Penilaian Otentik sebagai Sarana Utama Implementasi Pendidikan Karakter di Sekolah

Upaya untuk meningkatkan kinerja pendidikan dalam mencetak sumber daya manusia yang unggul dan berkarakter saat ini sedang gencar-gencarnya dilakukan. Salah satu upaya ini adalah dengan mengembangkan satu program pendidikan yang dikenal dengan istilah pendidikan budaya dan karakter bangsa.Pendidikan karakter bertujuan agar siswa mampu menjadi orang yang berkarakter mulia. Usaha pengembangan karakter ini harus dilakukan secara bekesinambungan dalam proses pembelajaran. Secara praktisnya, pembentukan dan pengembangna karakter ini bersifat integratif dengan aktivitas belajar yang dilakukan siswa. Oleh sebab itu, untuk mampu mengukur perkembangan karakter siswa diperlukan sebuah alat yang secara otomatis mampu mengukur aktivitas dan sekaligus menunjukkan karakter siswa. Alat itu adalah penilaian otentik.Penilaian otentik merupakan sebuah bentuk penilaian yang mengukur kinerja nyata yang dimiliki siswa. Kinerja yang dimaksud adalah aktivitas dan hasil aktivitas yang diperoleh siswa selama proses pembelajaran. Berdasarkan pemahaman ini penilaian otentik pada prinsipnya mengukur aktivitas yang dilakukan oleh siswa selama proses pembelajaran berlangsung

Developing Literacy Learning Model Based on Multi Literacy, Integrated, and Differentiated Concept at Primary School

The main issue addressed in this research is the low writing skills of primary school students. One of the reasons for this condition is that the existing model of writing literacy learning is not appropriate. The purpose of this study is to explain MID-based literacy teaching model and the impact of the model in increasing primary school students\u27 writing skills. This study used combined methods of exploratory type. The samples were elementary school students coming from six schools with three different characteristics. Based on the data analysis, it can be concluded that the implementation of MID-based literacy learning model has proven to signi cantly contribute to the improvement of students\u27 writing skills. Taking place in all sample schools, the improvement may suggest that the model ts not only to students with high- ability but also those with low-ability. Therefore, the MID-based literacy learning model is needed to improve the ability to write various text types appropriately

Model Penilaian Otentik Dalam Pembelajaran Membaca Pemahaman Beroreintasi Pendidikan Karakter

Dalam gamitan pendidikan karakter, pembelajaran membaca di sekolah harus dilaksanakan dengan berorientasi pada peningkatan kemampuan membaca sekaligus mengembangkan karakter siswa. Untuk itu, perlu dilakukan serangkaian upaya menciptakan proses pembelajaran membaca yang bermutu dan berkarakter. Pengembangan pembelajaran membaca dapat dilakukan melalui pemanfataan tiga saluran penerapan pendidikan karakter, yaitu melalui bahan ajar, model pembelajaran, dan penilaian otentik. Penilaian otentik merupakan saluran yang paling penting sebab penggunaan penilaian otentik akan mencakup pemilihan bahan ajar dan model pembelajaran. Penilaian otentik memandu pembelajaran melalui pengreasian berbagai aktivitas belajar yang dilakukan siswa selama proses pembelajaran yang di dalamnya terkandung muatan karakter. Penilaian otentik memberikan gambaran nyata kemampuan siswa dalam membaca dan memberikan ukuran ketercapaian pengembangan karakter siswa. Berdasarkan Kenyataan tersebut penggunaan penilaian otentik akan berkontribusi terhadap peningkatan kemampuan membaca pemahaman dan pengembangan karakter siswa

The Effect of Speakmate Toward Students’ Speaking Perfomance at English Department of Dayanu Ikhsanuddin University

The problem in this research are: Does speakmate influence students speaking performance at English Department, and how is students’ self-confidence of having speakmate on students’ speaking performance. This research aims to know the effect of speakmate on students’ speaking performance and know students’ self-confidence to speak mate. This research was a quantitative approach by applying experimental method of quasi-experimental design. The population was all of eight-semester college students , class C and class D who enrolled in academic year 2017/2018. The sample was taken by the. The researcher used purposive sampling, 10 students in experimental group and 10 students in the control group. The intrument used in this research was pretest and posttest in experimental group and control group in the form of speaking test. The finding indicated that the mean score of paired students with their speakmate of the experimental group in pretest is 60.66 in moderate category and the mean score in posttest is 77.33 in the good category. while in the control group, the mean score in pretest is 60.66 in moderate category an the mean score in posttest is 64.66 in the moderate category. The result of hypothesis analysis indicated that tcount is 2.905 is more significant than t-table is 2.101. it means that Ho is rejected and H1 is accepted. Based on the calculation of the t-test above, it can be concluded that speakmate influence students speaking performance. Majority of students show their agreements that speakmate influence students’ speaking performance

