scholarly journals Implementasi buku petunjuk praktikum biokimia berbasis inkuiri terbimbing untuk meningkatkan kemampuan kerja ilmiah

2019 ◽  
Vol 4 (02) ◽  
pp. 58-67
Author(s):  
Diyah Ayu Widyaningrum ◽  
Titik Wijayanti
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Research Method ◽  
Scientific Work ◽  
Learning Material ◽  
Guided Inquiry ◽  
Learning Materials ◽  
Practical Guide ◽  
Classroom Action Research

Learning material is one of the facilities needed by students to help them find concepts and answers to their problems. There are various types of learning materials, one of which is a practical guide. Based on observations on learning materials and the learning process of Biochemistry courses at IKIP Budi Utomo Malang shows that there are no practical manuals developed and students' scientific workability is low. The aim of the research is to improve students' scientific work abilities through the implementation of guided inquiry-based biochemistry practicum books. The research method used was Classroom Action Research. Stages of Classroom Action Research include planning, implementing, observing, and reflecting. The research instruments used were interview sheets, observations, and observations of scientific work capabilities and camera documentation. The results showed that there was an increase in students' scientific work abilities through the implementation of guided inquiry-based biochemistry practicum books from cycle I to cycle II in the amount of 36.18% to 88.8% and N-gain values ​​of 0.84 (high criteria). Thus, this research concludes that there is an increase in students' scientific work abilities through the implementation of guided inquiry-based biochemistry practicum books.

PENERAPAN KURIKULUM 2013 DALAM MENINGKATKAN KETERAMPILAN, SIKAP, DAN PENGETAHUAN

2017 ◽  
Vol 6 (2) ◽  
pp. 389
Author(s):  
Otang Kurniaman ◽  
Eddy Noviana
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Process ◽  
Research Method ◽  
Student Knowledge ◽  
Learning Materials ◽  
Value Of Knowledge ◽  
The Third ◽  
Self Confidence ◽  
Classroom Action Research

Implementation of the 2013 curriculum is very different from the previous curriculum, there are still many obstacles that we know greatly affect the learning outcomes, both in terms of media used, the assessment in the 2013 curriculum is more complicated than the previous curriculum then the methods used to convey the learning materials that want to be taught not effective or even incompatible with the material to be conveyed. This research method is a classroom action research conducted in improving the learning process, with four meetings. The assessment taken in this study is an evaluation evaluation of each meeting in the form of attitudinal value, value of knowledge and skill value based on teacher's book on theme 4 "Healthy is Important" with sub theme 1 "Importance of Health and Environment". On the attitudes that appear attitude of self-confidence, curiosity and independence Already entrusted by 20.68% confidence, and curiosity while mandated 6.2% lower because students are still not familiar with the implementation of the curriculum 2013. Results of student knowledge seen the development in excellent value at the first meeting of 36.4%, at the second meeting decreased to 30.3%, while at the third meeting experienced a 52.25% increase again. While on the results of these students' skills on four meetings emerged every meeting with a very good category at the first meeting of 18.1%, at the second meeting increased to 27.3%, the third meeting decreased to 20.68%, while at the fourth meeting increased again by 65.62%.

scholarly journals Pendekatan Kontekstual dalam Meningkatkan Pembelajaran Pendidikan Pancasila dan Kewarganegaraan di Sekolah Dasar

2020 ◽  
Vol 5 (2) ◽  
pp. 360
Author(s):  
Muhamad Parhan ◽  
Sukaenah Sukaenah
Keyword(s):  
Elementary Schools ◽  
Action Research ◽  
Civic Education ◽  
Learning Process ◽  
Research Method ◽  
Action Observation ◽  
Fifth Grade ◽  
Contextual Approach ◽  
Classroom Action Research ◽  
Planning Action

This study aimed to offer an alternative reconstruction of the fifth-grade Pancasila and Civic Education learning process at SDN Cugenang. This was done on the basis of thefinding that the learning that has been held so far tends to be theoretical-abstract and difficult for students to understand. The method used was a classroom action research method with four stages of activity, namely: planning, action, observation, and reflection, which are carried out in three cycles. In general, it could be concluded that Pancasila and Civic Education learning held in elementary schools with a contextual approach could make the learning process and outcomes better and more improved.

