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REFLEKSI GURU DALAM MELAKUKAN PENELITIAN TINDAKAN UNTUK MENINGKATKAN KEBERHASILAN SISWA Cecep Maman Hermawan
Muallimuna : Jurnal Madrasah Ibtidaiyah Vol 4, No 2 (2019): APRIL 2019
Publisher : Fakultas Studi Islam UNISKA MAB Banjarmasin

Abstrak: Latar belakang penelitian ini adalah bahwa penelitian tindakan dan karya ilmiah yang dilaksanakan oleh guru hanya untuk memenuhi tuntutan kedinasan saja, bukan sebagai bagian dari refleksi diri ilmiah guru. Tujuan dari penelitian ini adalah untuk meningkatkan keterampilan penelitian tindakan guru. Metode yang digunakan adalah participatory action research yang terdiri dari diagnosis, tindakan, ukuran, dan refleksi. Berdasarkan temuan di lapangan, para guru akan lebih mudah melakukan penelitian tindakan dengan pola penelitian tindakan kelas yang ditunjukkan oleh peneliti. Sehingga penulisan penelitian tindakan kelas dapat dilakukan dengan baik dan mudah dilaksanakan oleh guru. Disimpulkan bahwa kesan sulitnya penelitian tindakan kelas akan berkurang jika para guru mulai memahami pola metode penelitian tindakan kelas. REFLECTION OF TEACHERS IN DOING ACTION RESEARCH TO IMPROVE STUDENT SUCCESS Abstract: The background of this research is that the action research and scientific work carried out by the teacher is only to fulfill the demands of service, not as part of the teacher's scientific self-reflection. The purpose of this study is to improve teacher action research skills. The method used is Participatory Action Research consisting of diagnosis, action, measure, and reflection. Based on the findings in the field, teachers will find it easier to conduct action research with a class action research pattern shown by researchers. So that writing classroom action research can be done well and easily implemented by the teacher. It was concluded that the impression of the difficulty of classroom action research would be reduced if teachers began to understand the pattern of classroom action research methods.

Improvement of Metacognitive Thinking Skills in Teacher-Student Scientific Assignments Through the Use of Online Platforms Cecep Maman Hermawan; Okta Rosfiani; Shahid Abrar-ul-Hassan; Tanti Sri Kuswiyanti; Mahmudin Sudin; Siti Roswati
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 9 NO. 2 2022
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v9i2.30818

AbstractScientific problem-solving, starting with simple tasks and growing in difficulty until reaching the task with the climax level of difficulty, can be used as a training tool for developing metacognitive thinking abilities. Teachers and lecturers can make the most of scaffolding from online platforms by demonstrating how to complete a task in a systematic way. This study uses a participatory action research/PAR design with a class of students from the Islamic Religious Education study program at the University of Muhammadiyah Jakarta to examine how students learn metacognitive thinking abilities from completing scientific assignments in research methods courses employing interviews, documents, and observation to gather data. One of the study's most significant findings is that lecturers can use a number of strategies to help students develop their metacognitive thinking skills. These strategies are as follows: 1) Students can be trained in learning metacognitive thinking skills as early as the first semester through English resources introduced by lecturers from reputable online search engines; 2) Lecturers can offer a focus on research methodology assignments that require students to access various online platforms in their work; 3) It is recommended that research methodology courses be spread out in the early, middle, and final semesters; 4) Lecturers can improve the metacognitive thinking skills and self-efficacy of more advanced students by using various approaches, strategies and learning resources. If necessary, a reward and punishment system can be applied, especially to motivate male students and students who lack discipline.AbstrakPemecahan masalah ilmiah, mulai dari tugas-tugas sederhana dan berkembang dalam tingkat kesulitan hingga mencapai tugas dengan tingkat kesulitan klimaks, dapat digunakan sebagai sarana latihan untuk mengembangkan kemampuan berpikir metakognitif. Guru dan dosen dapat memanfaatkan scaffolding dari platform online dengan mendemonstrasikan cara menyelesaikan tugas secara sistematis. Penelitian ini menggunakan desain penelitian tindakan/PAR partisipatif dengan melibatkan sekelompok mahasiswa program studi Pendidikan Agama Islam Universitas Muhammadiyah Jakarta untuk mengkaji bagaimana mahasiswa mempelajari kemampuan berpikir metakognitif dari menyelesaikan tugas ilmiah dalam mata kuliah metode penelitian dengan menggunakan wawancara, dokumen, dan observasi untuk mengumpulkan data. Salah satu temuan studi yang paling signifikan adalah bahwa dosen dapat menggunakan sejumlah strategi untuk membantu mahasiswa mengembangkan kemampuan berpikir metakognitif mereka. Strategi-strategi tersebut adalah sebagai berikut: 1) Mahasiswa dapat dilatih untuk mempelajari keterampilan berpikir metakognitif sejak semester pertama melalui sumber bahasa Inggris yang diperkenalkan oleh dosen dari mesin pencari online; 2) Dosen menawarkan fokus pada tugas metodologi penelitian yang mengharuskan mahasiswa untuk mengakses berbagai platform online dalam pekerjaannya; 3) Disarankan mata kuliah metodologi penelitian disebarluaskan pada semester awal, tengah, dan akhir; 4) Dosen dapat meningkatkan kemampuan berpikir metakognitif dan efikasi diri mahasiswa yang lebih maju dengan menggunakan berbagai pendekatan, strategi dan sumber belajar. Jika perlu dapat diterapkan sistem reward and punishment terutama untuk memotivasi siswa laki-laki dan siswa yang kurang disiplin. How to Cite : Hermawan, C. M., Rosfiani, O., Hassan, S. A, Kuswiyanti, T. S., Sudin, M., Roswati, S. (2022). Improvement of Metacognitive Thinking Skills in Teacher-Student Scientific Assignments Through the Use of Online Platforms. TARBIYA: Journal of Education in Muslim Society, 9(2), 190-197. doi:10.15408/tjems.v9i2. 30818.

