Learning Achievement Improvement of 1st Grade Students by Using Problem-Based Learning (PBL) on TPACK MODEL

The objectives of the research were: 1) to develop the lesson plans for “Weight and Measurement” of Mathematics by using Problem-Based Learning on TPACK MODEL based on the efficiency of the process and the overall result (E1/E2) at the established criteria of 75/75; 2) to compare the students’ learning achievement in “Weight and Measurement” of the 1st grade students before and after by using Problem-Based Learning on TPACK MODEL; 3) to study the students’ satisfaction with Problem-Based Learning on TPACK MODEL. The research samples were thirty-five 1st grade students of class 1 in the 1st semester of the academic year 2020 at Sanambin School in Khon Kaen Province. They were selected by purposive sampling. The instruments used in this study were lesson plans, an achievement test, and a questionnaire on students’ satisfaction. The statistics used for analyzing the collected data were mean, standard deviation, percentage, and gain score. The research results showed that 1) the average efficiency of the lesson plans for “Weight and Measurement” by using Problem-Based Learning on TPACK MODEL with exercises was 85.54/78.71, which was higher than theestablished criteria. 2) The mean score of the 1st grade students for “Weight and Measurement” of Mathematics after using Problem-Based Learning on TPACK MODEL was significantly higher than that of before using the Problem-Based Learning Model. 3) The overall satisfaction of the students with the Problem-Based Learning on TPACK MODEL for “Weight and Measurement was at a high level.

FAKTOR PENYUMBANG MASALAH PENGAJARAN DAN PEMUDAHCARAAN BAHASA TAMIL DAN CARA PENYELESAIANNYA DI SEBUAH SEKOLAH RENDAH ANTARABANGSA

Tamil language is one of the subjects offered by government schools as well as international schools in Malaysia. This study was conducted to examine the problems faced by students and teachers in learning and facilitation Tamil language in an international school. There are two objectives of the study in this study which is to examine the problems faced by students in an international primary school in learning and facilitation Tamil language and to identify the problems faced by teachers in an international primary school in learning and facilitation Tamil language. This study was conducted in an international primary school in Klang, Selangor. This study was conducted with the qualitative use of hermeneutic methods. Document analysis was used as a research instrument to collect and analyse data using daily lesson plans (RPH). The results of this study indicate that unplanned daily lesson plans, unclear content and inappropriate learning objectives were obtained from document analysis. This study can identify the problems faced by students and teachers should be curbed in an effective way. The problems studied in this study can help identify the solution to conduct effective Tamil language learning and facilitation in international primary schools.

The Implementation of Madrasah Aliyah Curriculum: Quality Improvement Management

Curriculum is one element that contributes greatly to realizing the students’ quality and potential development. To face the challenges that will befall the world of education in Indonesia, clarity of the curriculum and its implementation is needed to improve the performance of education which is far behind the developed countries in the world. This study aims to see how to improve the quality of curriculum implementation at Madrasah Aliyah in Bandar Lampung City. The researcher employed the mixed methods with source explanatory design and source triangulation design involving 34 teachers in two madrasahs in Bandar Lampung City. The study revealed that teachers' ability to prepare lesson plans influences their performance in learning. The percentage of effects obtained from MAN 1 Bandar Lampung was 36.6 percent, while the percentage value obtained from MAN 2 Bandar Lampung was 46.4 percent. The results are in line with the theory that the teacher's ability to prepare lesson plans will positively impact the teacher's ability to carry out learning. The results in both schools show that the greater the teacher's ability to prepare lesson plans, the greater the teacher's ability to carry out learning.

An evaluation of Musyawarah Guru Mata Pelajaran (MGMP) program of Indonesian Language subject in vocational school

