Administrasi Sarana dan Prasarana

Mapping Intimacies ◽

10.31227/osf.io/emz2s ◽

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.

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PENERAPAN PEMBELAJARAN METODE DISKUSI UNTUK MENINGKATKAN AKTIVITAS BELAJAR SISWA PADA PEMBELAJARAN IPS TERPADU DI KELAS VIII.B SMP NEGERI 5 KOTA SOLOK

Jurnal Spasial ◽

10.22202/js.v5i1.3033 ◽

2019 ◽

Vol 5 (1) ◽

pp. 35-42

Author(s):

Erma Yenis

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Process ◽

Teaching And Learning ◽

Student Learning Outcomes ◽

Learning Activities ◽

Good Teaching ◽

Starting Point ◽

Class Viii

Abstractlearning process good teaching can create a situation that allows children to learn, so that is the starting point of the success of teaching. The low quality of education depends on the management of the teaching and learning process which can be interpreted as being less effective in the teaching and learning process, the causes: (1) Low learning activities, (2) Inadequate facilities and infrastructure. The case in Solok City Middle School, the low level of student learning activities allegedly influenced the low student learning outcomes. Based on observations on class VIII A which included the superior class had not yet achieved the desired completeness, the class with the least completeness was class VIII B which was 33.33% with KKM 65 criteria. Seeing this reality, teachers were required to motivate students and foster enthusiasm student learning. Therefore, to foster students' enthusiasm for learning, the author tries to apply student learning activities through discussion methods in small groups.Keywords: Learning, discussion AbstrakProses belajar mengajar yang baik dapat menciptakan situasi yang mmemungkinkan anak belajar, sehingga merupakan titik awal keberhasilan pengajaran. Rendahnya mutu pendidikan tergantung pada pengelolaan proses belajar mengajar yang dapat diartikan kurang efektifnya proses belajar mengajar, penyebabnya: (1) Rendahnya aktifitas belajar, (2) Sarana dan prasarana yang belum memadai. Kasus pada SMP Negeri % Kota Solok rendahnya aktifitas belajar siswa diduga berpengaruh terhadap rendahnya hasil belajar siswa. Berdasarkan pengamatanpada kelas VIII A yang termasuk kelas unggul belum mencapai ketuntasan yang di inginkan, sedangkan kelas yang paling sedikit ketuntasannya adalah kelas VIII B yaitu sebanyak 33,33 % dengan kriterian KKM 65. Melihat kenyataan tersebut, guru dituntut untuk dapat memotivasi siswa dan menumbuhkan semangat belajar siswa. Karena itu, untuk menumbuhkan semangat belajar siswa, penulis mencoba untuk menerapkan aktivitas belajar siswa melalui metode diskusi dalam kelompok kecil. Kata kunci: Pembelajaran, diskusi

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METODE JIGSAW SOLUSI ALTERNATIF DALAM MENINGKATKAN MOTIVASI BELAJAR DAN PRESTASI BELAJAR SISWA

Edukasia Jurnal Penelitian Pendidikan Islam ◽

10.21043/edukasia.v10i2.793 ◽

2015 ◽

Vol 10 (2) ◽

Author(s):

Ani Mardliyah

Keyword(s):

