MEDIA PEMBELAJARAN INTERAKTIF WORD WALL TERHADAP HASIL BELAJAR SISWA PADA MATERI ETIKA PROFESI KELAS X AKUNTANSI SMK PARIWISATA KOSGORO KOTA CIREBON

Word wall learning media is an interactive e-learning learning media used by teachers to improve student learning outcomes during classroom learning. Word wall media in the form of core learning concepts equipped with pictures, diagrams or real objects. The word wall learning media is applied to the Professional Ethics material for class X Accounting at the Kosgoro Tourism Vocational School, Cirebon. It is expected to help improve student learning outcomes. This article is written using a quantitative method in the form of a Pre-Experimental Design with a One Group Pretest-Posttest Design research design. Through a prioritized approach with pre-test data to measure students' cognitive abilities, then given a word wall learning media treatment, taking post-test data to measure students' final abilities. Data were analyzed with descriptive statistics of proportions and t-test using SPSS. The results of the analysis can be concluded that word wall interactive learning media in this study has increased. The results of the data from the t test were rejected because the class sample used in this study was very small so it was not suitable as an interactive medium.Keywords: Learning Media, Wordwall and Learning Outcomes. AbstrakMedia pembelajaran word wall merupakan media pembelajaran e-learning interaktif yang digunakan guru dalam meningkakan hasil belajar siswa selama pembelajaran dikelas. Media Word wall berupa konsep inti pembelajaran dilengkapi gambar, diagram, atau objek nyata. Media pembelajaran word wall diterapkan pada materi Etika Profesi kelas X Akuntansi di SMK Pariwisata Kosgoro, Cirebon. Diharapkan dapat membantu meningkatkan hasil belajar siswa. Penelitian ini menggunakan metode kuantitatif dalam bentuk Pre Experimental Design dengan desain penelitian One Group Pretest-Posttest Desaign. Melalui pendekatan diawali dengan data pre-test untuk mengukur kemampuan kognitif  peserta didik, kemudian diberikan perlakuan  media pembelajaran word wall, diambil data post-test untuk mengukur kemampuan akhir siswa. Data dianalisis dengan statistik deskriptif persentase dan uji-t menggunakan SPSS. Hasil  data dari uji t Ho ditolak karena sampel kelas yang digunakan pada penelitian ini sangat sedikit sehingga kurang cocok sebagai media interaktif.Kata Kunci: Media Pembelajaran, Wordwall dan Hasil Belajar

