Use of Songs Media in Listening Learning in Class III Elementary School

<p class="Abstract"><span lang="EN-GB">This research based on low of student’s listening skill in learning English at Madrasah Ibtidaiyah Al-Falaah Kopo. The learning process seems just apply teacher centered method. It makes students unmotivated in learning English especially in listening skill. Therefore, the researcher make serious efforts to use songs in teaching listening in order to make the learning process being fun and interesting. The aims in this research is to get the description of student’s learning outcome improvement in teaching listening using song as a media. The research used classroom action research with Elliot models by implementing three cycles and there are three actions in each cycles. The subject of this research were 3th grade students of Madrasah Ibtidaiyah Al-Falaah Kopo consist of 17 male students and 17 female students. Based on the result of this research, it can be concluded that there is an improvement in the score average of the students. In the first cycle, student’s average is 60, and second cycle is 64, and in the third cycle is 75. Therefore the use of songs as a media could improve student’s learning outcomes and it can be a recommendations or suggestions for teachers to teach English or in other education research.</span></p>

Literacy In Storytelling Model Teacher With Learning In Primary Circuit City Bandung

<p class="Abstract">The research was carried out based on the development of literacy in elementary school movement. Entering the 21st century, learning literacy has the main objective to provide an opportunity or an opportunity for students to develop themself as a competent communicator in the context of multiliteracy, multicultural and multimedia through its multi-intelligence empowerment. Learning literacy in the elementary curriculum subjects entered in the Indonesian language and literature. In line with this fact, the initial effort should be done to realize the literacy learning is to improve the quality of teachers. Through improving the quality of teachers, teachers are able to develop the quality of learning they have implemented. Improved quality of learning on improving the quality of graduates. The circuit model of learning is a learning model that maximizes empowering thoughts and feelings with the addition pattern and repetition. This study aims to describe: (1) determine the profile of literacy storytelling teacher in elementary school, (2) determine the design of storytelling teachers with models of circuit learning to cultivate the character of students in elementary schools, (3) determine the structure or system presenting fairy tales that can attract students in elementary schools, (4) evaluate the response of students in literacy storytelling teacher at the elementary school. This study used a qualitative approach with the case study method. This research subject is an elementary school teacher in Bandung. The data source of research is: (1) a written source, (2) oral sources, (3) the documents, and (4) recording. Data collection techniques are observation, interviews, and documentation. The process of data analysis research conducted with a qualitative descriptive technique. The results of the study as follows. (1) primary school teachers who have implemented literacy Bandung storytelling, (2) increasing the effectiveness of teachers using circuit models of learning, and (3) increasing the quality of primary school education in the city of Bandung.</p>

High Order Thinking Skill and Literacy Base Technological Pedagogical Content Knowledge (TPACK) in Order to Improve Students Learning Quality of in Job Primary School Teacher’s Proffesional Educational Program

<p>Quality of learning by teachers nowadays, have not became a serious focus of interest. As the result, the quality of the graduate student is at low rate. The purpose of this research is to develop and apply <em>Technology Pedagogical Content Knowledge </em>(TPACK) for the Injob Primary School Professional Educational Teacher Program (PPG dalam jabatan). The methods applied on the study were combination of qualitative and quantitative and R&amp;D by 4D outline modification, they are; define, design, develop, and disseminate. The subjects of the study are 42 students of The Student of the Injob Teacher of Professional Educational Program which divided into two class of control and experiments each within 21 students. The result of the study is a TPACK model base on literacy and high order thinking skill with significance of the pretest and posttest achievement at 0.001, which indicates that literacy base TPACK model and high order thinking skill effects to the quality of the Injob Teacher Professional Educational Program learning as the student experience Literacy base TPACK model and high order thinking skill learning.</p>

Multiliteration and Higher Order Thinking Skills Implications to Education

<p>This paper aims to describe multiliteration and higher order thinking skills (HOTS) as challenges for 21st century society, as well as their implications to education. 21st century civilization has triggered the development of the meaning of literacy into multiliteration, and requires the public to have cognitive process skills that are classified as higher order thinking skills. Based on analysis of implications, multiliteration and higher order ranking skills have implications to education. Especially in developing thinking process skills, the purpose of education should be directed at developing cognitive process skills at levels C2 through C6. The curriculum is ideally holistic, integrative, child centered and activity centered. The learning approach is student-centered and applies heuristic strategies. In its implementation, it is necessary to apply various models and/or learning methods that require students to do problem solving, think creatively, and cooperate. The teacher acts as a guide and facilitator rather than as an instructor. 21st century teachers ideally have characteristics: permissive, friendly, a guide, open-minded, enthusiastic, creative, socially aware, alert, patient, cooperative and sincere.</p>

How to Teach Make Up for The Beginner in ATMAISWARI

The article aims to discuss about how to teach make up for the beginner through an organized event. The researcher explains about step by step to make a great event such as AISMAWARI. The research is descriptive qualitative. The researcher describes the study briefly. The researcher posts and analizes, and explains the pictures briefly from pre-event, the main event, and the post event. The research reveals the phenomenon that collaboration is needed to make a big events. It also collaborates with a hundred of make up artists, a hundred of designers, and a hundred of models. It involves many supporters. It is held at Atrium Istana Plaza Bandung, in Pasir Kaliki Street no. 121-123. The due date is March 8th, 2019. It related to the primary education pedagogy. It is because the researcher tries to teach the beginner although it is covered by multiliteracy and multiagendas in a big events. The goal is to ask the participants or beginners to think in higher level. The researcher wants to educate the beginner not only to hear the material, but also do the action. As it is believed, practices make perfect.