scholarly journals PENINGKATAN KOMPETENSI GURU BIDANG KEAHLIAN BISNIS MANAJEMEN MELALUI PENELITIAN TINDAKAN KELAS

Jurnal ABDI ◽  
2018 ◽  
Vol 4 (1) ◽  
pp. 6
Author(s):  
Raya Sulistyowati ◽  
Siti Sri Wulandari ◽  
Bambang Suratman
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Process ◽  
Research Training ◽  
Business Management ◽  
Scientific Work ◽  
Main Task ◽  
Teacher Competence ◽  
Scientific Publications ◽  
Classroom Action Research

the purpose of this activity is to meet the needs of teachers in improving teacher competence in the field of business management expertise of teachers in SMKN 1 and SMK Ketintang Surabaya. The reason for doing this classroom action research training (1) to make teachers sensitive and responsive to the dynamics of learning in its class. (2) Improving teachers' performance to become professionals (3) teachers improves the learning process through an in-depth assessment of what is happening in their classroom. (4) classroom action research does not interfere with a teacher's main task because the teacher does not need to leave the class. The results of these activities in the form of articles of scientific work of classroom action research used by teachers as material for improving the process and the results of student learning in the classroom. It is expected that through the classroom action research training and the accompaniment of the script writing of the classroom action research results. And ultimately teachers SMKN Surabaya and SMK Ketintang Surabaya Business Management can improve scientific publications and can increase functional allowance and teacher credit numbers in developing teacher careers.

scholarly journals Implementasi Prosedur, Peraturan dan Konsekuensi Kelas Untuk Meningkatkan Kedisiplinan Siswa Kelas 8

2021 ◽  
Vol 11 (1) ◽  
pp. 63-71
Author(s):  
Hans Vindra Christian Sanjaya ◽  
Meicky Shoreamanis Panggabean
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Learning Process ◽  
Private School ◽  
Research Method ◽  
Disciplinary Problems ◽  
Class Viii ◽  
Classroom Action Research

Discipline is important in learning process as it could affect the success of learning process. Therefore, students should be responsible for their own behavior and keep the class conducive. Unfortunately, based on the researcher’s observation in grade VIII at a private school, the students had disciplinary problems. They came late to class, made noises when the teacher was explaining, and slept during class. Based on theories and journals, the researcher decided to implement classroom procedures, rules, and consequences. The purposes of this research were to know whether and how the implementation of the method can improve students’ discipline. The research method used was Pelton’s Model of Classroom Action Research (CAR). The subjects of research were 30 students from class VIII B. The research was conducted from August 14th to October 23rd, 2018. The instruments used were observation checklist forms, mentor’s feedback and researcher journal reflection that were analyzed by using simple statistics. Data analysis results showed that the average of indicator percentage of students' discipline improved 13% from 70% in Issue Identification to 83% Plan activation based on mentor’s observation after the implementation of the method. As conclusion, the implementation of classroom procedures, rules, and consequences could improve grade VIII students’ discipline by implementing all indicators of the method, which are: created a few rules, told the reason for each rule, created reasonable and logical consequences, explained procedures, rules, and consequences clearly, rehearsed procedures, reinforced correct procedures, and be consistent in implementing procedures, rules, and consequences.

scholarly journals Penerapan Metode Project Based Learning Pada Muatan Lokal Batik Untuk Meningkatkan Kreatifitas Siswa

Edukasi ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 151-158
Author(s):  
Yeni Fisnani ◽  
LM. Zulfahrin UZ
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Research Method ◽  
Initial Conditions ◽  
Project Based Learning ◽  
Learning Method ◽  
Student Work ◽  
Content Learning ◽  
Classroom Action Research ◽  
Class Iv

