Muhadarah dan Eskalasi Kecerdasan Linguistik

The purpose of this study was to (1) describe the implementation of Muhadarah student activities in grade VI Islamic Arrisalah Slahung Ponorogo school year 2018/2019, (2) describe the linguistic intelligence of class VI Islamic Arrisalah Slahung Ponorogo students in 2018/2019 academic year in muhadarah activities.This type of research uses field research with a qualitative approach methodology. The study was conducted in grade VI of Arrisalah Slahung Ponorogo Islamic Elementary School with data collection procedures through observation, interviews, and documentation. The main data in the form of the contents of the video of the student Muhadarah that has been transcribed along with photos of the activities of the Muhadarah implementation. The subjects of the study were grade VI students and Arrisalah Islamic elementary school teachers. While the object of research is the linguistic intelligence of female students in grade VI Islamic elementary school Arrisalah Slahung Ponorogo. In this study the informants were the staff of the Arrisalah Islamic Elementary School teacher and the sixth grade guardian of Islamic Arrisalah Elementary School. Based on the results of data analysis, it can be concluded that (1) The implementation of muhadarah begins with the preparation of the text first, then corrects it to the supervisor. After completing the muhadarah activity, the supervisor evaluates and comments related to the performance displayed by the students, then continues by appointing several students who will be on duty for the following week. The assessment results for the six students who have performed the best speech are in the vocabulary and material aspects, with the average score is 4 to 5. While in other aspects there are still those who get a score of 3. (2) Language skills in the speaking aspects of the sixth grade students at SD Islam Arrisalah Slahung Ponorogo, the majority are good, can decipher and arrange words into effective sentence. With the existence of muḥā kegarah excitement held at this school can increase and improve linguistic intelligence/ language skills in aspects of their speech to be even better. The muhadarah activity is not only to improve language skills in speaking but also in writing, because before the children deliver their speeches in front of their class they first write the text and then memorize it.

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THE IMPLEMENTATION OF SMALL GROUP TO IMPROVE STUDENTS’ ENGLISH SPEAKING (A CLASSROOM ACTION RESEARCH IN THE SIXTH GRADE STUDENTS OF ISLAMIC ELEMENTARY SCHOOL MIFTAHUL MUBTADIIEN ISLAMIYAH BANYAKAN KEDIRI IN THE ACADEMIC YEAR 2013/2014

English Teaching Journal : A Journal of English Literature, Language and Education ◽

10.25273/etj.v3i2.753 ◽

2015 ◽

Vol 3 (2) ◽

Author(s):

Pamadya Vitasmoro

Keyword(s):

Elementary School ◽

Action Research ◽

Small Group ◽

School Teacher ◽

Sixth Grade ◽

School Based ◽

Class D ◽

Sixth Grade Students ◽

English Speaking ◽

Classroom Action Research

Speaking is one of the English skills which are taught at school. It means that English can be taught at Elementary school based on the needs of the school. In Elementary school, teacher teaches four language skills such as: listening, speaking, reading and writing to make students to be competence in English by mastering those four skills.The students of Islamic Elementary School Miftahul Mubtadiien Islamiyah Banyakan faced some problems of speaking, such as they are afraid of making mistakes, they are shy of speak with other students, and they are low in speaking ability. This study applied Classroom Action Research. The objectives of this study is to describe how small group can improve students’ English speaking of the sixth grade students of Islamic Elementary School Miftahul Mubtadiien Islamiyah Banyakan, Kediri. In the sixth grade in which researcher found problem in the class and try to find the solution. The students of sixth grade students of Islamic Elementary School Miftahul Mubtadiin Islamiyah Banyakan Kediri. There are 28 students totally. There are divided into male and female. 12 students are male and 16 students are female. This was conducted in two cycles: the first cycle consists of three meetings and so was the second cycle. The result of the research shows that (1) small group could improve students’ speaking ability in term of raising students’ achievement in the case of (a) fluency, (b) accuracy (pronunciation and Intonation) (2) small group can improve class situation, in term of (a) students’ interaction when having and responding teacher’s questions, (b) being active in small group activities, (c) being more attentive to the speaking class, (d) and the absence of students who were late and went out during speaking class, and (e) the unobservable dominancy of the teacher.

