The Development of Problem-Based Learning E-Modules on Correspondence Materials

Abstrak: Riset ini memiliki tujuan untuk mengembangkan bahan ajar berupa E-modul berbasis Problem Based Learning (PBL) pada materi persuratan untuk membantu proses pembelajaran di SMKN Mojoagung kelas X OTKP. Riset ini menggunakan R&D dengan model 4D yaitu Define, Design,  Develop, tetapi tidak sampai Disseminate karena..keterbatasan waktu dan biaya. Teknik analisis data menggunakan kuantitatif dan kualitatif. Terdapat 20 responden yaitu siswa kelas X OTKP 3. Produk dari riset pengembangan ini diuji oleh ahli materi, media, dan bahasa. Dari hasil validasi diketahui bahwa kelayakan materi dari validasi ahli materi sebesar 90 persen, validasi ahli grafis 96,3 persen, dan validasi ahli bahasa 80 persen. Dari hasil validasi ketiga validator tersebut diperoleh rata-rata sebesar 88,7 persen dengan kategori sangat layak. Hasil respons siswa memperoleh rata-rata sebesar 78,8 persen dengan kategori positif di mana dapat dinyatakan bahwa E-modul  ini dapat digunakan untuk menunjang pembelajaran materi persuratan.Abstract:  This research aims to develop teaching materials in the form of Problem-Based Learning (PBL) E-modules on correspondence materials to assist the learning process at SMKN Mojoagung class X OTKP. This research uses R&D with a 4D model, namely Define, Design, Develop, but did not reach Disseminate due to time and cost limitations. Data analysis techniques use quantitative and qualitative. Twenty respondents, namely students of class X OTKP 3, participated in the study. The product of this research was validated by materials, media, and language experts. The results reveal that the feasibility of the product from the materials expert was 90 percent; from graphic expert was 96.3 percent; and from linguist expert was 80 percent. From these results, it obtains an average of 88.7 percent with a very decent category. The results of student responses obtain an average of 78.8 percent with a positive category. So, it is concluded that this E-module can be used to support learning correspondence materials

Developing Learning Materials of Islamic Education Integrated with Mathematics and Sains for Junior High School

The design of learning materials and the learning process for Islamic Education subjects is ideally not only normative, but must also be combined with a scientific approach. An understanding of the concept of religion as a whole and integrated will cause students to have a complete world view of religion and science. Therefore, the purpose of this study is to develop learning materials of Islamic Education integrated with mathematics and science for junior high school.  This study is research and development which consists of four stages, namely define, design, develop, and dissaminate. The data collecting techniques used are questionnaires to find out experts’ assessment and students’ respons. The results showed that the learning materials has fulfilled the requirements to be considered feasible to be used in the learning process.Desain bahan ajar dan proses pembelajaran mata pelajaran Pendidikan Agama Islam idealnya tidak hanya bersifat normative, melainkan juga harus dikombinasikan atau diperkaya dengan pendekatan ilmiah/saintifik. Pemahaman terhadap konsep agama secara menyeluruh dan terintegrasi akan menyebabkan siswa memiliki pandangan yang lengkap terhadap agama dan sains. Oleh karenanya, penelitian ini bertujuan untuk mengembangkan bahan ajar mata pelajaran Pendidikan Agama Islam yang terintegrasi dengan matematika dan sains untuk siswa SMP. Penelitian ini adalah penelitian pengembangan yang terdiri dari empat tahapan yaitu mendefinisikan, merancang, mengembangkan dan menyebarkan. Data dikumpulkan dengan menggunakan angket untuk mengetahui penilaian ahli dan respon siswa. Hasil penelitian ini menunjukkan bahwa bahan ajar yang dikembangkan valid dan layak untuk digunakan dalam proses pembelajaran

The Urgency Of Learning Quranic Sign Language Using HATI Method For Students Of Islamic Education Department UIN SMH Banten

