Pelatihan Penulisan PTK (Penelitian Tindakan Kelas) untuk Menunjang Profesi Guru Di SDN 111/I Muara Bulian

Berdasarkan hasil wawancara di SDN 111/I Muara Bulian terhadap kepala sekolah didapatkan informasi bahwa : masih ada guru yang kesulitan mengurus kenaikan pangkat. Terutama bagi guru yang ingin naik pangkat dari IVa ke IVb. Hal ini dikarenakan belum meliki karya tulis ilmiah berupa PTK. Melihat permasalahan yang ada di SDN 111/I Muara Bulian untuk itu perlu dilakukan sebuah Pelatihan Penulisan PTK (Penelitian Tindakan Kelas) untuk Menunjang Profesi Guru dengan bekerja sama dengan Lembaga Perguruan Tinggi dalam hal ini adalah bekerja sama dengan Dosen dari FKIP Universitas Jambi. Kegiatan ini dilakukan dengan metode interaktif, tahapannya adalah sebagai berikut : 1) Survei pendahuluan. 2) Pelatihan pembuatan proposal penelitian tindakan kelas. 3) Bimbingan pelaksanaan penelitian tindakan kelas 4). Seminar hasil penelitian tindakan kelas. Berdasarkan pelatihan penelitian tindakan kelas yang telah dilaksanakan, dapat disimpulkan yaitu melalui kegiatan ini guru SDN 111/I Muara Bulian menjadi lebih memahami tentang penelitian tindakan kelas, guru menjadi lebih mengenal mengenai model pembelajaran sebagai salah satu solusi untuk mengatasi permasalahan yang terjadi di kelas, laporan akhir penelitian tindakan kelas dapat digunakan sebagai perbaikan proses pembelajaran di kelas dan menambah angka kredit bagi guru.  Kata Kunci : Penelitian Tindakan Kelas, Guru Sekolah Dasa

PELATIHAN PENULISAN PENELITIAN TINDAKAN KELAS BAGI GURU SEKOLAH DASAR

Abstrak. Berdasarkan keterangan yang didapatkan melalui kepala sekolah SDN 111/I Muara Bulian diperoleh informasi bahwa: terdapat guru yang kesulitan mengurus kenaikan pangkat dari Iva ke IVb. Hal ini dikarenakan belum memiliki karya tulis ilmiah berupa PTK. Melihat permasalahan tersebut maka perlu dilakukan Pelatihan Penulisan Penelitian Tindakan. Adapun yang menjadi tujuan dari kegiatan pengabdian ini adalah untuk membantu guru dalam memahami serta mampu menulis penelitian tindakan kelas dengan baik dan benar. Kegiatan pengabdian kepada masyarakat ini diikuti sebanyak 27 orang guru. Kegiatan ini dilakukan dengan metode workshop, dengan tahapan: 1) Sosialisasi, 2) Pelaksanaan Kegiatan, 3) Penilaian. Hasil yang dicapai dari pelatihan ini yaitu pelatihan penulisan penelitian tindakan kelas diikuti oleh majelis guru SDN 111/I Muara Bulian dengan antusias, guru dapat mengenali permasalahan yang ada di kelas serta mencari sebuah cara atau tindakan mengatasi permasalahan tersebut berdasarkan kajian teori maupun pertimbangan karakteristik peserta didik, sebagian besar guru mampu melakukan dan menulislaporan PTK. Abstract: Based on information obtained through the principal of SDN 111/I MuaraBulian, information was obtained that: there are teachers who have difficulty managing promotions from IVa to IVb. This is because they do not have a scientific paper in the form of PTK. Seeing these problems, it is necessary to conduct Action Research Writing Training. The purpose of this service activity is to help teachers understand and be able to write classroom action research properly and correctly. This community service activity was attended by 27 teachers. This activity is carried out with anworkshop method, with the following stages: 1) Preliminary survey. 2) Training for making classroom action research proposals. 3) Guidance on the implementation of classroom action research 4). Seminar on the results of classroom action research. Based on the classroom action research training that has been carried out, it can be concluded that the classroom action research writing training was attended by the assembly of teachers at SDN 111/I MuaraBulian enthusiastically, the teacher was able to identify problems in the classroom and look for a way or action to overcome these problems based on theoretical studies and Considering the characteristics of students, then the teacher is able to compile a CAR report which is used as an improvement in the learning process in the classroom and becomes the material for credit scores for teacher promotion

Kemampuan Mahasiswa PGSD dalam Merancang dan Melaksanakan Pembelajaran Berbasis High Order Of Thinking Skills

