HARMONISASI DALAM PROSES PEMBELAJARAN DI ERA MILENIAL (MELEK IT VS MENGAJAR DENGAN HATI)

Abstrak Kehadiran  perangkat teknologi canggih pada saatnya akan menjadi air bah tak bisa  dibendung yang akan memasuki dunia pendidikan, membanjiri kampus-kampus, sekolah -  sekolah di Indonesia, masuk ke ruang kelas - kelas kita. Pada era milenium seperti sekarang ini, banyak tantangan yang dihadapi oleh para pendidik yaitu khususnya dosen di kampus, guru di sekolah dan orangtua di lingkungan keluarga. Persoalan  - persoalan mendasar seperti pembentukan karakter, kedisiplinan,  membangun semangat nasionalisme, membentuk akhlak siswa hanya bisa  dilakukan seorang guru/dosen. Sebab kehebatan dan kemuliaan para guru/dosen tak  kan pernah tergantikan oleh kehadiran sang robot pintar. Bedanya manusia  punya sepotong 'hati' sementara sang robot pintar tak memilikinya. Hati  para guru/dosen yang akan mengisi ruang kosong para siswa menjadi bangunan  indah yang diharapkan. Ruang kosong itu bernama akhlak dan kepribadian. Kehebatan  seorang guru/dosen akan tetap menjadi daya dorong untuk melahirkan pribadi -  pribadi unggul berkarakter, berkepribadian Indonesia.Artikel ini, dengan menggunakan metode kualitatif dan penjelasan yang analisis-deskriptif, mencoba mengkaji tentang bagaimana seharusnya seorang guru/dosen melakukan proses pembelajaran di era milenial. Hasil kajian menunjukan bahwa diperlukan adanya harmonisasi antara kemampuan para guru/dosen untuk menguasai teknologi (melek IT) dan harus tetap mengajar dengan hati juga dalam segala prosesnya guna terciptanya atmosfir pendidikan yang kondusif di lingkungan keluarga, kampus, sekolah dan masyarakat.Kata kunci: Harmonisasi, Proses Pembelajaran, Era Milenia

A CLASSROOM ACTION RESEARCH; INCREASING STUDENTS’ ENGLISH VOCABULARIES USING WORD-SEARCH PUZZLE GAME

This research aims to find out the implementation of Word Search Puzzle game as a learning method in teaching English vocabulary. This research also aims to find out whether Word Search Puzzle game increase students’ English vocabulary or not. The population and sample is at grade XI Science 6 at MAN 2 Banyumas in the academic year of 2023/2024. This research used Classroom Action Research (CAR) design in two cycles. The data collection method used mixed method; qualitative data and quantitative data collection method. The result of this research showed that; (1) The implementation of Word Search Puzzle game as a learning method at grade XI Science 6 of MAN 2 Banyumas was successful. (2) The result of pre-test showed that the average score was 57.7, while in post-test 1 the average score increased to 79.1. It means that the increase in average score from pre-test to post-test 1 was 21.4. Then in post-test 2 the average of students’ scores increased again to 86.3. It means that the increase in average score from post-test 1 to post-test 2 was 7.2. Based on the research findings of this research, it is concluded that the implementation of Word Search Puzzle game was successfully in increasing students’ English vocabularies at grade of XI Science 6 of MAN 2 Banyumas. Students also got an increase in theirs scores after the researcher implemented Word Search Puzzle game as a learning method

EXPLORING THE IMPLEMENTATION OF ENGLISH TEACHER’S TEACHING STRATEGIES

This research-based article is anchored on the investigation of the implementation of English teacher’s teaching strategies. It was aimed to find out what teaching strategies that the teacher used and how they were implemented in the classroom. This qualitative study used a descriptive approach. The participant and the subject was an English teacher teaching grade 8 in senior high school in Purwokerto. The data were collected through observation, interview, and documentation. They were analyzed using a triangulation method. The results show that the English teacher used such strategies as indirect instruction, interactive study, and direct instruction in their teaching learning process. The implementation of direct instruction was rarely used. On the reverse, the realization of indirect instruction was quite frequently used in the form of problem-solving. Meanwhile, the actualization of interactive instruction strategy covered brainstorming, group work, and role-play. The conclusive finding suggests that the implementation of those teaching strategies create enjoyable and effective learning atmosphere and therefore facilitate to achieve favorable learning objectives