PENERAPAN MODEL PEMBELAJARAN SCRAMBLE UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PUISI SISWA KELAS V SD NEGERI 020 TEMBILAHAN HILIR

2017 ◽  
Vol 1 (2) ◽  
pp. 318
Author(s):  
Masnati Masnati
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Reading Ability ◽  
Learning Model ◽  
Test Technique ◽  
Class V ◽  
Oral Test ◽  
Classroom Action Research ◽  
Poetry Reading ◽  
Data Collection Technique

This research is a classroom action research, which is motivated by the low ability of reading poetry of class Vstudents of SD Negeri 020 Tembilahan Hilir. The purpose of this research is to improve students' poetry readingability through scramble learning model. This classroom action research is conducted in two cycles, consistingof two meetings in each cycle. Data collection technique used in this research is oral test technique with readingpoetry reading sheet. The result of the research stated that the students' poetry reading ability has improved. Inthe first cycle of meeting I the average reading ability of poetry students get 66.38 score with less category, incycle I meeting II has increased with score score of 73,78 with enough category, on the second cycle of thesecond meeting has increased with the score of 80.68 with good category, and on the second cycle II meetingincreased with a score of 82.97 with good category. Based on the results of this study can be concluded that theapplication of learning model scramble can improve the ability to read poetry students of class V SD Negeri 020Tembilahan Hilir.

PENINGKATAN HASIL BELAJAR IPA SISWA MELALUI MODEL PEMBELAJARAN CTL (CONTEXTUAL THEACING AND LEARNING) DI KELAS V A SDN 021 TANJUNG PALAS

2017 ◽  
Vol 5 (3) ◽  
pp. 240
Author(s):  
Jenny '
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Mastery Learning ◽  
Learning Model ◽  
Fifth Grade ◽  
Science Students ◽  
Class V ◽  
Oral Test ◽  
Classroom Action Research ◽  
Written Test

The background of this study is the low result belaja fifth grade science students at SDN 021Tanjung Palas, out of 25 students only 8 students (32.00%), rendahnnya learning outcomes iscaused by: (a) students lack enthusiasm in learning; (b) students are not able to answerquestions that are of reason; (c) teachers do not involve students actively in learning; (d) lessthan the maximum in using props; and (e) the level of students' understanding of the subjectmatter IPA is still low. This research is a classroom action research (PTK), this study aims todescribe the results of learning through the use of learning model CTL. The subjects werestudents of class V A 021 SDN Tanjung Palas. This study was conducted by two cycles.Improved learning outcomes in terms of four categories, namely absorption, the effectivenessof learning, mastery learning completeness students both individual and classicalcompleteness and thoroughness of learning outcomes. The instrument used for data collectionis an oral test and a written test in the form of worksheets that do after the learning process.The results showed that the learning outcomes of science students has increased at eachcycle, as shown by the acquisition of mastery learning students, the first cycle the number ofstudents who pass are 15 students or 60% and the second cycle the number of students whopass are 22 students or 88% , It can be concluded that through CTL learning model canimprove learning outcomes a fifth grade science students at SDN 021 Tanjung Palas.

PENINGKATAN KEMAMPUAN MENYIMAK CERITA MELALUI PENERAPAN MODEL PEMBELAJARAN TIM PENDENGAR PADA MATA PELAJARAN BAHASA INDONESIA SISWA KELAS V SD NEGERI 007 PAGARAN TAPAH DARUSSALAM KABUPATEN ROKAN HULU

2017 ◽  
Vol 6 (1) ◽  
pp. 24
Author(s):  
Gusliarni Gusliarni
Keyword(s):  
Data Collection ◽  
Learning Model ◽  
Listening Skills ◽  
Class V ◽  
Average Ability ◽  
Average Value ◽  
The Subject ◽  
Data Collection Technique ◽  
Academic Year ◽  
Bahasa Indonesia

