Penggunaan Keterampilan Proses dalam Pembelajaran Fikih di SD/MI

FONDATIA ◽  
2021 ◽  
Vol 5 (1) ◽  
pp. 30-43
Author(s):  
Nasri Nasri
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Process Skills ◽  
Learning And Teaching ◽  
New Information ◽  
New Concepts ◽  
Intellectual Skills

According to Djamarah, learning with process skills "aims to improve the ability of students to understand, realize and master a series of activities related to learning outcomes that have been achieved by students". According to Roestiyah, the purpose of the learning process is a very important component in the learning strategy; where students want to take it, what students must have, it all depends on the goals to be achieved. According to Indrawati as follows: process skills are social intellectual skills needed to be able to further develop their knowledge or concepts. With these skills, students have the opportunity to be able to acquire new concepts or information - new information. Learning and teaching are inseparable concepts. Beajar refers to what a person must do as a subject in learning. Meanwhile, teaching refers to what a teacher should do as a teacher. Two teaching and learning concepts carried out by students and teachers are integrated in one activity. Between the two, there was an interaction with the teacher. The abilities that students have from the teaching and learning process alone must be able to get results through one's creativity without the intervention of other people as teachers.

scholarly journals JOYFUL LEARNING UNTUK PENINGKATAN PRESTASI BELAJAR ALJABAR KELAS SMP NEGERI 1 WONOMERTO

2020 ◽  
Vol 1 (1) ◽  
pp. 28-35
Author(s):  
Mr. Mujiono
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Average Score ◽  
Research Subjects ◽  
Improve Student Learning

Penelitian ini bertujuan meningkatkan hasil belajar dengan menggunakan Strategi Joyful Learning. Strategi joyful learning membantu guru untuk lebih kreatif dalam proses belajar mengajar dan dapat meningkatakan hasil belajar siswa. Desain penelitian   ini  adalah  Penelitian  Tindakan Kelas  (PTK) yang  dilakukan  secara  kolaboratif. Subjek  penelitian   adalah  peserta  didik kelas VII B  berjumlah  22  orang, 5 putri dan 17 putra. Penerapan strategi joyful learning menunjukkan peningkatan pada hasil belajar. Siklus I meningkat menjadi 21 siswa yang mencapai ketuntasan dengan nilai rata-rata kelas 95. Pada siklus I memperoleh nilai rata-rata IPG 73% dengan kategori baik, IRS 88 % dengan kategori sangat baik, dan IKL 80% dengan kategori baik. This study aims to improve learning outcomes by using the Joyful Learning Strategy. Joyful learning strategies help teachers to be more creative in the teaching and learning process and can improve student learning outcomes. The design of this research is Classroom Action Research (PTK) which is conducted collaboratively. The research subjects were 22 students of class VII B, 5 girls and 17 boys. The application of joyful learning strategies shows an increase in learning outcomes. The first cycle increased to 21 students who achieved completeness with an average grade of 95. In the first cycle, the IPG average score was 73% in the good category, 88% IRS in the very good category, and 80% IKL in the good category.

scholarly journals PENERAPAN STRATEGI BELAJAR MOOD, UNDERSTAND, RECALL, DIGEST, EXPAND, REVIEW (MURDER) DALAM MENINGKATKAN HASIL BELAJAR BIOLOGI KONSEP SISTEM EKSKRESI MANUSIA PADA KELAS XI IPA1 SMA NEGERI 1 KAIRATU

2016 ◽  
Vol 2 (2) ◽  
pp. 140-151
Author(s):  
Roger Lopulalan ◽  
M Nur Matdoan
Keyword(s):  
Data Collection ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Statistic Analysis ◽  
Significant Relation ◽  
Inferential Statistic ◽  
The Relationship