Improvement of Metacognitive Thinking Skills in Teacher-Student Scientific Assignments Through the Use of Online Platforms Cecep Maman Hermawan; Okta Rosfiani; Shahid Abrar-ul-Hassan; Tanti Sri Kuswiyanti; Mahmudin Sudin; Siti Roswati
TARBIYA: Journal of Education in Muslim Society TARBIYA: JOURNAL OF EDUCATION IN MUSLIM SOCIETY | VOL. 9 NO. 2 2022
Publisher : Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/tjems.v9i2.30818

AbstractScientific problem-solving, starting with simple tasks and growing in difficulty until reaching the task with the climax level of difficulty, can be used as a training tool for developing metacognitive thinking abilities. Teachers and lecturers can make the most of scaffolding from online platforms by demonstrating how to complete a task in a systematic way. This study uses a participatory action research/PAR design with a class of students from the Islamic Religious Education study program at the University of Muhammadiyah Jakarta to examine how students learn metacognitive thinking abilities from completing scientific assignments in research methods courses employing interviews, documents, and observation to gather data. One of the study's most significant findings is that lecturers can use a number of strategies to help students develop their metacognitive thinking skills. These strategies are as follows: 1) Students can be trained in learning metacognitive thinking skills as early as the first semester through English resources introduced by lecturers from reputable online search engines; 2) Lecturers can offer a focus on research methodology assignments that require students to access various online platforms in their work; 3) It is recommended that research methodology courses be spread out in the early, middle, and final semesters; 4) Lecturers can improve the metacognitive thinking skills and self-efficacy of more advanced students by using various approaches, strategies and learning resources. If necessary, a reward and punishment system can be applied, especially to motivate male students and students who lack discipline.AbstrakPemecahan masalah ilmiah, mulai dari tugas-tugas sederhana dan berkembang dalam tingkat kesulitan hingga mencapai tugas dengan tingkat kesulitan klimaks, dapat digunakan sebagai sarana latihan untuk mengembangkan kemampuan berpikir metakognitif. Guru dan dosen dapat memanfaatkan scaffolding dari platform online dengan mendemonstrasikan cara menyelesaikan tugas secara sistematis. Penelitian ini menggunakan desain penelitian tindakan/PAR partisipatif dengan melibatkan sekelompok mahasiswa program studi Pendidikan Agama Islam Universitas Muhammadiyah Jakarta untuk mengkaji bagaimana mahasiswa mempelajari kemampuan berpikir metakognitif dari menyelesaikan tugas ilmiah dalam mata kuliah metode penelitian dengan menggunakan wawancara, dokumen, dan observasi untuk mengumpulkan data. Salah satu temuan studi yang paling signifikan adalah bahwa dosen dapat menggunakan sejumlah strategi untuk membantu mahasiswa mengembangkan kemampuan berpikir metakognitif mereka. Strategi-strategi tersebut adalah sebagai berikut: 1) Mahasiswa dapat dilatih untuk mempelajari keterampilan berpikir metakognitif sejak semester pertama melalui sumber bahasa Inggris yang diperkenalkan oleh dosen dari mesin pencari online; 2) Dosen menawarkan fokus pada tugas metodologi penelitian yang mengharuskan mahasiswa untuk mengakses berbagai platform online dalam pekerjaannya; 3) Disarankan mata kuliah metodologi penelitian disebarluaskan pada semester awal, tengah, dan akhir; 4) Dosen dapat meningkatkan kemampuan berpikir metakognitif dan efikasi diri mahasiswa yang lebih maju dengan menggunakan berbagai pendekatan, strategi dan sumber belajar. Jika perlu dapat diterapkan sistem reward and punishment terutama untuk memotivasi siswa laki-laki dan siswa yang kurang disiplin. How to Cite : Hermawan, C. M., Rosfiani, O., Hassan, S. A, Kuswiyanti, T. S., Sudin, M., Roswati, S. (2022). Improvement of Metacognitive Thinking Skills in Teacher-Student Scientific Assignments Through the Use of Online Platforms. TARBIYA: Journal of Education in Muslim Society, 9(2), 190-197. doi:10.15408/tjems.v9i2. 30818.

