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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Jurnal Pendidikan Abad Ke-21
PURWANTI, WIWIT
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Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

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PENINGKATAN KETERAMPILAN MENULIS KARANGAN NARASI MENGGUNAKAN MODEL PEMBELAJARAN LANGSUNG KELAS V SEKOLAH DASAR Purwanti, Wiwit
Jurnal Pendidikan dan Pembelajaran Khatulistiwa Vol 6, No 4 (2017): April 2017
Publisher : Jurnal Pendidikan dan Pembelajaran Khatulistiwa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (764.555 KB)

Abstract

Abstract The general objective of this research is to improve the writing skills of narrative essay using direct learning model in class V. This research uses descriptive method with a form of action research, and the nature of research is collaborative. This research took place at school 03 Pontianak City with research subjects are students of class VA totaling 38 student.Technique collecting data that used are observations with data collection tool observation sheets and technical documents learning outcomes by means of collecting data document learning outcomes. The data were analyzed by calculating the average and percentage. This research was conducted as the second cycle. The results obtained are the ability of teachers to design learning first cycle with an average score of 3.12, the second cycle increased by an average score of 3.95. The results of the research ability of teachers to implement learning cycle I with an average score of 3.29, the second cycle with an average score of 3.98. Student learning outcomes in learning writing a narrative essay first cycle the average is 75.91, and the second cycle averaged 83.64. From the analysis of the data obtained, this shows that the use of direct learning model can improve writing skills of narrative essay. Keywords: writing skills, narrative essay, direct instruction
The Effect of Practicum-Integrated Discovery Learning Model on Students' Procedural Knowledge of Microscope Use and Cell Structure Observation Solehat, Solehat; Purwanti, Wiwit; Murni, Dewi; Rahman, Aris
Jurnal Pendidikan Abad Ke-21 Vol 3, No 1 (2025)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jpak.v3i1.662

Abstract

Having procedural knowledge empowers students and helps them connect theory and practice in biology education.  Encouraging pupils to learn procedural knowledge helps them acquire academic talents and practical life skills.  In fact, many studies show that students' procedural knowledge is still low, especially regarding the use of microscopes and cell observation. This study aims to discover how the Discovery Learning model, combined with practicum, affects students' procedural understanding of using microscopes and seeing cell structures.  A pretest-posttest control group design was employed in this quantitative quasi-experimental study.  The pupils of Class XI at one of the senior high schools in Pandeglang, Banten comprised the research population.  Seventy-four students were chosen at random to make up the research sample.  Two groups—the experimental and control class groups—were created from the research sample. Students in the control class utilized the Discovery learning model without practicum activities, while students in the experimental class used the Discovery learning model combined with practicum activities.  According to the findings, students in the experimental class outperformed those in the control class regarding their average post-test score on procedural knowledge.  Additionally, pupils in the experimental class had a greater improvement in procedural knowledge.  Students' comprehension of scientific topics is strengthened by combining discovery learning with practicum. Additionally, students become more involved in the learning process, which boosts their procedural knowledge. Students in the experimental class were more actively engaging in each activity stage, according to the observation data from the practicum.  This result demonstrates how students' procedural knowledge and learning outcomes are enhanced when discovery learning and practicum are combined.  Therefore, in order to enhance students' procedural understanding, teachers had to increase the frequency of practicums. 
Co-Authors Dewi Murni Rahman, Aris Solehat, Solehat