scholarly journals PENDAMPINGAN TERHADAP GURU DALAM MENERAPKAN METODE PEMBELAJARAN YANG EFEKTIF DAN INOVATIF DALAM MENARIK MINAT BELAJAR SISWA DI MI NASRUL ULUM KLAGENSRAMPAT PADA MASA PANDEMI COVID-19

2021 ◽  
Vol 3 (2) ◽  
pp. 193-210
Author(s):  
Ida Latifatul Umroh ◽  
Khotimah Suryani ◽  
Ita Hidayatus Sholihah ◽  
Krisna Andika ◽  
Rihlatulillah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activity ◽  
Learning Method ◽  
Match Method ◽  
Learning Methods ◽  
Innovative Teaching ◽  
Learning Interest

The purpose  of this activity is for increasing  students interest  in learning  at MI Nasrul  Ulum Klagensrampat. This activity uses a learning  method in conveying material  to students.By applying this method the writer hopes that the learning process can be achieved properly. Therefore, it is very important for educators  to recognize several kinds of learning  methods so that students feel happy and comfortable when learning takes place. The writing of this work were supported by the researcher’s activity after doing identification  and communication with the teacher,  so that the researchers and the teacher  were able to find out the obstacles faced by the students in teaching and learning  activity which has been done. In this activity, the researcher applied various methods of effective and innovative teaching which were able to increase students learning interest. The learning methods are puzzle method, flashcard method, silent way method, make a match method, snowball method, bamboo method, and monopoly method

PELATIHAN METODE PEMBELAJARAN FUN ENGLISH GAMES USING APPLICATION BAGI GURU BAHASA INGGRIS MAS NU BATAHAN

2021 ◽  
Vol 2 (2) ◽  
pp. 43-50
Author(s):  
Resdilla Pratiwi
Keyword(s):  
Community Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
English Learning ◽  
English Teacher ◽  
Learning Method ◽  
Teaching English ◽  
Learning Methods

This article deals with the training of Fun English Games Learning Method for English Teacher in MAS NU Batahan, This article shows several learning methods by using English Games funny and easy to understand, such as, Word Connect Application, Spelling Bee application, Stop the Clock Application, Typing Paragraphs for speed. This activity intends to enlarge some learning methods by using English Games for fun, and to give comprehending that English learning’s easy and enjoying. The method of this study used community development that collaborating theory and practicing in which using fun English games learning method in teaching English for English teacher MAS NU Batahan. The result shows that Fun English Games learning Method’s successfully applied in the classroom, the students are happy and can understand English learning easily and quickly through Fun English Games Method. It has benefit for teachers in teaching 4 skill, reading, writing, speaking and listening that must be mastered by students. In addition, School can use this method to improve the quality of learning in achieving very satisfactory results. Based on the explanation above can be concluded that Fun English Games learning Method for English teachers is very useful dan helpful in teaching and learning process.

scholarly journals (Effort Increasing Learning Math Results through Cooperative Learning Method of Contextual Teaching and Learning Type in Students of Grade IV D SD Negeri 187 Pekanbaru)

Perspektif ◽  
2018 ◽  
Vol 9 (1) ◽  
pp. 49-58
Author(s):  
Masneri Ningsih
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Class Action ◽  
Learning Method ◽  
Learning Methods ◽  
Contextual Teaching ◽  
Comparison Of The Results

