Is it Necessary to Learn Indonesian Language and Literature Use an Innovative Method?

Student Interaction ◽

Learning And Teaching ◽

Innovative Method ◽

Language And Literature ◽

Innovative Learning ◽

Innovative learning emphasizes the process of student learning activeness, which is focused on the application of knowledge in students' lives, so learning is more meaningful to students. In order to improve the learning of Indonesian language and literature that is innovative and fun, the use of learning media, and the development of learning media which are basically to improve student learning outcomes. Media innovation in learning becomes a demand for teachers in the learning process so that it can foster students' creativity in understanding learning. learning and teaching media are components to enhance the process of teacher and student interaction and student interaction with the learning environment.

MENINGKATKAN HASIL BELAJAR SISWA MELALUI METODE SQ3R PADA PEMBELAJARAN SEJARAH KELAS XII SMA NEGERI 1 TEMBILAHAN HULU

JURNAL RANDAI ◽

10.31258/randai.1.2.p.79-96 ◽

2021 ◽

Vol 1 (2) ◽

pp. 79-96

Author(s):

Wardiah

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Process ◽

Teaching And Learning ◽

Learning System ◽

History Learning ◽

Teachers And Students ◽

Improve Student Learning ◽

Daily Test

Low activity, student creativity in the learning process can result in the teaching and learning process being less than optimal so that the material presented is incomplete according to the expected completeness criteria. From the results of observations and discussions with the history subject teacher, information is obtained that the learning system has not fully involved students as the subject of learning consequently the final result to be achieved, namely individual and classical learning completeness with KKM (minimum completeness criteria) has not been achieved. One of the efforts made to improve the process and student learning outcomes, a learning method is used that makes it easier for students to compile and understand information or the content of the lesson text in increasing understanding of social studies subject matter so that learning outcomes are expected to increase, through the use of the SQ3R method. Based on the background of the problem, the formulation of the problem in this study is: "How are the students' learning outcomes increased through the SQ3R method in history learning for students of XII SMA Negeri 1 Tembilahan Hulu Indragiri Hilir? "The purpose of this study is to determine the activities of teachers and students as well as the improvement of student learning outcomes in history subjects through the SQ3R method for class XI SMAN 1 Kateman Indragiri Hilir. The conclusion of this study is that the student learning outcomes, before CAR the average daily test was 64.3, after the CAR based on the daily test cycle I increased to 81.8 and was included in the good category. In the second cycle of daily tests, it increased again to 92.8 and was included in the very good category. Thus, the use of the SQ3R method can improve student learning outcomes in history learning for class XII at SMAN 1 Tembilahan Hulu, Indragiri Hilir Regency

PEMANFAATAN METODE CERBER UNTUK MENINGKATKAN AKTIVITAS DAN PRESTASI HASIL BELAJAR SISWA PADA MATA PELAJARAN IPS

JURNAL CENDEKIA ◽

10.37850/cendekia.v12i1.81 ◽

2020 ◽

Vol 12 (1) ◽

pp. 33-47

Author(s):

Pi’i Susanto

Keyword(s):

Social Sciences ◽

Social Studies ◽

Student Learning ◽

Learning Outcomes ◽

Learning Process ◽

Average Grade ◽

Original Question ◽

Academic Year ◽

Abstract This research is aligned with the wishes of researchers to: 1) Develop a Cerber Method (Continuous Story) to increase the activities of students of Social Sciences Subjects in Class IX A Students of SMP Negeri 1 Sekaran 2018/2019 Academic Year. (2) Knowing the Cerber Method (Continuous Story) can improve Student Learning Outcomes Achievement in Social Studies Subjects in Class IX A Students of SMP Negeri 1 Sekaran 2018/2019 Academic Year. The activeness of students in asking from 30.43% in cycle 1 to 91.30% in cycle 2. The activeness of students in answering the original question 26.09% in cycle 1 to 86.96% in cycle 2. The activeness of students in expressing their original opinion was 30.43% in cycle 1 became 78.26% in cycle 2, so did the percentage of mastery learning 78.26% to 95.65% in cycle 2, the average grade of grade IX A was 75.00 in cycle 1 being the average grade of grade IX A was 94, 00 in cycle 2. The activeness of students also seems to be very enthusiastic in completing assignments given to students showing improvement from cycle I to Cycle II. From the results of interviews with students about the learning process that has been going on, the results are the same as in cycle 1, where all students express very happy. Thus, after analyzing the results of the second cycle, it was decided not to proceed to the next cycle because this research was considered complete. From the results of the analysis of the learning process carried out in cycle 1 and cycle 2 it can be concluded that the Cerber Method (Continuous Story) can increase the activity of Social Studies Subjects in Class IX A Students of SMP Negeri 1 Sekaran 2018/2019 Academic Year. The Cerber Method (Continuous Story) can also improve the Achievement of Student Learning Outcomes in Social Studies Subjects in Class IX A Students of SMP Negeri 1 Sekaran 2018/2019 Academic Year.