Active Learning ◽

Student Learning ◽

Learning Outcomes ◽

Teaching And Learning ◽

Student Learning Outcomes ◽

Learning Activities ◽

Learning Method ◽

Jigsaw Method ◽

Improving Student Learning

Artikel ini bertujuan untuk mengetahui motivasi belajar siswa pada mata pelajaran Al-Qur’an hadits dengan fokus materi Q.S al-Lahab dan an-Nashr melalui metode pembelajaran Jigsaw di MTsN 02 Semarang. Penelitian ini memberikan informasi sebagai masukan untuk pengembangan model pembelajaran Jigsaw pada materi Q.S al-Lahab. Di samping itu, penelitian ini juga memberikan pelajaran yang lebih bervariatif, terutama bagi siswa MTs N 02 Semarang khususnya agar lebih tertarik untuk aktif dalam belajar. Karena penggunaaan variasi mengajar melalui metode jigsaw membuat para siswa menjadi lebih termotivasi untuk belajar dan melatih kerjasama serta melatih kemandirian siswa dalam belajar. Hasil penelitian ini dapat digunakan sebagai bahan masukan (memberikan konstribusi) yang berarti bagi upaya peningkatan mutu pelajaran Al-Qur’an hadits khususnya peningkatan hasil belajar siswa. Selain itu juga dapat dipergunakan sebagai bahan atau masukan dalam mengajarkan Al-Qur’an hadits kepada anak didik dalam meningkatkan keaktifan siswa dalam mengikuti kegiatan belajar mengajar.Kata kunci: Jigsaw, al-qur’an, hadits, motivasi, belajar<div class="Section1">This article aims to determine students’ motivation on the subjects of the Qur’an hadits with a focus on material Q.S al-Lahab and an- Nasr through Jigsaw learning method in MTsN 02 Semarang. The study provides information as an input for the development of Jigsaw learning model on material of Q.S al-Lahab. In addition, this study also provides lessons more varied, especially for students of MTs N 02 Semarang in particular to be more interested in active learning. Because the use of variety of teaching through jigsaw method makes students become more motivated to learn and practice cooperation and to train students’ independence in learning. The results of this study can be used as an input (contribution) that means for improving the quality of learning the Qur’an hadits in particular improving student learning outcomes. It also can be used as an ingredient or input in the hadith teaches the Qur’an to students in improving students’ activeness in following the teaching and learning activities.</div>Keywords: Jigsaw, Al-Qur’an, hadist, learning , motivation

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Application of Creative Problem Solving Learning Model to Improve Learning Outcomes and Learning Activities on Simulation and Digital Communication

JICTE (Journal of Information and Computer Technology Education) ◽

10.21070/jicte.v5i1.1474 ◽

2021 ◽

Vol 5 (1) ◽

pp. 46-50

Author(s):

Nurfarida Ilmianah

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Learning Model ◽

Learning Activities ◽

Male Students ◽

Learning Activity ◽

Research Subjects ◽

The Media

The learning process at this time tends to decrease. This is caused by learning that is less interesting. The Media and methods as a way to overcome monotonous learning need to be developed to improve the quality of the student learning outcomes. This study aims to improve the activeness and learning outcomes through the implementation of the Creative Proplem Solving (CPS) learning model. "This study uses classroom action research (PTK) consisting of 4 stages, the stages namely of planning, implementation, observation and reflection. With the research subjects XDPIB2 class students consisting of 34 students, 24 male students and 10 female students. The instrument used was an observation sheet of student learning activities, and a test of student learning outcomes. The results of this study indicate an increase in the average of student learning activities that continue to increase from cycle I to cycle III, it can be seen from the average learning activity of students who continue to increase starting from cycle I in the category of sufficient activity, amounting to 2.44. Cycle II was 3.38 with good category activity and Cycle III increased by 4.31 with very good category activity. Learning by using this CPS can improve student learning outcomes. based on observations on cycles I, II and III. From the three cycles, there was an increase in the average test of student learning outcomes in a row starting from cycle I, II and III was 60.65, 72.85 and 85.24 and only 1 student had a score below 75 of 34 students so that the application of the model CPS learning can improve the activities and learning outcomes of students of SMK Negeri 1 Sidoarjo

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PENERAPAN METODE INQUIRY UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN IPA KELAS V SDN 4 KALIMAS KECAMATAN TELUK BATANG

Jurnal Pembelajaran Prospektif ◽

10.26418/jpp.v5i2.43094 ◽

2020 ◽

Vol 5 (2) ◽

Author(s):