PENGARUH FLIPPED CLASSROOM BERBASIS GAMIFIKASI DAN MOTIVASI BELAJAR TERHADAP HASIL BELAJAR IPA

This study aimed to determine the effect of using a gamification-based flipped classroom on the learning outcomes of fifth-grade elementary school students in science. The method used was a quasi-experimental quantitative research method with a 2x3 factorial design. The research was conducted in two sub-districts in Bandung, namely Coblong and Cibeunying Kaler sub-districts. Samples will be taken by purposive sampling technique. The results showed: 1) the effect of the gamification-based flipped classroom model on the science learning outcomes, 2) there was an influence on student learning outcomes between the gamification-based flipped classroom model for students who had strong learning motivation, 5) there was no effect on learning outcomes students between the gamification-based flipped classroom model for students who had weak learning motivation, 6) there was no interaction between the gamification-based flipped classroom model with motivation on students learning outcomes. There is a need for other studies regarding the gamification-based flipped classroom learning model

PENERAPAN MODEL BENGKEL SATRA SEBAGAI UPAYA MENINGKATKAN KEMAMPUAN MAHASISWA DALAM MENULIS CERITA PENDEK DAN MENYUSUN STRATEGI PEMBELAJARAN MENULIS CERITA PPENDEK : Penelitian tindakan kelas pada mahasiswa Program Studi Pendidikan Bahasa dan Sastra Indonesia FKIP Universitas Siliwangi Tasikmalaya

Kondisi pembelajaran sastra yang saat ini terjadi di sekolah belum menguntungkan bagi perkembangan kemampuan bersastra siswa. Problematika pembelajaran sastra di sekolah sebenamya tidak terlepas dari kondisi pembelajaran sastra di perguruan tinggi keguruan. Mahasiswa sebagai calon guru belum mendapatkan kegiatan berolah sastra secara umum sebab proses perkuliahan masih menggunakan model pembelajaran yang sifatnya tradisional. Hal ini terbukti dengan masih jarangnya cerita pendek karya mahasiswa keguruan yang diterbitkan baik dalam bentuk buku ataupun melalui media massa. Keyataan ini mendorong perlunya tindakan penerapan model pembelajaran sastra yang tepat di perguruan tinggi. Masalah dalam penelitian ini adalah (1) Apakah model bengkel sastra dapat digunakan dalam pembelajaran menulis cerita pendek dan menyusun strategi pembelajaran menulis cerita pendek? (2) Apakah penggunaan model bengkel sastra dapat meningkatkan kemampuan mahasiswa dalam menulis cerita pendek? (3) Apakah penggunaan model bengkel sastra dapat meningkatkan kemampuan mahasiswa dalam menyusun strategi pembelajaran menulis cerita pendek? Sejalan dengan masalah tersebut penelitian ini bertujuan untuk mengetahui jawaban rumusan masalah tersebut. Penelitian ini diiakukan pada mahasiswa tingkat III PS^BSI FKIP Universitas Siliwangi Tasikmalaya. Sampel penelitian ini dipilih secara purposif yakni mahasiswa yang mengikuti mata kuliah Menulis Sastra. Metode penelitian yang penulis gunakan adalah metode deskriptif dengan menggunakan model penelitian tindakan kelas sebanyak 3 siklus. Teknik pengumpulan data yang penulis gunakan adalah teknik tes, observasi, dan kuesioner. Data penelitian ini dengan menggunakan teknik triangulasi. Berdasarkan hasil analisis data dapat penulis kemukakan bahwa kemampuan menulis cerita pendek dan menyusun strategi pembelajaran menulis cerita pendek mahasiswa pada saat tes awal masih tergolong rendah. Setelah mengikuti pembelajaran menulis sastra yang menggunakan model bengkel sastra, kemampuan mahasiswa dalam menulis cerita pendek dan menyusun strategi pembelajaran mengalami peningkatan. Berdasarkan kenyataan ini, penulis menyimpulkan bahwa (1) model bengkel sastra dapat digunakan dalam pembelajaran menulis cerita pendek, (2) penggunaan model bengkel sastra dapat meningkatkan kemampuan mahasiswa dalam menulis cerita pendek dan (3) penggunaan model bengkel sastra dapat meningkatkan kemampuan mahasiswa dalam menyusun strategi pembelajaran menulis cerita pendek

MERACIK PEMBELAJARAN KOLABORATIF BERBANTUAN PADLET UNTUK MENULIS TEKS EKSPLANASI

This study aims to create a meaningful learning design in learning to write explanations with padlet. This research was carried out using the 4D research and development method. The research subjects were students of Madrasah Aliyah Bandung Regency. Data were collected using instruments in the form of interviews, assessments, and questionnaires. The research data were processed both quantitatively and qualitatively. The results showed that the design of developing a meaningful learning model assisted by the padlet application in learning to write explanatory texts described a harmonious combination between the collaborative learning syntax and the padlet application; the application of the development of meaningful learning models assisted by padlet applications can improve students' writing skills in writing explanatory texts, and the response of the participants to meaningful learning models assisted by padlet applications in learning to write explanatory texts is very good.