Bimbingan Teknis Perancangan Modul Ajar Berbasis Merdeka Belajar dan Terpusat pada Murid Okta Rosfiani; M Cecep Maman Hermawan; Fauza Rizqiya; Danisa Amalia Sidqi
Kawanad : Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 2 (2022): October
Publisher : Yayasan Kawanad

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56347/kjpkm.v1i2.86

Direct teaching is a teaching strategy in which new knowledge and skills are presented by the trainer and followed by the teacher-participant. His Three Principles of the Professional Learning Community (KBP). This means ensuring students are learning, collaborating, and focused on student achievement. These three principles focus on working together to achieve student achievement. Therefore, there is a need to build professional learning community partnerships between scholars (teachers) and teachers (class practitioners) through this service activity. Since the launch of the Education Module (RPP) adopted by the Ministry of Education and Culture last year. This service is conducted in a private school using direct instruction (demonstration). This technical instruction influences the development of teachers' professionalism in their professional competencies. Teachers will ultimately be able to understand new topics and guidelines for independent curricula and appropriately and accurately design self-study and student-centered teaching modules. Be ready to practice in a wider context and content. wide for each class.

Coaching untuk Guru Membuat Modul Ajar dan Melaksanakan Pembelajaran Proyek untuk Meningkatkan Keterampilan Abad Ke-21 dan Keterampilan Literasi Murid Cecep Maman Hermawan; Okta Rosfiani; Syamsudin; Yusup Zulfikar; Tajaufa Maulitaj Daffa
Kawanad : Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 2 (2022): October
Publisher : Yayasan Kawanad

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56347/kjpkm.v1i2.87

21st century skills are important for students to develop self-efficacy through problem-solving, critical thinking, collaboration, communication and creativity. A high level of 21st century skill self-efficacy is literacy. An empirical observation related to found literacy is the low literacy of teachers at a private madrasah in Bogor, West Java. For this reason, teachers are coached to create lesson her modules and conduct project learning to improve 21st century skills and student literacy. Direct instruction is a teaching strategy in which a coach (instructor) presents new knowledge or skills that can be followed by a coachee (teacher). This coaching influences the reading comprehension of teachers so that teachers acquire the skills to design, implement and assess reading comprehension in four primary reading comprehension subjects namely Science, Social Studies, Indonesian and PKN. can do. Because teachers teach reading and writing skills to students in the context of the lesson.

Pengaruh Manajemen Kelas Make Every Minute Count Terhadap Keaktifan Belajar Siswa Kelas IV di Madrasah Ibtidaiyah Taufiqurrahman 2 Kukusan Cecep Maman Hermawan Hermawan; Siti Nur Elizah; Okta Rosfiani
Tarunateach: Journal of Elementary School Vol. 2 No. 1 (2024): March
Publisher : Sekolah Tinggi Agama Islam Taruna Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54298/tarunateach.v2i1.164

This study aims to find out: (1) Population variance of the two groups is the same or homogeneous, (2) Differences in average student learning outcomes, (3) The influence of class management Make Every Minute Count on student learning activity. This research is quantitative research using experimental methods and quasi-experimental design. The research population is the entire student at MI Taufiqurrahman 2 Kukusan which totaled 457 students. The sample technique used is purposive sampling. Research sample of 42 students consisting of class IV A 21 students (experimental) and IV B 21 students (kontrol). The data collection technique uses the lift as the primary instrument. From the test results the instrument obtained a Table R of 0.396 and Cronbach's Alpha of 0.836. The results analysis technique uses the t-test, which compares the two groups' mean. The research findings indicate that: (1) Based on the information available, the significance level (Sig.) is less than 0.198 > 0.05, indicating a similar or homogenous population variation. (2) Based on results showing that the average learning time for the Afterwards Experiment (Make Every Minute Count) was 86,00 and the average deviation was 5,167, as well as the Average Learning Time for the Afterwards Control (Classroom Meeting) was 82,29 and the average deviation was 6,133. It may be observed that there are differences in student learning activity between the "Make Every Minute Count" and "Classroom Meeting" lesson plans. (3) Based on the Uji Wilcoxon results, Asymp.Sig. (2-Tailed) 0,000 < 0,05 or Ha is found. Thus, it is shown that there is a difference in the Make Every Minute Count staff's learning activity among fourth-grade students.

