scholarly journals STRATEGI GURU DALAM PENINGKATAN KEMAMPUAN BERKOMUNIKASI DI KALANGAN ANAK

Widya Accarya ◽  
2020 ◽  
Vol 11 (2) ◽  
pp. 178-187
Author(s):  
I Made Sutika ◽  
I Nengah Sudiarta ◽  
Anita Putri Irmawati
Keyword(s):  
Early Childhood ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Role Playing ◽  
Physical World ◽  
Research Subjects ◽  
Teaching Aids ◽  
Communication Ability

ABSTRAK           Kemampuan berkomunikasi pada anak dipengaruhi oleh berbagai faktor, salah satunya adalah dari keluarga dan lingkungan sekitarnyanya. Pada usia 4-6 tahun anak memasuki masa emas karena anak cepat menyerap hal-hal diajarkan,di usia tersebut anak memasuki jenjang taman kanak-kanak yaitu jenjang pendidikan formal yang dilakukan dengan memberi materi-materi khusus anak usia dini yang berupa rangsangan untuk membantu pertumbuhan dan perkembangan anak serta meningkatkan daya cipta anak dan memacu  belajar mengenal berbagai ilmu pengetahuan melalui pendekatan nilai budi bahasa, agama, sosial, emosional, fisik, motorik, kognitif, bahasa, seni dan kemandirian. Semua dirancang sebagai upaya mengembangkan daya pikir dan peranan anak dalam hidupnya. Oleh karena itu, penting dilakukan penelitian untuk mengetahui strategi yang diterapkan guru taman kanak-kanak serta mengetahui hambatan apa saja yang ditemui guru selama proses pembelajaran.             Dalam penelitian yang berjudul “Strategi Guru Dalam Meningkatkan Kemampuan Berkomunikasi Dikalangan Anak Usia Dini (Studi  Di Taman Kanak-Kanak.Bakti 2 Denpasar)” ini, menggunakan pendekatan kualitatif dan rancangan deskriptif. Subjek penelitian adalah para Guru di Taman Kanak-Kanak. Bakti 2 Denpasar. Pengumpulan data menggunakan teknik observasi, wawancara dan dokumentasi. Data yang dikumpulkan dianalisis dengan teknik deskriptif kualitatif. Berdasarkan hasil penelitian  bahwa guru dapat memahami karakter anak memperhatikan kebiasaan  sehari-hari, sehingga guru dapat mengetahui apa yang harus dilakukan yang sesuai karakter anak tersebut. Guru juga menerapkan cara-cara yang dapat meningkatkan kemampuan komunikasi siswa yaitu dengan melakukan tanya jawab, bercerita, karya wisata, bermain peran/sosiodrama, bercakap-cakap juga bernyanyi. Guru juga harus mempunyai sifat ramah, sabar, serta mempunyai tutur kata yang baik agar siswa dapat mengerti  dan menerima berbagai materi  yang diajarkan dengan baik. Selain metode diatas guru menggunakan alat peraga sebagai penunjang saat proses pembelajaran. Adapun hambatan yang sering ditemui oleh guru adalah pelafalan yang belum jelas, siswa belum mengerti isi pembicaraan sehingga upaya guru untuk meningkatkan kemampuan berkomunikasi  menjadi sedikit terhambat.     Kata kunci : Strategi Guru, Kemampuan Berkomunikasi, Anak Usia Dini               ABSTRACT   Minithesis, 2018, Anita Putri Irmawati, Student ID Number 013.301.0.023, Strategy of Teacher in Improving Communication Ability among Children (Case Study in Bakti 2 Kindergarten Denpasar), 60 pages, Advisor I Drs. I Wayan Kotaniartha, S.H., M.H., Advisor II Dra. Anak Agung Rai Tirtawati, M.Si.           The ability to communicate in children is influenced by various factors; one of it is from the family and the environment. At the age of 4-6 years old, the children enter the golden age because children quickly absorb things that are taught. At that age children enter kindergarten, which is a formal educational level in which special materials relating to early childhood are given in the form of stimulation, to help the growth and development of children, increase children's creativity, and help them to learn about various sciences through approaches to language, religion, society, emotions, the physical world, motor functions, cognition, language, arts and independence. All are designed as an effort to develop children's thinking and their roles. Therefore, it is important to conduct research to find out the strategies applied by kindergarten teachers and find out what obstacles teachers encounter during the teaching and learning process.             In a study entitled "Strategy of Teacher in Improving Communication Ability among Children (Case Study in Bakti 2 Kindergarten Denpasar)", using a qualitative approach and descriptive design. The research subjects were the teachers in Bakti 2 Kindergarten Denpasar. Data collection was done through observation, interview and documentation techniques. The collected data was analyzed with qualitative descriptive techniques. The results of the study indicate that the teacher can recognize the characters of students by paying attention to their daily habits, so that the teacher can find a course of action according to the character of the student. The teacher also implements some methods that can improve students' communication skills, namely by asking questions, telling stories, tourism work, role playing / socio drama, chatting and singing. The teacher must also be friendly, patient, and choose appropriate words so that students can understand and accept various well-taught material. In addition to the method above the teacher uses teaching aids as supports during the teaching and learning process. The obstacle that is often encountered by the teacher is pronunciation that is not yet clear, students have not understood the content of the conversation so that the teacher's efforts to improve their communication skills become a little hampered.    Keywords: Teacher Strategy, Communication Ability, Early Childhood