Nurilla Nurilla

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Teaching And Learning ◽

Student Learning Outcomes ◽

Learning Activities ◽

Class V ◽

Effective Learning ◽

Class Average ◽

Method Student ◽

Inquiry Method

Science subject is one of the curricular fields of study at the Elementary School (SD) level. Due to the low understanding of students towards this subject, especially the application of the inquiry method to improve student learning outcomes in class V SD Negeri 4 Kalimas, the writer makes improvements to learning. This study aims to improve students’ learning outcomes and activitiesin science subjects using the inquiry method application material. After carrying out the teaching and learning activities using the inquiry method, student learning outcomes and activities have increased. This was shown from the data collected, that in the pre-cycle learning activities there are only 7 students who got a score ≥ minimun standard achievement with a class average scoreof 41.5. So the description of the data collected can be concluded that the use of the inquiry method can improve students’ learning outcomes and activities in science subjects of class V SD Negeri 4 Kalimas. Thus, the inquiry method is one of the effective learning methods in improving students’ learning outcomes and activities in science subjects.

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Measurement of Usability for Multimedia Interactive Learning Based on Website in Mathematics for SMK

JAREE (Journal on Advanced Research in Electrical Engineering) ◽

10.12962/j25796216.v1.i2.23 ◽

2017 ◽

Vol 1 (2) ◽

Author(s):

Moch Sukardjo ◽

Lipur Sugiyanta

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Teaching And Learning ◽

Interactive Learning ◽

Student Learning Outcomes ◽

Learning Activities ◽

Learning Activity ◽

Quality Level ◽

Learning Material ◽

Improve Student Learning

Web usability, if evaluation done correctly, can significantly improve the quality of the website. Website containing multimedia for education shoud apply user interfaces that are both easy to learn and easy to use. Multimedia has big role in changing the mindset of a person in learning. Using multimedia, learners get easy to obtain information, adjust information and empower information. Therefore, multimedia is utilized by teachers in developing learning techniques to improve student learning outcomes. For students with self-directed learning, multimedia provides the ease and completeness of the courses in such a way that students can complete the learning independently both at school and at home without the guidance of teachers. The learning independence takes place in how students choose, absorb information, and follow the evaluation quickly and efficiently. The 2013 Curriculum 2013 for Vocational High School (SMK) requires teachers to create engaging teaching and learning activities that students enjoy in the classroom (also called invitation learning environment). The creation of learning activity environment is still problem for most teachers. Various researches reveal that teaching and learning activities will be more effective and easy when assisted by visual tools. Using multimedia, learning material can be presented more attractively that help students understand the material easily. The opposite is found in the learning activity environment who only rely on ordinary lectures. Usability is a quality level of multimedia with easy to learn, easy to use and encourages users to use it. The website Multimedia Interactive Learning for Mathematics SMK Class X is targeted object. Usability website in Multimedia Interactive Learning for Mathematics SMK Class X is important indicators to measure effectiveness, efficiency, and student satisfaction to access the functionality of website. This usability measurement should be done carefully before the design is implemented thoroughly. The only way to get test with high quality results is to start testing at the beginning of the design process and continuously testing each of the next steps. This research performs usability testing on of website by using WAMMI criterion (Website Analysis and Measurement Inventory) and will be focused on how convenience using the website application. Components of Attractiveness, Controllability, Efficiency, Helpfulness, and Learnability are applied. The website in Multimedia Interactive Learning for Mathematics SMK Class X can be in accordance with the purpose to be accepted by student to improve student learning outcomes. The results show that WAMMI method show the usability value of Multimedia Mathematics SMK Class X is about from 70% to 90%.

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METODE MENGAJAR BERVARIASI UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA

Hipotenusa Journal of Research Mathematics Education (HJRME) ◽

10.36269/hjrme.v3i2.448 ◽

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.

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Pengembangan Komik Matematika dengan Metode Preview, Question, Read, Reflect, Recite, & Review (PQ4R) Pada Materi Lingkaran Kelas VIII SMP

JTAM | Jurnal Teori dan Aplikasi Matematika ◽

10.31764/jtam.v3i1.755 ◽

2019 ◽

Vol 3 (1) ◽

pp. 01

Author(s):

