scholarly journals Development of the Descriptive Writing Learning Model using the Audio Visual Media

2019 ◽  
Vol 8 (3) ◽  
pp. 3488-3497
Keyword(s):  
Learning Model ◽  
Visual Media ◽  
Learning Tools ◽  
Learning Models ◽  
Low Level ◽  
Writing Test ◽  
Process Learning ◽  
Research Procedure ◽  
High Level ◽  
Descriptive Writing

This development research aims to develop a learning model that has been used by teachers to become a new learning model that is able to create a learning process that is fun, no burden, and not boring. The research procedure follows the 4-D development phase (four D) Thiagarajan namely: (1) defining; (2) design; (3) development; (4) distribution. The product trial was carried out on two high school and city school category categories (high level) established Padangpanjang SMPN 1 and low-level and peripheral group schools (low level) determined by Padangpanjang SMPN 3. The instruments used were interviews, observations, questionnaires, questionnaires, and tests. Development of descriptive writing learning models using audio visual media produces the main syntax of the side, namely: (1) orientation, (2) observing audio-visual media, (3) descriptive writing, (4) presenting descriptive content reports, and (5) reflecting the process learning that has been done. Learning tools developed consisted of 1) Learning Implementation Plans (RPP), 2) descriptive writing learning models, and 3) audiovisual media. The quality of learning devices is tested from three aspects, namely: validity, practicality, and effectiveness. The validity of the learning model is based on the results of the descriptive writing test of the students.

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS DAN TEAM ASSISTED INDIVIDUALIZATION PADA MATERI GARIS DAN SUDUT DITINJAU DARI KECERDASAN EMOSIONAL SISWA KELAS VII SMP NEGERI SE-KABUPATEN MAGETAN TAHUN PELAJARAN 2013/2014

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Pradipta Annurwanda ◽  
Mardiyana Mardiyana ◽  
Dewi Retno Sari S
Keyword(s):  
Emotional Intelligence ◽  
Mathematics Achievement ◽  
Junior High School ◽  
Learning Model ◽  
Middle Level ◽  
Test Method ◽  
Learning Models ◽  
Low Level ◽  
Direct Learning ◽  
High Level

<p><strong>Abstract</strong>: This aim of the research was to know the effect of learning models on mathematics achievement viewed from the student emotional intelligences. The learning model compared were TGT, TAI and direct learning. The type of the research was a quasi-experimental. The population was all of student seventh grade of junior high school in Magetan regency on academic year 2013/2014. The sampling technique by using a stratified cluster random sampling. The size of the sample was 252 students with 85 students as experimental class I, 86 students as experimental class II, 81 students as control class. The data collections were taken by document, questionnaire and test method. Hypothesis testing was performed by using an unbalanced two way analysis of variance. The conclusions of  the research were as follows: (1) TGT learning model give better mathematics achievement than TAI and direct learning model, TAI learning model give an equal mathematics achievement to direct learning model, (2) the high level emotional intelligence students have an equal mathematics achievement to the middle level emotional intelligence students, the high level emotional intelligence students have better mathematics achievement than the low level emotional intelligence students, the middle level emotional intelligence students have better mathematics achievement than the low level emotional intelligence students, (3) for the high level emotional intelligence students, TGT, TAI and direct learning models give the same mathematics achievement, for the middle level emotional intelligence students, TGT learning model give the same mathematics achievement as TAI and direct learning model, direct learning model give better mathematics achivement than TAI learning model, for the low level emotional intelligence students, TGT learning model give the same mathematics achievement as TAI learning model, TGT learning model give better mathematics achievement than direct learning model, TAI learning model give the same mathematics achievement as direct learning model, (4) on the TGT and TAI learning models, students in each level of emotional intelligence have the same mathematics achievement, for student with direct learning model, the high level emotional intelligence students have the same mathematics achievement as middle and low level emotional intelligence students, the middle level emotional intelligence students have better mathematics achievement than low level emotional intelligence students.</p><p><strong>Keywords:</strong> Teams Games Tournaments, Team Assisted Individualization, direct learning, emotional intelligence.</p>

PELAKSANAAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD UNTUK MENINGKATKAN HASIL BELAJAR PPKn SISWA SMP NEGERI 3 TELUK KUANTAN

2018 ◽  
Vol 2 (5) ◽  
pp. 789
Author(s):  
Maria Yulianti
Keyword(s):  
Cooperative Learning ◽  
Initial Data ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
The Subject ◽  
High Level

