Penerapan Teknik Akrostik dalam Pembelajaran Menulis Puisi Pada Siswa Sekolah Dasar

Thisstudyaims toimprove poetry writing skills with acrostic techniques in elementary school students. This research is descriptive qualitative. This type of research is a class action research (Class Action Research). The research carried out consisted of two cycles, each cycle being carried out three times.TheThe research procedure includes planning, implementing the action, observing and reflecting. The subjects in this study were 34 grade V elementary school students.After carrying out the research in the first cycle 21 of 34 students got a score of 72.35 who got a "low" qualification. After that, the second cycle of research was carried out, 33 students got an average score of 80 in the "High" qualification. Based on the results of the research in the first and second cycles it proves that the application of acrostic techniques in learning to write poetry in fifth grade elementary school students is very appropriate because the application of these techniques can improve student learning outcomes in writing poetry for the better.

Hubungan Usia Kronologis Awal Masuk Sekolah dengan Prestasi Belajar Siswa Sekolah Dasar

This research was conducted based on the problem that it was found that there were still students who were enrolled in school at the age that had been determined by the government (seven years). The result of an interviwe with the parik putuih integrated Islamic Elemtery School teacher stated that there were students who entered school in 2016 who were under the age of seven. This study aims to see whether on variable has a relationship with other variables. Data collection wascarried out using the documentation method to see the chronological age at the beginning of school entry and semester I and II grades from grade 1 to grade 3 elementary shool. This study uses data analysis spearman Rank Correlation (Grade Correlation). The results obtained using the Spearman Rank Correlation technique otained hit 0,352 and tab at a significant level of 5% is 0.364. It is proven that there is no relationship between crhonological age at the beginning of school and student achievement. The result show that H_0 is accept and H_a is rejected. So it can be concluded that the level of relationship between crhonological age at the beginning of school entry and student achievement at SDIT Baiturrahim Parik Putuih Kabupaten Agam is at a low level or there is not relationship.

Pengaruh Penggunaan Model Membaca Total dan Motivasi Belajar Terhadap Keterampilan Membaca Pemahaman Siswa Sekolah Dasar

This research is motivated by phenomenon happens on the pitch that students have difficulty in reading comprehension. This is evident from the low values obtained by the students in reading comprehension. This phenomenon makes researchers interested in conducting research. This study aimed to obtain information about the effects of the use of models in total reading and learning motivation towards reading comprehension skills of the sixth grade students of SDN 09 Surau Gadang Kecamatan Nanggalo Padang. This research is a quantitative research methods quasy experiment. The results showed that: (1) reading comprehension skills of students taught by reading the model total is better than reading comprehension skills of students taught by conventional methods, (2) reading comprehension skills of students who have high motivation to learn are taught using models of total reading is better than reading comprehension skills of students who have high motivation to learn are taught using conventional methods, (3) read a deep understanding of writing skills have low learning motivation taught by reading the model of total better than the reading comprehension skills of students who have low learning motivation taught by conventional methods, and (4) there is no significant interaction between the model reading with the total student motivation towards reading comprehension skills. Based on this research can be concluded that there are significant models in total reading and learning motivation towards reading comprehension skills of students in the class VI SDN 09 Surau Gadang Kecamatan Nanggalo Padang.

Pengembangan Modul Seni Musik Berbasis Experiential Learning untuk Meningkatkan Kemampuan Bermain Musik pada Mata Pelajaran Seni Budaya dan Prakarya Siswa Sekolah Dasar

The objectives of this study were (1) to analyze the needs of-based music modules experiential learning to improve the ability to play music in elementary school students, (2) to analyze the feasibility of the-based music art module module experiential learning to improve the ability to play music in elementary school students, (3) ) to analyze the effectiveness of the music art module based on experiential learning to improve the ability to play music in elementary school students. This research uses Research and Depelopment research methods referring to the 10 stages of Borg and Gall. Data collection used is the technique of observation, interviews, and performance of ability to play music. The analysis used in this research is quantitative and qualitative analysis, including the practice of musical instruments, learning observations, and validation of the musical arts module product. The product analysis of the musical arts module based on experiential learning to improve cultural arts and crafts in elementary schools includes 6 stages. Sources of data in this study were teachers and students of class VI SDN Magung 03 and SDN 04 Nagreg. The results of the development of the musical arts module based on experiential learning contain the need for a special module which includes basic learning and the stages of learning in detail, therefore the development of a music art module based on experiential learning is made. After being validated by the validator, it gets a score of 87.5 with category valid. Then the-based music art module is experiential learning applied to the experimental class and the calculation results using the t test are obtained sig 5%, meaning that there is an increase in the ability to play music using the-based music art module experiential learning then the N-gain is 0.4 in the moderate category. The effectiveness test in this study was carried out by comparing the performance results of the student's ability to play music in the control class and the experimental class. It is found that tcount is 6.9. From the results of this study, it can be concluded that the musical arts module based on experiential learning can be used in learning cultural arts and crafts in high classes. Hopefully it can inspire teachers to innovate in other learning.