scholarly journals Penerapan Reward And Punishment Dalam Meningkatkan Disiplin Guru di SMP Negeri 1 Pelepat Ilir

2020 ◽  
Vol 7 (2) ◽  
pp. 1-20
Author(s):  
Dyah Ayu Sapto Rini
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Teaching Presence ◽  
Research Subjects ◽  
Reward And Punishment

Improving the quality of learning in school is very dependent on several factors. One of them, the improvement of good culture in schools. School culture is a positive thing that must be maintained and implemented by all school residents without feeling compelled. One of the culture of schools that must be maintained is the problem of discipline, including the discipline of the teachers in attending class in the teaching and learning process. As a figure who is always modeled after his behavior, the timely attendance of teachers in class is a clear example of discipline that will be seen and even emulated by students. This study aims to describe the improvement of teacher discipline in teaching presence in the classroom through the application of Reward and Punishment. This research is a case study using a qualitative approach. The research subjects were educators in SMPN 1 Pelepat Ilir. The method used in this study is the School Action Research (PTS) method. The results achieved from this study are that the application of Reward and Punishment is effective for increasing the discipline of teacher presence in class in teaching and learning activities.

scholarly journals Difficulties in Learning English Faced By Visually Impaired Students at Center of Language Development (P2B) in State Islamic University (UIN) Sunan Kalijaga

INKLUSI ◽  
2014 ◽  
Vol 1 (2) ◽  
pp. 189
Author(s):  
Widya Aryanti
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Visually Impaired ◽  
Teaching And Learning ◽  
Low Vision ◽  
Seating Arrangement ◽  
Teaching Aids ◽  
Visually Impaired Students ◽  
Learning English

The objectives of this research are to describe some learning strategies and difficulties faced by visually impaired students (VIS) in learning English at UIN Sunan Kalijaga and to describe some strategies of the lecturer in dealing with difficulties in English teaching and learning process for VIS at UIN Sunan Kalijaga.The type of research is descriptive qualitative research in the form of case study. In this research, the researcher used two instruments. They are observation and interview. There are three subjects involved in this research. They are two blind students and one low vision students. The observation was done when the researcher did teaching and learning process at Class Dakwah R. The data were taken from observation and interview. The researcher used the data to analyze the VIS’ difficulties in learning English.The result shows that there are some difficulties faced by VIS. These difficulties can be put into two different categories: internal and external difficulties. Internal difficulties come from the VIS themselves which relates to VIS’ sight conditions and their learning strategies. External difficulties come from the learning environment including difficulties from the lecturer, friends, materials and the facilities.VIS have different learning strategies. The lecturer should discuss some classroom adaptations such as seating arrangement, friends’ assistance and peer teaching, adapted facilities and exam accommodation, for instance exam assistance, longer exam time, inclusive examination and larger print for low vision students. Finally, the lecturer should choose appropriate teaching strategies, media and teaching aids.