The background of this study was the low student learning outcomes of PPKn, from 28 students who achievedthe completeness criteria at least only 11 students (39.29%). The low student learning outcomes are caused bythe high level of individuality between students so that the achievement of competence among studentsexperiences a very distant difference. Based on this, the researchers made improvements to student learningoutcomes through the application of STAD cooperative learning models. This research is a classroom actionresearch, with the subject of class VII of SMP Negeri 3 Teluk Kuantan. The data used in this study is PPKnlearning outcomes data. The results stated that after applying the STAD type cooperative learning model studentlearning outcomes had increased in the initial data the number of students who completed were 11 students, incycle I had an increase with the number of 18 students, and in cycle II the number of students who completedcontinued to increase by the number 22 student.

scholarly journals The Effect of Problem Based Learning Models and Levels of Creativity Toward Student Outcomes in Vocational High School

2019 ◽  
Vol 1 (6) ◽  
Author(s):  
Dasining Dasining ◽  
Supari Muslim ◽  
Sri Handajani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Problem Based Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Higher Learning ◽  
Learning Models ◽  
Low Levels ◽  
Direct Learning ◽  
High Level

This study aims to determine the level of creativity of students who are taught using problem based learning models and students who are taught using direct learning models. To find out the learning outcomes of students who have a high level of creativity and creativity level of creativity is low. The method used in this study is Quasi Experimental. The design used is a 2x2 factorial design, because this design can be used to see student learning outcomes before administering treatments and after giving treatments. The results of the study found: (1) the level of creativity of students who study using a learning model based on higher learning outcomes compared to students who learn with the direct learning model; (2) student learning outcomes with a high level of creativity, significantly higher than students who have low levels of creativity; and (3) there is an interaction between the use of learning models and the level of creativity on student learning outcomes. This study concludes that: (1) problem based learning models can improve student creativity; (2) students who have a high level of creativity, higher learning outcomes than students who have low levels of creativity; and (3) there is an interaction between the use of learning models and the level of creativity on student learning outcomes.

PELATIHAN GURU SEKOLAH DASAR PADA MODEL PEMBELAJARAN KURIKULUM 2013: PRO DAN KONTRA

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Mislinawati Mislinawati. ◽  
Suci Fitriani
Keyword(s):  
Qualitative Method ◽  
Lesson Plan ◽  
Learning Model ◽  
Learning Tools ◽  
Learning Models ◽  
Innovative Teaching ◽  
Teaching Models ◽  
Classroom Activities ◽  
Model Based ◽  
Banda Aceh

Most of teachers in Aceh have not applied innovative teaching models as suggested in the Curiculum 2013. Generally they teach without using curriculum models suggested in the 2013 curriculum. Teachers are not yet fully informed about the learning models, so teachers are difficulty and rarely apply in the learning process. Based on the problems experienced by these teachers, then the thing done to solve the problem is to provide training and mentoring activities. Subjects in this study teachers SDN Banda Aceh as many as 40 people. This study employed descriptive qualitative method. Training on the learning model based on the 2013 curriculum for two days includes: first day of theoretical training on learning model; The second day, the training to practice the learning model that will be developed. Further assistance in developing and practicing the model of learning in the classroom for four months. In the process of mentoring teachers guided from the process of making learning tools such as RPP, Media and LKS. The results showed that only 30% applied the models suggested in the curriculum 2013. Teachers' efforts in applying these models are demonstrated by the teacher's persistence from the process of making the lesson plan, it seems that the teachers who applied the models were enthusiastic in fixing model-based RPPs, looking at modules, designing the required media, and asking actively when something is poorly understood. Teachers are recommended to apply the 2013 curriculum learning models in order to have innovative classroom activities that can make the students active and enthusiastic. 

scholarly journals Sosialisasi Pembelajaran Inovatif Abad 21 yang Berorientasi Keterampilan Metakognisi pada MGMP Kimia se-Kalimantan Selatan

2021 ◽  
Vol 3 (2) ◽  
pp. 71
Author(s):  
Syahmani - Syahmani ◽  
Rusmansyah Rusmansyah ◽  
Leny Leny ◽  
Rilia Iriani ◽  
Mahdian Mahdian ◽  
...  
Keyword(s):  
21St Century ◽  
Learning Model ◽  
21St Century Learning ◽  
Learning Tools ◽  
Learning Models ◽  
Chemistry Teachers ◽  
Chemistry Learning ◽  
Questions And Answers ◽  
Service Activity ◽  
Innovative Learning