Peningkatan Kecakapan Berkomunikasi Dan Hasil Belajar PKn Siswa Kelas 6 dengan Talking Stick Berbantuan Salindia

Scholaria Jurnal Pendidikan dan Kebudayaan ◽

10.24246/j.js.2018.v8.i3.p293-301 ◽

2018 ◽

Vol 8 (3) ◽

pp. 293-301

Author(s):

Hana Septina Kristanti

Keyword(s):

Action Research ◽

Student Learning ◽

Learning Outcomes ◽

Communication Skills ◽

Learning Process ◽

Classroom Action Research ◽

This study aims to improve communication skills and learning outcomes of Civics in Grade 6 students of SDN Dukuh 03 Salatiga with the application of the Talking Stick assisted h slideshow. This type of research is classroom action research. The location (setting) in this study is grade 6 SDN Dukuh 03 Salatiga. The subjects of the study were 28 students in 6th grade. The object of this research is communication skills and Civics learning outcomes. This research was carried out in 2 cycles. This study was declared successful if the average achievement of indicators of communication skills and classical completeness of student learning outcomes in the good category (60% -75%), very good (76% -99%), or special (100%). The results of the study show that the implementation of the slideshow-assisted Talking Stick in the Civics learning process can improve communication skills and Civics learning outcomes. The communication skills have increased by 23.8% from pre-cycle to cycle 1 meeting 1. Cycle 1 meeting 2 increased 8.34% from cycle 1 meeting 1. Students' communication skills increased from cycle 1 meeting 2 to cycle 2 meeting 1 by 6.75%. Increased again by 7.93% from cycle 2 meeting 1 to cycle 2 meeting 2. Increased student communication skills proved to be able to improve student learning outcomes in Civics learning. In the pre cycle, only 13 students (46.43%) were completed, the remaining 15 students (53.57%) were not completed. In cycle 1, there were 16 students (57.14%) completed, while 12 students (42.86%) were not completed. After the cycle 2 action was carried out, as many as 22 students (78.57%) were completed and 6 students (21.43%) were not completed.

Implementation of ARIAS Learning Model Integrated With Constructivist Theory to Improve Student Learning Outcomes

Jurnal Ilmiah Peuradeun ◽

10.26811/peuradeun.v5i2.124 ◽

2017 ◽

Vol 5 (2) ◽

pp. 213 ◽

Cited By ~ 1

Author(s):

Saminan Saminan ◽

Nafilah Risa ◽

Tarmizi Hamid

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Process ◽

Learning Model ◽

Constructivist Theory ◽

Student Responses ◽

Teachers And Students ◽

The low outcomes of studying physics by student at MTsN Tungkob can be influenced by several factors. One of this factor is the implementation of the method or model of learning is not suitable with the submitted materials by teachers.This study aims to find out the activities of teachers and students, the skills of teachers in managing the learning, student learning outcomes and student responses to the use of ARIAS learning model which integrated by constructivist theory of learning process. The results showed improvement of the activities both teachers and students, increasing the skills of teachers in managing the learning, and improving students’ learning outcomes. Students' response to the use of ARIAS learning model integrated by constructivist theory tend to be positive. From this study it can be concluded that the implementation of ARIAS learning model integrated by constructivist theory can improve student learning outcomes on the topic of Aircraft Simple.

METODE TEAM QUIZ DAPAT MENINGKATKAN MINAT BELAJAR SISWA SD NEGERI 13 JAYA

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v7i2.6270 ◽

2018 ◽

Vol 7 (2) ◽

pp. 265

Author(s):

Ismail Darimi ◽

Irman Siswanto ◽

Bachtiar Ismail

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Process ◽

High Category ◽

Learning Interest ◽

Improve Student Learning ◽

Very High ◽

Learning By Using

Ideally in the learning process students are expressed interest if students make their learning as an interest, because interest willmake students learn seriously. The reality is that students are lacking in enthusiasm or not motivated to learn well, so it needs amethod that can increase students' learning interest in the material in question. This study has obtained results that the use ofteam quiz methods can improve student learning outcomes. This can be seen from the results of the analysis in cycle I and cycleII, showing an increase in student learning completeness from cycle I to cycle II. This result is clearly seen from the averagestudent learning outcomes in the first cycle with a percentage of 74.40% while in the second cycle the percentage is 89.20%. Thisproves that student learning completeness has increased in cycle II. This proves that learning has a classical improvement. Theuse of team quiz method can increase students 'interest in learning can be seen based on students' interest in the use of team quizmethod in learning PAI reaches 92.4% of the total number of students. This percentage is included in the very high category. Soit was concluded that there was an increase in students' learning interest in PAI learning by using the team quiz method. Studentsare more active and have an interest in learning because the material presented is easy to remember and understand.