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ACADEMIC SUPERVISION IN IMPROVING TEACHERS’ SKILLS DURING THE LEARNING PROCESS AT ELEMENTARY SCHOOL

JURNAL PAJAR (Pendidikan dan Pengajaran) ◽

10.33578/pjr.v5i5.8515 ◽

2021 ◽

Vol 5 (5) ◽

pp. 1475

Author(s):

Endriani Endriani ◽

Fefi Yulita

Keyword(s):

Elementary School ◽

Elementary Schools ◽

Action Research ◽

Elementary School Teachers ◽

Learning Process ◽

Average Score ◽

School Students ◽

School Based ◽

Classroom Action Research

The principal has an obligation to be able to improve the quality of teacher in the learning process at school. Based on the observations, it was found that the number of learning processes carried out by elementary school teachers at schools were not in accordance with the characteristics of elementary school students, so that improvements were needed to improve the skills of these teachers. The purpose of this study was to determine the improvement of teachers’ skills in the learning process at elementary schools through academic supervision activities. This research was a classroom action research that adapted the design of Mc Taggart and Kemmist's classroom action research. This research consisted of stages of planning, implementation, observation and reflection. The findings stated that there was an increase in the implementation skills of the teacher's learning process by getting an average score of 68.46 in cycle 1 and increased to 86.10 in cycle 2. This proved that there was an increase in teachers’ skills in the learning process at elementary schools through academic supervision activities. The implications of this research was that it could be used as a basis by supervisors to be able to improve teachers’ skills in the learning process at elementary schools.

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Developing social competence held in primary teacher inclusive education

COUNS-EDU| The International Journal of Counseling and Education ◽

10.23916/002017028430 ◽

2017 ◽

Vol 2 (3) ◽

Author(s):

Mega Iswari

Keyword(s):

Elementary School ◽

Social Competence ◽

Elementary School Teachers ◽

Special Needs ◽

School Teacher ◽

Elementary School Teacher ◽

Primary Teacher ◽

Average Score ◽

Children With Special Needs ◽

School Teachers

His study aims to develop social competence in elementary school teacher who organizes the educational system inclusions. As for the problems that often arise for teachers in schools is the lack of knowledge of teachers of children with special needs who become learners. Due to a variety of disorders experienced by learners. Thus it is necessary the development of social competence of teachers in order handling Children with special needs who would require special education services as well. This study was conducted to train elementary school teachers who organize educational inclusion. This type of research is the development of research carried out systematically, field tests, evaluated and improved to meet the prescribed criteria in terms of quality, effectiveness. Development procedures used to follow the steps of research and development put forward by Borg Gall (1983: 775).The results of this study proved that through training can develop social competence elementary school teacher education Inclusion in Padang, It is evident from the scores of teachers are given training before the average score of 78.8571 with n = 42, while the mean scores after receiving training average score increased to 87.5476. means social competence of teachers evolved into having the ability to communicate effectively with students, with fellow educators and fellow educators and parents and the community. Thus the social competence of elementary school teachers in developing after receiving training on Inclusion education provision for children with special needs.

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UPAYA PENINGKATAN HASIL BELAJAR IPS MELALUI APLIKASI MODEL BELAJAR MIND MAPPING

Jurnal Pendidikan ◽

10.33830/jp.v14i2.363.2013 ◽

2013 ◽

Vol 14 (2) ◽

pp. 88-96

Author(s):

Sumarno Sumarno

Keyword(s):

Elementary School ◽

Elementary School Teachers ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Learning Model ◽