FAKTOR PENDUKUNG DAN PENGHAMBAT DALAM PROSES PERUBAHAN ORGANISASI PADA POLITEKNIK KESEHATAN KEMENKES PALANGKA RAYA

2017 ◽  
Vol 13 (2) ◽  
pp. 119-128
Author(s):  
Nang Randu Utama
Keyword(s):  
Mental Model ◽  
Teaching And Learning ◽  
Learning Technology ◽  
Teaching Aids ◽  
Inhibiting Factors ◽  
Inhibiting Factor ◽  
Management Perspective ◽  
The Republic ◽  
Technical Guidance

This study aims to obtain a description of the supporting and inhibiting factors in the process of organizational change of education based on management perspective that occurs in the scope of higher health education of the Ministry of Health of the Republic of Indonesia. This study used a qualitative approach by conducting case study at Palangka Raya Health Polytechnic. The research results are as follows: (a) Supporting factor that must be there is the existence of a manual or technical guidance in organizing the organization; (b) Whereas the inhibiting factor is the old habits, the mindset, the mental model is still inhibiting from the organizers and members of the organization; (c) The inhibiting factor is the existence of selfishness of each highly visible party; (d) Inhibitors may also occur if there are still "little kings" and selfishness from each of the former institutions; (e) Other issues that support in this process of change are in terms of facilities and infrastructure, namely the availability of buildings and land; (f) Another inhibiting factor is that in terms of educational qualifications, there are departments that do not meet, for example in the midwifery department there are still many average teachers with Diploma IV education background and non-linear education; (g) Inhibiting factors may also occur if the reason of seniority is always carried around; (h) The inhibiting factor is lack of human resources in using modern health equipment, including the use of teaching aids in accordance with the progress of science and teaching and learning technology.   Penelitian ini bertujuan untuk memperolah gambaran mengenai faktor pendukung dan penghambat dalam proses perubahan organisasi pendidikan yang ditinjau dari perspektif manajemen yang terjadi di lingkup organisasi pendidikan tinggi kesehatan Kementerian Kesehatan Republik Indonesia. Penelitian ini menggunakan pendekatan kualitatif dengan melakukan studi kasus pada institusi Politeknik Kesehatan Kemenkes Palangka Raya. Hasil penelitian adalah sebagai berikut: (a) Faktor pendukung yang harus ada yaitu adanya buku pedoman atau petunjuk teknis dalam penyelenggaraan organisasi; (b) Sedangkan yang menjadi faktor penghambat itu adalah kebiasaan lama, mindset-nya, mental model-nya masih bersifat menghambat dari para pengelola dan anggota organisasi; (c) Faktor penghambat yaitu adanya keegoisan masing-masing pihak yang sangat tampak; (d) Penghambat juga dapat terjadi apabila masih ada “raja-raja kecil” dan keegoisan dari masing-masing institusi yang dulu; (e) Perihal lain yang mendukung dalam proses perubahan ini adalah dari sisi sarana dan prasarana, yaitu tersedianya gedung dan tanah; (f) Faktor penghambat lain yaitu dari sisi kualifikasi pendidikan ternyata ada jurusan yang tidak memenuhi, misalnya di jurusan kebidanan masih banyak rata-rata tenaga pengajar dengan latar pendidikan Diploma IV dan pendidikannya tidak linear; (g) Faktor penghambat juga dapat terjadi apabila alasan senioritas selalu dibawa-bawa; (h) Faktor penghambat yaitu masih kurang kesiapan sumber daya manusia dalam menggunakan alat-alat kesehatan modern termasuk penggunaan alat bantu belajar mengajar yang sesuai dengan kemajuan ilmu pengetahuan dan teknologi pengajaran dan pembelajaran.

scholarly journals Penekanan Visi Dan Misi Pensyarah Cemerlang Pendidikan Islam Dalam Pelaksanaan Pengajaran Dan Pembelajaran (Emphasizing on the Vision and Mission of the Excellent Lecturers in Islamic Education throughout the Teaching and Learning Process)

2020 ◽  
Vol 7 (2) ◽  
pp. 29-39
Author(s):  
Ahmad Firdaus Mohd Noor ◽  
Kamarul Azmi Jasmi ◽  
Muhd Imran Abd Razak ◽  
Khairunnisa A Shukor ◽  
Mohd Zahirwan Halim Zainal Abidin ◽  
...  
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Document Analysis ◽  
Islamic Education ◽  
The World ◽  
Five Elements ◽  
Six Elements

This article discusses the importance of vision and mission of the Islamic Education Lecturers (IELs) in teaching and learning (TnL). This study was fully conducted through qualitative method via case study. Six IELs were selected as participants and willing to be interviewed, and the data from the interview were supported by three Heads of Islamic Education Unit, 12 lecturers and 12 students. The data were triangulated with the data obtained through observation and document analysis. The data were analysed through N’Vivo software to generate a pattern of themes and characteristics of the vision and mission in TnL. The result found that there were six elements of vision and mission emphasized by the IELs in TnL. Five of them had formed a pattern. That five elements were; students receiving and appreciating, TnL objective achieved, spreading da’wah, moulding students attidtude and thinking, and achieving success in the world and the hereafter. Therefore, a model which is named as Model of the Vision and Mission Practice for the Excellent Islamic Education Lecturers was deloped. From the overall view, the emphasis on achieving mission and vision helps the IELs to successfully conduct TnL inside and outside classroom.