This study aims to evaluate the administrative program for Indonesian MGMP teachers, one of which is the Rencana Pelaksanaan Pembelajaran (RPP). This research is evaluation research with the CIPP model. The research population was 59 members of the Indonesian Language MGMP of vocational school at the Sleman Regency Vocational and all students whom the members of the MGMP taught. The teacher sample was selected using the total sampling technique involving 59 members, while the student sample was selected using the proportionate random sampling technique involving 375 students. The validity in this study uses content validity and construct validity, while the reliability uses Cronbach's Alpha. Data were collected using questionnaires, interviews, and observations and were analyzed using descriptive statistics. The results of the study show that: (1) the context of the Indonesian MGMP teacher administration program includes: program design, uses, and barriers based on teacher perceptions, the category is good at 33; (2) inputs include: infrastructure, materials, and instructors. Based on the teacher's perception, the category is good at 56; (3) the process includes: material presentation, discussion and question and answer, and making lesson plans based on the teacher's perception, the category is good at 69; (4) products in the form of teacher-made lesson plans based on perceptions the teacher category is good at 48; and product in teacher teaching abilities based on student perceptions have a good category by 80.

CAPACITY BUILDING OF STATE ELEMENTARY SCHOOL 206 TEACHER GROUPS IN IMPLEMENTING THE BANDUNG MASAGI PILAR LOVE FOR THE ENVIRONMENT PROGRAM IN THE CITY OF BANDUNG

The existence of partners who will be selected by the implementing team are teachers who teach at STATE ELEMENTARY SCHOOL (SDN) 206 Putraco Indah Bandung. Partners were chosen because they have not fully implemented the Bandung city government program, namely "Bandung Masagi Pillar of Love for the Environment" as an effort to reforest and organize the environment in every school in the city. The problem faced by partners is that there are no funds to carry out the program and the environmental arrangement is not yet complete, especially the back of the school, then teachers have difficulty finding methods to educate students because almost 75% of the students are Children with Special Needs to thoroughly instill knowledge about Environmental Education ( PLH). The students not only memorize theories, but also implement their knowledge in daily behavior and self character. So that the solution that will be carried out is by providing guidance on making preparation plans for environmental thematic learning then school greening practices which include improving hygiene facilities such as toilets, sinks, and empowering teacher-students in maintaining gardens, composters and waste banks as well as environmental stewardship that is representative. The training providers are a combination of experts from BPLH and PGSD UNPAS. The activities that will be carried out are providing training in making environmental thematic lesson plans, then carrying out school greening and cleaning school facilities. The results of monitoring can be scientific publications in ISSN journals/Proceedings and publications in print/online/repocitory mass media. From this assistance, it is hoped that the teacher's ability to develop PLH RPP for elementary school students will increase so that it is more attractive and becomes good behavior for aspects of environmental protection. In addition, teachers are expected to be able to make modules for learning PLH that are interesting and increase the attractiveness of the environment to students' daily lives. In addition to these two elementary schools, they also have problems with environmental hygiene and sanitation facilities that do not meet health standards. This PKM will provide solutions by improving cleaning facilities such as toilets, sinks, improving the environment, and empowering teachers and students in maintaining gardens, composters and waste banks. The activity of making lesson plans (RPP) for Elementary School (SD) teachers must be thematic. So that the arrangement of the school environment can create a beautiful, cool, clean, healthy atmosphere and can support the process of implementing KBM. A conducive school environment is needed in producing a comfortable learning process. A conducive school environment will contribute to the realization of a quality lifestyle which is currently very much needed in increasing educational productivity.

PENINGKATAN KINERJA GURU MELALUI SUPERVISI EDUKATIF SEMESTER I SD NEGERI DOMBO 1 KECAMATAN SAYUNG KABUPATEN DEMAK TAHUN PELAJARAN 2021/2022

