scholarly journals Model Pengajaran Bahasa Indonesia Berbasis Komputasi (The Teaching Model of Bahasa Indonesia with Computation Based)

JALABAHASA ◽  
2018 ◽  
Vol 13 (2) ◽  
pp. 181
Author(s):  
Tri Wahyu Retno Ningsih ◽  
Ida Astuti
Keyword(s):  
University Students ◽  
Interactive Learning ◽  
Learning Model ◽  
Alternative Form ◽  
Teaching Model ◽  
The Media ◽  
Bahasa Indonesia ◽  
Mix Methods

Tujuan penelitian ini adalah merancang model pengajaran bahasa Indoensia berbasis komputer sebagai media pembelajaran. Model pembelajaran tersebut digunakan sebagai bentuk alternatif pembelajaran untuk mahasiswa. Metode penelitian yang digunakan adalah metode mix methods, yaitu merancang aplikasi, wawancara, dan observasi. Hasil penelitian menunjukan bahwa model dapat digunakan untuk meningkatkan dan melengkapi model pembelajaran yang bersifat konvensional. Melalui instruksi yang tepat, model pembelajaran interaktif ini dapat meningkatkan pengetahuan dan pembelajaran siswa. Selain itu, media dapat digunakan mahasiswa untuk mengingat ilmu pengetahuan, memberi motivasi, dan ketertarikan siswa terhadap sesuatu hal yang relevan dengan berbagai konsep. The purpose of this study is to design the teaching model of Bahasa Indonesia with computerbased as a medium of learning. The learning model is used as an alternative form of learning for university students. The study method used is the of mix methods, namely application designing, interview1, and observation. The result shows that the model can be used to improve and to fi t up the conventional learning model. Through the proper instruction, this interactive learning model can improve the students’ knowledge and learning. In addition, the media can be used by the students to remember science, to motivate, and to attract the interest of the students toward something that is relevant to the various concepts.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) UNTUK MENINGKATKAN HASIL BELAJAR BAHASA INDONESIA SISWA KELAS IVA SD NEGERI 78 PEKANBARU KECAMATAN TENAYAN RAYA

2017 ◽  
Vol 6 (1) ◽  
pp. 32
Author(s):  
Nismarni Nismarni
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Instructional Materials ◽  
Test Results ◽  
Activity Data ◽  
Reflection Data ◽  
Teachers And Students ◽  
Bahasa Indonesia ◽  
Daily Test

In the background backs Indonesian learning results obtained by the students is very low because the method of learning that are not relevant. Classroom action research aims to determine the implementation of cooperative learning model Numbered Heads Together (NHT) to improve learning outcomes Indonesian grade IV A SD Negeri 78 Pekanbaru on instructional materials do. The experiment was conducted in two cycles each cycle two meetings and one daily tests. Each cycle stages are: planning, implementation, observation and reflection. Data from the activity of teachers and students in the can from the observation sheet, while, learning outcomes in getting the daily test results. The results showed the activities of teachers and students has increased, in the first cycle of meetings I obtained a score of 33 (68.75%), in the first cycle of meetings II obtained a score of 38 (79.17%), the second cycle of meetings I obtained a score of 40 (83 , 33%), and the second cycle II meeting obtained a score of 44 (91.67%). And in the first cycle of the first meeting of student activity data obtained a score of 27 (56.25%), in the first cycle II meeting increased with the acquisition of a score of 36 (75.00%), and the second cycle first meeting increased to 41 (85.42 %), the second cycle II meeting increased to 45 (93.75%). Learning outcomes of students has increased, this is evidenced by: the preliminary data the number of students who reach KKM amounted to 10 students (28.57%) with an average of learning outcomes at 65.37. Increased in the first cycle by the number of students who completed totaling 26 students (74.28%) with an average of learning outcomes at 76.00. And the second cycle increases with the number of students 32 students (91.42%) with an average of learning outcomes at 86.86. Based on these results it can be concluded that the implementation of cooperative learning model NHT can improve learning outcomes Indonesian grade IV A SD Negeri 78 Pekanbaru. 

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%).