Background: One of the interesting and applicable learning strategies in the learning process is the MURDER learning strategy. Where this learning strategy aims to train and facilitate students in receiving and understanding the material provided. With the strategy of learning murder is expected the students get involved further in the process of teaching and learning effectively so that students are encouraged to understand every material in teaching teachers. Methods: Instruments used in this study are non-test instruments in the form of affective ratings sheets and psychomotor sheets and test instruments in the form of items used for initial and final tests. Data collection is done by literature, student learning result test, interview and observation. The data have been obtained in the form of scores analyzed in the form of product moment statistics to see the relationship between the results of learning results by using learning strategies MURDER. Result: Inferential statistic analysis showed that in table "r" product moment db 27 was consulted at 5% significant level obtained r table = 0,381 while significant 1% at r table = 0,487 so there is significant relation between variable x and variable y. Conclusion: MURDER learning strategy can improve learning outcomes in SMA Negeri 1 Kairatu students and this strategy is very influential on cognitive, affective and psychomotor assessment on students.

OPTIMALISASI PEMAHAMAN KONSEP DAN APLIKASI GAMBAR PROYEKSI MELALUI STRATEGI DIRECT INSTRUCTIONAL

2013 ◽  
Vol 6 (2) ◽  
Author(s):  
R Mursid
Keyword(s):  
Action Research ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Technical Drawing ◽  
Study Results ◽  
Projection Image ◽  
Improving Student Learning

Abstrak: Penelitian ini bertujuan: (1) meningkatkan hasil belajar menggambar teknik mahasiswa melalui pemahaman kosep gambar proyeksi, (2) meningkatkan hasil belajar menggambar teknik mahasiswa melalui aplikasi gambar proyeksi, (3) menerapkan strategi direct instructional . Strategi pembelajaran yang digunakan dalam penelitian action research. Hasil penelitian diperoleh: (1) pemahaman dan konsep dalam gambar teknik mahasiswa adalah cukup kompeten dan bila diaplikasikan dalam bentuk gambar teknik masih cukup kompeten; (2) aktivitas mahasiswa selama proses pembelajaran dengan menggunakan strategi direct instructional  menunjukkan bahwa secara keseluruhan adalah sangat baik; (3) aktivitas dosen dalam kegiatan belajar mengajar selama menggunakan strategi direct instructional  cukup aprisiatif dan interaktif terhadap proses pembelajaran; (4) aktivitasnya selama proses pembelajaran berlangsung diberikan dalam bentuk penilaian keaktifan dosen.   Kata Kunci: gambar proyeksi, strategi direct instructional     Abstract: This research was aimed to: (1) improve learning outcomes of students drawing techniques through an understanding of the concept of projection images, (2) improving student learning outcomes through the application of engineering drawing projection image, (3) implement learning strategies directly. The method used in the action research study. Results were obtained: (1) understanding the engineering drawings and concepts students are competent enough and when applied in the form of technical drawing is still quite competent, (2) student activity during the learning process by using a learning strategy implies that overall is very good; (3) activities of faculty in teaching and learning activities to use learning strategies for direct and interactive aprisiatif enough to the learning process, (4) activity during the learning process takes place is given in the form of activity assessment lecturers.     Keywords:, drawing of projectio, direct learning strategies

Penerapan Metode Diskusi Kelompok untuk Meningkatkan Hasil Belajar Siswa pada Mata Pelajaran IPS di Kelas IX SMP Santa Maria Monica, Bekasi Timur

Psibernetika ◽  
2017 ◽  
Vol 10 (2) ◽  
Author(s):  
Ch. Catur Putriyanti ◽  
Fabianus Fensi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Student Learning Outcomes ◽  
Learning Method ◽  
Learning And Teaching ◽  
Close Relationship ◽  
Post Test