Fifth Grade ◽

Average Score ◽

Learning Material ◽

School Teachers ◽

Mind Mapping

The scope of learning material for social sciences (IPS) at Elementary School is very wide, while the time available is very limited. This has been an obstacle for elementary school teachers in achieving the learning objectives. This study aimed to determine whether the application of Mind Mapping learning model on the activities of students learning and the mastery of students learning of IPS. This action research was conducted with three cycles involving 30 students of the fifth grade of elementary school in Kabupaten Kudus. The findings were analyzed using the descriptive qualitative study. The data were collected by using a questionnaires, observation sheets, pretest, and posttest. The results showed that the Learning Model of Mind Mapping can improve the students activity. This indicated an increase in the average score of the class activity to 48.2% in the first cycle, to 56.1% in the second cycle, and to 62.2% in cycle III. The average of the student learning outcomes for IPS also increased from 64 in the first cycle, to 67 in the second cycle, and to 75 in cycles III. Materi IPS di Sekolah Dasar memiliki cakupan materi yang sangat luas, sedangkan waktu yang tersedia sangat terbatas. Hal ini menjadi kendala bagi guru-guru Sekolah Dasar dalam mencapai tujuan pembelajaran. Penelitian ini bertujuan untuk mengetahui apakah dengan penerapan model pembelajaran Mind Mapping dapat meningkatkan aktifitas siswa dalam belajar. Penelitian tindakan kelas yang terdiri atas 3 siklus dan sampelnya adalah siswa kelas V SD Kabupaten Kudus yang berjumlah 30 siswa. Hasil penelitian dianalisa secara deskriptif kualitatif. Pengambilan data dilakukan dengan cara menggunakan angket, lembar observasi, pre-tes dan posttes. Hasil penelitian menunjukkan bahwa Model Pembelajaran Mind Mapping dapat meningkatkan aktifitas siswa. Hal ini ditunjukkan dengan adanya peningkatan skor rata-rata aktifitas kelas yaitu dari 48,2% pada siklus I, 56,1% pada siklus II, dan 62,2% pada siklus yang ke III. Rata-rata hasil belajar siswa untuk mata pelajaran IPS juga meningkat dari 64 pada siklus I, menjadi 67 pada siklus II, dan 75 pada siklus ke III.

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Pelatihan penulisan karya tulis ilmiah bagi guru-guru SD di desa Geneng kabupaten Jepara

Indonesian Journal of Community Services ◽

10.30659/ijocs.1.1.116-125 ◽

2019 ◽

Vol 1 (1) ◽

pp. 116

Author(s):

Oktarina Puspita Wardani ◽

Turahmat Turahmat ◽

Evi Chamalah ◽

Aida Azizah ◽

Leli Nisfi Setiana ◽

...

Keyword(s):