The results of a survey of the world body in the fields of writing, mathematics, and science as a measure of literacy progress, the results show the ability of high-level thinking or High Order of Thinking Skills (HOTS) students in Indonesia is low and is ranked 69 out of 76 countries. The results are a reflection of the renewal of the learning system in LPTK, including students in the Primary School Teacher Education (PGSD) study program. This research is a descriptive study because it describes the ability of PGSD students in planning and implementing HOTS-based learning in elementary schools. Respondents 154 people. The results showed the ability in basic knowledge of HOTS learning was still low, only 52.24% had passed. The remaining 47.76% did not meet the Minimum Mastery Criteria (KKM). The aspects of planning HOTS learning are still low, only 59.58% of students meet the KKM. Aspects of the ability to carry out HOTS-based learning, 49.03% of students do not meet the KKM. In the aspect of designing and implementing HOTS-based assessment, 51.30% did not reach the KKM. Conclusions of the study, the majority of students have not demonstrated good skills in planning and implementing HOTS learning in elementary schools

Implementasi Pak Buya (Pembelajaran Aktif dan Budaya Baca) Mewujudkan Excelennce School di Sekolah Dasar

Abstrak: Tujuan penelitian ini adalah untuk mengetahui implementasi pembelajaran aktif dan budaya baca di sekolah Mitra Universitas Jambi dalam mewujudkan sekolah unggul. Tempat penelitian yaitu SDN 197/IX Mendalo dan SDN 131/IV Kota Jambi. Informan penelitian adalah guru dan kepala sekolah. Data dikumpulkan melalui observasi langsung, wawancara dan studi dokumentasi. Analisis data dilakukan dengan menggunakan pendekatan Milles dan Huberman yaitu reduksi data, display data dan verifikasi data. Pengujian keabsahan data menggunakan teknik triangulasi metode. Kesimpulan dari penelitian ini yaitu: 1) implementasi pembelajaran aktif di sekolah mitra  dimulai pada tahap perencanaan, guru membuat rencana pembelajaran, skenario pembelajaran dan menyiapkan media pembelajaran yang mengacu pada ciri pembelajaran aktif dengan menerapkan konsep MIKIR (Mengalami, Interaksi, Komunikasi dan refleksi) yang didapatkan melalui kerjasama dengan Tanoto Fondation. Pada tahap Pelaksanaan, guru menerapkan konsep MIKIR dalam proses pembelajaran. Pada tahap penilaian belum semua guru melakukan penilaian yang variatif, kebanyakan penilaian dilakukan dengan cara tes. 2). Implementasi budaya baca yang dilakukan sekolah mitra dilakukan dengan cara melakukan kegiatan pembiasaan di sekolah secara terus menerus, pemenuhan  dan peningkatan sarana dan prasarana untuk  mendukung pengembangan  budaya baca di sekolah, memberikan contoh atau keteladanan secara nyata oleh kepala sekolah dan guru, membangun kerjasama dengan berbagai pihak seperti dengan Universitas Jambi maupun Lembaga Swasta Tanoto Fondation untuk mendukung pengembangan budaya baca dan membuat klinik baca di sekolah.Kata Kunci: Implementasi, Pembelajaran aktif, Budaya Baca, Excellence School Abstract: The purpose of this study was to determine the implementation of active learning and reading culture in Jambi University's partner schools in realizing superior schools. The research sites were SDN 197 / IX Mendalo and SDN 131 / IV Jambi City. Research informants were teachers and school principals. Data were collected through direct observation, interviews and documentation study. Data analysis was performed using the Milles and Huberman approach, namely data reduction, data display and data verification. Testing the validity of the data using the method triangulation technique. The conclusions of this study are: 1) the implementation of active learning in partner schools begins at the planning stage, the teacher makes lesson plans, learning scenarios and prepares learning media that refers to the characteristics of active learning by applying the concept of MIKiR (Experiencing, Interaction, Communication and reflection) which obtained through collaboration with Tanoto Foundation. At the implementation stage, the teacher applies the MIKiR concept in the learning process. At the assessment stage, not all teachers have made varied assessments, most of the assessments are carried out by means of tests. 2). The implementation of a reading culture carried out by partner schools is carried out by continuously carrying out habituation activities in schools, fulfilling and improving facilities and infrastructure to support the development of a reading culture in schools, providing real examples or exemplary by school principals and teachers, building cooperation with various parties such as the Jambi University and the Tanoto Foundation Private Institution to support the development of a reading culture and set up reading clinics in schools.Keywords: Implementation, Active Learning, Reading Culture, Excellence Schoo