This study aims to 1) Improve Teacher Performance at SD Negeri Dombo 1 through educational supervision. 2) Describe the steps of collaborative educational supervisionperiodically in preparing learning implementation plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student achievement that can improve teacher performance. This performance improvement is carried out through periodic collaborative educational supervision.This action research was conducted on 16 teachers of SD Negeri Dombo 1, Sayung District, Demak Regency. The action research was carried out from September 2021 to November 2021. The research design used is an action research design (reserch) whose flow is: making an action plan, implementing the action, and reflecting on the implementation of the action. The results of these reflections are used as guidelines for making decisions to continue or stop the research. The research was carried out in a spiral in cycles until the second cycle. The research data are in the form of observation notes, field notes, planning documentation and supervision results. The main data collection instrument is the researcher, while the supporting instruments are observation and documentation guidelines. Data analysis was carried out using qualitative and quantitative techniques.The results showed that the teacher's performance increased after the action in the form of direct educative supervision was carried out from cycle I to cycle II. These improvements include improvements in preparing lesson plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student achievement Based on the results of educative supervision in cycle I and cycle II, teacher performance increased, namely in cycle I, teacher performance in preparing learning plans for cycle I reached 76%, while in cycle II it was 91%. The teacher's performance in implementing the learning cycle I reached 71% while the second cycle reached 89%. Teacher performance in assessing learning achievement in the first cycle reached 70% while the second cycle was 90%. Teacher performance in carrying out follow-up assessments of student achievement in the first cycle reached 54% while the second cycle was 84%. Thus, the average cycle II action was already above 75%. Based on the results of the action research, it can be concluded that the teacher's performance increases in preparing lesson plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student achievement. For this reason, researchers suggest that schools carry out educational supervision. ABSTRAKPenelitian ini bertujuan ingin Meningkatakan Kinerja Guru SD Negei Dombo 1 melalui supervisi edukatif. Mendeskripsikan langkah-langkah supervisi edukatif kolaboratif secara periodik dalam menyusun Rencana Pelaksanaan pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa yang dapat meningkatkan kinerja guru. Peningkatan kinerja ini melalui supervisi edukatif kolaboratif secara periodik. Penelitian tindakan Sekolah ini dilakukan terhadap guru SD Negeri Dombo 1, Kecamatan Sayung Kabupaten Demak yang berjumlah 16 orang. Penelitian tindakan dilaksanakan mulai bulan September 2021 sampai dengan November 2021. Rancangan penelitian yang digunakan adalah rancangan penelitian tindakan (reserch) yang alurnya: membuat rencana tindakan, melaksankan tindakan, dan refleksi pelaksanaan tindakan. Hasil refleksi tersebut digunakan sebagai pedoman untuk pengambilan keputusan melanjutkan atau menghentikan penelitian. Penelitian dilakukan secara spiral dalam siklus-siklus sampai siklus kedua. Data penelitian berupa catatan hasil pengamatan, catatan lapangan, dokumentasi perencanaan dan hasil supervisi. Instrumen pengumpul data utama adalah peneliti, sedangkan instrument penunjangnya adalah pedoman observasi, dokumentasi. Analisis data dilakukan dengan teknik kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa kinerja guru meningkat setelah dilakukan tindakan yang berupa supervisi edukatif secara langsung dari siklus I ke siklus II. Peningkatan tersebut meliputi peningkatan dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa. Berdasarkan hasil penelitian tindakan tersebut dapat disimpulkan bahwa kinerja guru meningkat dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa. Untuk itu, peneliti menyarankan agar di sekolah-sekolah melaksanakan supervisi edukatif.

Identifying Higher-Order Thinking Skills on Lesson Plan: How Do Teachers Construct the Lesson Plan?

In line with 21st-Century learning, the 2013 Curriculum highlights the development of critical thinking, problem analysis, problem-solving, decision making, and creating something new. Professional teachers need to facilitate students in developing these abilities. This research describes how the teachers plan the higher-order thinking skills (HOTs). This research is qualitative research with a descriptive design. The respondents were four teachers with 0-40 years of teaching experience. The data were collected qualitatively through documentation and interviews. The results showed that HOTs were not clearly expressed in the teacher's lesson plans at teaching experience levels of 0 to 10 years and 10 years to 20 years. Teachers with 20 to 30 years of teaching experience and 30 to 40 years of experience have expressed HOTs explicitly and completely in all parts of the lesson plan. Teachers have an important role in facilitating higher-order thinking skills that can be seen through the lesson plans. The lesson plan must describe the development of higher-order thinking skills holistically. Teachers need to review each lesson plan to be coherent in every part and relevant to 21st-century learning.