Implementation of Cooperative Learning Models Can Improve Student Learning Outcomes in Class V Animal Lifestyle Materials of SD Negeri 02 Kebagusan

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

10.20961/shes.v3i3.46155 ◽

2020 ◽

Vol 3 (3) ◽

pp. 1036

Author(s):

Krispita Evalia

Keyword(s):

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Learning Process ◽

Teaching And Learning ◽

Science Learning ◽

Learning Models ◽

Class V ◽

<p><em>Science learning outcomes for grade V SD Negeri 02 Kebagusan are still low. This is due to the less interesting teaching and learning process. So that the students do not understand the material in science material about the life cycle of animals. Efforts that can be made by the teacher so that the teaching and learning process is fun is that the teacher must use various learning models that attract students.These low learning outcomes cause problems that must be solved by using cooperative learning models to improve student learning outcomes. To improve student learning outcomes it is used to improve the learning process through research using planning, implementation, observation, and reflection steps. From that reflection, the repair process was carried out. From the results of the improvement of the learning process for 2 cycles, it turns out that the use of the cooperative learning model can improve the learning outcomes of class V SD Negeri 02 Kebagusan. It can be seen that the learning outcomes in cycle 1 increased 71% and cycle II increased to 83%.To improve teacher learning outcomes can use cooperative learning models in science learning in class V</em></p>

The Application of Numbered Heads Together (NHT) in Online Learning

International Journal of Chemistry Education Research ◽

10.20885/ijcer.vol5.iss2.art6 ◽

2021 ◽

Vol 5 (2) ◽

pp. 84-90

Author(s):

Febrian Solikhin ◽

Weni Inda Sari ◽

Krisna Dewi

Keyword(s):

Online Learning ◽

Student Learning ◽

Learning Outcomes ◽

Learning Process ◽

Learning Model ◽

Test Instrument ◽

Appropriate Treatment ◽

Target Set ◽

This research is a Classroom Action Research conducted at Public Senior High School 3 Bengkulu City, especially class XI MIPA 4. Online learning in this class reduces student learning activities. Many students are passive in learning. This affects decreasing their learning outcomes. For that, it is necessary to provide the appropriate treatment for solving the problem. This treatment is to apply a learning model that requires students to be more active in learning. One of them is the Numbered Head Together (NHT) learning model. This study aims to increase student activeness in the online learning process and improve student learning outcomes using the NHT model, especially chemical equilibrium material. The subjects of this study were 34 students of class XI MIPA 4. The instruments used were the student activeness observation sheet and the learning outcome test instrument. This research runs in 2 cycles, with each cycle consisting of planning, implementing, observing, and reflecting. The results obtained, overall, there was an increase in student activity in the online learning process and student learning outcomes. The percentage of student activeness in online learning increased from 40.19% in cycle I to 85.29% in cycle II. Meanwhile, the percentage of student learning outcomes completeness was risen from 55.88% in the first cycle to 82.35%. Both have achieved the target set, which is 75%.

Upaya Peningkatan hasil Belajar Pendidikan Agama Islam Menggunakan Cooperative Learning Tipe Students Team Achievement Division (STAD)

Nazhruna Jurnal Pendidikan Islam ◽

10.31538/nzh.v2i1.197 ◽

2019 ◽

Vol 2 (1) ◽

pp. 45-67

Author(s):

M Agus Salim

Keyword(s):

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Learning Strategies ◽

Learning Process ◽

Learning Strategy ◽

Cooperative Strategy ◽

Cooperative Strategies ◽

This study is intended to examine efforts to improve student learning outcomes using the STAD type cooperative strategy given the low absorption of students in learning as well as one method for teachers to improve student learning outcomes in schools. Cooperative learning strategies are one way to strive for student activities in learning so that they are involved cognitively and psychomotor in them. But the extent to which this cooperative learning strategy contributes to student learning success compared to the expository strategy needs to be empirically proven. The research method that will be used is Classroom Action Research (CAR)which aims to improve the learning process. The results of this study indicate that learning using cooperative strategies gradually increases from cycle I, II and III with the final percentage score of 88.39. While the implementation of PAI learning using cooperative strategy media also went well, in this case there was an increase in teacher activity during the learning process from cycle I to cycle II, and cycle III. The acquisition of PAI learning achievement increases along with the improvement of learning planning, implementation of learning, and the implementation of evaluation of learning using cooperative strategies.