Elementary School ◽

Action Research ◽

Elementary School Teachers ◽

Community Service ◽

School Teacher ◽

School Teachers ◽

National Education ◽

Service Activity ◽

Classroom Action Research ◽

Practice Methods

AbstrakPendidikan dasar merupakan sekolah yang memiliki peran yang strategis dan fundamental bagi pembangunan bangsa. Sehingga penyelenggaraan pendidikan di sekolah dasar harus diarahkan dan menunjang secara optimal demi mencapai tuuan pendidikan nasional. Peraturan baru yang mengharuskan syarat pernah melakukan Penelitian Tindakan Kelas bagi guru sebagai syarat naik golongan menjadi sebuah kendala yang cukup berat. Hal tersebut dikarenakan guru SD tidak terbiasa menulis atau melakukan Penelitian Tindakan Kelas. Guru harus membuat dalam memenuhi kewajibannya jika ingin naik golongan dan pangkat khususnya dari IV a ke IV b atau dari pangkat Pembina ke Pembina tingkat 1 ke atas. Tujuan dari kegiatan ini ialah menjadikan guru mampu membuat karya tulis ilmiah antara lain PTK agar mampu dimanfaatkan untuk pengembangan profesi. Permasalahan yang dihadapi oleh guru ialah bagaimana mengoptimalkan pembuatan penelitian tindakan kelas guru-guru SD di desa Geneng. Kegiatan pengabdian dilakukan dengan menggunakan pendekatan workshop. Kegiatan menggunakan metode ceramah, diskusi dan latihan. Hasil dari kegiatan ini mencapai target. Capaian tersebut ialah guru mampu menghasilkan penelitian tindakan kelas yang baik. Pelaksanaan pengabdian masyarakat diikuti oleh 25 guru. Ketercapaian target pelaksanaan pengabdian masyarakat diikuti oleh 25 guru dari target 30 guru. Sehingga, ketercapaian peserta 83% atau dapat dinilai baik. Simpulan dalam kegiatan ini ialah ketercapaian target materi yang telah direncanakan pada kegiatan pengabdian ini dapat dinilai baik. Kata kunci: PTK; guru SD; karya tulis ilmiah. AbstractBasic education is a school that has a strategic and fundamental role for nation building. Related to the implementation of education in elementary schools must be aimed at optimally supporting and achieving national education. The new regulation which requires the requirement to carry out Classroom Action Research for teachers as a condition for boarding a class is a considerable obstacle. This is because elementary school teachers are not used to writing or conducting Classroom Action Research. The teacher must make it in fulfilling his obligations if he wants to rise in class and rank especially from IV a to IV b or from the rank of coach to coach level 1 and above. The purpose of this activity is to make teachers able to make scientific papers including PTK so that they can be utilized for professional development. The problem faced by the teacher is how to optimize the making of classroom action research for elementary school teachers in Geneng Village. Service activities are carried out using a Workshop approach. The activity uses lecture, discussion and practice methods. The results of this activity reach the target. The achievement is that the teacher is able to produce good classroom action research. The implementation of community service was followed by 25 teachers. The achievement of the target of implementing community service was followed by 25 teachers from the target of 30 teachers. So, the participants' achievement is 83% or can be considered good. The conclusions in this activity are the achievement of material targets planned for this service activity can be considered good. Keywords: PTK; elementary school teacher; scientific writing

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Improved The Learning Achievement of Elementary School Students Through The

IJPSE : Indonesian Journal of Primary Science Education ◽

10.33752/ijpse.v2i1.2068 ◽

2021 ◽

Vol 2 (1) ◽

pp. 36-45

Author(s):

Rahayu Winingsih

Keyword(s):

Elementary School ◽

Elementary School Students ◽

Class Action ◽

Class I ◽

Average Score ◽

School Students ◽

Learning Achievement ◽

School Year ◽

The Subject ◽

Research Action

The purpose of this study is to find out the improvement of elementary school students' learning achievement through the medium of picture word cards. The problem in this study is still the low learning achievement of students seen from the initial test of learning achievement. This research took place in class I SDN Babatan IV/459 Surabaya. The school is located at Jalan Raya Menganti Babatan Wiyung District of Surabaya City. The research time was carried out in semester 1 (odd) in October of the 2020/2021 School Year. The subject of this study was a student of class I SDN Babatan IV /459 Surabaya which amounted to 28 students. This research design is class action research (PTK) through stage flow (planning, research action, data collection and data analysis) carried out with two cycles. The result of this study is an increase in student learning achievement in each lesson cycle with a minimum completion criteria (KKM) of 70, cycle I completed learning of 15 students or 60% of students who have achieved the minimum completion criteria with an average score of 72.95. While cycle II has increased, 28 students completed their studies or 100% of students have achieved the minimum completion criteria with an average score of 85.4.

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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE PICTURE AND PICTURE UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IVB SDN 136 PEKANBARU

Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan ◽

10.31258/jta.v3i2.146-162 ◽

2020 ◽

Vol 3 (2) ◽

pp. 146

Author(s):

Fajriah Hasanah Tri Komara ◽

Zetra Hainul Putra ◽

Neni Hermita

Keyword(s):

Learning Outcomes ◽

Fourth Graders ◽

Mathematics Learning ◽

Fourth Grade ◽

Student Learning Outcomes ◽

Average Score ◽

Cooperative Model ◽

Student Activities ◽

School Year ◽

Fourth Grade Students

This research is motivated by the low mathematics learning outcomes of fourth grade students of SD Negeri 136 Pekanbaru, with an average score of 68.25 and only 17 of 40 reach the minimum completeness criteria (KKM). This research is a classroom action research (CAR) conducted aimed at improving the mathematics learning outcomes of fourth graders by implementing a cooperative model of picture and picture type. The subjects of this study were 40 fourth grade students of class IVB in 2019/2020 school year. Data collection instruments in this study were teacher activity sheets and student activities and learning outcomes. The results of this study indicate that student learning outcomes increased by 13.26% from an average of 68.25 to 77.3 in cycle I. In the second cycle it increased to 24.54% with an average of 85. Teacher activity also increased from 75 .00% with enough category in the first cycle of the first meeting to be 96.43% very good category in the second meeting of the second cycle. The results showed that the application of the Cooperative model type Picture and picture could improve the mathematics learning outcomes of class IVB students of SD Negeri 136 Pekanbaru.

