scholarly journals Peningkatan Kemampuan Guru dalam Memanfaatkan Lingkungan Sekolah Sebagai Sumber Belajar Melalui Supervisi Akademik di SMK Sabilal Muhtadin Balikpapan

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Suharlena Suharlena
Keyword(s):  
Action Research ◽  
School Environment ◽  
Learning Resource ◽  
Research School ◽  
Average Value ◽  
Assessment Of Learning ◽  
Learning Scenarios

AbstractThe research is designed in the form of action research school with two cycles, with each cycle was carried out in two three meetings. The subjects of this study were teachers at SMK Sabilal Muhtadin Balikpapan consisting of eight teachers with different subjects. In the first cycle the average value obtained from the attitude of the teachers discuss through academic supervision is 79.38 category “enough”, while the second cycle of the average value obtained was 84.88, the category “good”, the average value of the obtained from the assessment of learning scenarios in the first cycle is 78.75, the category of “ enough”, while the second cycle of the average value obtained was 82.08, the category “good” , Seeing the average value obtained from the analysis, we can conclude that from the first cycle to the second cycle, an increase in value the average obtained from each of the components that are observed and assessed, which means coaching and guidance through academic supervision can improve the ability of teachers to utilize the school environment as a learning resource. Keywords : the ability of teachers , academic supervision  Abstrak         Penelitian ini dirancang dalam bentuk Penelitian Tindakan Sekolah yang dilaksanakan dalam dua siklus, dimana setiap siklusnya dilaksanakan dalam dua sampai tiga kali pertemuan. Adapun subyek penelitian ini adalah guru-guru di SMK Sabilal Muhtadin Balikpapan  yang terdiri dari delapan orang guru dengan mata pelajaran berbeda-beda. Pada siklus I nilai rata-rata yang diperoleh dari sikap guru berdiskusi melalui supervise akademik adalah 79,38 kategori “cukup”,sedangkan pada siklus II nilai rata-rata yang diperoleh adalah 84,88, kategori “baik”, nilai rata-rata yang diperoleh dari penilaian scenario pembelajaran pada siklus I yaitu 78,75,kategori “cukup”, sedangkan pada siklus II nilai rata-rata yang diperoleh adalah 82,50, nilai rata-rata yang diperoleh dari penilaian pelaksanaan pembelajaran pada siklus I yaitu 78,33, kategori “cukup” ,sedangkan pada siklus II nilai rata-rata yang diperoleh adalah 82,08 , kategori “baik”.Melihat nilai rata-rata yang diperoleh dari hasil analisis tersebut dapat disimpulkan bahwa dari siklus I ke siklus II, terjadi peningkatan nilai rata-rata yang diperoleh dari masing-masing komponen yang diobservasi maupun yang dinilai,yang berarti pembinaan dan bimbingan melalui supervise akademik dapat meningkatkan kemampuan guru dalam memanfaatkan lingkungan sekolah sebagai sumber belajar.                Kata kunci : kemampuan guru, supervisi akademik

scholarly journals PENINGKATAN KEMAMPUAN GURU PAH DALAM MEMANFAATKAN LINGKUNGAN SEKOLAH SEBAGAI SUMBER BELAJAR MELALUI DISKUSI KELOMPOK KERJA GURU (KKG) DI GUGUS KAWAN KECAMATAN BANGLI TAHUN 2018

2019 ◽  
Vol 6 (1) ◽  
pp. 34
Author(s):  
I Nyoman Wiranata
Keyword(s):  
Learning Strategies ◽  
School Environment ◽  
Working Group ◽  
National Curriculum ◽  
Learning System ◽  
Assessment Instruments ◽  
Learning Resource ◽  
Average Value ◽  
Assessment Of Learning ◽  
The Government