IMPLEMENTASI PEMBELAJARAN SAINS BERBASIS ALAM DI SMP SEKOLAH ALAM CIKEAS-BOGOR

This research is a qualitative reseach with descriptive analytic method. The purpose of this study was to describe an analyze science learning at Cikeas-Bogor School Of  Nature Midlle School. This research was carried out from January 2019 to Juny 2019 with several informants namely Science Teacher, Principal, Head Of Education Division, Head Of Research and Development, Head Of General Division, Vice Chancellor For Curriculum, Vice Chancellor For Student Affairs and Learners. This research was conducted with direct contact with the subject of research foun in the field and obtained two types of data, namely primary data derived  from interviews and observations, as well as secondary data derived from study documentation, based on data analysis, science learning based nature is divided into 3 processes, namely planning, implementation and evaluation. Learning planning uses thematic integrative. This competency refers to 5 basic concepts of  Nature Cikeas School of nature, namely morality, leadership, scientific logic, entrepreneurship and nationality. Continued by making spider web and outlining it into learning activities with scientific approaches. Learning method with nature, as well as learning resources through book and internet. The implementation of learning consists of school learning, RLE (Relife Education) and PBL (Project Based Learning) carried out in a relaxed and fun way, done in nature, and parents of students play an active role in the implementation of learning. Learning evaluation consists of the  percentage of results of RLE (Relife Education), test in the form of descriptions, PBL (Project Based Learning) and RPD (Raport Self Potential). Learning with nature is a learning method that is applied in science learning to teach students to build logical thinking.   Keywords: Science  Learning Based Nature, Learning Planning , Implementation Learning, Evaluation Learning, Learning With Nature.   AbstrakPenelitian ini merupakan penelitian kualitatif dengan metode deskriptif analitik. Tujuan dilakukannya penelitian ini untuk mendeskripsikan dan menganalisis pembelajaran sains berbasis alam di SMP Sekolah Alam Cikeas-Bogor. Penelitian ini dilaksanakan mulai dari Januari 2019 sampai Juni 2019 dengan beberapa informan yaitu Guru Sains, Kepala Sekolah, kepalaa. Divisi Pendidikan, kepala Divisi Litbang, kepala. Divisi Umum, Wakil kepala sekolah Kurikulum, Wakil kepala sekolah Kesiswaan dan Peserta Didik. Penelitian ini dilakukan dengan kontak langsung terhadap subjek penelitian yang terdapat di lapangan dan diperoleh dua jenis data yaitu data primer berasal dari wawancara dan observasi, serta data sekunder yang berasal dari studi dokumentasi. Berdasarkan analisis data, pembelajaran sains berbasis alam terbagi menjadi 3 proses yaitu perencanaan, pelaksanaan dan evaluasi. Perencanaan pembelajaran menggunakan tematik integratif. Kompetensi ini mengacu pada 5 konsep dasar Sekolah Alam Cikeas yaitu akhlakul karimah, kepemimpinan, logika ilmiah, kewirausahaan dan kebangsaan. Dilanjut dengan membuat Spider Web dan menguraikannya menjadi aktivitas pembelajaran dengan pendekatan scientifik. Metode belajar bersama alam, serta sumber belajar melalui buku dan internet. Pelaksanaan pembelajaran terdiri dari pembelajaran disekolah, RLE (Relive Education) dan PBL (Project Based Learning) dilaksanakan secara santai dan menyenangkan, dilakukan di alam, dan orang tua peserta didik berperan aktif dalam pelaksanaan pembelajaran. Evaluasi pembelajaran terdiri dari persentasi hasil RLE (Relive Education), tes dalam bentuk uraian, PBL (Project Based Learning) dan RPD (Rapot Potensi Diri). Belajar bersama alam merupakan metode pembelajaran yang diaplikasikan dalam pembelajaran sains untuk membelajarkan peserta didik membangun logika berpikir.Kata Kunci: Pembelajaran Sains Berbasis Alam, Perencanaan Pembelajaran, Pelaksanaan Pembelajaran, Evaluasi Pembelajaran, Belajar Bersama Alam

MATERI MINIMAL WAWASAN KEBANGSAAN UNTUK PESERTA DIDIK SEKOLAH DASAR

Kedudukan dan fungsi wawasan kebangsaan sangat penting. Oleh sebab, wawasan kebangsaan akan mendorong dan menuntun suatu bangsa untuk mencapai cita-cita dan tujuan negara. Tujuan penelitian ini yaitu untuk mengilustrasikan materi minimal wawasan kebangsaan untuk peserta didik sekolah dasar. Pendekatan yang digunakan dalam memperoleh data dilakukan melalui kualitatif dengan metode studi kasus di Sekolah Dasar Kabupaten Subang dengan jumlah responden 40 guru sekolah dasar. Adapun analisis data dilakukan sesuai dengan tradisi kualitatif. Hasil penelitian menjelaskan bahwa materi minimal wawasan kebangsaan untuk peserta didik sekolah dasar meliputi latar belakang nama Indonesia, Indonesia memilki berbagai macam ras dan golongan hingga bahasa negar

ANALISIS KEMAMPUAN MEMBACA SISWA DISLEKSIA DENGAN METODE ORTON GILLINGHAM

In elementary schools that have not implemented an inclusion system, there are some students who experience difficulties in the reading process which is called dyslexia. This study aims to see how the activities and learning outcomes of dyslexic students improve reading skills using the Orton Gillingham method. The approaches and methods in this study are descriptive qualitative. Observation, interview, and documentation are techniques used to collect data and then analyzed qualitatively. The research subjects were two dyslexic students at SDN Kedunglukuk 1 Candi Sidoarjo. Based on the results of the study it can be concluded that the learning activities of dyslexic students during learning using the Orton Gillingham method can make dyslexic students motivated and active during learning activities while the learning outcomes of dyslexic students using the Orton Gillingham method can improve reading skills, because the learning process involves all the senses so that it can make it easier for students memorize letters. The Orton Gillingham method is considered very helpful in facilitating dyslexic students in the process of learning to read