Kegiatan pengabdian pada masyarakat ini bertujuan untuk meningkatkan pemahaman guru tentang implementasi model pembelajaran inovatif abad 21 berbasis keterampilan metakognisi pada pembelajaran kimia. Sasaran kegiatan ini adalah guru-guru MGMP Kimia yang berada pada wilayah Kalimantan Selatan, yang berjumlah 132 orang. Kegiatan ini dilakukan dengan metode ceramah, presentasi, dan diskusi/tanya jawab. Data diperoleh melalui kuesioner dan angket. Materi sosialisasi terdiri dari: (1) pembelajaran abad 21, (2) model pembelajaran yang berorientasi keterampilan metakognisi, (3) desain perangkat pembelajaran meliputi silabus, Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Peserta Didik (LKPD), dan alat evaluasi, dan (4) contoh video implementasi pembelajaran yang berorientasi keterampilan metakognisi. Berdasarkan hasil sosialisasi yang dilaksanakan menunjukkan peningkatan pemahaman peserta tentang model pembelajaran inovatif abad 21 berorientasi keterampilan metakognisi, dan implementasinya. Selain itu kegiatan berjalan lancar dan besarnya antusias peserta terhadap kegiatan ini. Melalui kegiatan sosialisasi ini peserta dapat menggunakan model pembelajaran inovatif berorientasi metakognisi sebagai alternatif pembelajaran kimia di kelas. This community service activity aims to increase teachers' understanding of the application of innovative 21st-century learning models based on metacognition skills in chemistry learning. The target of this activity is 132 MGMP Chemistry teachers throughout South Kalimantan. This activity is carried out through lectures, presentations, discussions, and questions and answers. The socialization material consists of: (1) 21st-century learning, (2) learning models oriented towards metacognition skills, (3) design of learning tools which include syllabus, lesson plans, student worksheets, and evaluation tools, (4) video examples of learning applications metacognition skills. Based on the socialization results, it showed an increase in students' knowledge and understanding of the learning model, the design of chemistry learning tools oriented to metacognition skills, and examples of its application. Besides that, the activity went well, and the participants were very enthusiastic about participating in this activity. Through this socialization activity, participants can use an innovative learning model oriented towards metacognition as an alternative to learning chemistry in the classroom. 

scholarly journals Implementation of Lesson Study Based Accounting Learning with Student Facilitator and Explaining Learning Model

2021 ◽  
Vol 4 (1) ◽  
pp. 153-159
Author(s):  
Ijah Mulyani Sihotang ◽  
Pipit Putri Hariani MD
Keyword(s):  
Learning Outcomes ◽  
Small Proportion ◽  
Lesson Study ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Learning Activities ◽  
Accounting Students ◽  
Learning Models ◽  
Analysis Technique ◽  
Research Procedure

The purpose of this study was to analyze lesson study-based accounting learning with Student facilitator and Explaining learning models and to describe how student accounting learning outcomes were implemented by implementing lesson study-based accounting learning with Student Facilitator and Explaining learning models. The background of this research is motivated by the low ability of students to understand accounting, this is because a small proportion of accounting students have a background from high school social studies or SMK BM Accounting so that a small proportion of students know accounting, let alone understand it and result in low accounting learning outcomes. The object of this research is the accounting students of Semester II FKIP UMSU in the 2019-2020 Academic Year. This research is descriptive, total population of 32 people. Research instruments were tests and observations. The research procedure is by applying the learning model Student facilitator and Explaining based on lesson study. The data analysis technique used is descriptive analysis technique. The results showed that the results of learning accounting were still in the high category with an average count of 77.4. If the value ranges were made into category B, the results of observations related to student learning activities were in the inadequate category because most of the students had maxed out. In learning activities in class.

scholarly journals Penerapan Model Pembelajaran Kooperatif dengan Media Audio Visual Berbasis Teknologi Untuk Meningkatkan Aktivitas dan Kemampuan Menyimak Mahasiswa

Jurnal PGSD ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 141-149
Author(s):  
Resnani Resnani
Keyword(s):  
Cooperative Learning ◽  
Basic Skills ◽  
Learning Model ◽  
Visual Media ◽  
Learning Activity ◽  
Average Score ◽  
Observation Data ◽  
Learning Models ◽  
Average Value ◽  
Listening Skill

