siswa

2019 ◽  
Vol 7 (1) ◽  
pp. 79
Author(s):  
Asep Nanang Yuhana ◽  
Fadlilah Aisah Aminy
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Learning Problems ◽  
Learning Material ◽  
Reading And Writing ◽  
Qualitative Descriptive ◽  
Class Teacher ◽  
Descriptive Method ◽  
Experience Difficulty

This article aims to look for learning problems faced by students of class VI MIS Handapherang-Ciamis, the teacher's efforts and the steps taken to overcome these problems. By using qualitative-descriptive method, research concludes; First, students experience difficulty in reading and writing. The problem factor comes from the parents and from the students themselves. Second, the efforts made by the class teacher at school to grade VI students who experience learning problems that is maximizing their sense of hearing by listening to the teacher when explaining the learning material, guided when the child does not understand the learning material and finally teacher guided when the child does not pay attention to the teacher explaining in learning process. Third, the teacher's stages in overcoming student learning problems starts from determining the problem to solving the problems that occur in students of class VI MIS Handapherang.

scholarly journals The Issue of Student Achievement of Primary Teacher Education (PGSD) in Group Discussion

2019 ◽  
Author(s):  
Dewingga Fizzy Keni Pratama ◽  
Muhammad Nur Wangid
Keyword(s):  
Teacher Education ◽  
Student Learning ◽  
Mastery Learning ◽  
Group Discussion ◽  
Primary Teacher ◽  
Group Discussions ◽  
Learning Achievement ◽  
Primary Teacher Education ◽  
The Relationship ◽  
Improve Student Learning

This article considers the relationship between group discussion and student achievement of PGSD University PGRI Wates. The results showed there group discussion can increase student learning achievement. Students achieve minimal mastery learning. Based on empirical evidence from group discussions and learning achievements, it explores the extent to which forms of group discussion can contribute to learning achievement. This article argues that group discussions offer new and important things in the practice of learning. The results showed that group discussion can improve students learning achievement. In other words the use of group discussion in student learning can improve student learning achievement.

scholarly journals Pengaruh Ketepatan Penghitungan Kriteria Ketuntasan Minimal (KKM) Pada Mata Pelajaran Pendidikan Agama Islam Terhadap Keberhasilan Belajar Siswa di MI Miftahul Ulum Sooko Wringinanom Gresik

2020 ◽  
Vol 2 (2) ◽  
pp. 63
Author(s):  
Afifah Afifah
Keyword(s):  
Student Learning ◽  
Strong Relationship ◽  
Quantitative Approach ◽  
Assessment Process ◽  
Research Technique ◽  
Learning Success

Education is an effort that must be done by everyone who wants success in his life, one of the things that can be done with educators, students, leaders of education units, and parents to support and determine the success of students is to make efforts to achieve the Minimum Completeness Criteria ( KKM) by maximizing the learning and assessment process. So researchers conducted research in MI Miftahul Ulum Sooko Wringinom Gresik with the title the effect of the accuracy of calculating the minimum completeness criteria (KKM) on student learning success, in this case the researchers used a quantitative approach and used the Kendall Tau correlation, where this correlation was used to look for relationships and test hypotheses between two or more variables. The research technique used in this study was observation, questionnaire, documentation. Based on the results of research conducted, the accuracy of the calculation of Minimum Completeness Criteria (KKM) is in the good category with a percentage of 84.4%, the results of student learning values are in the good category with the percentage results amounting to 83.3%, as for the effect of Accuracy in Completion Criteria At a minimum (KKM) on student learning success, there is a significant correlation in the coefficient interval of 0.60 - 0.799 which means it shows a strong relationship level. Keywords: minimum completeness criteria (KKM), learning success Abstrak Pendidikan adalah upaya yang harus dilakukan oleh setiap orang yang menginginkan keberhasilan dalam hidupnya, salah satu hal yang bisa dilakukan bersama pendidik, peserta didik, pimpinan satuan pendidikan, dan orang tua untuk mendukung dan menentukan keberhasilan peserta didik adalah dengan melakukan upaya pencapaian Kriteria Ketuntasan Minimal (KKM) dengan memaksimalkan proses pembelajaran dan penilaian. Maka peneliti melakukan penelitian di MI Miftahul Ulum Sooko Wringinanom Gresik dengan judul  pengaruh ketepatan penghitungan kriteria ketuntasan minimal (KKM) terhadap keberhasilan belajar siswa, dalam hal ini peneliti menggunakan pendekatan kuantitatif dan menggunakan korelasi Kendall Tau, dimana korelasi ini digunakan untuk mencari hubungan dan menguji hipotesis antara dua variable atau lebih. Teknik penelitian yang digunakan dalam penelitian ini adalah dengan observasi, kuesioner, dokumentasi. Berdasarkan hasil penelitian yang dilakukan, ketepatan perhitungan Kriteria Ketuntasan Minimal (KKM)  berada pada kategori baik dengan prosentase yang berjumlah 84,4%, hasil nilai belajar siswa berada pada kategori baik dengan hasil prosentase berjumlah 83,3%, adapun pengaruh Ketepatan Perhitungan Kriteria Ketuntasan Minimal (KKM)  terhadap keberhasilan belajar siswa, ada korelasi yang signifikan berada pada interval koefisien 0,60 – 0,799 yang berarti menunjukkan tingkat hubungan yang kuat. Kata Kunci: kriteria ketuntasan minimal (KKM), keberhasilan belajar

scholarly journals The Needs Analysis of The Develop of Biology Module Based On Scientific Approach for Senior High School Grade XI Students

2019 ◽  
Vol 4 (2) ◽  
pp. 72
Author(s):  
Vayolin Eroika ◽  
Ramadhan Sumarmin ◽  
Helendra Helendra ◽  
Elsa Yuniarti
Keyword(s):  
High School ◽  
Learning Process ◽  
Analytical Techniques ◽  
Needs Analysis ◽  
School Grade ◽  
Scientific Approach ◽  
Materials Research ◽  
The Core Competence ◽  
Definition Of ◽  
Learning Interest

On the curriculum of 2013, students are encouraged to perform the steps in the process of scientific or scholarly learning. The learning process in high school Pembangunan Laboratorium UNP had been scientific approach but the book used by the students have not based scientific approach, yet then the topics in the book used the students has not been in accordance with the core competence and basic competence in the curriculum of 2013. Thus, the descriptive researchers doing research to see the need for developing a module of biology for students of Class XI high school. Analytical techniques used in this research is descriptive statistical. This form of analysis on activities of observation, the definition of collection problems that occur in the learning process. Needs analysis to develop module are curriculum analysis, analysis of problems in learning, and analysis of learning materials. Research results are those of the third there is a lack of analysis, books used in schools has not been in accordance with the curriculum of 2013. There is a deficiency in basic competence 3.2 and 4.2 on Bioprocess cell topics, books used in schools have not provided scientific/scientific approach which scientific approach/scientific can enhance the learning interest of students so that learning process went smoothly, and the analysis of the three. then the lack of one of the solutions is to develop of biology module based on scientific approach on Bioprocess cell topics.

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