PENERAPAN METODE MENGAJAR KOLABORASI UNTUK PENINGKATAN KETERAMPILAN MEMBACA BAHASA MANDARIN SISWA PENDIDIKAN DASAR

Collaborative learning is a process whereby learners with varying abilities work together in small groups to achieve a common goal. This approach emphasizes the importance of students working together to construct knowledge and develop concepts to solve problems or tasks assigned by the teacher. This study employed a classroom action research methodology to improve Mandarin reading ability of second-grade students in an elementary school in Banyuwangi Regency. The participants were twenty-three students aged eight years old. The increase in student performance was attributed to the higher intensity of exercises in the second cycle. Collaborative learning facilitated the achievement of learning outcomes by allowing students to work together and construct knowledge

UNLOCKING THE POTENTIAL OF PROJECT-BASED LEARNING: ELEVATING WRITING SKILLS IN ISLAMIC SCHOOL JUNIOR HIGH STUDENTS

Project-based learning (PjBL), an innovative teaching approach that emphasizes active, student-centered learning through real-world projects, serves as a cornerstone for educational advancement. However, in the specific context of Islamic schools setting, there exists a recognized need for the improvement of writing skills among first-grade students. This Classroom Action Research (CAR) study, spanning two cycles with a cohort of 15 participants at Mts. Insan Madani, Situbondo, is dedicated to achieving significant advancements in writing skill proficiency through the implementation of PjBL. Findings from the study indicate marked enhancements in creativity, engagement, and collaborative abilities. Concurrently, certain challenges surfaced, particularly in the realms of time management and the necessity for more structured guidance during the initial stages of PjBL implementation. The implications of this research underscore the efficacy of PjBL in enhancing writing skills within an Islamic school setting, emphasizing the potential for the integration of PjBL as an educational approach to nurture essential writing skills. Nevertheless, it is crucial to acknowledge the importance of providing additional support in specific areas. Recommendations for future research encompass expanding the study to different grade levels and incorporating a more extensive participant pool to further validate the findings, thereby offering a comprehensive understanding of the broader impacts of PjBL on writing skill development within Islamic schools

IMPLEMENTASI PRINSIP PENGELOLAAN BOP KESETARAAN DI PKBM TUNAS HARAPAN SALATIGA

Tujuan dari penelitian ini adalah untuk mengetahui implementasi prinsip efisiensi, prinsip efektif, prinsip transparansi dan prinsip akuntabilitas pengelolaan  BOP Kesetaraan Paket C di PKBM Tunas Harapan Salatiga. Hasil penelitian menunjukkan bahwa (1) implementasi prinsip efisiensi pengelolaan BOP Kesetaraan sudah baik, dilihat dari  mempertimbangkan capaian prestasi siswa, BOP Kesetaraan sangat berpengaruh dengan kualitas layanan dalam pendidikan kesetaraan , Dana BOP sesuai dengan kebutuhan sekolah, Sekolah sudah membuat RKAS,  pemanfaatan penggunaan dana BOP Kesetaraan sudah sesuai dengan RKAS, sudah melakukan  proses pelaporan dana BOP Kesetaraan dengan baik. (2) implementasi prinsip efisiensi pengelolaan BOP Kesetaraan Paket C di PKBM Tunas Harapan Salatiga sudah dilakukan tepat waktu dan pelaksanaan pembelanjaan sudah sesuai dengan RKAS. (3) implementasi prinsip transparansi pengelolaan BOP Kesetaraan Paket C sudah dilakukan secara transparan, (4) implementasi prinsip akuntabilitas pengelolaan BOP Kesetaraan Paket C sudah dilakukan secara akuntabel hal ini dilihat sudah melakukan pembelanjaan melalui aplikasi SIPLah, kesesuaian pembelanjaan dengan RKAS, membuat laporan pertanggungjawaban penggunaan Dana BOP Kesetaraan berupa BKU, BKT, Buku Pembantu Bank, Buku Pembantu pajak, Laporan Realisasi penggunaan BOP

UPAYA MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR BAHASA INDONESIA KELAS III MALALUI MODEL PEMBELAJARAN PROBLEM BASED LEARNING BERBANTUAN MEDIA POWER POINT