Elsa Farapatana ◽

Yunita Septriana Anwar ◽

Abdillah Abdillah

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Junior High School ◽

Teaching And Learning ◽

Student Learning Outcomes ◽

Learning Activities ◽

Average Score ◽

Learning Method ◽

Average Percentage ◽

Active Teaching

Abstrak: Penelitian ini bertujuan untuk menghasilkan komik dengan metode pembelajaran PQ4R pada materi lingkaran kelas VIII SMP yang memiliki validitas, kepraktisan, dan efektifitas yang baik. Penelitian ini menggunakan model 4-D yaitu tahap pendefenisisan (define), tahap perancangan (design), dan tahap pengembangan (develop). Instrumen penelitian adalah lembar validasi komik, lembar kepraktisan komik dan lembar efektifitas komik. Hasil penelitian menunjukan bahwa (1) komik matematika dengan metode pembelajaran PQ4R termasuk dalam kategori valid dari aspek materi, bahasa, dan desain dengan skor rata-rata 4.01; (2) komik tersebut termasuk dalam kategori praktis dengan skor rata-rata 4.14; (3) komik tersebut termasuk dalam kategori efektif dengan skor rata-rata 4.06. Kemudian pencapaian aktivitas meliputi (1) aktifitas dalam kegiatan belajar mengajar aktif dengan skor rata-rata aktivitas siswa 4.19; (2) respon siswa terhadap pembelajaran efektif dengan skor rata-rata respon siswa sebesar 4.27; (3) aktifitas dalam kegiatan belajar mengajar aktif dengan skor rata-rata aktivitas guru sebesar 4.42; dan (4) hasil belajar siswa efektif dengan skor rata-rata hasil belajar siswa sebesar 4,00 dan persentase rata-rata siswa yang mencapai nilai ketuntasan minimal 70 adalah 86%.Abstract: This study aims to produce comics with the PQ4R learning method on the material of the class VIII of junior high school that has good validity, practicality and effectiveness. This study uses a 4-D model, namely the stage of define, design, and develop. The research instruments were comic validation sheets, comic practicality sheets and comic effectiveness sheets. The results showed that (1) mathematical comics with the PQ4R learning method included in the valid category of material, language, and design aspects with an average score of 4.01; (2) the comic is included in the practical category with an average score of 4.14; (3) the comic is included in the effective category with an average score of 4.06. Then the achievement of activities includes (1) activities in active teaching and learning activities with an average score of student activity 4.19; (2) student responses to effective learning with students' average response scores of 4.27; (3) activities in active teaching and learning activities with an average score of teacher activity of 4.42; and (4) effective student learning outcomes with an average score of student learning outcomes of 4.00 and the average percentage of students who achieve a minimum completeness score of 70 is 86%.

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Peningkatan Kualitas Perkuliahan Fisika Matematika I dengan Penggunaan Modul dan Lembar Kerja Mahasiswa Melalui Model Pembelajaran Kooperatif

Talenta Conference Series Science and Technology (ST) ◽

10.32734/st.v2i2.514 ◽

2019 ◽

Vol 2 (2) ◽

Author(s):

Abdul Hamid

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Test Method ◽

Student Response ◽

Learning Activities ◽

Response Data ◽

Method Student ◽

Observation Method

Penelitian ini bertujuan untuk mengetahui (1) kualitas proses perkuliahan Fisika Matematika I, (2) peningkatan hasil belajar mahasiswa pada mata kuliah Fisika Matematika I dengan menggunaan modul dan lembar kerja mahasiswa (LKM) melalui model pembelajaran kooperatif, dan (3) mengetahui respon mahasiswa terhadap pelaksanaan perkuliahan Fisika Matematika I. Penelitian ini adalah penelitian tindakan kelas. Data tentang proses perkuliahan digali melalui aktivitas belajar mahasiswa dan dikumpulkan dengan metode observasi, data hasil belajar mahasiswa dikumpulkan dengan metode tes, dan data respon mahasiswa dikumpulkan dengan angket. Selanjutnya, data dianalisis menggunakan statistik deskriptif. Temuan penelitian ini adalah kualitas proses perkuliahan membaik dan hasil belajar mahasiswa mengalami peningkatan, sedangkan respon mahasiswa terhadap strategi perkuliahan yang diterapkan positif. The purpose of this research is to know (1) the quality of lecturing process of Mathematics Physics I, (2) improvement of student learning outcomes in Physics Mathematics I course by using module and student worksheet through cooperative learning model, and (3) to know student response on the implementation of the lecture of Mathematical Physics I. This research is a classroom action research. Data about the lecturing process is explored through student learning activities and collected by observation method, student learning result data collected by test method, and student response data collected by questionnaire. Furthermore, the data were analyzed using descriptive statistics. The findings of this research are improved quality of lecturing process and student learning outcomes have increased, while the student response to lecture strategy applied positively.