<p><em>Learning process and student learning outcomes have a close relationship. A good learning process improves student learning outcomes. Improvement of student learning outcomes is determined by how the learning process is done by teachers. Talking about the learning process is the same as talking about learning and teaching methods. There are many methods of teaching and  learning. The teachers and students live to have the method which is in accordance with the conditions of each class. This research tries one of interactive teaching and learning method, that is group discussion. With group discussions the students are invited to discuss lesson themes in social science subjects. To measure the increase of student learning outcomes with this group discussion method then conducted Pre Test about the students' knowledge before the learning process. After the group discussion intervention the teacher performed a Post Test. The result can be said that the teaching and learning methods with group discussion effectively to improve student learning outcomes.</em></p><p><em><br /> <strong>Keywords:   </strong>Learning Method, Group Discussion, Pre Test, Post Test</em></p>

MODIFIKASI MODEL PEMBELAJARAN AUDITORY INTELECTUALY REPETITION DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Anisa Farida ◽  
Nadia Rizky Harisuna ◽  
Septianna Nurida
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Learning Goals ◽  
Quality Of Learning

The purpose of this writing is to provide innovation in learning in the classroom by using varied learning models. So that the quality of learning in the classroom increases and is more interesting. In addition, it can also improve student activity, foster a spirit of learning and completing tasks well. The problem of learning in Indonesia is a problem that must be taken seriously, especially by the teacher. Therefore, teachers must be able to inspire students to be actively involved in the learning process of selection and determination of learning strategies that are most appropriate to the characteristics of students. With the existence of this writing, the background of the difficulties in understanding the material is also the lack of enthusiasm of students in learning the material and completing the assignments given by the teacher which have an impact on student learning outcomes that are still low. The low student learning outcomes, of course, many factors that cause, for example the classic problem about the application of learning methods that are still teacher-centered, so students tend to passively listen to the teacher's explanation. So, the choice of methods and strategies in teaching and learning in class is very important because it can affect the results of teaching and learning in the classroom and obtain the desired learning goals. For this reason, the teacher can use the Auditory Intellectually Repetition (AIR) learning method which is modified by the task strategy and force. The learning model of Auditory Intellectually Repetition (AIR) is a method that is focused on providing direct and enjoyable learning experiences. Experience learning directly by learning to listen or listen (auditory), learn intellectually and learn with repetition. Meanwhile, the Task and Forces strategy is a learning strategy that has little effect on students to complete tasks until they are completed and on time. If it does not complete the assignment given by the teacher, then there is a penalty for students who do not do their duties according to the previous agreement. So that students will be motivated in listening, understanding the material conveyed by the teacher and doing the task on time. This strategy can also improve the quality of student learning to reduce the level of student laziness and provide good learning outcomes. By combining this method it is hoped that it can make students become more disciplined and responsible for the tasks given. Therefore, combining these models and strategies is needed in the learning process so that the learning process is interesting and the quality of learning increases.

scholarly journals Application of Fire-Up Learning Strategy can Improve Learning Learning Results on the Points of Fluid in Class XI MIPA 1 SMA Negeri 2 Pekanbaru

Perspektif ◽  
2018 ◽  
Vol 9 (1) ◽  
pp. 20-26
Author(s):  
Sharmila Shahn
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Learning Activities ◽  
Basic Knowledge ◽  
World Knowledge ◽  
Knowledge Use ◽  
New Information ◽  
And Function ◽  
Available Resources