This research entitled "Efforts to Increase Mathematics Learning Outcomes Through Co-operative Learning Methods Contextual Teaching and Learning (CTL) Type in Grade IVd Elementary School 187 Pekanbaru". This research is to help students actively in finding ways of fast and precise settlement because students have difficulty in completing mathematis.The aim of this research is to improve student motivation in learning mathematics by using Cooperative Learning Method Type Contextual Teaching and Learning (CTL). Through this research the researcher tried to use Cooperative Learning Method of Contextual Teaching and Learning (CTL) type, through class action research of cycle model which includes planning, action implementation, observation, and reflection. The object of research is the students of grade IVB SD Negeri 187 Pekanbaru as many as 35 students. There are 2 cycles of learning process of student motivation. Each cycle consists of three stages of the meeting. The results obtained from this study show the student activity in the learning process better can be seen from the comparison of the results on the initial observation only 31% or 11 students who understand and the results are good. After the action, it can be seen in the first cycle increased to 63% (22) students who have completed, and the second cycle increased again reached 94% (33) students. Observation of student activities during the learning in cycle I can also be seen that is 2.44 (enough category), the cycle increased to 3.11 (good category). Likewise, observation of teacher activity from enough category (2.70) to good category (3.20). From the above explanation can be concluded that by using Cooperative Learning Methods Contextual Teaching and Learning (CTL) type can increase understanding of mathematics in constructing.

scholarly journals Tatbiq Tariqah al-Ta’allum al-Ta’awuni bi Uslub JIGSAW li Tarqiyah Qudrah al-Talabah ‘ala Fahm al-Nusus al-‘Arabiyyah (Dirasah Ijraiyyah bi Ma’had SMPIT Madrasah al-Quran Aceh Besar)

2020 ◽  
Vol 1 (1) ◽  
pp. 70-84
Author(s):  
Aulia agustiar ◽  
Nur chalis
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Research Method ◽  
Teaching And Learning ◽  
Boarding School ◽  
Learning Method ◽  
School Students ◽  
Learning Methods ◽  
The Third ◽  
Fourth Round

Students at SMPIT Madrasatul Quran boarding school memorize verses of al-Quran, memorize Arabic vocabulary, learn Arabic grammar and learn Arabic texts. This process will be a good attempt to improve students' ability to read and understand Arabic texts. In reality, however, some students are not able to read and understand Arabic texts well, as there are errors in "makhrajul huruf", errors in "late rendering", errors on "stop places while reading texts" and are unable to " explain the meaning of the text read". Therefore, the researcher wanted to study the application of cooperative learning method with Jigsaw model to improve the ability of SMPIT Madrasatul Quran boarding school students to understand Arabic texts. The purpose of this study is to know the process of teaching students, students' responses to learning and to know the efforts of teachers in applying cooperative learning methods with Jigsaw model to improve the ability of SMPIT Madrasatul Quran boarding school students in understanding Arabic texts. The approach of this research is procedural research method. The research results that cooperative learning method Jigsaw model is effective to improve the ability of SMPIT Madrasatul Quran boarding school students in understanding Arabic texts. As a proof that the value of students in the first round is 66.89 (accepted). In the second half was 72.58 (acceptable). In the third round was 82.58 (good). In the fourth round their value increased to 86.20 (good). And also after observing learning by using cooperative learning method, there is a change in teaching and learning process. And the efforts of researchers in finding solutions to student problems have increased their competence and courage to read and understand Arabic texts

scholarly journals Learning interest of pre-service biology teachers on contextual-based Plant Morphology course

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Ratna Yulinda ◽  
Silfia Ilma
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Plant Morphology ◽  
Learning Activity ◽  
Descriptive Research ◽  
Student Learning Outcome ◽  
Recording Material ◽  
Learning Interest ◽  
The Impact

There was a trend among biology pre-service teachers to have no interest in learning textually, thus the contextual teaching and learning (CTL) implementation is crucial to be done. This study aimed to describe eight indicators of learning interest of biology pre-service teachers on contextual-based Plant Morphology course. As the descriptive research, the instrument used to collect the data in this study was questionnaire. The subjects were biology pre-service teachers in University of Borneo Tarakan, North Kalimantan, Indonesia. The results showed that the student learning activity indicator was categorized as very high (81.72%); while the six indicators which were considered as high criteria were students' interest in learning and learning process (71.33%), students' attention in learning and learning process (63.67%), study preparation (75,22%), students' opinions in the exam activity (61.89%), the impact teacher’s technique and the tactics of learning to the students (85.50%), and student learning outcome (77.17%). The remain indicator (activity of recording material and making of summary in learning) was recognize as medium criteria (57.17%). It can be concluded that contextual-based Plant Morphology course learning must be the main choice in strengthen the understanding of biology pre-service teachers.