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Improving Elementary School Teacher Competency Through Portfolio Assessment in Low Grade

JP2D (Jurnal Penelitian Pendidikan Dasar) UNTAN ◽

10.26418/jp2d.v3i1.95 ◽

2020 ◽

Vol 3 (1) ◽

pp. 14

Author(s):

Hamid Darmadi

Keyword(s):

Elementary School ◽

Elementary School Teachers ◽

Urban Area ◽

School Teacher ◽

Portfolio Assessment ◽

Learning Model ◽

Low Grade ◽

School Teachers ◽

Maximum Score ◽

Thematic Learning

The purpose of this study was to obtain objective information and clarity regarding Elementary School Teacher Competitions through Low grade Portfolio Assessment. The results of this study indicated that the development of thematic learning models through the assessment of low-grade portfolio by Bengkayang District Elementary school teachers is in a "sufficient" position. The planning of learning model by elementary school teachers in urban areas had an actual score of 495 and an ideal maximum score of 840 or 58.92% with the category "sufficient." In the suburbs, it had an actual score of 334 and an ideal maximum score of 840 or 39.76% with the "enough" category. While in areas outside the urban area have an actual score of 335 and an ideal maximum score of 840 or 39.88% with the category also "sufficient." In each assessment effect, model planning effect in the Urban area obtained an actual total score of 96 ideal maximum score of 144, = 66.67%; At the Suburbs the actual score was 48 ideal scores 144 = 33.44%; while for the Outer Urban area obtained an actual score of 47 ideal scores 144 = 32.64%. The aspect of the preparatory stage for the implementation of the thematic learning model of low-grade portfolio assessment by elementary school teachers in the urban area obtained an actual score of 80 from an ideal maximum score of 120, reaching 66.67%; Suburbs obtained an actual score of 53 ideal scores 120 = 44.16%; Whereas in the out-of-urban effect urban area, the actual score was 52 ideal scores 120 = 43.33%. Implementation Stage Thematic learning model in the assessment of low-grade portfolio in the urban area obtained an actual score of 201 ideal maximum score of 360, = 55.83%; In the suburbs the actual score: 161 ideal scores 360 = 44.72%; while Out of urban the actual score is 162, the ideal score is 360 = 45.00%. The aspect of How to assess thematic learning models in the assessment of low-grade portfolio in the Urban area obtained the total score of 62 ideal maximum scores of 96, = 64.58%; Suburbs actual score 29 ideal score 96 = 30.21%; While out of urban the actual score of 31 was an ideal score of 96 = 32.29%. The aspect of the implication of thematic learning in the assessment of low-grade portfolio in the urban area obtained the number of actual scores of 57 ideal maximum scores of 120, = 47.50%; Suburbs actual score 43 ideal scores 120 = 35.83%; Out of urban the actual score of 43 was an ideal score of 120 = 35.83% of what it should be. For this reason, it was suggested thematic learning model planning for portfolio assessment should continued to be maintained by increasing the ability to compile annual programs, compile semester programs, compile syllabi, compile lesson plans, compile mapping and learning theme networks. The thematic learning model of portfolio assessment was not rigid but flexible, adapts existing situations, and conditions were active, creative, effective, and pleases learners referring to the concept of independent learning implementation of thematic learning of portfolio assessment by conducting initial activities, core activities, and closing / ending activities. Assessment of the thematic learning model portfolio assessment referred to indicators that have been determined by the education authority. Implications of implementing thematic learning model portfolio assessment was done by giving individual and group assignments by not burdening students, and utilizing and optimizing available learning media.

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