scholarly journals IMPROVING STUDENTS’ INTEREST BY USING PICTURE MEDIA AT TK NUR ASSALAM

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Nada Anis Ristyani ◽  
Nurhayati Nurhayati Nurhayati
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education Level ◽  
Learning Activities ◽  
Research Results ◽  
Classroom Action Research

The purpose of this study is to improve students' interest in English vocabulary through picture media in TK Nur Assalam. This research is a Classroom Action Research (CAR). The participants of this research were 6 students. The results obtained from efforts to the improving students interest in English vocabulary using the picture media involving active learners in the learning process. The role of picture media in learning activities is very important for children, especially in the next education level. Teaching and learning activities in early childhood will quickly develop if parents and teachers intensive to develop it. There are several attempts to create a sense of pleasure in early childhood by using picture media in the learning process. From the result of research indicate that when pre-action take result (15%). In cycle I, it increased to (55%) sufficient criteria. In cycle II, it increased again to (85%) good criteria. So, the increase that occurred from the pre-action to the cycle I that is (40%). The increase from cycle I to cycle II that is (30%). And increase from pre-action to cycle II that is (70%). From the research results obtained, then to the improving students interest in English vocabulary can be improved by using picture media in the learning process.Keywords : Students’ Interest, Vocabulary and Picture Media

scholarly journals PENINGKATAN KETERAMPILAN MENGKOMUNIKASIKAN MELALUI PERMAINAN SAINS DI KELOMPOK B RA AL-ISTIQOMAH KOTA TASIKMALAYA

2020 ◽  
Vol 3 (2) ◽  
pp. 141-151
Author(s):  
Vivi Kafilatul Janah ◽  
Edi Hendri Mulyana ◽  
Elan Elan
Keyword(s):  
Communication Skills ◽  
Learning Process ◽  
Learning Activities ◽  
Research Subjects ◽  
Analysis Techniques ◽  
Class B ◽  
The Media ◽  
Quantitative Descriptive ◽  
Group B ◽  
Scientific Learning

ABSTRACTThis study is based ob the background behind the learning process that is less varied and the skill of communicating children is still low. Enthusiastic children to communicate what has been observed and done is still very lacking, children only communicate verbally. Though the process of communicating can be conveyed nonverbally, for example images, movements, and tables. Based on observations, the teacher also gives less opportunities for children to try and express their opinions. The media used is also very limited, so the learning process becomes less fun for children. Even though scientific learning should be a fun learning for children because children can try the media in the scientific learning activities. The purpose of this study was to improve the communication skills in class B RA Al-Istiqomah in Tasikmalaya City. This study uses Classroom Action Research (CAR). This study was conducted in three cycles using the Kemmis Mc model. Taggart. The research subjects were children of group B RA Al-Istiqomah in Tasikmalaya City totaling 16 children. The object of this research is the skill to communicate. Rainbow Water science games are games used in learning to improve communication skills. Data collection techniques use documentation and documentation, while data analysis techniques use quantitative descriptive. The instrument used is a structured observation sheet with the achievement of indicators for each activity. The results of the research that have been carried out show that there is an increase in the skills of communicating through science games. This is evidenced by an increase in the ability of teachers to plan learning, the ability of teachers in the process of implementing learning through science games from each cycle. The final result of the skill in communicating the child is in good criteria, the end result of the teacher's ability to plan learning is in very good criteria, and the end result of the teacher's ability to carry out the learning is in very good criteria. ABSTRAKPenelitian ini di latar belakangi dari proses pembelajaran yang kurang variatif dan keterampilan mengkomunikasikan anak masih rendah. Antusias anak untuk mengkomunikasikan apa yang telah diamati dan dilakukannya masih sangat kurang, anak hanya mengkomunikasikan dengan cara verbal. Padahal proses mengkomunikasikan dapat disampaikan secara nonverbal, misalnya gambar, gerakan, dan tabel. Berdasarkan pengamatan, guru juga kurang memberi kesempatan anak untuk mencoba dan mengeluarkan pendapatnya. Media yang digunakan juga sangat terbatas, sehingga proses pembelajaran menjadi kurang menyenangkan bagi anak. Padahal seharusnya pembelajaran saintifik merupakan pembelajaran yang menyenangkan bagi anak karena anak dapat mencoba media dalam kegiatan pembelajaran saintifik tersebut. Tujuan penelitian ini adalah untuk meningkatkan keterampilan mengkomunikasikan di kelas B RA Al-Istiqomah Kota Tasikmalaya. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK). Penelitian ini dilaksanakan sebanyak tiga siklus dengan menggunakan model Kemmis Mc. Taggart. Subjek penelitian adalah anak kelompok B RA Al-Istiqomah Kota Tasikmalaya yang berjumlah 16 anak. Objek penelitian ini adalah keterampilan mengkomunikasikan. Permainan sains Rainbow Water adalah permainan yang digunakan dalam pembelajaran untuk meningkatkan keterampilan mengkomunikasikan. Teknik pengumpulan data menggunakan dokumentasi dan dokumentasi, Sedangkan teknik analisis data menggunakan deskriptif kuantitatif. Instrument yang digunakan berupa lembar observasi terstruktur dengan capaian indikator setiap kegiatannya. Hasil penelitian yang telah dilaksanakan menunjukkan bahwa adanya peningkatan keterampilan mengkomunikasikan melalui permainan sains.