This research is motivated by the lack of listening skills obtained by the students, it is seen from the results of an assessment of the listening skills of students still achieved an average grade 56.32 or reach under the KKM predetermined value is 70. This study aims to determine whether the Team Learning model Listener can improve listening skills of students in the subject of Indonesian student Class V SD Negeri 007 Pagaran Tapah Darussalam Rokan Hulu. The subjects were 38 students in the academic year 2014-2015. Form of research is classroom action research. The data collection technique used is the technique of test and non test. Based on the results, it can be concluded that the ability to listen to the story class V students of SD Negeri 007 Pagaran Tapah Darussalam Rokan Hulu can be improved by applying the learning model listener team. On average ability to listen to stories of students in the early test is average with the average value of 56.32 by the medium category, and in the first cycle rose to 69.47 in the medium category, while in the second cycle listening skills of students categorized as high with the percentage of the average value of 76, 58 with a high category. Therefore, the success rate has exceeded 70 of the total number of students, which means that most students have achieved success predetermined value (minimum 75%).

scholarly journals Upaya Meningkatkan Daya Ingat Anak Menghafal Hadits melalui Metode Gerakan

2018 ◽  
Vol 1 (2) ◽  
pp. 59-63
Author(s):  
Juliana Juliana
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Quantitative Data ◽  
Qualitative Data ◽  
Reflection Data ◽  
Oral Test ◽  
The Subject ◽  
Classroom Action Research ◽  
Oral Tests

This research aims to determine the increase in memory of children in memorization of Hadith through movement method in PAUD Darul Fikri. This type of research is classroom action research, which was held in July 2018 until August 2018. The study consisted of two cycles with four main activities present on each cycle, namely planning, observation action, and reflection. Data is analyzed using qualitative data and quantitative data. The subject in this study was a child in the Darul Fikri PAUD. A total of 17 children. The data collection techniques used are oral test and observation techniques. Oral tests include how many hadiths have been memorized and the child's ability to repeat their memorization. While the observation is done directly to see the implementation of the program of memorization of the hadith in Paud Darul Fikri.

scholarly journals Peningkatan Kemampuan Berpikir Kritis Siswa Melalui Penggunaan Model Teams Games Tournaments

2020 ◽  
Vol 5 (12) ◽  
pp. 1777
Author(s):  
Ady Saputra ◽  
Sri Untari ◽  
Alif Mudiono
Keyword(s):  
Critical Thinking ◽  
Action Research ◽  
Cooperative Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Class V ◽  
Average Percentage ◽  
Learning Teams ◽  
Classroom Action Research

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This study aimed to describe the application of cooperative learning Teams Games Tournament to enhance the critical thinking skills of students in class V SDN Tlekung 1 Batu. This research is a classroom action research are conducted in two cycles. Each cycle consists of two meetings. Data was collected through observation implementation learning and critical thinking skills of students. The results showed that an increase in the average percentage implementation Teams Games Tournaments learning model by teachers from the first cycle to the second cycle is from 77% to 88% and the average percentage implementation result of learning by students from 77% to 90%. Then the critical thinking skills of students also increased from the first cycle to cycle 2 is equal to 37.1 (critical) to 4,2 (very critical).</p><p class="Abstract"><strong>Abstrak:<em> </em></strong>Penelitian ini bertujuan untuk mendeskripsikan penerapan pembelajaran kooperatif tipe <em>Teams Games Tournament</em> untuk meningkatkan kemampuan berpikir kritis siswa kelas V SDN Tlekung 1 Kota Batu. Penelitian ini merupakan Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus. Masing-masing siklus terdiri atas dua pertemuan. Data dikumpulkan melalui hasil observasi keterlaksanaan pembelajaran dan kemampuan berpikir kritis siswa. Hasil penelitian menunjukkan bahwa terjadi peningkatan rata-rata persentase keterlaksanaan pembelajaran dengan model <em>Teams Games Tournaments</em> oleh guru dari siklus I ke II yaitu dari 77% menjadi 88% dan persentase rata-rata hasil keterlaksanaan pembelajaran oleh siswa dari 77% menjadi 90%. Kemudian kemampuan berpikir kritis siswa juga mengalami peningkatan dari siklus I ke siklus II yaitu sebesar 37,1 (kritis) menjadi 4,2 (sangat kritis).</p></td></tr></tbody></table></div>