The development of inclusive learning methods is growing the needs of students in accordance with the directives of the Minister of National Education Number 70/2009 concerning Inclusive Education. The method of learning the Alquran in sign language is also of particular concern. This is reinforced by one of God's words in Qs. Al-Qamar/54 which is repeated four times in verses 17, 22, 32 and 40 regarding the guarantee that Allah makes it easy for the Alquran to be read, studied and memorized including those with the deaf. The importance of learning the Alquran in sign language, students of PAI department need to be equipped with competence regarding the sign language Alquran so that they have special abilities to teach the Alquran both in spoken and sign language. The learning method of the Alquran in sign language is certainly different from oral learning. However, even though the deaf do not use their voice when reading and memorizing the Qur'an, the deaf can still understand and interpret it (Azwar Hairul, 2022). In addition, learning the Alquran in sign language must at least go through three stages are therapy (oral and vocal), reading practice and practice (Ma'ruf P Subekti, 2020). Therefore, in order to create uniformity in learning the signed Alquran, Lajnah Pentashihan Mushaf Alquran (LPMQ) of the Ministry of Religion of the Republic of Indonesia and all deaf institutions and communities agreed on a form of the Alquran in sign language which can now be viewed live through the Indonesian Ministry of Religion's digital Alquran website https://quran.kemenag.go.id/. This paper will explain the importance of learning the Qur'an with signs with HATI methods can be applied to students as messengers of the Qur'an in the future in educational institutions and in society

DEVELOPMENT OF TEACHING MATERIALS BASED ON STRENGTHENING THE PANCASILA PROFILE OF SCIENCE AND SCIENCE SUBJECTS TO IMPROVE CRITICAL-CREATIVE

The independent learning curriculum has its challenges for every teacher. The selection of models that support the independent curriculum is not yet appropriate and teaching materials to train critical-creative skills are not yet optimal. Therefore, it is necessary to develop teaching materials with the PjBL model to improve students' critical and creative thinking. The research aims (1) to determine the suitability of teaching materials, (2) the practicality of teaching materials, and (3) the effectiveness of teaching materials. The research method uses R & D (Research and Development) adopted by Borg & Gall with 10 stages. The instruments used were teacher response questionnaires, student response questionnaires, critical skills tests, and creative skills tests. The research subjects were 103 students at Elementary School 1 Kaleo, Elementary School 2 Kaleo, and Elementary School Inpres Kaleo. The teaching materials are suitable for use according to the expert validator's assessment category, namely very valid and valid. The practicality of the teaching materials is very good based on the results of the teacher and student response questionnaire. Effective teaching materials to improve students' critical-creative skills The development of PjBL teaching materials based on strengthening the Pancasila profile in the subject of science and science to improve the critical-creative skills of elementary school students is suitable for use and can improve critical-creative skills

Japanese Teacher’s Perception of The Book Nihongo Dekiru

Textbooks are one of the factors that support the success of a learning process. With textbooks, students can understand the material being studied. On the other hand, textbooks can motivate teachers to increase their creativity in making teaching materials, so that the learning process becomes more meaningful. This research aims to determine Japanese language teachers' perceptions of the completeness of the Nihongo Dekiru book material. The Nihongo Dekiru book is a Japanese language textbook used by Muhammadiyah 3 Wage Elementary School students. This book consists of five volumes which are integrated with the previous volumes. The method used is descriptive qualitative using interview and observation techniques. The results were 1) no book instructions and evaluations were found in each book volume, 2) there were almost no learning outcomes in each book volume, and 3) supporting information, exercises, and work instructions were found in each book (teacher interviews were included in the discussion). Keywords: Japanese Student Book, Nihongo Dekiru, Teacher’s Perceptio

The Development of E-Handout Teaching Materials for the Sub-Concept of Structure and Function of Tissues in Plants

Learning in the 21st century is supported by mastery of technology. The utilization of technology in education can be implemented in the use of electronic teaching materials, one of which is E-Handout. The purpose of this study was to describe the needs analysis, validity and practicality of the results of the Development of E-Handout Teaching Materials for the Sub-Concept of Structure and Function of Tissues In Plants. This research is categorized as research and development (R&D) based on the 4D model. Data collection used teacher and students needs instruments, validity and practicality questionnaires. The research subjects were 3 experts and 12 students of class XI MIPA at SMA Negeri 1 Alalak. The results showed that first, the results of the needs analysis were "good" (77.83), meaning that E-Handout teaching materials need to be developed on the Sub-Concept of Structure and Function of Tissues in Plants. Second, E-Handout have a validity of "very valid" (88.45), meaning that   E-Handout is very valid and in accordance with learning objectives, language, format and media. Third, the practicality results are "very good" (91.88), meaning that the E-Handout is very practical and easy to read by students. This shows that the E-Handout developed is valid and practical so that it can be used as teaching material as needed. The implication of the research results is that students can learn independently anytime and anywhere using E-Handout via laptop or smartphone.Learning in the 21st century is supported by mastery of technology. The utilization of technology in education can be implemented in the use of electronic teaching materials, one of which is E-Handout. The purpose of this study was to describe the needs analysis, validity and practicality of the results of the Development of E-Handout Teaching Materials for the Sub-Concept of Structure and Function of Tissues In Plants. This research is categorized as research and development (R&D) based on the 4D model. Data collection used teacher and students needs instruments, validity and practicality questionnaires. The research subjects were 3 experts and 12 students of class XI MIPA at SMA Negeri 1 Alalak. The results showed that first, the results of the needs analysis were "good" (77.83), meaning that E-Handout teaching materials need to be developed on the Sub-Concept of Structure and Function of Tissues in Plants. Second, E-Handout have a validity of "very valid" (88.45), meaning that   E-Handout is very valid and in accordance with learning objectives, language, format and media. Third, the practicality results are "very good" (91.88), meaning that the E-Handout is very practical and easy to read by students. This shows that the E-Handout developed is valid and practical so that it can be used as teaching material as needed. The implication of the research results is that students can learn independently anytime and anywhere using E-Handout via laptop or smartphone

