Pengaruh Pendekatan Saintifik Berbasis Literasi Numerasi Terhadap Kemampuan Berfikir Kreatif Dan Komunikasi Matematika

Penelitian ini bertujuan untuk mengetahui Pengaruh Pendekatan Saintifik Berbasis Literasi Numerasi Terhadap Kemampuan Berpikir Kreatif dan Komunikasi Matematika Pada Siswa Kelas V dengan memperhatikan hasil pretest dan posttes kemampuan berfikir kreatif dan komunikasi matematika. Penelitian ini menggunakan pendekatan kuantitatif dengan Jenis penelitian eksperimen. Penelitian eksperimen untuk mengetahui pengaruh variable independen (treatment/perlakuan) terhadap variable dependen (hasil) dalam kondisi yang terkendalikan. Bentuk desain penelitian eksperimen yang dilaksanakan adalah menggunakan quasi experimental design dengan bentuk nonequivalent control grup design.  Pada desain ini terdapat dua kelompok  yang terdiri dari kelas eksperimen dan kelas control. Populasi penelitian ini Populasi dalam penelitian ini adalah semua siswa kelas V SD Pertiwi Makassar tahun pelajaran 2020/2021 dengan sampel 56 siswa kelas V SD Pertiwi Makassar. Teknik penggambilan sampel menggunakan Cluster Random sampling. Data yang dikumpulkan dengan menggunakan soal pretest, posttes dan dokumentasi. Selanjutnya dianalisa dengan menggunakan analisis deskriptif dan uji prasyarat yaitu uji normalitas dan uji homogenitas lalu uji Uji hipotesis  menggunakan uji independent sample t-test dan uji analysis variansi multivariat (Manova). Hasli penelitia ini menunjukkan bahwa penerapan Pendekatan Saintifik Berbasis Literasi Numerasi untuk Meningkatkan Kemampuan  Berpikir Kreatif dan Komunikasi Matematika Pada Siswa Kelas V SD Pertiwi Makassar, efektif untuk diterapkan Berdasarkan pengambilan keputusan uji hipotesis, H0 ditolak dan H1 diterima apabila nilai signifikasi (2-tailed) yang diperoleh lebih kecil dari 0,05 dan begitu juga sebaliknya. Berdasarkan hasil uji analysis variansi multivariat menggunakan SPSS versi 23, nilai signifikasi sebesar 0,00 < 0,05, maka dapat dinyatakan bahwa H0 ditolak dan H1 diterima, di karenakan nilai signifikasi lebih kecil dari 0,05

Method Effect VAKT (Visual, Auditory, Kinesthetic, Tactile) On Beginning Reading Ability and Writing Skills of Class I Students

This type of research is a Quasi Experimental Design with the research design that will be used is the nonequivalent Control Group Design, in this study a certain treatment is given, namely the control class and the experimental class. The number of samples in this study were 58 students. The data collection method used is the activity of learning to read the beginning of grade I students and writing skills tests and documentation. The data analysis technique used is the first by using a descriptive statistical approach, inferential statistics and manova hypothesis testing. The results showed that: 1) the activities of students in the experimental class using the VAKT method with a total score of 52 divided by the total score multiplied by one hundred with a total result of 81.25. From these results it can be concluded that the VAKT method can affect the ability to read at the beginning of class I; 2) the statistical test of the experimental class is 83.59 and getting a good classification score, it can be concluded that the use of the VAKT method can affect the initial writing skills of first grade students; and 3) test the Manova hypothesis with a significant value of 0.000 <0.05, it can be concluded that there is an effect of the VAKT method on students' reading and writing skills

The Effect of Applying Blended Learning Using Interactive Writing on Learning Interest and Indonesian Writing Skills in Writing

This study deals with the effect of blended learning using interactive writing on learning to write simple Indonesian essays on interests and writing skills. This study aims to determine the influence of the application of good learning methods by teachers and students after their application in the learning process. This research method uses a quantitative research design Quasi-Experimental Design with the Nonquivalent Control Group Design type. The population in this study were all 123 class III students. The subjects in this study were students of class III D at SD Telkom Makassar. The data collection technique was filling out a student response questionnaire and written test. The data analysis technique used is quantitative data analysis techniques. The results of the analysis of the description of the interest of the experimental class (III D) students obtained by the researcher showed an increase in student interest after the application of blended learning using interactive writing in a very good category, while for the control class (III B) the results of the analysis of the description of student interest showed an increase but still in the poor category. The results of the description of the writing skills of the experimental class students showed a significant increase after the application of blended learning using interactive writing. There was no significant difference between the students' writing skills in the control class at the pre-test and post-test. The results showed that it was based on multivariate and manova tests. So the application of blended learning using interactive writing affects students' interest and writing skills