One of the government agenda is to improve the quality of national education curriculum. The Centralistic of National curriculum system implementation has produced cognitive behaviors of students who are less flexible. According to the current 2013 curriculum, it requires new strategies, especially in learning activities. The learning approach which was previously dominated by the role of the teacher (teacher centered) was updated with a student-centered learning system. One of this learning strategies are using the Pakem approach. By utilizing the school environment as a learning resource, the implementation standard of learning, the students will be able to develop creativity, motivation and participation in learning process. Furthermore, based on the results of the observation as a supervisors of Hinduism education, (PAH) teachers in the Cluster of Bangli district, are very rare and never used the school environment as a source of learning. The study was conducted to utilize the school environment as a learning resource and to find out the weaknesses and strengths of the (PAH) Teacher Working Group (KKG) discussion in improving teachers' ability. This study was a School Action Research which carried out in two cycles, where each cycle was carried in three meetings. The subjects of this study were (PAH) teachers in Cluster which 8 number of people. The data was collected by using the observation format, learning scenario assessment instruments and assessment instruments for learning implementation. Furthermore, the collected data is analyzed by using descriptive analysis. Based on the result of this study it can be found that, in the first cycle the average value obtained from the teacher's attitude to discuss the discussion was 79.38, while in the second cycle the average value obtained was 84.88. The average value obtained from the assessment of learning scenario in the first cycle is 78.75, while in the second cycle the average value obtained 82.50. The average value obtained from the assessment of learning implementation in the first cycle is 78.33, while in the second cycle the average value obtained 82.08. By looking at the average value obtained from the results of the analysis, it can be concluded that, from cycle I to cycle II, an increase in the average value obtained from each component is observed and assessed, which means that the guidance through the teacher working group discussion approach can improve the ability of teachers in using the school environment. Based on the result mentioned above, it is suggested to (PAH) teachers in Bangli Districts to optimize the use of the school environment as a learning resource by increasing the variety of learning methods in the preparation of learning scenarios and in the implementation of learning.

Gagasan konseptual supervisor pendidikan tentang pembelajaran inovatif model lingkungan sekitar sebagai Sumber belajar guna meningkatkan mutu guru dalam mengajar di MIS Meunasah Teungoh

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Azizah Azizah
Keyword(s):  
Action Research ◽  
Data Collection ◽  
School Environment ◽  
Working Group ◽  
Teaching And Learning ◽  
School Principal ◽  
Average Value ◽  
Learning Scenarios ◽  
Data Collection Technique ◽  
Academic Year

The purpose of this study is to improve the ability of teachers to use the school environment as a source of learning through Teacher Working Group (KKG) discussions and to improve learning methods ap-plied in schools so as to increase creativity, motivation and student learning outcomes. The subjects of this School Action Research are all class teachers at MIS Meunasah Teungoh in the 2019/2020 Academ-ic Year with a total of 18 teachers. The number of male teachers is 5 people and female teachers are 13 people. This School Action Research was conducted in the 2019/2020 Academic year. This School Ac-tion Research was conducted in 3 months, from August to October 2019 in odd semester. The data ob-tained came from MIS Meunasah Teungoh class teacher in 2019/2020 Academic Year. This research is a School Action Research consisting of two cycles and each cycle consists of two meetings. The data collection technique is carried out by supervising the school principal for the teacher or conducting class visits, evaluating the teacher's preparation for taking part in the guidance of learning to use Information and Communication Technology (ICT). Assessing the results of observations, learning scenarios and learning implementation in utilizing the school environment as a source of learning through the Teacher Working Group (KKG) discussion. Data collection techniques are through the supervision list of princi-pals. Data analysis was performed descriptively qualitatively by observation and reflection through ob-servation of learning scenarios and learning implementation. The research procedure consisted of Cycle I and Cycle II. The results showed, the average value of the increase in the ability of teachers to use the school environment as a source of learning is the average value of the observation results of the discus-sion activity 79.85 in Cycle I to 89.00 in Cycle II there was an increase of 9.15. In the activity of prepar-ing learning scenarios the average value of 80.71 in Cycle I to 91.42 in Cycle II there was an increase of 10.71. Learning activities or in the teaching and learning process the average value of 77.61 in Cycle I to 87.14 in Cycle II, there was an increase of 9.53.

scholarly journals Peningkatan Profesionalitas Guru dalam Pemanfaatan Lingkungan Sekolah Sebagai Sumber Belajar melalui Diskusi Kelompok Kerja Guru (KKG)

2018 ◽  
Vol 2 (4) ◽  
pp. 384
Author(s):  
Ida Saidah
Keyword(s):  
Action Research ◽  
School Environment ◽  
Descriptive Analysis ◽  
Group Discussion ◽  
Teacher Professionalism ◽  
Assessment Instruments ◽  
Vocational High School ◽  
Learning Resource ◽  
Average Value ◽  
Scenario Assessment