Aplikasi Smartphone dalam Pembelajaran Biologi

10.31227/osf.io/tgyjm ◽

2017 ◽

Author(s):

Iwan Setia Kurniawan ◽

Topik Hidayat

Keyword(s):

Online Learning ◽

Student Learning ◽

Learning Outcomes ◽

Conceptual Understanding ◽

Species Conservation ◽

Smartphone Applications ◽

Innovative Learning ◽

Improve Student Learning ◽

Better Than

AbstrakUlasan ini menginformasikan mengenai penggunaan aplikasi smartphone dalam pembelaja- ran. ulasan ini mencakup tiga bahasan utama yaitu: aplikasi smartphone, kemampuan iden- tifikasi dan literasi konservasi. Beberapa penelitian menunjukan bahwa penggunaan aplikasi smartphone yang diintegrasikan dalam pembelajaran lebih baik daripada pembelajaran dengan cara tradisional. Selain itu aplikasi smartphone efektif untuk meningkatkan hasil belajar siswa, meningkatkan kolaborasi, meningkatkan motivasi siswa dalam pembelajaran, meningkatkan pemahaman konseptual, meningkatkan kemampuan identifikasi siswa mengenai berbagai spesies dan meningkatkan literasi konservasi serta membantu memper- mudah akses materi pembelajaran secara online. Aplikasi smartphone yang dikembangkan dengan prosedur yang tepat akan membantu dalam pembelajaran. Dalam hal ini, beberapa penelitian menunjukan dengan menggunakan aplikasi smartphone siswa memiliki kemam- puan identifikasi yang baik, hal ini penting karena kemampuan identifikasi sangat dibutuh- kan dalam upaya konservasi. Pembelajaran inovatif sudah seharusnya mengembangkan teknologi khususnya smartphone untuk menunjang pembelajaran. Studi lebih lanjut diper- lukan untuk mengembangkan berbagai aplikasi smartphone dalam pembelajaran.Kata kunci: Aplikasi Smartphone, Inovasi Pembelajaran, Keterampilan Identifikasi, Literasi KonservasiAbstractThis review informs about the use of smartphone applications in learning. This review covers three main topics, namely: applications of smartphones, the ability of identification and con- servation literacy. Some studies showed that the use of smartphone applications that are integrated in learning is better than learning in a traditional way. In addition, smartphone applications are effectively able to improve student learning outcomes, collaboration, stu- dent motivation in learning, conceptual understanding, identification skill of students on a variety of species conservation, and promote literacy and facilitate access to online learning materials. Smartphone applications developed with proper procedures will assist in learn- ing. In this regard, several studies have shown using smartphone applications students have proper identification ability, this is important because the ability of identification is required in conservation efforts. Innovative learning should develop technologies to support learning, especially smartphone. Further studies are needed to develop a variety of smartphone ap- plications in learning.Keywords: Conservation Literacy, Identification Skills, Innovative Learning, Smartphone Applications

PENGGUNAAN METODE BERMAIN PERAN (ROLE PLAYING) DALAM MENINGKATKAN HASIL BELAJAR DAN MOTIVASI BELAJAR PKN SISWA KELAS VI SD NEGERI 016 KUNDUR

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v2i4.5713 ◽

2018 ◽

Vol 2 (4) ◽

pp. 628

Author(s):

Mustafa Mustafa

Keyword(s):

Action Research ◽

Student Learning ◽

Learning Outcomes ◽

Learning Process ◽

Role Playing ◽

The Subject ◽

Classroom Action Research ◽

Improved Learning ◽

Classroom action research was conducted to grade 6 students at SD Negeri 016 Kundur. The purpose of the study isto improve student learning outcomes with the subject of struggle values in the formulation of Pancasila. Efforts toimprove learning outcomes, researchers use role playing methods. After implemented the method of learningprocess has seen the spirit of students learn because the role playing method (role playing) students directly do thelearning. Improved learning outcomes began to change. Prasiklus is not complete as many as 10 people (41.67%),complete as many as 14 people (58.33%). In the first cycle, the result of study was increased by 7 people (29,83%)and complete 17 people (70,83%). In cycle II. All students have completed the learning process with a total of 24people (100%). So it can be concluded that the role playing method (role playing) can improve the learningoutcomes of Civics students class VI SD Negeri 016 Kundur.