PROBLEMA GURU DALAM MENGAJARKAN BERHITUNG PEMBAGIAN DIKELAS RENDAH SEKOLAH DASAR

Abstrak Penelitian ini bertujuan untuk mendeskripsikan problema guru dalam mengajarakan berhitung pembagian dikelas rendah sekolah dasar. Penelitian ini merupakan penelitian kualitatif dengan jenis penelitian Study Kasus. Subjek penelitian adalah guru wali kelas 2 Sekolah Dasar. Teknik pengumpulan data yang dilakukan yaitu melalui wawancara terstruktur dan dokumentasi.Data yang diperoleh berupa data kualitatif yang berisi deskripsi tentang hasil wawancara dengan guru mengenai strategi pembelajaran berhitung pembagian disekolah dasar. Penelitian ini dilakukan di kelas II SD Negeri 155/1 Sungai Buluh. Hasil penelitian menunjukkan bahwa guru memiliki problema dalam mengajarkan berhitung pembagian dikelas rendah. Berdasarkan indikator berhitung pembagian yaitu pengenalan konsep membagi, pembagian sederhana, dan mengajarkan konsep sisa, problema guru dalam mengajar berhitung pembagian yaitu terdapat pada peserta didik yang masih terfokus pada menghafal perkalian saja tanpa memahami pada proses operasi hitung pembagian itu sendiri. Kata Kunci : Problema Guru, Berhitung Pembagia

PERSEPSI GURU TERHADAP APLIKASI EDMODO SEBAGAI ALAT BANTU KEGIATAN BELAJAR DI SEKOLAH DASAR

The purpose of this study is to describea how the teacher's perception of the application of Edmodo as a tool for learning activities in Al-Falah Islamic Elementary School Jambi. This research is a study that uses a qualitative approach to the type of phenomenological research. Researchers chose a qualitative approach to the type of phenomenological research because researchers wanted to examine according to phenomena related to teacher perceptions of the application of edmodo as a learning aid in the Al-Falah Islamic Elementary School in Jambi. The informants of this study were nine Al-Falah Jambi Islamic elementary school teachers. Researchers took the "purposive sampling" sampling technique by assigning informants with special characteristics, namely teachers who knew and had used the Edmodo application as a medium or a tool in learning in the network. Data collection techniques used by researchers are questionnaires and interviews. The researcher chose technique triangulation as a test of the validity of the data. By using triangulation techniques, the researchers re-check the data from the same source with different techniques to conduct data analysis. The data obtained were analyzed using the Miles Huberman interactive model which included: data reduction, data presentation, and data verification. The results of this study indicate that the perception of teachers has a percentage of 84.86% and can be categorized as perceptions that strongly agree with the application of Edmodo as a tool for learning activities in primary schools. The teachers felt helped in the learning process using the edmodo application. With the diversity of features found in the Edmodo application, teachers can use it in online learning. The steps of learning to use the edmodo application have not been eliminated or even almost refined so that the teacher feels that the edmodo application is specifically designed for learning in the network. Just as in direct learning there are materials that can be read in the library, assignments, quizzes, correcting students' assignments and even awards given to students. The teacher is also more free because it can be done anytime and anywhere. Teachers' perceptions of the application of Edmodo regarding the constraints are only few namely regarding the programming language. As for the speed of access because online learning all depends on the network, if the network is good the learning will run smoothly. Comfort in learning using the Edmodo application is also felt by the teachers. The teachers have a desire to continue to access Edmodo as a tool for learning activities by adjusting to the needs and learning materials

Optimasi Model Problem Based Learning Berbantuan Multimedia untuk Meningkatkan Keterampilan Kerja Tim di Sekolah Dasar