The Attitudes of University Students of Batubara in Medan Towards Batubara Malay Language

2016 ◽  
Vol 13 (3) ◽  
Author(s):  
Julisah Izar ◽  
Siti Aisah Ginting
Keyword(s):  
University Students ◽  
Key Words ◽  
Positive Attitudes ◽  
Depth Interview ◽  
Students Attitudes ◽  
The University ◽  
Key Words Attitudes ◽  
Bahasa Indonesia

This study dealt with the attitudes of university students of Batubara towards Batubara Malay language. The data were collected from 20 university students of Batubara in Medan. The instruments used for collecting the data were observation sheet, questionnaire sheet and depth interview. The data were analyzed by Moleong’s theory. The findings showed that the respondents’ attitudes were: 12 (60%) negative and 8 (40%) positive. The attitudes levels of university students included in negative and positive attitudes namely in: receiving 11 (55%) negative and 9 (45%) positive, responding 12 (60%) negative and 8 positive, valuing 10 (50%) negative and 10 (50%)  positive,  organizing 12 (60%) positive and 8 (40%) negative, and internalizing values 12 (60%) negative and 8 (40%) positive. The factors influenced the university students’ attitudes were language disloyalty 12 (60%) negative and 8 (40%) positive, language pride lack 14 (70%) negative and 7 (30%) positive, in the unawareness of the norms 11 (55%) negative and 9 (45%) positive. Bahasa Indonesia is dominantly spoken by the university students of Batubara in Medan which caused they have less frequency in using their Batubara Malay language with their friends who are from same region in Medan. Key words: Attitudes, University Students of Batubara, Batubara Malay Language

scholarly journals Aggregating Time Series and Tabular Data in Deep Learning Model for University Students’ GPA Prediction

IEEE Access ◽  
2021 ◽  
pp. 1-1
Author(s):  
Harjanto Prabowo ◽  
Alam A. Hidayat ◽  
Tjeng Wawan Cenggoro ◽  
Reza Rahutomo ◽  
Kartika Purwandari ◽  
...  
Keyword(s):  
Time Series ◽  
Deep Learning ◽  
University Students ◽  
Learning Model ◽  
Tabular Data ◽  
Deep Learning Model

scholarly journals MODEL PEMBELAJARAN TEMATIK INTEGRATIF BERBASIS KURIKULUM 2013 DI MADRASAH IBTIDAIYAH

2020 ◽  
Vol 4 (1) ◽  
pp. 100
Author(s):  
Jefryadi Jefryadi
Keyword(s):  
Learning Strategies ◽  
Learning Strategy ◽  
Field Research ◽  
Learning Model ◽  
Research Field ◽  
Learning Material ◽  
Learning Models ◽  
The Media ◽  
Meaningful Experiences ◽  
Thematic Learning

The 2013 curriculum-based integrative thematic learning model is a learning strategy that involves several subjects into a learning theme that uses an interdisciplinary approach to provide meaningful experiences to students in the learning process. The application of this learning model requires adequate infrastructure and mature teacher understanding concepts. Integration and success in this learning model can be seen from the aspect of understanding of the learning model, aspects of the learning strategy, and aspects of the use of media in learning. Because every teacher has their own characteristics in conveying learning to students, in order to achieve learning objectives. Therefore the writer wants to examine more deeply how the application of the 2013 curriculum-based integrative thematic learning model in MIN Yogyakarta II and MI Ma'had Islamy Kotagede Yogyakarta?. This study aims to determine the mastery of integrative thematic learning models, the strategies applied and the media used by teachers in the application of integrative thematic learning models. This research is categorized in the type of field research (Field Research) which is descriptive with qualitative research methods using theories about integrative thematic learning models then proceed to drawing conclusions. The results showed that in general these two institutions had applied the integrative thematic learning model well. The teacher's mastery of the learning model and the methods used by the teacher in linking learning material are already good so that learning becomes a unified and meaningful whole for students. Then the strategies used by the teacher in planning learning activities, preliminary activities, core activities and closing activities are quite diverse and adjusted to the needs and interests of students. The media used have their respective characteristics and are always adapted to the learning material to be taught. Although they have differences in learning strategies and the media used in teaching, however, they have the same goal of achieving success in teaching so that the expected goals can be achieved and provide meaningful experiences to students.