Penelitian ini bertujuan untuk (1) Mendeskripsikan proses pembelajaran muatan lokal batik menggunakan metode project-based learning. (2) Mendeskripsikan peningkatan kreativitas siswa menggunakan metode project- based learning. (3) Mendeskripsikan hasil karya siswa dengan metode pembelajaran project-based learning. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (Classroom Action Research). Setelah dilaksanakan penelitian dari kegiatan pratindakan hingga siklus II dengan metode project-based learning pada siswa kelas IV C SD Negeri Klego 01, kemampuan kreativitas siswa mengalami peningkatan. Hal tersebut dapat dilihat dari aspek kelancaran pada kondisi awal sebesar 35%, pada siklus I meningkat menjadi 71,07%, dan pada siklus II meningkat lagi menjadi 88,21%. Aspek keluwesan pada kondisi awal sebesar 32,5%, pada siklus I meningkat menjadi 57,86%, dan pada siklus II meningkat lagi menjadi 83,21%. Aspek keaslian pada kondisi awal sebesar 38,21% pada siklus I meningkat menjadi 70%, dan pada siklus  II meningkat lagi menjadi 92,5%. Aspek keterperincian pada kondisi awal sebesar 35%, pada siklus I meningkat menjadi 61,07%, dan pada siklus II menjadi 88,21%. Aspek kepekaan pada kondisi awal. sebesar 37,86%, pada siklus I meningkat menjadi 67,5%, dan pada siklus II meningkat lagi menjadi 85,71%. Dari aspek kerativitas tersebut, dapat diketahui prosentase kreativitas siswa pada kondisi awal sebesar 35,71% dengan kriteria kurang, pada siklus I meningkat menjadi 65,5% dengan kriteria baik, dan pada siklus II meningkat lagi menjadi 87,57% dengan kriteria sangat baik.This study aims to (1) describe the local content learning process of batik using a project-based learning method. (2) To describe the increase in student creativity using the project-based learning method. (3) Describe student work using project-based learning methods. This study uses a Classroom Action Research method. After carrying out research from pre-action activities to cycle II with the project-based learning method for class IV C SD Negeri Klego 01 students, the students' creative abilities increased. This can be seen from the aspect of fluency in the initial conditions of 35%, in the first cycle it increased to 71.07%, and in the second cycle it increased again to 88.21%. The flexibility aspect in the initial conditions was 32.5%, in the first cycle it increased to 57.86%, and in the second cycle it increased again to 83.21%. Originality aspect in the initial conditions was 38.21% in the first cycle increased to 70%, and in the second cycle it increased again to 92.5%. The elaboration aspect in the initial conditions was 35%, in the first cycle it increased to 61.07%, and in the second cycle it was 88.21%. Aspect of sensitivity in the initial conditions. amounted to 37.86%, in cycle I increased to 67.5%, and in cycle II increased again to 85.71%. From this aspect of creativity, it can be seen that the percentage of student creativity in the initial conditions is 35.71% with poor criteria, in cycle I it increases to 65.5% with good criteria, and in cycle II it increases again to 87.57% with very good criteria.

scholarly journals Pemanfaatan Pengalaman Sejarawan untuk Meningkatkan Keterampilan Peserta Didik dalam Penelitian Sejarah

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Labibatussolihah Labibatussolihah
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Research Method ◽  
Literacy Skills ◽  
Historical Research ◽  
Historical Writing ◽  
Historical Method ◽  
Technological Advances ◽  
History Learning ◽  
Classroom Action Research

In this era when technological advances make students vulnerable to unverified information, hoax, history learning has an important role in stimulating their criticism and literacy skills. Students understanding in the historical method which is consists of heuristics, criticism, interpretation, and art of historical writing as an effective working tool should be pursued one of them by obtaining such knowledge from historian’s experience presented in the learning process. This study uses the classroom action research method with Elliot's design to answer the problem of how to improve students' abilities in historical research through the use of historian's experience? From this study it can be concluded 1) there is increase in historical research skills after the students get material historian experience; 2) it also increase students' criticism in choosing sources of reference; 3) history learning becomes more interesting and challenging for students.Keyword: Historical method, history learning, historical research, historian, classroom action research

scholarly journals Improving English Reading Skill through the Directed Reading Thinking Activity (DRTA) Strategy at Nursing Student

2021 ◽  
Vol 13 (2) ◽  
pp. 315
Author(s):  
Asef Wildan Munfadlila
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Research Method ◽  
Nursing Student ◽  
Reading Skill ◽  
Reading Strategy ◽  
Study Program ◽  
English Reading ◽  
Directed Reading ◽  
Classroom Action Research