The Effects of Critical Multiliteracy Learning Models on Mastery of Explanatory Text Concepts

<p>The aims of this study was to determine the ability to master the concept of elementary school students through the implementation of critical multiliteracy learning models. This research was conducted on fifth grade students of elementary school. The research method used in this study was a quasi-experimental method. The participants in this study amounted to 39 students. Data was collected using tests and rubric. Analysis of data in this research using the t test with SPSS version 20.0 program for windows. Based on the results of the study, it was found that the mastery ability of the explanatory text concept of students experienced a significant increase and was included in the sufficient category. This can be seen from the pretest score obtained by students at 34.74 and the posttest results at 64.23. Based on the results of the t test the significance value is 0.00˂0.05 thus it can be concluded that there are significant differences between the mastery of students' concepts before and after being given treatment using critical multiliteracy learning models.</p>

Application Model Cooperative Integrated Reading and Composition (CIRC) to Improve Reading Comprehension Skills of Class V Elementary School Student

<p class="Abstract">research was motivated by the low skills of students reading comprehension main focus on subjects Indonesian. Students are still not able to control aspects of reading would like to understand the content of reading, determining the main idea or infer the content of reading. The study was conducted in class V SDN Cibukamanah Cibatu District of Purwakarta. There are 28 students involved in the study, which consisted of 13 male students and 15 female students. The method used in this research is the Classroom Action Research (CAR), which consists of four phases: planning, implementation, observation and reflection and is done in two cycles. Data were collected through observation and preliminary tests. Seen from the initial test results showed that the students only scored an average of 59.82 with a percentage of 59.82% are less and does not reach the predetermined value KKM is 63. To overcome these problems, researchers applied learning models <em>Cooperative Integrated Reading Composition </em>(CIRC). The purpose of this study was to determine the activity and student learning outcomes in reading comprehension skills, after applying the model of <em>Cooperative Integrated Reading And </em>Composition.The findings of the research results can be seen from the acquisition percentage mastery learning achievement of students overall from starting the first cycle which scored an average of 70.8 with a percentage of 70.71% in the category quite well. Then increased in the second cycle the average value obtained at 75.89 with the percentage of 75.89% uncategorized well. From these results, it can be concluded that the application of the model <em>Cooperative Integrated Reading And Composition </em>(CIRC) can improve student learning outcomes, especially reading skills of understanding that seen at the end of each lesson the first cycle and the second cycle showed a considerable increase in value and target indicators in addition to improving learning outcomes also increase the activity of students during the learning process in class V SDN Cibukamanah.</p>

Pedagogy 21 Century from Perspective Information and Communication Technology (ICT): The Application in Learning

<p><span lang="EN-US">The use of <em>Information and Communication Technology</em> (ICT) has provided great benefits in many fields including education. Lifestyle changes and the need to make the teaching and learning process more interesting and effective have driven the application of ICT in teaching. This paper aims to explain the influence of teacher knowledge and the process of implementing ICT in teaching. This process of implementing ICT requires teachers to be constantly aware and competitive with the changes that occur in teaching and learning. The impact of this paper is the change in teachers 'attitudes towards the need for ICT applications in teaching and teachers' thinking to cope with ever-changing technology.</span></p><p> </p><p> </p>

The Effect of Experiential Learning Models Toward Writing Skills of Narration Primary School Student

Learning to write in elementary school is currently not getting serious attention. This results in the poor quality of students' narrative writing. This study aims to determine the effect of experiential learning models on the narrative writing skills of elementary school students. The method used is a quasi-experimental research design with a nonequivalent control group design. The population in this study was the fourth-grade students at the UPI Lab school Elementary School, amounting to 47 students and divided into two classes, namely the experimental class and the control class. The results showed that there were significant differences between the experimental class posttest and the control class. From these results, it can be concluded that the experiential learning model significantly influences the narrative writing skills of elementary school students. Thus students get meaningful learning and teachers get alternative learning to write for students to create meaningful learning with analytical assessment in the form of content, content, information, grammar, and mechanical organization.

Development of Multiliteration and Higher Order Thinking Skills Through Integrated Learning

<p>This paper aims to describe integrated learning as a learning approach, which is suggested to be applied in order to develop multiliteration and higher order thinking skills. Multiliteration and higher order thinking skills are needed and must be mastered by the community so that they can actively participate in the 21st century civilization. In this context, education or in its operation is learning to be challenged to be able to develop skills. Based on the literature study, it was concluded that to develop multiliteration and higher order thinking skills, one approach that needs to be applied is the integrated learning approach. There are two things that need to be considered in the application of integrated learning. First, the teacher should formulate learning objectives to develop cognitive process skills at levels C2 through C6. Second, in implementing integrated learning, the teacher ideally applies learning models such as: discover, inquiry, problem based learning, project based learning, cooperative learning models, etc.</p>