scholarly journals MODEL PEMBELAJARAN INTERAKTIF DENGAN METODE TANYA JAWAB DALAM MENINGKATAN HASIL BELAJAR SISWA DI MADRASAH IBTIDAIYAH

QUALITY ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 32
Author(s):  
Ali Murtadlo ◽  
Khusna Widhyahrini
Keyword(s):  
Learning Outcomes ◽  
Interactive Learning ◽  
Action Observation ◽  
Learning Model ◽  
Assessment Instrument ◽  
Initial Test ◽  
Test Question ◽  
Question And Answer ◽  
Quality Category ◽  
Planning Action

<p><em>The purpose of the </em><em>research was</em><em> to </em><em>knowing the</em><em> improvement of students' Learning Outcomes through Interactive Learning Model with the Question and Answer Method. Th</em><em>is is a </em><em>Classroom Action Research, consisted of four stages: planning, action, observation, and reflection. The instrument </em><em>used </em><em>is the assessment instrument for the implementation of learning, the initial test question sheet, the first cycle question sheet and second cycle. The data obtained was analyzed descriptively. The results of analysis  the learning  quality</em><em> data </em><em>in the first cycle </em><em>is</em><em> 88.07%  classified as quality category and the second cycle of learning quality </em><em>data is</em><em> 93.03% categorized as very good. The completeness of learning outcomes in cycle 1 </em><em>is</em><em> 78.57% classified as unfinished categories and cycle 2 completeness of learning outcomes</em><em> is</em><em> 96.43% classified as complete categories. So, it can be concluded that the Interactive Learning Model by using the Question and Answer Method is proven to be able to improve students Learning Outcomes.</em></p><pre> </pre>

scholarly journals KELAYAKAN MULTIMEDIA PEMBELAJARAN INTERAKTIF DALAM MEMOTIVASI SISWA BELAJAR MATEMATIKA

2021 ◽  
Vol 9 (1) ◽  
pp. 31
Author(s):  
Lilis Diah Kusumawati ◽  
NFn Sugito ◽  
Ali Mustadi
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Research Method ◽  
Interactive Multimedia ◽  
Interactive Learning ◽  
Learning Activities ◽  
School Students ◽  
Student Responses ◽  
The Media ◽  
Multimedia Product

Interactive multimedia is a technology that mediates the development of learning activities to make it more interesting and enjoyable so that it can motivate students to learn. This study aims to determine feasibility of interactive learning multimedia product in motivating student for fourth grade of elementary school to learn mathematics. The research method uses the concept of ADDIE models to develop products with five stages, 1) analyze; 2) design; 3) develop; 4) implement; and 5) evaluate. The result showed that the development of interactive learning multimedia is feasible used for motivating students in grade 4 to learn mathematics. The result of validation by material experts showed that the products developed reached a score of 43 so that it was included in the "very good" category, while the results of the validation by the media experts showed that the products developed reached a score of 59 so that it was included in the "very good" category. Teacher responses related to the practicality of product use reached a score of 113 so that it was included in the "very good" category, while student responses related to the practicality of using the product reached a score of 83 so that it was included in the "very good" category. In motivating students to learn mathematics, interactive learning multimedia can be applied to elementary school students in grade 4.AbstrakMultimedia interaktif adalah teknologi yang memediasi pengembangan kegiatan pembelajaran agar lebih menarik dan menyenangkan sehingga mampu memotivasi siswa dalam belajar. Penelitian ini bertujuan untuk mengetahui kelayakan produk multimedia pembelajaran interaktif dalam memotivasi siswa kelas IV sekolah dasar untuk belajar matematika. Metode penelitian menggunakan konsep model ADDIE untuk mengembangkan produk dengan lima tahap, 1) menganalisis; 2) desain; 3) berkembang; 4) mengimplementasikan; dan 5) mengevaluasi. Hasil penelitian menunjukkan bahwa pengembangan multimedia pembelajaran interaktif layak digunakan untuk memotivasi siswa kelas 4 dalam belajar matematika. Hasil validasi oleh ahli materi menunjukkan bahwa produk yang dikembangkan mencapai skor 43 sehingga masuk dalam kategori “sangat baik”, sedangkan hasil validasi oleh ahli media menunjukkan bahwa produk yang dikembangkan mencapai skor 59 sehingga masuk dalam kategori "sangat baik". Tanggapan guru terkait dengan kepraktisan penggunaan produk mencapai skor 113 sehingga masuk dalam kategori “sangat baik”, sedangkan respons siswa terkait dengan kepraktisan penggunaan produk mencapai skor 83 sehingga masuk dalam kategori “sangat baik”. Dalam memotivasi siswa untuk belajar matematika, multimedia pembelajaran interaktif dapat diterapkan untuk siswa sekolah dasar di kelas 4.