scholarly journals Pelatihan Pembuatan Alat Permainan Edukatif Berbasis Pendekatan Saintifik bagi Guru PAUD di Kota Palembang

2021 ◽  
Vol 3 (4) ◽  
pp. 332
Author(s):  
Hasmalena Lena ◽  
Rukiyah Rukiyah ◽  
Syafdaningsih Syafdaningsih ◽  
Mahyumi Rantina ◽  
Febriyanti Utami ◽  
...  
Keyword(s):  
Early Childhood ◽  
Learning Process ◽  
Educational Games ◽  
Educational Game ◽  
Teaching Skills ◽  
Online Teachers ◽  
Teaching Aids ◽  
Childhood Play ◽  
Scientific Approach ◽  
Training Activities

Alat Peraga/Permainan Edukatif (APE) bagi anak usia dini memegang peranan penting sebagai media stimulasi, pembelajaran dan permainan, sedangkan bagi guru merupakan sarana yang membantu dalam penyampaian pembelajaran. Pelatihan ini bertujuan agar guru PAUD dapat membuat APE serta untuk mengembangkan keterampilan-keterampilan guru dalam membuat inovasi dalam pembuatan APE untuk anak usia dini. Kegiatan ini dilakukan pada hari Sabtu, 8 Agustus 2020 secara online melalui aplikasi Zoom Meeting. Materi yang disampaikan meliputi, (1) Hakikat alat permainan edukatif, (2) Jenis-jenis APE, (3) Keterampilan pembuatan APE, (4) Langkah-langkah pembuatan APE, dan (5) Praktik pembuatan APE dalam proses pembelajaran sesuai karakteristik anak. Kegiatan pelatihan dilaksanakan melalui aplikasi zoom meeting dengan jumlah 36 orang peserta guru PAUD. Model kegiatan yaitu pendampingan dan metode kegiatan yang digunakan presentasi dan peragaan serta unjuk kerja. Berdasarkan hasil evaluasi terjadi peningkatanan pengetahuan guru-guru PAUD setelah pelatihan, hal ini ditunjukkan dengan hasil bahwa guru mampu membuat rancangan alat permainan edukatif, , guru mempu menerapkan alat permainan edukatif walapun dilakukan secara daring dan guru mampu mengimplementasikan kepada anak tentang alat permainan edukatif berbasis pendekatan saintifik. Teaching aids/educational games (APE) for early childhood play an important role as a medium of stimulation, learning and games, while for teachers, it is a tool that helps in learning delivery. This training aims to make PAUD teachers make APE and develop teaching skills in making innovations in making APE for early childhood. This activity was carried out on Saturday, August 8, 2020, online through the Zoom Meeting application. The materials presented include (1) The nature of educational game tools, (2) Types of APE, (3) Skills for making APE, (4) Steps for making APE, and (5) Practice of making APE in the learning process according to children's characteristics. . The training activities were carried out through the Zoom Meeting application with a total of 36 PAUD teacher participants. The activity model is mentoring and activity methods used by presentations and demonstrations as well as performance. Based on the evaluation results, there was an increase in the knowledge of PAUD teachers after training, and this was shown by the results that teachers were able to design educational game tools, teachers were able to apply educational game tools even though they were done online. Teachers were able to implement to children about scientific approach-based educational game tools.