From the results of observation of researchers as principals, so far the teachers at SMK Jakarta 60 have data and information that the school environment is very rarely used by teachers as a source of learning. For this reason, through guidance and discussion with the KKG about professionalism in implementing learning by utilizing the school environment as a learning resource and believed to be able to improve the quality of learning in Jakarta State Vocational High School for the field of Tourism expertise. This school action research was carried out with the aim of increasing teacher professionalism in utilizing the school environment as a learning resource. This research was designed in the form of School Action Research which was planned to be carried out in two cycles, where each cycle was carried out in two meetings. The subjects of this study were teachers at SMK Jakarta 60 which consisted of six productive teachers and two adaptive and Normative teachers. The implementation of this study begins with collecting data and using the observation format, learning scenario assessment instruments and assessment instruments for learning implementation. Furthermore, the collected data was analyzed using descriptive analysis whose results were in the first cycle the average value obtained was 79.38, while in the second cycle the average value obtained was 84.88. So that it can be concluded that coaching and guidance through the teacher working group discussion approach can improve the professionalism of teachers in the use of the school environment as a learning resource for teachers in SMK 60 Jakarta is very effective.

PENERAPAN METODE PEMBERIAN TUGAS UNTUK MENINGKATKAN KEMAMPUAN GURU DALAM MEMANFAATKAN LINGKUNGAN SEKOLAH SEBAGAI SUMBER BELAJAR SDN 001 KUNTO DARUSSALAM

2017 ◽  
Vol 1 (1) ◽  
pp. 153
Author(s):  
Yulizon Yulizon
Keyword(s):  
Action Research ◽  
Data Processing ◽  
School Environment ◽  
Action Observation ◽  
Learning Resource ◽  
Research School ◽  
Application Method ◽  
Research Planning ◽  
Classroom Action Research

Based on observations while on some teachers found the following symptoms: the teachers in these schools take advantage of the school environment as a learning resource only two to three times in one semester. Teachers are more frequently present lessons in the classroom despite the presented materials related to the school environment. From the interviews, most of the teachers admitted reluctantly invites students to learn outside the classroom, for reasons difficult to supervise. In addittion there are teachers who said that they could not and did not know in the use of the school environment as a learning resource. In accordance with the formulation of the problem, the purpose of this study was to determine whether the application method of giving task if the task granting application method to enhance capabilities utilizing teachers in the school environment as a learning resource in SDN 001 Kunto Darussalam. This type of research is action research school (PTS), which aims to determine the success of the implementation task giving methods to increase. Utilizing the ability of teachers in the school environment as a learning resource in SDN 001 Kunto Darussalam. This study consisted of two cycles, as for each cycle performed in two meetings. The stages are passed in classroom action research, planning/ preparatory actions, Implementation of the action, observation and reflection. From the description of data processing and discussion it was concluded that the ability of master in environmental utilizing the school as a learning resource obtained in the first cycle of 43% with a good category and the second cycle increased to 76% with very good category. 

PENERAPAN METODE DISKUSI DALAM MENINGKATKAN KEMAMPUAN GURU MEMANFAATKAN LINGKUNGAN SEKOLAH SEBAGAI SUMBER BELAJAR DI SD NEGERI 007 KOTA LAMA KECAMATAN RENGAT BARAT KABUPATEN INDRAGIRI HULU

2017 ◽  
Vol 5 (3) ◽  
pp. 666
Author(s):  
Suhartatik '
Keyword(s):  
Action Research ◽  
Success Rate ◽  
Learning Process ◽  
School Environment ◽  
Teaching And Learning ◽  
Research Note ◽  
Classroom Teachers ◽  
Learning Resource ◽  
Research School ◽  
Made In

From preliminary observations made in SD Negeri 007 Kota Lama, teachers in these schoolstake advantage of the school environment as a learning resource only two to three times inone semester. Teachers are more frequently present lessons in the classroom despite thepresented materials related to the school environment. From the interviews conductedprospective researchers, most of the teachers admitted reluctantly invites students to learnoutside the classroom, for reasons difficult to supervise. In addition there are teachers whosaid that they could not and did not know in the use of the school environment as a learningresource. Based on these issues, school action research was conducted with the aim ofimproving the ability of teachers to utilize the school environment as a learning resource andto identify the weaknesses and strengths as discussions on the improvement of teacher'sability to utilize the school environment as a learning resource in SD Negeri 007 Kota Lama.This study was designed in the form of Action Research School planned conducted in twocycles. The subjects of this study were teachers at SD Negeri 007 Kota Lama, amounting to18 people classroom teachers. Pursuant to the research note that there is an increase in theability of teachers to utilize the school environment as a learning resource approachDiscussion on SD Negeri 007 Kota Lama. By leveraging the advantages of discussion in theworking group of teachers (KKG), will be able to solve the problems faced by teachersespecially those associated with the use of the school environment as a learning resource inthe teaching and learning process in SD Negeri 007 Kota Lama. Generally seen an increasein the ability of teachers in using schools as a learning resource. The increase was mainly onthe ability categorized good, based on the indicators of research is also known that the abilityof teachers in the second cycle reaches indicators that have been established, ie the ability ofteachers are categorized either achieved amounted to 81.8%, meaning that this figure hasexceeded the success rate has been set, ie 70%.