scholarly journals PENGEMBANGAN MEDIA iSPRING SUITE 8 DENGAN MODEL THINK PADA MATA KULIAH GENETIKA

2021 ◽  
Vol 12 (2) ◽  
pp. 108
Author(s):  
Ismi Nurul Qomariah ◽  
Mistianah Mistianah
Keyword(s):  
College Students ◽  
Research And Development ◽  
Biology Education ◽  
Learning Model ◽  
Development Stage ◽  
Product Testing ◽  
The Media ◽  
Education College ◽  
Feasibility Test ◽  
D Model

Abstrak. Penelitian ini bertujuan untuk mengembangkan model pembelajaran Think berbasis media I Spring suite 8 bagi mahasiswa Pendidikan Biologi. Jenis penelitian ini adalah Research and Development. Pengembangan media pembelajaran menggunakan metode Research and Development (R & D) dengan model 4 D (Define, Design, Develop, dan Dessiminate). Penelitian ini dimulai dari tahap define yaitu mengidentifikasi konsep-konsep material yang harus terkandung dalam media. Mendesain lebih lanjut model pembelajaran Think berbasis media pembelajaran I Spring suite 8. Setelah media dirancang dan dibuat maka dilakukan tahap pengembangan yaitu validasi produk oleh ahli dan uji coba produk pada proses perkuliahan. Hasil penelitian menunjukkan bahwa validitas ahli materi dalam kriteria valid dengan persentase 88 persen, hasil validitas ahli media dalam kriteria valid dengan persentase media pembelajaran sebesar 89 persen. Dari uji kelayakan diperoleh hasil uji kelayakan. Disimpulkan bahwa media termasuk dalam kategori sangat baik.Asbtract. This study aims to develop I Spring suite 8 learning media based Think learning model for Biology Education college students. The type of this research was Research and Development. The development of  learning media uses the Research and Development (R & D) method with the 4 D model (Define, Design, Develop, and Dessiminate). This research starts from the define stage that was identificatethe material concepts that must be contained in media. Furthermoredesign the I Spring suite 8 learning media based Think learning model. After media has been designed and created, the development stage was carried out, namely product validation by experts and product testing in the lecture process. The results showed that the validity of the material experts was in valid criteria with the percentage of 88 percent, the results of validity by media experts were in valid criteria with the percentage of learning media as much as 89percent. From the feasibility test, it was concluded that the media is included in the categoryvery good.

scholarly journals PENERAPAN MODEL PEMBELAJARAN INDUKTIF KATA BERGAMBAR UNTUK MENINGKATKAN MINAT MEMBACA PADA MATA PELAJARAN BAHASA INDONESIA

2019 ◽  
Vol 6 (2) ◽  
pp. 105
Author(s):  
Baiq Arnika Saadati ◽  
Buana Sari ◽  
Muhamad Sadli
Keyword(s):  
Action Research ◽  
Inductive Learning ◽  
Learning Model ◽  
Visual Word ◽  
Second Grade ◽  
Average Value ◽  
Planning Implementation ◽  
Classroom Action Research ◽  
Reading Interest ◽  
Bahasa Indonesia