Reading is an integral part of the entire learning process experienced by students while studying at school. Reading can increase vocabulary and knowledge of grammar and syntax. DRTA (Directed Reading Thinking Activity) is a technique that encourages students to make predictions while they are reading. The research was to describe the process reading skill understanding and improving, implementing reading strategy (DRTA) at 3rd grade students in the 5th semester of the Bachelor of Nursing study program STIKES Bina Sehat PPNI Mojokerto. The research method was Classroom Action Research (CAR) with one cycle. The result shows that The Directed Reading Thinking Activity (DRTA) strategy can help students understand the contents of the reading. Students also find it easier to answer the questions posed according to the content of the reading and also easier to retell the contents of the reading they have read using their own language according to their understanding.

scholarly journals Peningkatan Pembelajaran Iqro’ di SLB Tuna Rungu Sukarame Bandar Lampung melalui Quantum Learning

2017 ◽  
Vol 8 (2) ◽  
pp. 167
Author(s):  
Imam Wahyudi ◽  
Jimy Hariyanto
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Student Learning ◽  
Learning Process ◽  
Student Attitudes ◽  
Memory Training ◽  
Learning Material ◽  
Learning Method ◽  
Quantum Learning ◽  
Classroom Action Research

This study aims to find out the Iqro learning process using the Quantum Learning method and find out the effectiveness of the Quantum Learning method to improve the learning achievement of class V students of the PKK SLB Lampung Province. This research is a Classroom Action Research (CAR) or classroom action research conducted in the classroom when the learning process takes place, in the process of its application, this research consists of several cycles and stages. This study consisted of three cycles of 5 students, consisting of 2 female students and 3 students. Each cycle consists of four stages, namely plan (planning), act (action), observe (observation), and reflect (reflection). While data collection is done by observation, interviews, and documentation. Inductive, deductive, and TDF statistical analysis. The results of this study indicate: Iqro learning process using the Quantum Learning method can take place well in three cycles and is carried out in 6 stages, namely fostering student attitudes, getting used to reading, getting used to writing, structuring the learning environment, training children's memory, training children to learn creatively . From this stage, the aim is to invite students to learn actively, dynamically, communicatively and happily. So that the learning process is not felt as formal saturating space. In another aspect, the application of methods in presenting student learning evacuation as something that seems interesting and challenging. With the application of the Quantum Learning method can help teachers in fixing the weaknesses of teaching and student learning, namely simplification of theory into mind mapping (concept map ) so the learning material is easy to remember. Besides that, this method can also be applied to language learning and other subject areas.

scholarly journals PENINGKATAN KETERAMPILAN MENULIS TEKS BIOGRAFI MELAUI MODEL THINK TALK WRITE PADA PESERTA DIDIK KELAS X IPA 2 SMA N 09 MALANG

2019 ◽  
Vol 7 (1) ◽  
pp. 65
Author(s):  
SANTIKA DAMAYANTI SARI ◽  
ANIK SRI UTAMI ◽  
HARI SUNARYO
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Research Method ◽  
Action Observation ◽  
Writing Skills ◽  
Behavior Changes ◽  
Average Value ◽  
Class Average ◽  
Classroom Action Research ◽  
Planning Action