Abstrak: Tujuan penelitian ini mengetahui bentuk rencana pelaksanaan pembelajaran  yang disusun menggunakan model problem based learning berbantuan multimedia dan mendeskripsikan penerapan model problem based learning berbantuan multimedia dalam meningkatkan keterampilan kerja tim pada kegiatan pemecahan masalah siswa sekolah dasar. Jenis penelitianini  adalah penelitian tindakan kelas. Tempat penelitian SDN 64/I Muara Bulian, subjek penelitian yaitu siswa kelas V. Prosedur penelitian: 1) perencanaan 2) pelaksanaan, 3) pengamatan dan 4) refleksi. Teknik Pengumpulan data : Observasi dan Dokumentasi. Penelitian telah dilakukan sebanyak 2 siklus.Hasil penelitian yaitu rencana pelaksanaan pembelajaran disusun bersama tim peneliti dan guru kelas yang mengikuti standar pada kurikulum 2013, Penerapan model problem based learning berbatuan multimedia dalam meningkatkan keterampilan kerja tim, terlihat dalam kegiatan pemecahan masalah di dalam kelompok/tim pada proses pembelajaran IPA di kelas V. Setiap tim diberikan sebuah permasalahan melalui video pembelajaran dan mendiskusikannya bersama anggota. Selanjutnya tim mempresentasikan hasil dari diskusi /kerja tim yang telah dilakukan. Hasil pengamatan pada siklus I di peroleh data 70.23% siswa telahberkontribusi dalam kegiatan kerja tim, dan pada siklus II juga semakin meningkat menjadi 90.23% siswa.Kata Kunci: Problem Based Learning, Keterampilan Kerja Tim       Abstract: The purpose of this study is to know the form of learning implementation plan that is prepared using multimedia assisted problem based learning models and describe the application of multimedia assisted problem based learning models in improving team work skills in problem solving activities of elementary school students. This type of research is classroom action research. The place of research is SDN 64 / I Muara Bulian, the subject of research is class V students. Research procedures: 1) planning 2) implementation, 3) observations and 4) reflection. Data collection techniques: Observation and Documentation. The study was conducted in 2 cycles. The results of the study are that the implementation of learning plans are arranged together with the research team and class teachers who follow the standards in the 2013 curriculum. The application of multimedia-based problem based learning models in improving team work skills is seen in problem solving activities in groups / teams in the science learning process in class V Each team is given a problem through learning videos and discussing them with members. Next the team presents the results of the discussion / team work that has been done. The results of the observations in the first cycle were obtained by 70.23% of students who had contributed to the team work activities, and in the second cycle it also increased to 90.23% of students.Keywords: Problem Based Learning, Team Work Skill

TEACHERS’ PROBLEMS IN USING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AND ITS IMPLICATIONS IN ELEMENTARY SCHOOLS

This research is a qualitative research with a type of case study research. The purpose of this study is to find out the problems / obstacles faced by teachers in using (ICT). Information and Communication Technology (ICT) is a tool used to convey information related to the processing, management and transfer of information. As for the types of Information and Communication Technology (ICT) that were the focus of research include: computers / laptops and LCD projectors. In this era of globalization, teachers are required to be able to use ICT in the learning process to add insight and can help teachers in adding teaching material. with the use of ICT in the learning process. The findings from the research results concluded that problems / obstacles that occur in the use of ICT in primary schools such as: time-consuming, limited amount of infocus, students lack of focus on the material, the unavailability of

Strategi Guru dalam Pembelajaran Berhitung Pembagian di Sekolah Dasar

Penelitian ini bertujuan untuk mendeskripsikan strategi guru dalam pembelajaran berhitung pembagian di kelas II sekolah dasar. Penelitian ini merupakan penelitian kualitatif dengan jenis penelitian studi kasus. Subjek penelitian adalah guru wali kelas II Sekolah Dasar. Teknik pengumpulan data yang dilakukan yaitu melalui wawancara terstruktur dan dokumentasi. Data yang diperoleh berupa data kualitatif yang berisi deskripsi tentang hasil wawancara dengan guru mengenai strategi pembelajaran berhitung pembagian disekolah dasar. Penelitian ini dilakukan di kelas II SD Negeri 155/1 Sungai Buluh. Hasil penelitian menunjukkan bahwa guru memiliki strategi pembelajaran dalam pembelajaran berhitung pembagian. Berdasarkan indikator berhitung pembagian yaitu pengenalan konsep membagi, pembagian sederhana, dan mengajarkan konsep sisa, guru menerapkan strategi pembelajaran yang dapat membantu dalam proses pembelajaran berhitung pembagian tersebut. Adapun strategi pembelajaran yang digunakan guru berupa strategi pembelajaran langsung dan strategi pembelajaran tidak langsung.

Strategi Guru dalam Menumbuhkan Nilai Kebersamaan pada Pendidikan Multikultural di Sekolah Dasar

Based on observations at SDN 47 / IV Jambi City, there are various Malay, Minang, Batak, Javanese and Betawi cultures. Although different students are not different from each other in the learning process or in groups, students help each other if there is a group that is experiencing difficulties in the learning process. This study aims to describe the teacher's strategy in growing togetherness for students in multicultural education in elementary schools. Suggestions used are qualitative ethnographic types. The research informants were IVC grade teachers. Research instruments: observation, interview and documentation. After the data is obtained it will be analyzed using the Miles and Huberman technique (reduction, display, verification). The results of the study are teacher strategies in growing togetherness values ​​in multicultural education, namely 1). Introducing the background of each student, 2). Bring students' familiarity through interviewing students to get to know each other better with one another 3). Placing sitting in class by changing 4). Form discussion groups from different ethnic groups. 5). Getting used to mutual cooperation in class or outside the classroom