The Role of Instruction Method on Childrens Early Writing Development and Knowledge of Genre

The purpose of this study was to analyze the role of instruction method in early writing applied by the teacher on childrens early writing development and knowledge of genre The respondents were sixty students of the first and second grades of six different elementary schools in Makassar. They were asked to compose three different types of genre: a story, a personal letter, and a shopping list each of which was analyzed qualitatively. The finding showed that the applied teaching method had a big role on the students early writing development and knowledge of genre. The emphasis of the traditional method on the neatness and correctness of the students writing caused most of the students writing to have reached the final stage of early writing development, which was correct formation and spelling of letters and words. However, the traditional method used by the teachers limited the students freedom from exploring their writing freely since they focused only on the transcription skills

THE USE OF COMMUNICATIVE LANGUAGE TEACHING TO INCREASE THE STUDENTS’ MOTIVATION

 This research aimed to improve the students’ motivation by using Communicative Language Teaching (CLT) Method in teaching English at the Third Semester of Dental Nurse Department Poltekkes Kemenkes Makassar. The teaching material was English for Specific Purposes and the subjects of the research consisted of two classes, they were class A as a control class and class B as an experimental class. This research used quasi-experimental design with nonequivalent control group design.  The research indicated significant increasing of the students’ English learning motivation by using Communicative Language Teaching method for experimental class than applying Grammar Translation Method in control class.  The score of Intrinsic, Integrative and Instrumental motivation, indicated it. The mean scores of students before treatment was 47.05 and after treatment was 81.78 in experimental, while in control class mean scores of students was 51.16 and after treatment was 51.89. The results of the research showed that Communicative Language Teaching (CLT) was effectively improving the students’ English Learning Motivation than using Grammar Translation Method (GTM). The table shows the different students’ mean score for both two Classes. For Experimental class, the students’ mean score improved significantly from 47.05 with standard deviation 7.491 to 81.78 with standard deviation 6.386. For Control class, the mean score of the students increase from 51.16, standard deviation 10.602 to 51.89, standard deviation 10.671

Investigating the implementation of the Indonesian KTSP (school-based curriculum) in the teaching of writing in year two

This study focused on the interpretation and implementation of the Kurikulum Tingkat Satuan Pendidikan (KTSP) in primary schools in Makassar City, Indonesia. The KTSP is a school-based curriculum which was introduced in 2006 and became compulsory across Indonesia in 2009. The main purpose of the study was to explore teachers‟ interpretation of the KTSP in relation to teaching writing to Year 2 students; to investigate how these teachers implemented the KTSP when teaching writing; and, to identify factors that influenced their interpretation and implementation of the KTSP in relation to writing. The teachers‟ interpretation and implementation of this new curriculum were assessed through the lens of six key concepts taken from the KTSP. These included student-centred learning, active learning, the role of the teacher as a facilitator, students‟ interaction as a means of promoting learning, assessment for learning and a thematic approach to learning. This study emerged from an interest in understanding the processes and outcomes of curriculum reform that would inform effective implementation of existing and future curricula in Indonesia. This study utilised a mixed method approach with two phases of data collection, in which the Researcher collected quantitative data in Phase 1, followed by qualitative data in Phase 2. In Phase 1, 61 Year 2 teachers from 29 primary schools in Makassar City, Indonesia, completed a questionnaire about their interpretation and implementation of the KTSP in writing classes and identified factors that influenced their interpretation and implementation. In Phase 2 of the study, 10 of the 61 teachers were selected. Qualitative data were gathered from these teachers through classroom observations, informal discussions at the end of each observed lesson and post-observation interviews. In addition, the teachers‟ writing syllabi, plans of the observed lessons and students‟ writing samples from the observed lessons were collected and analysed to provide additional evidence of the teachers‟ interpretation and implementation of the KTSP in writing. This added depth to the quantitative findings. The study found that the teachers‟ interpretation and implementation of the KTSP in relation to writing appeared to reflect a traditional view of learning, despite the intent of the KTSP to move away from this approach to teaching and learning. The teachers‟ existing knowledge and understanding of the KTSP, their limited pedagogical practices, apparent lack of relevant professional development and their classroom contexts appeared to mitigate against changed practice. In addition, the nature of the expected competencies for writing in Y2, which were very narrow and skill-based, coupled with the teachers‟ even narrower interpretation of them, appeared to reinforce their traditional teacher-centred method of teaching. As a result, the majority of writing activities were teacher directed and restricted to low level writing skills, with an emphasis on handwriting and the use of basic punctuation. Assessment was also based on these low level skills and students were only required to achieve proficiency in the given competencies. This study identified three key issues which emerged from the findings and have implications for curriculum change. The first is that effective implementation of a new curriculum at the classroom level is very challenging if teachers do not have both adequate knowledge and working conditions to meet the demands of the new curriculum. In-depth and ongoing learning and support for teachers about all aspects of the new curriculum is a crucial element of effective curriculum change. The second issue relates to the potential conflict between the learning outcomes and the underlying philosophical and pedagogical perspectives that inform new curricula. The apparent dichotomy between the prescribed competencies and the constructivist approach to teaching and learning was extremely difficult for the teachers in this study to interpret and implement. In new curriculum frameworks, that determine both outcomes and the underlying philosophical and pedagogical practices, there is a need to ensure a match between these central elements of curriculum. The third key issue highlighted by the study revolves around the problematic nature of importing a Western-based philosophy of teaching and learning directly into a significantly different context, without recognising the cultural and educational dissonance existing between the two cultures. Failure to address these three aspects at both the macro-and micro-level will encourage the teachers to retain their old practices and thereby lead to superficial change