Strategy is a plan or steps that are carried out systematically, which has a system to facilitate the implementation of an activity in order to achieve the purpose specified. The learning process will be effective when learners participate in it and learners do most of the learning activities. The success of learning is influenced by various factors, one of which is the factor of learning strategy. Selection of learning strategy is very important because learning strategy is a way to deliver lesson materials so that in the process of teaching and learning the teacher is not too dominate the learning activities. The dominant thing is that learners only listen.Learning strategy is a planning that contains about a series of activities designed to achieve learning objectives, so that teachers need to understand well the role and function of the strategy in the implementation of the learning process. Active learning strategy can be used as an alternative learning that can improve the quality of physics learning.Learners use their ability to learn various problems and apply what they have learned. Implementation of appropriate learning strategy is expected to overcome the low learning outcomes of learners by making learners as independent learners and create an atmosphere that makes learners active in learning is a learning strategy FIRE-UP. According to Madden FIRE-UP strategy (Foundation, Intake information, Real meaning, Express your knowledge, Use available resources, Plan of action) can make learners more active because learners are made into independent learners.The stages of the FIRE-UP strategy will encourage learners to prepare for the basic knowledge of learners after studying their own textbooks or lesson materials in order to prepare learners to address the unknown (Foundation), how learners can concentrate on incorporating information acquired (Intake Information), creates the true meaning of the new information it receives through the process of assimilation into its real-world knowledge, reveals what is known and asks unknowns through discussion or re-teaches to its peers (Express your knowledge, Use available resources), as well as planning the activities of learners in presenting their group work (Plan of Action).Based on the results obtained the value of the first cycle, the second cycle and the third cycle in a row (77,94%), (81,76%) dan (85,97%).

scholarly journals META-ANALISIS PENGARUH STRATEGI PQ4R DALAM PEMBELAJARAN BAHASA INDONESIA DI SEKOLAH DASAR

2020 ◽  
Vol 1 (2) ◽  
pp. 153-159
Author(s):  
Mohammad Heru Dwi Kurniawan ◽  
Endang Sri Mujiwati ◽  
Ita Kurnia
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Effect Size ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Meta Analysis ◽  
Analysis Method ◽  
Journal Articles ◽  
National Journal ◽  
Bahasa Indonesia

This research aimed to analyze the effect of the PQ4R strategy on Indonesian Language material. The PQ4R strategy was a learning strategy used that make students remember what they read and what they  can help in  teaching and learning process in the class which was conducted by reading the books. The research used a meta-analysis method by using two national journal articles. The calculations on the two articles provided  different results. The results of the first analysis article had an effect size of (1.33) which means that it had the highest effect size. While , in  the second article it had the effect size of (0.84) which means the effect size is high. The PQ4R strategy affected in  learning outcomes and it can be used in Indonesian in  the high of the elementary school.

scholarly journals PENTINGNYA PENDEKATAN KETERAMPILAN PROSES PADA PEMBELAJARAN IPA DI MADRASAH

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Laely Mahmudah
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Subject Matter ◽  
Scientific Method ◽  
Science Learning ◽  
Positive Influence ◽  
Learning Science ◽  
Process Skills ◽  
New Concepts ◽  
The Subject

<p>Pendekatan keterampilan proses penting untuk diaplikasikan pada pembelajaran IPA di Madrasah. Keunggulan pendekatan keterampilan proses di dalam proses pembelajaran antara lain, peserta didik terlibat langsung dengan objek nyata sehingga dapat mempermudah pemahaman peserta didik terhadap materi pelajaran, peserta didik menemukan sendiri konsep-konsep yang dipelajari, melatih peserta didik untuk berpikir lebih kritis, melatih peserta didik untuk bertanya dan terlibat lebih aktif dalam pembelajaran, mendorong peserta didik untuk menemukan konsep-konsep baru, memberi kesempatan kepada peserta didik untuk belajar menggunakan metode ilmiah. Guru dalam pembelajaran IPA menggunakan pendekatan keterampilan proses sebaiknya membuat perencanaan yang baik dan membuat LKPD agar pembelajaran lebih terarah, efektif, dan berpengaruh positif terhadap hasil belajar peserta didik.</p><p> </p><p align="center"><strong><em>Abstract</em></strong></p><p><em>THE IMPORTANCE OF PROCESS SKILL APPROACH ON SCIENCE LEARNING IN MADRASA:</em><strong> </strong><em>Process skills approach is essential to be applied to science learning in Madrasa. Excellen</em><em>t</em><em> process skills approach in the learning process, such as students directly involved with the real object so as to facilitate students understanding of the subject matter, the students find their own concepts studies, to train students to think more critically, to train students to ask and be more active in learning, encourage students to discover new concepts, provide an opportunity for students to learn to use the scientific method. Teachers in learning science apply process skills approach should make a good planning and making worksheet for learning more targeted, effective, and positive influence on the learning outcomes of students.</em><strong></strong></p><p><strong> </strong><strong></strong></p>