PENGARUH MODEL PEMBELAJARAN PROJECT BASED LEARNING BERBASIS STEM TERHADAP KETERAMPILAN PROSES SAINS DAN HASIL BELAJAR SISWA KELAS V SD PADA PEMBELAJARAN IPA

  The purpose of this study is to (1) Describe the profile of science learning in Grade V Elementary School, (2) Prove the effect of STEM-based PJBL model on the science process skills (KPS) of Grade V Elementary School students in science learning, (3) Prove the effect of STEM-based PJBL model on the learning outcomes of Grade V Elementary School students in science learning, (4) Analyze and describe the differences in the effect between the STEM-based PJBL learning model and the Scientific learning model experiment method on the science process skills of Grade V Elementary School students in science learning, (5) Analyze and describe the differences in the effect between the STEM-based PJBL learning model and the Scientific learning model experiment method on the learning outcomes of Grade V Elementary School students in science learning. The research method used is a quasi-experiment with a design of Matching Pretest and Post-test Control Group Design. The population of the study is all Grade V Elementary School students in the Baleendah District, Bandung Regency. The sample was selected using purposive sampling technique. Four samples selected are SDN Cangkring 02 and SDN Sukamulya as experimental classes and SDN Ciptakarya and SDN Kawungsarigirang as control classes. The instruments used in this study are observation sheets, pretest/posttest questions, and documentation. The results of the study prove that (1) There is a difference in the research results between the experimental class and the control class that have grades A and B, (2) There is an effect of the STEM-based PJBL model on the KPS of Grade V Elementary School students in science learning, (3) There is an effect of the STEM-based PJBL model on the learning outcomes of Grade V Elementary School students in science learning, (4) There are differences in the effect between the STEM-based PJBL learning model and the Scientific learning model experiment method on the science process skills of Grade V Elementary School students in science learning, and (5) There is no difference in the effect between the STEM-based PJBL learning model and the Scientific learning model experiment method on the learning outcomes of Grade V Elementary School students in science learning. Students who receive learning with the STEM-based PJBL model perform better than students who receive learning with the Scientific learning model experiment method. As for learning outcomes, both the STEM-based PJBL learning model and the Scientific learning model experiment method can improve the learning outcomes of Grade V Elementary School students in science learning

Teuku Riefky Harsya dan Pembangunan Pendidikan di Aceh

Teuku Riefky Harsya, a member of the Aceh legislature from 2005-2024, has played a role in the development of education in Aceh. This article aims to explain two problems: Teuku Riefky Harsya's contribution to the development of education in Aceh and the political strategies used. The results showed that Teuku Rifky Harsya contributed to the development of education in Aceh, including the Smart Indonesia Program, Bidikmisi, Superior Scholarship, Infrastructure, Mobile library, and mobile cinema, healthy food for school children. Strategies for building education in Aceh are cross-party political communication, closeness with the ulama, teamwork, and forming field coordinators. Thus, education development in Aceh can continue to increase and benefit the community. Abstrak Teuku Riefky Harsya yang merupakan anggota legislatif Aceh dari tahun 2005-2024 yang telah berperan dalam pembangunan Pendidikan di Aceh. Artikel ini bertujuan untuk menjelaskan dua masalah yaitu; kontribusi Teuku Riefky Harsya dalam pembangunan pendidikan di Aceh dan strategi politik yang dipergunakan. Hasil penelitian menunjukkan bahwa Teuku Rifky Harsya memberikan kontribusi bagi perkembangan pendidikan di Aceh, antara lain: Program Indonesia Pintar, Bidikmisi, Beasiswa Unggul, Sarana Prasarana, Mobil perpustakaan dan bioskop keliling, makanan sehat untuk anak sekolah. Strategi dalam membangun pendidikan di Aceh yaitu komunikasi politik lintas partai, kedekatan dengan ulama, kerja sama tim dan membentuk koordinator lapangan. Sehingga dengan demikian pembangunan pendidikan di Aceh dapat terus meningkat dan dirasakan manfaatnya oleh masyarakat