AbstrakPenelitian ini bertujuan untuk mengetahui peningkatan minat membaca siswa melalui penerapan model pembelajaran induktif kata bergambar pada mata pelajaran bahasa Indonesia kelas 2 MIN 3 Kota Mataram. Penelitian ini merupakan penelitian tindakan kelas yang terdiri dari dua siklus. Masing-masing siklus diawali dengan tahap perencanaan, pelaksanaan, observasi, dan refleksi. Instrumen yang digunakan adalah lembar observasi, angket, dan dokumentasi. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran induktif kata bergambar dapat meningkatkan minat membaca pada mata pelajaran bahasa Indonesia kelas II MIN 3 Kota Mataram. Hal ini dapat dilihat dari skor yang diperoleh pada siklus I, 14 siswa dari 28 siswa berminat untuk membaca sedangkan 14 siswa belum berminat membaca, sehingga persentase minat klasikal yang dicapai sebesar 50% dengan nilai rata-rata 63,1. Pada siklus II, 26 siswa dari 28 siswa berminat untuk membaca sedangkan 2 siswa lainnya belum berminat untuk membaca, sehingga persentase minat klasikal yang dicapai sebesar 92% dengan nilai rata-rata 66,3.AbstractThis study aimed to know the increase of students’ interest in reading through the implementation of visual word inductive learning model in Indonesian language subject for the second grade of MIN 3 Mataram City. The type of the research was classroom action research which consisted of two cycles. Each cycle was begun by planning, implementation, observation, and reflection stages. The instruments used in this study was observations, questionnaires, and documentations. The result showed that the implementation of visual word inductive learning model could increase reading interest in Indonesian language subject of the second grade at MIN 3 Mataram City. It could be seen from the scores obtained in the first cycle, 14 students out of 28 students were interested to read while 14 students were uninterested. Thus, the percentage of classical interest achieved was 50% with an average value of 63.1. In cycle II, 26 students out of 28 students were interested to read while 2 students were unnterested so the percentage of classical interest achieved was 92% with an average value of 66.3.

scholarly journals ANALISIS KEBUTUHAN LEMBAR KERJA AUDIO SISWA (LKAS) UNTUK SISWA TUNANETRA

2016 ◽  
Vol 4 (1) ◽  
pp. 55
Author(s):  
NFN Innayah
Keyword(s):  
Visually Impaired ◽  
English Language ◽  
Multiple Choice Questions ◽  
Persons With Disabilities ◽  
R And D ◽  
National Examination ◽  
The Media ◽  
Mp3 Player ◽  
And Mathematics ◽  
Bahasa Indonesia

Visually impaired disabilities have requiring an appropriate medium for learning. Audio student worksheet (LKS) is one of the media for persons with disabilities are being developed. The aim of the study was to determine the subjects that require media audio LKS, format of audio LKS, player tool for audio LKS program and accompanying materials required as supporting audio LKS. This research was conducted by the method of research and development. The results of this study showed subjects that require audio LKS is a national examination subjects such as Indonesian language, English language, science and mathematics. Form of audio LKS for visually impaired disabilities is a summary with multiple choice questions. Instruments of audio LKS that suitable for visually impaired disabilities are laptop and an MP3 player. The understanding of the audio LKS for visually impaired disabilities should be complemented with an accompanying material in the form of Braille. AbstrakSiswa tunanetra membutuhkan media pembelajaran yang tepat. Lembar kerja audio siswa (LKAS) merupakan salah satu media yang dikembangkan bagi siswa tunanetra. Penelitian ini bertujuan untuk mengetahui mata pelajaran yang membutuhkan media LKAS, format LKAS, alat pemutar program untuk LKAS dan bahan penyerta yang dibutuhkan sebagai penunjang LKAS. Penelitian ini menggunakan metode penelitian dan pengembangan (R and D). Hasil penelitian mengungkapkan bahwa mata pelajaran yang membutuhkan media LKAS adalah mata pelajaran ujian nasional seperti Bahasa Indonesia, Bahasa Ingggris, IPA dan matematika. Format LKAS bagi siswa tunanetra adalah ringkasan materi dengan bentuk soal pilihan ganda. Alat pemutar program yang sesuai bagi siswa tunanetra adalah laptop dan MP3 player. Pemahaman terhadap LKAS perlu dilengkapi dengan bahan penyerta dalam bentuk Braille.

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