scholarly journals PENINGKATAN PRESTASI BELAJAR AL KITĀBAH DENGAN MODEL ACCELERETED LEARNING MENGGUNAKAN PENDEKATAN SAVI PADA SISWA KELAS VIII A MTS NEGERI SLEMAN KOTA

2016 ◽  
Vol 2 (2) ◽  
pp. 121-140
Author(s):  
Helmy Fauzi Awaliyah
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Learning Model ◽  
Accelerated Learning ◽  
Learning Activities ◽  
Learning Achievement ◽  
Reflection Data ◽  
Class Viii ◽  
Classroom Action Research ◽  
Learning By Using

This study is a classroom action research. The purpose of this study was to determine whether learning with using Accelerated Learning model using SAVI approach (Somatic, Auditory, Visual, and Intellectual) can improve learning achievement of Al-Kitâbah of class VIII A students at MTs Negeri Sleman Kota. This research is a Classroom Action Research which is a reflection of learning activities in the form of an act that deliberately and simultaneously appear and occur in a class. This research consists of two cycles to 36 students. Each cycle consists of four stages: planning, acting, observing, and reflection. Data collection is done by using observation, interview, test and documentation. The results of this study indicate that learning by using Accelerated Learning model using SAVI approach can improve learning achievement of Al Kitâbah in class VIII A of MTs Negeri Sleman Kota which occurs in two cycles and is implemented in four types of learning, namely somatic, auditory, visual, and intellectual.

scholarly journals Penerapan Strategi React Untuk Meningkatkan Pemahaman Siswa Pada Pembelajaran Matematika

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Anisa Ul-Khoiriyah
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Learning Outcomes ◽  
Learning Process ◽  
Test Results ◽  
Class V ◽  
Classroom Action Research ◽  
Test Result

This research was conducted with the aim to determine students’ understanding of mathematics subjects when applied to the REACT strategy in the learning process. This study used classroom action research in class V of MI Al-Musdariyah Cileunyi Bandung which amounted to 24 students. Data collection techniques in this study used tests, observations, and documentation. Learning outcomes before using the REACT strategy were obtained 25% of the test results. Teacher activities in cycle I of action 1 and 2 were 50% and 66,67% increased in cycle II action 1 and 2 by 83,33% and 91,67%. Students activities in cycle I actions 1 and 2 amounted to 60,60% and 69,70%. There was an increase in cycle II of action 1 and 2 by 84,84% and 96,97%. The test result of students understanding using the REACT strategy increased, namely the first cycle of learning completeness classically, which was 74,98% and in the second cycle the classical learning completeness increased to 89,58%. It can be concluded that this REACT strategy can improve students understanding of mathematics subjects at MI Al-Musdariyah Cileunnyi.

scholarly journals PENERAPAN MODEL TALKING STICK UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR PADA MATERI OPERASI BENTUK ALJABAR

Factor M ◽  
2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Maxima E.J. Elu ◽  
Steafanus Notan Tupen ◽  
Ningsih Ningsih
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Student Activity ◽  
Conventional Methods ◽  
Classroom Action Research