PENINGKATAN KOMPETENSI PAEDAGOGIK GURU PAI DALAM MENGEMBANGKAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) MELALUI TEKNIK SUPERVISI INDIVIDUAL DI WILAYAH BINAAN HARJAMUKTI KOTA CIREBON

So far, PAI teachers in preparing the 2013 curriculum implementation plan do not understand the GPA, learning objectives, determining factual, conceptual, and procedural material, as well as the difficulty in compiling rubrics and assessment instruments. Seeing the problems faced by teachers in preparing and developing learning implementation plans, it is necessary to have special guidance, namely individual supervision in developing learning implementation plans. For this reason, this study aims to improve the pedagogic competence of PAI Harjamukti teachers in Cirebon City in developing learning implementation plans through individual supervision. The research subjects were 20 PAI teachers in the Harjamukti area of ??Cirebon City. So the focus of this research is on the pedagogic competence of PAI teachers in the preparation and development of learning implementation plans. This research procedure consists of 3 cycles, in each cycle consisting of four stages, namely preparation of actions, implementation of actions, observation and monitoring of actions, and reflection. The results of this study are as follows: in the first cycle, PAI teachers have not been able and have not understood in the preparation of lesson plans there are only 5% who understand in the good category. In Cycle II, 40% of PAI teachers were in the good category, and in Cycle III, there was a very significant increase, there were 35% who understood the preparation and development of learning implementation plans in the good category and 60% in the very good category. So it can be concluded that Individual Technical Supervision can improve the competence of PAI teachers in compiling and developing lesson plans. ABSTRAKSelama ini guru PAI dalam menyusun rencana pelaksanaan pembelajaran kurikulum 2013 belum faham dalam membuat IPK, tujuan pembelajaran, menentukan materi faktual, konseptual, dan procedural, serta sulitnya dalam menyusun rubrik dan instrument penilaian. Melihat masalah-masalah yang dihadapi guru dalam Menyusun dan mengembangkan rencana pelaksanaan pembelajaran, maka perlu adanya bimbingan khusus yaitu supervisi individual dalam mengembangkan rencana pelaksanaan pembelajaran. Untuk itu penelitian ini bertujuan untuk meningkatkat kompetensi pedagogik guru PAI Harjamukti Kota Cirebon dalam mengembangkan rencana pelaksanaan pembelajaran melalui supervisi individual. Subyek penelitiannya adalah 20 guru PAI yang ada di wilayah Harjamukti Kota Cirebon. Jadi fokus penelitian ini adalah pada kompetensi pedagogik guru PAI dalam penyusunan dan pengembangan rencana pelaksanaan pembelajaran. Prosedur penelitian ini terdiri dari 3 siklus, pada setiap siklusnya terdiri dari empat tahapan yaitu persiapan tindakan, pelaksanaan tindakan, pengamatan dan pemantauan tindakan, serta refleksi. Adapun hasil penelitian ini sebagai berikut : pada siklus I guru PAI belum mampu dan belum memahami dalam penyusunan RPP hanya ada 5% yang memahami dengan katagori baik. Pada Siklus II semakin meningkat ada 40% guru PAI dengan katagori baik, dan pada Siklus III sangat segnifikan meningkat drastis ada 35% yang memahami dalam dalam penyusunan dan pengembangan rencana pelaksanaan pembelajaran dengan katagori baik dan 60% dengan katagori sangat baik. Jadi dapat disimpulkan bahwa Supervisi Teknik Individual dapat meningkatkan kopmpetensi guru PAI dalan menyusun dan mengembangkan rencana pelaksanaan pembelajaran.

Four C’s Skills Integration in the Lesson Plans of Grade 7 English Teacher

Four C skills’ integration in English curriculum has been investigated in recent years. Unfortunately, those studies focused on the integration of 4Cs in lesson plans carried out in elementary schools. Thus, this research aimed to analyze how the 4C skills were implemented in English lesson plans of 7th grade. The data were collected through content analysis on ten lesson plans of public and private junior high schools in Jakarta and Bekasi. It was found that all analyzed lesson plans have incorporated the 4Cs skills; communication, collaboration, critical thinking, and creativity. However, there were indicators of each skill that more dominantly appeared in a certain topic or were seen not to be incorporated in any examined lesson plans. In addition, teachers mostly incorporated the 4Cs skills in the learning activity and assessment. Although all the analyzed lesson plans have integrated 4Cs, the fulfilment of the indicators of each skill still needed to be improved. These findings are expected to be a recommendation for educators especially English teachers in designing lesson plans which integrated the 4C skills as the keys to a lifetime of learning and creative work as the current world of work is required leads to the need for integration of 4Cs in the classroom.