Pengembangan Bahan Ajar Berbasis Strategi Think, Predict, Read, Connect untuk Meningkatkan Keterampilan Membaca Pemahaman Siswa Sekolah Dasar

Penelitian ini dilatar belakangi berdasarkan hasil analisis bahan ajar membaca pemahaman di kelas VI Sekolah Dasar (SD) ditemui beberapa permasalahan tentang bahan ajar menulis narasi salah satunya bahan ajar yang digunakan belum memuat tahapan membaca yang semestinya serta bahan ajar belum dikembangkan secara maksimal. Hal tersebut dapat menyebabkan guru harus mampu mengembangkan bahan ajar sebagai sarana dalam membantu proses pembelajaran yang dapat meningkatkan keterampilan membaca peserta didik. Tujuan yang hendak dicapai dalam upaya pengembangan bahan ajar ini adalah menghasilkan bahan ajar membaca pemahaman yang valid, praktis, dan efektif. Jenis penelitian ini adalah penelitian pengembangan. Penelitian ini menggunakan model ADDIE yang terdiri dari 5 tahap yaitu: tahap Analisis (analysis), perancangan (design), pengembangan (development), implementasi (implementation) dan Evaluasi (Evaluation). Data penelitian dari uji validitas diperoleh melalui lembar validasi bahan ajar. Data kepraktisan diperoleh dari melalui lembar keterlaksanaan RPP, penilaian respon guru dan penilaian peserta didik. Keefektifan dilihat dari aktivitas, penilaian proses membaca pemahaman, dan penilaian hasil membaca pemahaman. Berdasakan uji validitas diperoleh data bahwa persentase rata-rata bahan ajar dari validator ahli dan validator praktisi. Persentase validator ahli adalah 91,5% dengan kategori sangat valid dan persentase praktisi pendidikan adalah 91,9% dengan kategori sangat valid. Hasil uji praktikalitas dari keterlaksanaan RPP diperoleh persentase 90,1% dengan kategori sangat praktis. Penilaian respon guru diperoleh persentase 90,3% dan penilaian respon peserta didik adalah 88,8% dengan kategori sangat praktis. Efektifitas bahan ajar dilihat dari aktivitas peserta didik diperoleh rata-rata persentase 82,5% dengan kategori sangat baik. Dari penilaian proses membaca pemahaman diperoleh persentase 83,3% dengan kategori sangat tinggi. Dari penilaian hasil membaca pemahaman diketahui bahwa persentase ketuntasan hasil membaca pemahaman peserta didik cenderung meningkat. Berdasarkan hasil tersebut, dapat disimpulkan bahan ajar membaca pemahaman menggunakan strategi TPRC (Think, Predict, Read, Connect) di kelas VI Sekolah Dasar yang dikembangkan dapat dinyatakan valid, praktis, dan efektif.

Pengembangan Bahan Ajar Berbasis Aktivitas Materi Rangkaian Listrik untuk Meningkatkan Hasil Belajar Siswa Sekolah Dasar

Researchers conducted a field study to SD PAB 20, and found problems regarding student learning outcomes that were unsatisfactory in science lessons because there was no activity-based learning process (practicum), learning was still limited in time and media. Therefore, in this study, researchers made the development of activity-based teaching materials in simple electrical circuit material to improve student learning outcomes, increase creativity and critical nature of students. Before research into the field, the media created were validated by material experts and design experts. The results of the material expert validation show 80% and the design expert validation is 92.8%. From these results it can be classified that teaching materials that have been made are proven to be valid and tested for eligibility for testing to students. For processing student data through pre and posttest, researchers used the N-Gain formula. From the average pretest results obtained 46 and posttest results obtained an average of 84. If these values are classified, the final result is 70%. The figure is included in the high criteria. So it can be concluded that, activity-based teaching materials used, can improve student learning outcomes and foster student creative nature.