scholarly journals The Improvement of Teachers’ Competence in Utilizing The Environment at Public Elementary School 1 of Kalangan Prao as Learning Resource through Teacher Group in The Odd Semester of 2019/2020 Academic Year

2019 ◽  
Vol 8 (4) ◽  
Author(s):  
Supani .
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Learning Strategies ◽  
School Environment ◽  
Action Plan ◽  
Descriptive Analysis ◽  
Learning System ◽  
Assessment Instrument ◽  
Learning Resource ◽  
Public Elementary School

The 2013 curriculum currently in force requires new strategies, especially in learning activities. The learning approach that was previously dominated by the teacher's role (teacher centered) was renewed with a student centered learning system. One of the learning strategies in line with this is learning by utilizing the school environment as a learning resource that allows students to develop creativity, motivation and participation in learning. This research uses action research with two cycles. Each cycle is carried out in four meetings, consisting of four stages, namely: (1) action plan, (2) implementation and (3) observation, and (4) reflection. This School Action Research is located in the Teacher forum at Public Elementary School 1 of Kalangan Prao, Jrengik district, Sampang regency, which is aimed at 6th grade students and 6th grade teachers. The implementation of this research was begun by collecting data using observation sheets, learning plan assessment instrument and learning implementation observation instrument. Furthermore, the data collected has been analyzed using descriptive analysis. From the results of the analysis it was found that the average of the teacher's attitude in the first cycle was 79.38 demonstrating "fair" category, while in the second cycle  it was found at 84.88 demonstrating "good" category. The average value obtained from the assessment of lesson plans in the first cycle was 78,75 indicating "fair", while in second cycle it was found that they achieved 82.50 demonstrating "good" category. The learning assessment in cycle I indicated an average of 78.33 demonstrating "satisfactory" categories, with that in the second cycle being 82.08 which demonstrated "good" category

PENINGKATAN KOMPETENSI GURU DALAM MENYUSUN RUBRIK PENILAIAN MELALUI PEMBINAAN TERSTRUKTUR (Penelitian Tindakan di SDN 1 Cempaka Lampung Utara)

2020 ◽  
Vol 2 (1) ◽  
pp. 97-106
Author(s):  
Ernawati Ernawati
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Action Observation ◽  
Research Model ◽  
Average Value ◽  
Teacher Competency ◽  
Assessment Of Learning ◽  
Conducting Research ◽  
Assessment Rubric

One of the important tasks of the teacher is conducting research. The research developed at this time is the Class Research Model. But the reality on the ground, the assessment of learning outcomes is still very poorly adjusted. This is due to research conducted by teachers currently not using the assessment rubric. Therefore, it is necessary to have an effort to improve teacher competency in compiling assessment rubrics so that research meets the expected requirements. The problem in this study is how to improve the competence of teachers in grades IV, V, VI teaching Indonesian North Lampung in compiling assessment rubrics. To improve teacher competency in compiling the rubric of assessment, there needs to be structured coaching. Structured coaching is coaching that is carried out in a planned and ongoing manner, this research is a school action research. In this action research using repetitive cycles. Each cycle there are four stages, namely planning, implementing action, observation-evaluation, and reflection. The results showed that increasing teacher competency in compiling assessment rubrics could be improved through structured coaching. Structured guidance referred to in this study, is guidance (MGMP/KKG) activities. Based on the results of observations and evaluations of the cycle, it can be obtained that the assessment rubric prepared by the teacher is increasing. This is indicated by the average value of the results of the assessment rubric.