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PENERAPAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING DENGAN METODE OBSERVASI UNTUK MENINGKATKAN HASIL BELAJAR PADA MATAKULIAH EKOLOGI DASAR

Jurnal Pendidikan Matematika dan IPA ◽

10.26418/jpmipa.v9i2.26772 ◽

2018 ◽

Vol 9 (2) ◽

pp. 127

Author(s):

Nur Rokhimah Hanik ◽

Sri Harsono ◽

Anwari Adi Nugroho

Keyword(s):

Student Achievement ◽

Student Learning ◽

Learning Outcomes ◽

Teaching And Learning ◽

Student Learning Outcomes ◽

T Test ◽

Learning Activities ◽

Bird Diversity ◽

Improve Student Achievement ◽

Observation Method

ABSTRACT Implementation of learning at the university level is expected to be conducted interactively and motivate students to participate actively in learning activities. But the reality in learning, still found learning problems about the low learning activities and student learning outcomes. While as an educator, lecturers should be able to know the problems in the learning process or lectures as an effort to improve the quality of learning. Solution to overcome the problem is by giving learning with Contextual Teaching and Learning approach (CTL) through observation method applied in Basic Ecology subject.The purpose of this research is to improve student achievement in Basic Ecology subject through learning with CTL approach and observation method. Expectations from the results of this study is as an information or input that the strategy and learning model with the method of observation can overcome the lack of activity and low student learning outcomes caused by the dominance of female students and the diversity of high school students so that the classroom climate is often noisy and reduced concentration at the time of learning. This research is experimental research, with one class of experiment of Biology student of FKIP Univet Bantara Sukoharjo second semester of class of 2016/2017 taking Basic Ecology subject. The data were collected using observation and test sheets. Technique of data analysis using T test analysis. From the analysis with T test Paired sample for two groups of dependent or pairs on pretest and postes data obtained Asymp results. Sig (2 -tailled) below 0.05 is 0.00 then Ho is rejected. This means that there are significant differences in learning outcomes before (pretest) and after CTL learning with the method of Observation (postes) in Basic Ecology subject especially on the subject matter of Population and Bird Diversity. Thus, it can be concluded that learning CTL with Observation method can improve student achievement in Basic Ecology subject especially material Population or bird diversity. Keywords: CTL approach, Observation method, Basic Ecology course, Learning Achievement

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Learning Natural Science Materials Of Light Through Cooperative Learning Model Class IV SDN Tiyaran 02

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v3i4.53376 ◽

2021 ◽

Vol 3 (4) ◽

pp. 411

Author(s):

Meti Tri Hayati

Keyword(s):

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Teaching And Learning ◽

Best Practice ◽

Learning Strategy ◽

Student Learning Outcomes ◽

Learning Model ◽

Class Iv

To realize the quality of learning and the quality of graduates at SDN Tiyaran 02, especially class IV, it is necessary to use one of the recommended HOTS-oriented learning models in the implementation of the 2013 Curriculum, namely the Cooperative Learning model. Cooperative Learning learning model is a teaching and learning strategy that works on attitudes or helping among others in an organized organization in groups, consisting of two or more people. After implementing integrated thematic learning with the Cooperative Learning model, the authors found that the process and student learning outcomes improved. Better than the previous lesson. When the Cooperative Learning model is applied to other learning materials, it turns out that the process and student learning outcomes are just as good. The writer concludes that this cooperative learning learning practice is successful as a best practice for HOTS learning with the Cooperative Learning model.

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