AbstrakTujuan penelitian ini adalah untuk mendeskripsikan proses pembelajaran menulis biografi melalui model think talk write pada peserta didikkelas X IPA 2, mendeskripsikan peningkatan keterampilan menulis biografi peserta didiksetelah mengikuti pembelajaran ini, dan mendeskripsikan perubahan perilaku peserta didikkelas X IPA SMA Negeri 9 Malang selama mengikuti pembelajaran menulis biografi menggunakan model think talk write. Metode penelitian yang digunakan yaitu Penelitian Tindakan Kelas (PTK) yang terdiri atas dua siklus yaitu siklus I dan siklus II. Siklus I terdiri atas perencanaan, tindakan, observasi, dan refleksi. Siklus II juga terdiri atas perencanaan, tindakan, observasi, dan refleksi. Hasil penelitian menunjukkan adanya peningkatan proses pembelajaran menulis biografi, menunjukkan adanya perubahan perilaku pada peserta didik, serta adanya peningkatan keterampilan menulis biografi. Siklus I nilai rata-ratakelas sebesar 79,7 dan siklus II sebesar 88,9. Hal ini menunjukkan peningkatan dari siklus I hingga siklus II sebesar 9,2.Kata kunci: peningkatan,menulisbiografi, model think talk writeAbstractThe purpose of this study was to describe the learning process of writing biography through the think talk write model on students of class X IPA 2, describing the improvement of students' biographical writing skills after attending this study, and describing the behavior changes of class X students of SMA Negeri 9 Malang while participating learning to write biography using the think talk write model. The research method used is Classroom Action Research which consists of two cycles, namely cycle I and cycle II. Cycle I consists of planning, action, observation, and reflection. Cycle II also consists of planning, action, observation, and reflection. The results showed an increase in the learning process of writing biographies, showing a change in behavior amongstudents, and an increase in biography writing skills. The first cycle of the class average value was 79.7 and the second cycle was 88.9. This shows an increase from the first cycle to the second cycle of 9.2.Keywords: improvement, writing biography, think talk write modelsAbstrakTujuan penelitian ini adalah untuk mendeskripsikan proses pembelajaran menulis biografimelalui model think talk write pada peserta didikkelas X IPA 2, mendeskripsikanpeningkatan keterampilan menulis biografi peserta didiksetelah mengikuti pembelajaranini, dan mendeskripsikan perubahan perilaku peserta didikkelas X IPA SMA Negeri 9Malang selama mengikuti pembelajaran menulis biografi menggunakan model think talkwrite. Metode penelitian yang digunakan yaitu Penelitian Tindakan Kelas (PTK) yangterdiri atas dua siklus yaitu siklus I dan siklus II. Siklus I terdiri atas perencanaan,tindakan, observasi, dan refleksi. Siklus II juga terdiri atas perencanaan, tindakan,observasi, dan refleksi. Hasil penelitian menunjukkan adanya peningkatan prosespembelajaran menulis biografi, menunjukkan adanya perubahan perilaku pada pesertadidik, serta adanya peningkatan keterampilan menulis biografi. Siklus I nilai rata-ratakelas sebesar 79,7 dan siklus II sebesar 88,9. Hal ini menunjukkan peningkatan dari siklusI hingga siklus II sebesar 9,2.Kata kunci: peningkatan,menulisbiografi, model think talk writeAbstractThe purpose of this study was to describe the learning process of writing biographythrough the think talk write model on students of class X IPA 2, describing theimprovement of students' biographical writing skills after attending this study, anddescribing the behavior changes of class X students of SMA Negeri 9 Malang whileparticipating learning to write biography using the think talk write model. The researchmethod used is Classroom Action Research which consists of two cycles, namely cycle Iand cycle II. Cycle I consists of planning, action, observation, and reflection. Cycle II alsoconsists of planning, action, observation, and reflection. The results showed an increasein the learning process of writing biographies, showing a change in behavior amongstudents, and an increase in biography writing skills. The first cycle of the class averagevalue was 79.7 and the second cycle was 88.9. This shows an increase from the first cycleto the second cycle of 9.2.Keywords: improvement, writing biography, think talk write models

scholarly journals PENERAPAN MODEL PEMBELAJARAN ROLE PLAYING UNTUK MENINGKATKAN KEMAMPUAN BERBAHASA PADA ANAK USIA DINI KELOMPOK B TK KARTIKA VI-15 BIAK

2021 ◽  
Vol 5 (1) ◽  
pp. 1-13
Author(s):  
Darlin Darlin ◽  
Samar S. ◽  
Busyairi Ahmad
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Learning Process ◽  
Research Method ◽  
Role Playing ◽  
Learning Model ◽  
Language Skill ◽  
Classroom Action Research ◽  
Early Chilhood

The implementation of Role PlayingLearning Model to improve the Language Skill of Early Chilhood in Grup B class at KartikaVI-15 Kindergarten Biak. The purpose of the research is to know the improvement of the language skill of early childhood at Kartika VI-15 Kindergarten Biak by conducting the RolePlaying Learning Model. The research method is Classroom Action Research. The data are collected by: (a) observation sheets; (b) interview of early childhood’s language skill; and (c) recording the learning process which is involved the communication the teachers and the learners to know the improvement of early childhood’s language skill. Based on the result of the cycle I, most of the early childhood leaners can already do the activity well, however have not reached the indicator percentage which is 75% that if the early childhood learners reach the score of Growing as Expected and Growing well. While, the result of cycle II evaluation, 95% has been reached by 19 early childhood learners, therefore general the result showed that program of a series impelementation of learning in improving early childhood’s language skill through Role Playing Learning Model in Kartika VI-15 Kindergarten has been completed and achieved the research target which is 75% of success indicator.

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