Diskriminasi Pendidikan Masyarakat Terpencil

Penelitian dengan judul “Diskriminasi pendidikan masyarakat terpencil (Study kasus masyarakat desa Buntu Mondong Kecamatan Buntu Batu Kabupaten Enrekang” ini bertujuan untuk mengetahui terjadinya diskriminasi pendidikan masyarakat terpencil di desa Buntu Mondong Kecamatan Buntu Batu Kabupaten Enrekang, dengan metode penelitian Kualitatif. Penelitian ini dilakukan dengan mengamati Kondisi Sekolah yang meliputi keadaan siswa, guru dan sarana prasarana serta keadaan di lingkungan sekitar yang turut mempengaruhi kualitas pendidikan. Data yang telah dikumpulkan, kemudian dianalisa secara deskriftif. Hasil penelitian menggambarkan tentang terjadinya diskriminasi pendidikan di SDN NO. 79 Gura, yaitu diskriminasi tenaga pendidik dan sarana prasaran yang menyebabkan Pendidikan di daerah tersebut tidak maksimal. Tenaga pendidik yang tersedia kurang memiliki keunggulan di bidannya dan memiliki kualitas yang rendah sehingga apa yang diberikan untuk anak didiknya juga pas-pasan. Selain Tenaga Pendidik yang kurang berkualitas, Sarana Prasarana yang menunjang proses belajar mengajar sangat sedikit, sehingga proses belajar mengajar seringkali mengalami hambatan. Olehnya itu, Khusunya bagi pemerintah dan pelaksana pendidikan harus lebih meningkatkan perhatian terhadap Pendidikan di daerah Terpencil, khusunya di SDN NO 79 Gura

Implikasi Pendidikan Nonformal Pada Remaja

Pendidikan adalah hal yang utama didalam kehidupan era skarang ini.pendidikan dapat diperoleh melalui jalur pendidikan formal, informal dan nonformal. Taman pendidikn al-quran  merupakan lembaga pendidikan nonformal yang ikut serta dalam memajukan dan mencerdaskan anak bangsa terutama remaja,baik pendidikan moral maupun agama.penelitian ini bertujuan untuk mengetahui i) Perilaku sosial remaja ditaman pendidikan al-quran ii) Pengaruh dan faktor penyebab perilaku sosial remaja dalam masyarakat.penelitian yang dilakukan merupakan penelitian sosial budaya metode penelitian yang digunakan adalah penelitian deskriptif kualitatif dengan cara memilih beberapa informan yang telah ditentukan oleh peneliti. Penelitian ini menunjukkan bahwa taman pendidikan al-quran memiliki banyak pengaruh bagi remaja  yaitu: i) remaja tidak hanya diajarkan membaca dan menulis al-quran tetapi dia juga diajarkan bagaimana berperilaku yang baik, sopan dalam berbicara serta menghargai orang yang lebih tua ii) adapun faktor penyebab perilaku sosial remaja yang ada di taman pendidikan al-quran  adalah faktor internal (dari dalam diri remaja itu sendiri)seperti malas ikut mengaji serta kurangnya dorongan dan perhatian dari orang tua remaja,dan faktor eksternal (pengaruh dari luar atau lingkungan) yaitu adanya pengaruh dari teman sebayanya dan terkadang remaja bermasa bodoh dan malas pergi mengaji karena terpengaruh oleh teknologi yang semakin berkembang. maka dapat  disimpulkan bahwa perilaku remaja yang ikut di  Taman Pendidikan Al-quran sangat dipengaruhi oleh dorongan orangtua dan didikan Kata Kunci: Taman Pendidikan Al-quran, Perilaku Sosial Remaj