scholarly journals Analisis Metode Pembelajaran di Sekolah Dasar

FONDATIA ◽  
2020 ◽  
Vol 4 (1) ◽  
pp. 67-85
Author(s):  
Ayu Anjani ◽  
Gita Harnum Syapitri ◽  
Rifka Izatul Lutfia
Keyword(s):  
Elementary Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Material ◽  
Learning Method ◽  
Learning Methods ◽  
Effective Learning ◽  
The Future

This study aims to determine the learning methods used in elementary schools. The learning method used must be adapted to the learning material and learning media that will be used in the teaching and learning process. With the learning method, it is expected that the teaching and learning process can be carried out well so that it can improve the quality and quantity of students in the future. Effective learning methods can facilitate the implementation of the learning process and facilitate students in absorbing the material conveyed by the instructor.

MENINGKATKAN KEMAMPUAN GURU DALAM MENGGUNAKAN METODE PEMBELAJARAN MELALUI KEGIATAN SUPERVISI KLINIS DI SD NEGERI 010 KUNTO DARUSSALAM

2020 ◽  
Author(s):  
Risnawati Risnawati
Keyword(s):  
Learning Strategies ◽  
Clinical Supervision ◽  
Classroom Environment ◽  
School Environment ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Learning Method ◽  
Learning Methods ◽  
Teaching Aids

In fact, there are still many teachers who have not been able to apply learning methods well in the field. This condition also occurs in Kunto Darussalam State Elementary School 010. Of the 8 (eight) teachers, 6 (six) of them always used the learning method with the lecture method, question and answer, discussion and ended with giving assignments. Giving material is also more teacher-centered. The teacher's ability to develop learning strategies through the selection of methods, media, teaching aids, and learning resources is not optimal. With these conditions, if left unchecked it will hamper the learning process where learning outcomes will not be achieved optimally. Referring to the results of school action research through academic coaching activities, it is concluded as follows: (1) The success of a learning activity is influenced by many factors, both factors that come from teachers, students, and principals as leaders in schools. One of the roles of principals in learning activities is to make efforts to improve teacher learning by applying a supervision approach, including clinical supervision. (2) Learning method is one component that greatly influences the success of teaching and learning activities, because it contains strategies so that students can learn effectively and efficiently. (3) Improving the ability of teachers to use learning methods through clinical supervision is one of the effective solutions. This can be seen from the final results of research where the teacher can master the existing indicators in determining learning methods and look for methods that are truly appropriate and in accordance with the learning objectives and the conditions of the classroom environment and the school environment itself which further benefits students' achievement. and improving the quality of schools.

scholarly journals THE IMPLEMENTATION OF ‘MAKE A MATCH’ TEACHING AND LEARNING PROCESS AND ITS CONTRIBUTION TO STUDENTS’ PERFORMANCE IN LEARNING HISTORY

2017 ◽  
Vol 13 (1) ◽  
pp. 109
Author(s):  
Silvy Mei Pradita
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Professional Competence ◽  
History Education ◽  
Learning Activity ◽  
Match Method ◽  
Learning History ◽  
School History ◽  
Allocation Of Time ◽  
Quantitative And Qualitative Methods