This research aims to increase the activity and listening skill of students through a cooperative learning model of technology-based audio visual media at the course of language basic skills. The subjects were the students of PGSD in III B class academic year 2019/2020 which amounted to 40 students. The research instruments were observation sheets and test sheets of the listening skill. The observation data was analyzed by using the average score and the data of the listening capabilities analyzed by using of the average value and percentage. The results showed that (1) the implementation of cooperative learning models with technology-based visual audio media at the course of the language basic skills can increase the learning activity,  (2) The application of cooperative learning model with technology-based audio visual media in the course of basic language skills can enhance the ability to listen of students who are infused with the ability to listen to the students each cycle increases. The average scor of the students ' listening skills at the first cycle is 78.05 with a detailed guidance of a kilacical study is 77.5% increased in the second cycle the average value of the student's listening capability is 83.25 with the classical guidance of the study is 92.5%. It is thus concluded that the application of cooperative learning models with technology-based audio visuals can increase the activity and listening skill  of IIIB students at the language Basic skills Lecture at the PGSD University of Bengkulu.

PELATIHAN GURU SEKOLAH DASAR PADA PEMBELAJARAN KURIKULUM 2013: PRO DAN KONTRA

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Mislinawati Mislinawati. ◽  
Suci Fitriani
Keyword(s):  
Qualitative Method ◽  
Lesson Plan ◽  
Learning Model ◽  
Learning Tools ◽  
Learning Models ◽  
Innovative Teaching ◽  
Teaching Models ◽  
Classroom Activities ◽  
Model Based ◽  
Banda Aceh

Most of teachers in Aceh have not applied innovative teaching models as suggested in the Curiculum 2013. Generally they teach without using curriculum models suggested in the 2013 curriculum. Teachers are not yet fully informed about the learning models, so teachers are difficulty and rarely apply in the learning process. Based on the problems experienced by these teachers, then the thing done to solve the problem is to provide training and mentoring activities. Subjects in this study teachers SDN Banda Aceh as many as 40 people. This study employed descriptive qualitative method. Training on the learning model based on the 2013 curriculum for two days includes: first day of theoretical training on learning model; The second day, the training to practice the learning model that will be developed. Further assistance in developing and practicing the model of learning in the classroom for four months. In the process of mentoring teachers guided from the process of making learning tools such as RPP, Media and LKS. The results showed that only 30% applied the models suggested in the curriculum 2013. Teachers' efforts in applying these models are demonstrated by the teacher's persistence from the process of making the lesson plan, it seems that the teachers who applied the models were enthusiastic in fixing model-based RPPs, looking at modules, designing the required media, and asking actively when something is poorly understood. Teachers are recommended to apply the 2013 curriculum learning models in order to have innovative classroom activities that can make the students active and enthusiastic.

scholarly journals UPAYA OPTIMALISASI MAHARAH KITABAH MELALUI MODEL PEMBELAJARAN BERBASIS PROYEK PADA MATERI AL-JUMLAH

2019 ◽  
Vol 12 (1) ◽  
pp. 62
Author(s):  
HASTANG HASTANG
Keyword(s):  
Student Achievement ◽  
Qualitative Method ◽  
Qualitative Data ◽  
Learning Model ◽  
Project Based Learning ◽  
Learning Models ◽  
Instrument Performance ◽  
High Level ◽  
Descriptive Qualitative

This study aims to optimize the ability of students to write Arabic sentences (maharah kitabah) through project-based learning models in al-Jumlah material. This study used descriptive qualitative method. The subjects of the study were students at the second semester of IAIN Bone, which were from class PBA1, PBA2, PBA3, PS6, PGMI4, and PGMI 5. Data was collected through tests, observations, and interviews with instrument performance, observation guidelines, and interview guidelines. The data collected from the results of this study will be analyzed using qualitative data analysis.The results of the study show: 1) The application of project-based learning models in al-quantity material is carried out in several stages, starting from determining the theme of writing, determining sources, collecting material (writing rules) and mufradat (vocabulary), compiling sentences and discussing them collaboratively with members team, up to presenting in front of other teams. 2) Students are generally able to make al-Jumlah based on the elements of the sentence that have been learned. For example, making al-Jumlah Ismiyah consisting of mubtada' and khabar, al-Jumlah  al-Fi'liyah consisting of fi'il, fa'il, and maf'ul by using sentences that are in accordance with the attached image and also able to write with the correct writing and harakat. Based on the results of the study, it can be concluded that the project-based learning model can optimize the student achievement of high-level students in al-Jumlah material.

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