Penelitian ini mengadopsi metode penelitian tindakan kelas model Kemmis dan Mc Taggart yang terstruktur dalam dua siklus. Setiap siklus terdiri dari tiga tahap: perencanaan, pelaksanaan tindakan, pengamatan, dan refleksi. Subyek penelitian ini adalah 22 siswa kelas III SD Negeri Gendongan 01. Data dikumpulkan melalui tes dan observasi, menggunakan lembar observasi dan lembar tes hasil belajar sebagai instrumen. Analisis data dilakukan melalui uji ketuntasan dan analisis deskriptif komparatif. Hasil penelitian menunjukkan bahwa penerapan model PBL dengan media Power Point mampu meningkatkan keaktifan dan hasil belajar Bahasa Indonesia. Pada Siklus I, tingkat keaktifan siswa meningkat dari 77% menjadi 100% pada Siklus II. Tingkat ketuntasan hasil belajar Bahasa Indonesia juga meningkat dari 31% pada prasiklus menjadi 64% pada Siklus I, dan mencapai 91% pada Siklus II. Dengan demikian, hipotesis peneliti terbukti bahwa penerapan model PBL dengan media Power Point dapat meningkatkan keaktifan dan hasil belajar Bahasa Indonesia siswa kelas III SD Negeri Gendongan 01 di Salatiga

PERSEPSI MAHASISWA TERHADAP RAGAM ASESMEN DI PERKULIAHAN

This research was conducted to determine perceptions and preferences for the forms of assignments that students expect and usually receive during lectures. The research used quantitative methods; the respondents are 118 students from UM Sociology Education. Through this research, lecturers can obtain initial diagnostic data, which researchers can use as considerations before planning the Semester Learning Plan (RPS). Therefore, the teaching process can accommodate government directions regarding team-based projects and student preferences. Apart from that, this survey also reflects on the lectures that lecturers have carried out so far. As a result, there was no significant difference in preferences between individual and group assignment forms. The form of article writing is the form of assessment for Mid-Semester Exams and Final Exams that lecturers often use, while most students prefer the form of product assessment. Over 50% of students did not support team teaching in one course

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DIPADU MIND MAPPING BERBANTUAN LKPD WORD SQUARE UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK

The point of this examination is to depict understudies' learning results in utilizing the Jigsaw type helpful learning model joined with Psyche Planning helped by Word Square LKPD in science subjects. This Classroom Action Research (PTK) study involved 25 students participating in pre-cycle, cycle I, and cycle II activities. The expansion in the mental space of understudies who finished the pre-cycle stage came to 28%, cycle I with a typical score of 69.4 and the quantity of understudies who finished it was 64% and 36% deficient, and cycle II with a typical score of 82.8 88% of understudies finished and 12% didn't finish. In the emotional area phase of cycle I, there were 5 individuals with high predicate, 15 individuals with medium predicate, 5 individuals with low predicate and an expansion in cycle II contacting 23 individuals with high predicate, 2 individuals with medium predicate. It very well may be reasoned that the execution of the Jigsaw type helpful model joined with Brain Planning helped by LKPD Word Square to further develop understudy learning results at SMP Negeri 4 Mauliru was fruitful.Keywords: Jigsaw, Learning Results, Mind Mapping, Word Square. AbstrakTujuan dari tes ini adalah untuk menggambarkan hasil belajar peserta didik yang menggunakan model pembelajaran tipe Jigsaw yang bermanfaat dipadukan dengan Mind Mapping berbantuan LKPD Word Square pada mata pelajaran IPA. Dalam Penelitian Tindakan Kelas (PTK) ini, 25 peserta didik mengikuti kegiatan pra siklus, siklus I, dan siklus II. Peserta didik yang tuntas pada tahap prasiklus mengalami peningkatan kapasitas mental sebesar 28%, siklus I memperoleh nilai rata-rata sebesar 69,4 dan jumlah tuntas 64% dan kurang 36%, serta siklus II memperoleh nilai rata-rata 82,8 dan total dari 88% selesai dan 12% kurang. Pada siklus I terdapat 5 orang yang berpredikat tinggi, 15 orang yang berpredikat sedang, 5 orang yang berpredikat rendah dan terjadi perkembangan pada siklus II menjadi 23 orang yang berpredikat tinggi, 2orang. dengan predikat sedang. Dapat disimpulkan bahwa penggunaan model pembelajaran Jigsaw, Mind Mapping, dan LKPD Word Square di SMP Negeri 4 Mauliru untuk meningkatkan hasil belajar peserta didik adalah efektif.Kata Kunci: Jigsaw, Hasil Belajar, Mind Mapping, Word Square