How the Language Competence of International Students is Culturally Oriented When Learning Indonesian Language

Language learning is often viewed as a task focused on the acquisition of linguistic skills, disregarding the cultural context in which the language is spoken. This approach to language learning often leads to ineffective communication and misunderstandings that arise due to cultural differences. The article discusses the challenges that BIPA students in West Sumatra face when attempting to develop their communicative abilities and cross-cultural understanding. The primary objective of this article is to explore the relationship between language learning and cultural awareness, particularly within the framework of BIPA instruction. The article aims to highlight the importance of integrating cultural knowledge with language learning to develop effective communication skills in a foreign language. The authors also seek to demonstrate how the Minangkabau tradition can be used as a foundation for fostering intercultural understanding and communication among BIPA learners. They conducted research using two instructional and conditional features of BIPA learners' knowledge to explore the impact of learning Indonesian with a focus on culture and the ability to communicate across cultures. They also used a qualitative approach to highlight strategies and methods for fostering intercultural understanding and communication grounded in the Minangkabau tradition. The data for this study were collected by using interviews with BIPA educators and students in West Sumatra. The study demonstrated that integrating cultural knowledge with language learning is essential for the development of effective communication skills in a foreign language. The research shows that BIPA students who are exposed to cultural elements along with language instruction demonstrated a higher level of communicative ability and cross-cultural understanding. It also pictures out various strategies and methods for fostering intercultural understanding and communication grounded in the Minangkabau tradition. However, the authors also note the serious challenges that West Sumatra's BIPA educators and students face in gaining this crucial understanding. In conclusion, the article emphasizes the importance of integrating cultural knowledge with language learning to develop effective communication skills in a foreign language. The research also demonstrates the positive impact of cultural elements in language instruction, particularly within the framework of BIPA instruction. It provides valuable insights for BIPA educators and students who seek to enhance their communicative abilities and cross-cultural understanding

THE CONSTRUCTION OF STUDENT WORKSHEETS: MATERIAL, PATTERN, AND SYSTEMATICS

There are several kinds of supporting media in teaching and learning process. Student worksheet or Lembar Kerja Siswa (LKS) is a printed-based media used as a medium to help deliver messages from teaching objectives. It is used as a guide for students in carrying out activities or assignments, both individually or in groups. The use of LKS as a learning media has several advantages and disadvantages. However, a teacher as an educator needs to know how and what to consider in choosing a good LKS for the students to use, as a LKS of good quality has several criteria and requirements in it. Keywords: student worksheet, LKS, Lembar Kerja Siswa, Constructio

The Use of Phrasal Verbs on Twitter Accounts

This research explored the most frequent types of phrasal verbs, the 10-most-frequent phrasal verbs used, and the 5-most-frequent simple verbs used to build phrasal verbs on Twitter accounts. This study used qualitative research to collect qualitative data and used analytical techniques. The data were taken from the tweets of Barack Obama and Katy Perry. After collected the types of phrasal, phrasal, and simple verbs, the data were analyzed by categorizing them. After that, the frequency were calculated and converted to a percentage. The researcher examined as many as 379 tweets from both accounts. The frequency of types of phrasal verbs are idiomatic meaning (73%) and literal meaning (27%).  The 10-most-frequent phrasal verbs are tune in, look at, get to, look forward to, sign up, reflect on, catch up, come up, check out, and live in. The 5-most-frequent simple verbs are look, tune, get, come, and live. The implications of this research can be used to prepare teaching materials about phrasal verbs. High-frequency phrasal verbs such as tune in, look at, get to can be included in teaching materials. After that, the teacher can explain types of phrasal verbs, namely literal and idiomatic meanings, and gives examples, so students understand this material