Pengembangan perangkat pembelajaran dengan menggunakan pendekatan keterampilan proses untuk meningkatkan hasil belajar mata pelajaran التربية الجسمية bagi siswa kelas XI IPA MAN I Kota Mojokerto

2017 ◽  
Vol 1 (1) ◽  
pp. 115
Author(s):  
Sudar Kajin
Keyword(s):  
Learning Outcomes ◽  
Learning Strategy ◽  
Bone Structure ◽  
The Body ◽  
Process Skills ◽  
Hormonal Changes ◽  
Learning Tools ◽  
Body Structure ◽  
Use Of Resources ◽  
The Look

Growth and development of the child have the nature of a thorough and intertwined relationships between components (health, nutrition, and environment). In general, child development can be grouped into three areas, namely cognitive, affective, and psychomotor, whereas biological growth which includes a change in the body structure. Body structure regarding the changes in bone structure, especially the long bones that have an impact on changes in body size, whereas changes in bodily functions is a result of hormonal changes that affect the physiological function .. The purpose of this development are: 1) Describe the product feasibility study التربية الجسمية for grade XI IPA at MAN I Mojokerto 2) Describe the development of learning tools using process skills can improve learning outcomes subjects التربية الجسمية class XI IPA at MAN I Mojokerto From the results of this development can be concluded: 1) results of expert validation and testing, the model approach process skills is fit for use for subjects of Physical Education, Sport and Health, because the products developed are not revised by experts but from the results of questionnaire of students stated that require revision are: (a) Improve the look model or change the learning strategy, and (b) improve the use of resources in implementing the model. 2) Product development learning tools using process skills can improve learning outcomes subjects التربية الجسمية class XI IPA at MAN I Mojokerto. From the class of the test increased learning completeness of Pre and Post Tests Tests are respectively 77.78% increase to 91.67%.

EFEKTIVITAS PENERAPAN METODE CONTEXTUAL TEACHING AND LEARNING TERHADAP PENINGKATAN HASIL BELAJAR SISWA DALAM MATA PELAJARAN ILMU PENGETAHUAN ALAM (IPA) KHUSUS DALAM MATERI SIFAT-SIFAT CAHAYA

2018 ◽  
Vol 2 (3) ◽  
pp. 329
Author(s):  
Ni Wayan Rusniati
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Material Properties ◽  
Teaching And Learning ◽  
Science Learning ◽  
Learning Model ◽  
Learning Material ◽  
Average Value ◽  
Lecture Method ◽  
Contextual Teaching

The process and student learning outcomes in science learning material properties of light is a problem faced by class IV SD Negeri 3 Mengwi. Student activity and learning outcomes have not been maximized because the teacher delivered science learning materials using the lecture method. This is the background of the researchers to conduct research with the aim of improving the process and learning outcomes of science with material properties of light with learning models Contextual Teaching and Learning. This research is a type of classroom action research conducted in SD Negeri 3 Mengwi. The subjects of this study were fourth grade students, amounting to 27 students consisting of 14 female students and 13 male students. The implementation of this study used 2 cycles. Instruments used to collect data are observation sheets, interviews, documentation and test questions. The results of this study indicate that science learning outcomes with material properties of light using the Contextual Teaching and Learning model in SD Negeri 3 Mengwi have increased in two cycles with quite satisfactory values. There was an increase in learning outcomes from cycle 1 an average value of 68.51 to 75.37 in cycle 2. In addition, there was an increase in the learning process of students in science learning carried out by teachers using the Contextual Teaching and Learning model. Keywords: Learning process, learning outcomes, Contextual Teaching and Learning

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