scholarly journals Visual aids for support teachers in learning

2020 ◽  
Vol 5 (2) ◽  
pp. 182-184
Author(s):  
Debora Sirait ◽  
Lolyta Damora Simbolon ◽  
Switamy Angnitha Purba ◽  
Ady Frenly Manulang
Keyword(s):  
Teacher Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Minimum Time ◽  
Student Interest ◽  
Visual Aids ◽  
Learning Methods ◽  
Teaching Aids ◽  
Student Input

Learning media in general is a tool for teaching and learning. Everything that can be used to stimulate the thoughts, feelings, attention and abilities or skills of students so as to encourage the learning process. This limitation is quite broad and includes the understanding of resources, environment, people and methods used for learning / training purposes. Barriers to the use of teaching aids in supporting student interest in learning, obstacles include: conditioning students' attention to learning with teaching aids, teacher learning methods that tend to be less varied so that students are less enthusiastic in learning if the teacher is monotonous, the teaching aids available in schools are incomplete, making teaching aids in accordance with the material and student input is difficult, the minimum time to prepare learning with teaching aids.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN KOOPERATIF TIPE NHT (NUMBERED HEADS TOGETHER) UNTUK MELATIHKAN KETERAMPILAN BERKOMUNIKASI DAN MENINGKATKAN HASIL BELAJAR PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT

2017 ◽  
Vol 5 (1) ◽  
pp. 830
Author(s):  
Hasnawati Hasnawati ◽  
Rudiana Agustini ◽  
Toeti Koestiari
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Text Book ◽  
Nonelectrolyte Solution ◽  
Skills Learning ◽  
Readability Level

The aims of this study are to develop a cooperative learning type NHT (Numbered Heads Together). The typeis feasible (valid, practical, and effective) and can to practice communication skills, learning outcomes in the material of electrolyte and nonelectrolyte solution in the second semester students of class X State High School 1 Peso. Development of the learning is done based on the models of four-D. This study use done group pretest posttest design. Based on research data obtain findings: the validity of the research developed a good categorized; text book readability level students the developed a good category; good categorized enforceability of RPP; student’s dominant activity is to communicate information ideas/ opinions, ask questions, and presentations with the percentage of 18.88%; the obstacles encountered during the implementation of the learning device that students are not familiar with the cooperative model type NHT (Numbered Heads Together) and the majority of students are less active in the learning process; students responded positively to the learning process; teaching and learning process using cooperative learning type NHT (Numbered Heads Together) is able to practice the students communication skills; and student learning outcomes after participating in the learning process is completed 100%. The conclusion of this studyis the cooperative learning type NHT (Numbered Heads Together) feasible (valid, practical, andeffective) used to practice communication skills and learning out comes on the material of electrolyte and nonelectrolyte solution. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran kooperatif tipe NHT (Numbered Heads Together) yang layak (valid, praktis, dan efektif), melatihkan keterampilan berkomunikasi serta mengetahui hasil belajar pada materi larutan elektrolit dan nonelektrolit pada siswa kelas X semester II SMA Negeri 1 Peso. Pengembangan perangkat pembelajaran dilakukan berdasarkan model four-D. Rancangan penelitian menggunakan One Group Pretest-Posttest Design. Berdasarkan data penelitian diperoleh beberapa temuan:validitas perangkat pembelajaran yang dikembangkan berkategori baik; tingkat keterbacaan Buku Ajar Siswa yang dikembangkan berkategori tepat untuk pembelajaran; keterlaksanaan RPP berkategori baik; aktivitas siswa yang dominan adalah mengkomunikasikan informasi ide/pendapat, bertanya, dan presentasi dengan persentase 18,88%; hambatan yang ditemui selama penerapan perangkat pembelajaran yaitu siswa belum terbiasa dengan model kooperatif tipe NHT (Numbered Heads Together) dan sebagian siswa kurang aktif dalam proses pembelajaran; siswa memberikan respon positif terhadap proses pembelajaran; pembelajarankooperatif tipe NHT(Numbered Heads Together) dapat melatihkan keterampilan berkomunikasi siswa; dan hasil belajar siswa setelah mengikuti proses belajar mengajar adalah tuntas 100%.  Kesimpulan dari penelitian ini adalah perangkat pembelajaran kooperatif tipe NHT (Numbered Heads Together) layak (valid, praktis, dan efektif) digunakan untuk melatihkan keterampilan berkomunikasi dan hasil belajar pada materi larutan elektrolit dan nonelektrolit.

Sign in / Sign up

Export Citation Format

Share Document