 Based on observations in class VII SMPN 1 Atap 1, North Bajawa, it was found that many students were not very active and their learning outcomes had not yet reached the KKM, namely 65. One reason is that teachers still use conventional methods. This study aims to improve student’s activity and learning outcomes, through the Talking Stick type of cooperative learning model. This research is a Classroom Action Research (PTK) with the following stages: planning, implementing, observing, and reflecting. The subjects in this study were students of class VII SMPN 1 Atap 1 North Bajawa. Data collection techniques through observation, tests and documentation. Results of the analysis, the researcher found that classical completeness in cycle I was 46.67% and in cycle II was 86.36% so that there was an increase in learning outcomes by 40%. 45% and in the second cycle of 86.34% so that there was an increase of 15.91%. Therefore, the authors conclude that the Talking Stick can increase student activity and learning outcomes. Berdasarkan pengamatan yang dilakukan peneliti di kelas VII SMPN Satu Atap 1 Bajawa Utara ditemukan bahwa banyak siswa yang belum terlalu aktif dan hasil belajar belum mencapai KKM yakni 65. Salah satu penyebabnya adalah guru masih menggunakan metode konvesional. Penelitian ini bertujuan guna melihat peningkatan aktivitas dan hasil belajar siswa, melalui model pembelajaran kooperatif tipe Talking Stick. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dengan tahapan sebagai berikut : perencanaan, Pelaksanaan, pengamatan, dan refleksi. Subjek dalam penelitian ini adalah siswa kelas VII SMPN Satap 1 Bajawa Utara.Teknik pengumpulan data melalui observasi, tes dan dokumentasi. Hasil analisis peneliti menemukan bahwa ketuntasan klasikal pada siklus I sebesar 46,67% dan pada siklus II sebesar 86,36% sehingga terdapat peningkatan hasil belajar sebesar 40% hasil observasi pengamatan pada aktivitas siswa dalam pembelajaran siklus I sebesar 70,45% dan pada siklus II sebesar 86,34% sehingga terdapat peningkatan sebesar 15,91%. Oleh karena itu penulis menyimpulkan bahwa pembelajaran kooperatif tipe Talking Stick dapat meningkatkan aktivitas dan hasil belajar siswa.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEKNIK KANCING GEMERINCING UNTUK MENINGKATKAN MOTIVASI BELAJAR PKN SISWA KELAS V SD NEGERI 157 KOTA PEKANBARU

2018 ◽  
Vol 2 (2) ◽  
pp. 240
Author(s):  
Sujaunah Sujaunah
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Process ◽  
Learning Model ◽  
Learning Motivation ◽  
Class V ◽  
Student Responses ◽  
Classroom Action Research ◽  
Very High

This research is based on the lack of student learning motivation on Civics subjects such as: From 26 students,13 (50%) less active in learning process, this can be seen from the lack of student responses to the materialtaught by the teacher in front of the class. 15 students or 58% of students less serious in following the learningprocess, it is seen from very few students who pay attention to the teacher during the learning process takesplace. Students are less passionate about learning. Based on these symptoms researchers are interested toconduct a classroom action research with the aim of improving the motivation of learning Civics students ofclass V SD Negeri 157 Pekanbaru through the application of cooperative learning model of buttoned jingletechnique. This research was conducted in class V SD N 157 Pekanbaru with 26 students. Based on the results ofresearch known that in cycle I after repaired in cycle II turns out student learning motivation increases with theapplication of cooperative learning model of buttoned jingling technique. The increase is seen in cycle II. In thefirst cycle of student learning motivation is obtained low classification with an average of 50.6%, and increasedin cycle II with very high classification with an average of 78.8.

PENERAPAN MODEL PEMBELAJARAN INKUIRI TERBIMBING UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA SMPN 4 BENGKULU

2021 ◽  
Vol 8 (3) ◽  
pp. 38-45
Author(s):  
Salimah Salimah
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Inquiry Learning ◽  
Learning Model ◽  
Average Score ◽  
Guided Inquiry ◽  
Final Test ◽  
Learning Achievement ◽  
Planning Implementation ◽  
Classroom Action Research