Pengembangan Perangkat Pembelajaran Menulis Narasi Berbasis Media Bagan Pohon di Kelas V Sekolah Dasar

The difficulty of students in writing narratives is a problem that has been found in the field. Students lack mastery in giving an idea and developing it into a narrative essay. The purpose of this research is to create a learning tool for writing narratives based on tree chart media that is valid, practical, and effective. The type of research used is development research with the ADDIE model. The teacher and the fifth grade students of SD Islam Al-Azhar Simabur are the subjects of this study. Looking at the research data with the validity test, which was obtained from the validation sheet of the learning device. Then to see the practicality data from the observation sheet on the implementation of the lesson plans, along with the teacher and student response questionnaires. Activities and assessments of student learning outcomes are obtained from the effectiveness of learning tools. The results of the validation of learning tools that have been carried out are stated in the very valid category. The learning tools developed are also stated to be very practical, this is supported by the RPP implementation sheet with an average of 90 and the teacher's response 89 then students 91. After that, it can be seen that the results of student activities and student learning outcomes are very satisfying so that it can be stated very effective when applied in learning. In summary, the learning tools developed using the tree chart media in fifth grade elementary school were declared valid, practical and effective.

ANALISIS KEMAMPUAN GURU DALAM MENYUSUN PERENCANAAN PEMBELAJARAN KURIKULUM 2013 DI SEKOLAH DASAR

This study aims to describe the ability of teachers in preparing the 2013 curriculum learning plans in elementary schools. This type of research is descriptive qualitative research with the research subject of class teachers and school principals. Data collection techniques in the form of observation, interviews and document review. The data analysis technique uses the Milles and Huberman model which consists of three stages, namely the data reduction stage, the data presentation stage and the conclusion drawing stage. The results showed that the teacher had prepared a 2013 curriculum lesson plan by developing a syllabus and lesson plans. In addition, the teacher periodically also makes revisions to the lesson plans that have been made, only the fact that in the preparation of learning plans sometimes teachers do not go through the stages as directed in the 2013 curriculum. Needs to be done an evaluation so that the quality of the lesson plans that teachers produce can be even better.

Penerapan Metode Overview, Key Ideas, Read, Record, Recite, Review dan Reflect untuk Meningkatkan Kemampuan Membaca Pemahaman Siswa Sekolah Dasar

This study aims to determine the improvement of elementary school students' reading comprehension skills through the application of overview, key ideas, read, record, recite, review and reflect methods. This research is motivated by the lack of students' ability to understand the reading text that is read. This research is a classroom action research. Data collection techniques in this study were observation, students' reading comprehension test and documentation. While the data analysis technique used is a qualitative descriptive analysis technique with a percentage. Based on research and data analysis that the application of overview, key ideas, read, record, recite, review and reflect methods can improve students' reading comprehension skills. This can be seen from the test results of students' reading comprehension before the action only reached an average of 58.42 with classical completeness of 42.85% or classified as poor. After applying the overview, key ideas, read, record, recite, review and reflect methods in the first cycle, the students' reading comprehension ability increased by an average of 72.28 with a classical completeness of 66.66% or quite good. In the second cycle, the results of students' reading comprehension increased by an average of 81.23 with classical completeness of 85.71% or classified as good. Thus it can be concluded that the overview, key ideas, read, record, recite, review and reflect methods can improve the reading comprehension ability of elementary school students.

Pengaruh Penggunaan Metode Jigsaw dan Minat Baca Terhadap Keterampilan Membaca Pemahaman pada Siswa Sekolah Dasar

This research is motivated by a phenomenon that occurs in the field, namely students have difficulty in reading comprehension. This can be seen from the low scores obtained by students in reading comprehension. This phenomenon makes researchers interested in conducting research. This study aims to obtain information about the effect of using the Jigsaw method and reading interest on reading comprehension skills for elementary school students. This type of research is quantitative research with a quasi-experimental method. Sampling technique The sample in the population is taken using the Simple Random Sampling (SRS) technique. The research data were collected using a reading interest questionnaire and a reading comprehension skill test. The results showed that: (1) the reading comprehension skills of students who were taught using the jigsaw method were higher than the students' reading comprehension skills taught by the conventional method, (2) the reading comprehension skills of students who had high reading interest taught by the jigsaw method were higher. than the reading comprehension skills of students who have high reading interest who are taught by conventional methods, (3) the reading comprehension skills of students who have low reading interest who are taught by the jigsaw method are higher than the reading comprehension skills of students who have low reading interest who are taught by conventional methods , and (4) there is no significant interaction between the jigsawl method and students' reading interest on reading comprehension skills. Based on the research conducted, it can be concluded that reading comprehension skills for elementary school students increase when using the jigsaw method and are associated with reading interest.