These days condition of history education may not be able to assist students to figure out the correlation of those points with present and future life. From elementary to high school, history education tends to make use of historical facts as the main material. To anticipate further problem, teachers should keep on arrange and set various approaches. One of them is make a match method.This method starts by asking students to match cards consisting of questions or answers before certain amount of time, and those who can find the matches will earn points. This research draws on Mixed Method Designs, or a combination of quantitative and qualitative methods. This decision is based on the expectation to deliver sufficient results for detailed description and more comprehensive understanding. Based on the result of data processing and analysis, it can be concluded that: Firstly, every teacher must have at least four competencies to perform as an educator; professional competence, pedagogic competence, personal competence and social competence. Secondly, from the study on grade XI of social science, it can be concluded that teaching and learning process with ‘make a match’ method does not give sufficient contribution on students’ performance. Nonetheless, it gives noteworthy effects on students’ attitude and interest as they show active, creative, and innovative actions in the process of teaching and learning history. Thirdly, there are some obstacles in implementing ‘make a match’ method in teaching and learning activity. Some of them are related to the allocation of time, students’ motivation, students’ uncooperative response, and teacher’s inefficient competence in the process, so that the teacher is not

scholarly journals Using curriculum differentiation to respond to students’ diversity

2021 ◽  
Vol 47 ◽  
Author(s):  
Viktorija Sičiūnienė
Keyword(s):  
Statistical Analysis ◽  
Mathematics Teachers ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Method ◽  
Learning Methods ◽  
Curriculum Differentiation ◽  
The Subject ◽  
Teaching Learning

The article observes the results of the questionnaire of 1923 tenth-formers and their mathematics teachers. Statistical analysis of these results has been done using SPSS 13.0.The practice of curriculum differentiation in Lithuania is the subject of the observation.The research has shown that about 70 per cent of teachers more or less base their syllabus on the content of the textbook. The students’ achievements are dependent both on the teacher‘s understanding that syllabus has to be adapted to the students and ability to do that effectively. The following conclusion could be done: about 60 per cent of mathematics teachers should improve their competence in planning and developing syllabus.Organizing learning process about 80 per cent of teachers basically use reproductive teaching-learning method which requires little independent students’ activity. The institutions that prepare teachers and care about their competence should pay more attention to teachers’ qualification to apply teaching and learning methods in practice.The article has also observed the students and teachers’ understanding of principles and criteria and assessment used in schools and the quality of students’ feet-back.More attention should be paid to teachers’ competence providing faster and more efficient feet-back to students and help they need.

APPLICATION OF HYPNOTEACHING METHOD IN SPIRITUAL VALUES LEARNING

2019 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Athoillah Islamy ◽  
Nurul Istiani
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Primary Source ◽  
Learning Method ◽  
Spiritual Values ◽  
Library Research ◽  
Spiritual Learning

This study aims to explain the application of hypnoteaching method in spiritual values learning. This type of research is library research. This research is qualitative research. The primary source used in this study is the thought of Muhammad Noer in his book entitled Hypnoteaching For Success Learning. This research concludes that the hypnoteaching method is a learning method that combines teaching and learning with hypnosis. This method can be used as one of the methods in the process of learning spiritual values. In its application, the hypnoteaching method emphasizes the cognitive, affective and psychomotor aspects of students through positive suggestions. With these steps, it is expected to create a more effective and enjoyable spiritual learning process. Keywords: Method, Hypnoteaching, Learning, Spiritual

PENGEMBANGAN VARIASI MENGAJAR DALAM MENINGKATKAN MOTIVASI BELAJAR

2018 ◽  
Vol 6 (1) ◽  
pp. 696-714
Author(s):  
ARIANTI Arianti
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Teaching Styles ◽  
Learning Activities ◽  
Learning Activity ◽  
Motivation To Learn ◽  
Strategic Role ◽  
Strong Motivation ◽  
The Individual

Abstract. This journal discusses the development of variations in teaching in increasing learning motivation. The learning process is an activity that involves an individual (physical and spiritual), learning activities are never carried out without a strong motivation or motivation from within the individual or from outside the individual who participates in learning activities. Therefore, the learning process requires the development and use of variations in teaching to generate student motivation. Variations in teaching include variations in teaching styles, variations in media and materials, and variations in teaching and learning interactions. Motivation has a very important role in learning activities, there is no learning activity without motivation, therefore motivation has a strategic role in achieving the goals or results of learning. Keywords: Development Of Teaching Variations and Motivation to Learn

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