AbstrakPenelitian ini merupakan penelitian tindakan kelas. Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik pada mata pelajaran matematika di kelas VII SMP Negeri 4 Kota Bengkulu dengan menggunakan model pembelajaran Inkuiri Terbimbing. Instrumen yang digunakan untuk pengumpulan data dalam penelitian ini adalah tes hasil belajar peserta didik. Subjek dalam penelitian ini adalah peserta didik kelas VII-1 SMP Negeri 4 Kota Bengkulu dengan jumlah siswa 33 orang. Penelitian dilaksanakan dalam 3 siklus, dimana dalam satu siklus terdiri dari empat pertemuan dan satu pertemuan tes akhir siklus. Tiap siklus terdiri dari empat tahap yaitu perencanaan, pelaksanaan, observasi, refleksi. Indikator keberhasilan dalam penelitian ini adalah 80 % dari seluruh peserta didik yang mendapat nilai ≥ 75. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Inkuiri Terbimbing dapat meningkatkan hasil belajar matematika peserta didik. Pada pembelajaran siklus I nilai rata-rata hasil belajar peserta didik yaitu 64.89 dengan ketuntasan belajar klasikal 54.55%. Siklus II nilai rata-rata peserta didik 78.73 dengan ketuntasan klasikal klasikal 75.76%. Nilai rata-rata dan ketuntasan klasikal siklus III adalah 85.76 dan 87.88%.Kata Kunci: Hasil Belajar, Pembelajaran Inkuiri Terbimbing. AbstractThis research is a classroom action research. The aim of the study is improving student’s learning achievement  on mathematics subject at class VII of SMP Negeri 4 Kota Bengkulu by using Guided Inquiry learning model. The instrument of data collection is a test for student’s learning  achievement. The subjects of the study were students of class VII-1 SMP Negeri 4 Kota Bengkulu concist of 33 students. The study was conducted in three cycles, in which cycles consisted of four meetings and one final test of cycle. Each cycles consist of 4 steps, namely planning, implementation, observation, reflection. The indicator of success in this study is 80% of all students who get score of ≥75. The results showed that the application of Guided Inquiry learning model can improve student’s learning achievement on mathematics. In cycle one, the average score of the students was 64.89 with classical learning completeness was 54,55%. Cycle two  the average score of the students was 78.83 with classical learning completeness was 75.76%.  The average score of the students and classical completeness was 85.76 and 87.88%.Keywords: Learning Achievement, Guided Inquiry Learning

scholarly journals Enhancing of Student Collaboration in Thinking, Pairing, and Sharing on Energy Conversion Learning

2020 ◽  
Vol 9 (4) ◽  
pp. 199
Author(s):  
Sutopo Sutopo ◽  
Bayu Rahmat Setiadi ◽  
Muhammad Nurtanto ◽  
Sigit Purnomo ◽  
Nurcholish Arifin Handoyono ◽  
...  
Keyword(s):  
Action Research ◽  
Data Collection ◽  
Cooperative Learning ◽  
Energy Conversion ◽  
Learning Model ◽  
Student Collaboration ◽  
Model Type ◽  
Reflection Data ◽  
Planning Implementation ◽  
Classroom Action Research

This study aims to improve collaboration in thinking, pairing, and sharing of students in energy conversion learning. This study experimented with the think pair and share (TPS) type of cooperative method to get improvements in terms of activity and cooperation. The procedure of the study adopted the classroom action research of the Kemmis & Taggart model covering the stages of planning, implementation, observation and reflection. Data collection techniques using observation and documentation. The results showed that the application of the cooperative learning model type TPS method was able to increase collaboration in thinking, pairing, and sharing as evidenced by the results of observations of each cycle which increased the first cycle of 12.5% for activeness and 25% for collaboration, the second cycle of 78,1% for activeness and 53.1% for cooperation, and third cycle of 96.9% for activeness and 100% for cooperation. It shows that the application of TPS is useful to be applied in energy conversion learning. Also, this research may need to be continued in other engineering courses which are dominated by theory and practicum.

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