PENERAPAN METODE DISKUSI UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VA SD NEGERI 004 TEMBILAHAN KECAMTAN TEMBILAHAN KABUPATEN INDRAGIRI HILIR

2017 ◽  
Vol 6 (1) ◽  
pp. 296
Author(s):  
Rosmida Rosmida
Keyword(s):  
Action Research ◽  
Social Studies ◽  
Initial Data ◽  
Learning Outcomes ◽  
Mastery Learning ◽  
Class V ◽  
Average Value ◽  
Class Average ◽  
Classroom Action Research

The background of this study is the lack of IPS students' learning outcomes, from 22 students only 36.36% or 8 students who managed to achieve a minimum completeness criteria (KKM) established school with a class average value of 61.75. Based on this the researchers conducted a classroom action research with the aim to improve learning outcomes IPS students through the application of methods of discussion. This research is a class act, who performed a total of two cycles consisting of two meetings, the data of this study focuses on the data increase learning outcomes and increase student mastery learning outcomes IPS. The study states that the results of social studies students has increased in each cycle, the initial data is the number of students who completed 8 students (36.36%) with an average of learning outcomes at 61.75. In the first cycle has increased the number of students who completed up to 16 students (72.73%) with an average of learning outcomes at 73.90, and the second cycle the number of students who pass the increase to 22 students (100.00%) with a mean -rata learning outcomes at 87.75. Based on these results it can be concluded that the application of the method of discussion to improve learning outcomes IPS students of class V A SD Negeri 004 Tembilahan Kecamatan Tembilahan.

PENINGKATAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH MANAJEMEN KELAS DENGAN PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR UNIVERSITAS RIAU

2016 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Hendri Marhadi ◽  
Erlisnawati '
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Model ◽  
Model Type ◽  
Type Group ◽  
Average Value ◽  
Classroom Action Research

Problem in this research was students achievement still low with average value 64,13. The purpose of this research was to improve the students’ achievement of in Management Class with the implementation of cooperative learning model type group investigation. This research was an classroom action research with two cycles in third semester 2014/2015. After implementation of cooperative learning model type group investigation, students’ achievement average on UH I with average 70,28 improved 9,6%. Students’ achievement on UH II was average 78,15 that improved 21,9%. Teacher’s activities with the implementation of cooperative learning model type group investigation in first meeting of first cycle was 62,5& (good category), and second meeting 78% (good category) in second meeting that improved 12,5 point. At second cycle, teacher’s activities in first meeting was 87,5% (verygood category) that improved 9,38 point from second meeting of first cycle. In second meeting was 93,8% (verygood category) which improved 6,3 point. Students’ activities in first meeting of first cycle was 65,6% (good category), and meeting second 75% (good category) in second meeting that improved 9,4 point. At second cycle, students’ activities in first meeting was 81% (very good category) that improved 6 point from second meeting of first cycle. Second meeting cycle second 90,6% (verygood category) in second meeting, which improved 9,6 point. Implementation of cooperative learning model type group investigation can improved students’ achievement in management class.Keywords: cooperatif group investigation, students achievement

IMPLEMENTASI MODEL PEMBELAJARAN BERDASARKAN MASALAH UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IV SDN 169 PEKANBARU

2015 ◽  
Vol 4 (2) ◽  
pp. 87
Author(s):  
Erlisnawati ' ◽  
Hendri Marhadi
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Social Studies ◽  
Problem Based Learning ◽  
Fourth Grade ◽  
Learning Model ◽  
Student Activities ◽  
First Semester ◽  
Average Value ◽  
Implementation Problem

The problem in this research was social studies student achievement in fourth grade (IV) SDN 169 Pekanbaru still low with average value 63.88 (with KKM 75). The purpose of this research was to improve the student achievement of the fourth grade (IV) SDN 169 Pekanbaru with the implementation of Problem Based Learning model. This research was classroom action research with two cycles in first semester 2015. Before implementation Problem Based Learning average 63.88, after implementation of Problem Based Learning, UH I was 71.25 that improve 11.54% from before exam with average 61.62. UH II was 80.38 that improve 25.83%. Teacher’s activities with the implementation of Problem Based Learning at first meeting of first cycle was 70% (good category), and second meeting was 80% (good category) that improve 10 point. At second cycle, teacher’s activitiesat first meeting was 90% (very good category) that improve 10 point from second meeting of first cycle. Second meeting of second cycle was 95% (very good category) which improve 5 point. Students activities at first meeting of first cycle was 65% (good category), and second meeting 75% (good category) that improve 10 point. At second cycle, student activities at first meeting was 80% (good category) that improve 5 point from second meeting of first cycle. Second meeting of second cycle was 85% (very good category) which improve 5 point. Implementation of Problem Based Learning model can improvedsocial studies student achievement of fourth grade (IV) SDN 169 Pekanbaru.Keywords: problems based learning, sosial studies student’s achievement

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