PENGARUH MANAJEMEN KELAS MAKE EVERY MINUTE COUNT TERHADAP KEAKTIFAN BELAJAR SISWA KELAS IV DI MI TAUFIQURRAHMAN 2 KUKUSAN Cecep Maman Hermawan; Okta Rosfiani; Rani Sheilla; Siti Nur Elizah; Putri Ratu Bilqis El-Amini; Sulthan Hawari
Pengembangan Pendidikan dan Pembelajaran Sekolah Dasar Vol 3 No 1 (2024): JUNE
Publisher : Program Studi PGSD Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/mes.v3i1.223

The Make Every Minute Count (MEMC) pattern is the focus of classroom management implementation which is considered effective in designing educational experiences that encourage active participation in student learning, so that it is in line with the purpose of this research through the involvement of 42 MI Taufiqurrahman 2 Steamer students as samples divided into control classes and experiments (purposive sampling) from 457 research results by applying through methods quasi-experiment. In testing samples using questionnaires as the main instrument, the feasibility test results of the instrument 0.836 (Cronbach's Alpha) are known. The population variance of the two homogeneous class groups is seen from the comparison of t-count and t-table (0.198 > 0.05). The post-test MEMC (Experiment) result of 86.00 is greater than the post-test Classroom Meeting (Control) of 82.29. The meaning of the results of this test proves that MEMC class management affects student learning activity in MI Taufiqurrahman 2 Kukusan. The results of these findings, contributing to realizing classroom management oriented to student learning activity, but its effectiveness may not be generalizable to students outside the sample subjects studied.

Impact of Student-Student Interaction Learning Model Faced with Case of Studying IPA on V-Class in the MIS Hayatul Islam Cinangka Hermawan, Cecep Maman; Rosfiani, Okta; Haidir, Narulita Kinandhani; Aulia, Suci Syakila; Putra, Putra; Aprilliano, M. Ravito Atmajaya
Journal of Education Method and Learning Strategy Том 2 № 01 (2024): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v2i01.534

of the constraints affecting the learning outcomes of the IPA in students is the lack of variation of the learning model used, then students end up feeling bored and unenthusiastic so that their learning results are interrupted. The study aims to investigate the influence of the Student-Student Interaction (SSI) learning model on the learning outcomes of V-grade students on the IPA students' eyes, using the comparison of the STAD cooperative learning model. (Student Team Achievement Divisions). This research uses a quantitative approach to experimental design with a quasi-experimental design. The study was conducted with a sample of 61 students divided into two, namely 31 experimental classes using the Student-Student Interaction learning model and 30 control class using the STAD learning model (Studant Team Achievement Divisions) in the academic year 2019/2020 at MIS Hayatul Islamiyah. Based on the results of the study using the hypothesis test and nonparametric test Mann Whitney with a 95% confidence rate showed a Sig. (2-tailed) value of 0.044 which means 0.044 < 0.05 so it can be concluded that there is a significant difference to the learning outcome of IPA class V between classes using the learning model SSI (Student-student Interaction) and class using the cooperative learning model STAD type (Student Teams Achievement Divisions).

Peningkatan Hasil Belajar IPA Siswa Kelas 1 Tentang Benda-Benda Langit Melalui Model Pembelajaran Direct Instruction di SDN Kebagusan 05 Petang Pasar Minggu Jakarta Selatan Maryatih, Maryatih; Hermawan, Cecep Maman; Rosfiani, Okta; Rachmawati, Anida; Jalalludin, Imam; Aulia, Muhammad Hanif
Jurnal Riset Multidisiplin dan Inovasi Teknologi Том 2 № 01 (2024): Jurnal Riset Multidisiplin dan Inovasi Teknologi
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jimat.v2i01.526

The purpose of the study was to improve student learning outcomes, therefore researchers applied the Direct Instruction model in science education which was applied to grade 1 SDN Kebagusan 05. The problem in this study is the low academic achievement of students in grade 1 of SDN Kebagusan 05 Pasar Minggu District in the Field of Natural Sciences. One of the factors causing low student ability is that the learning model used tends to make students passive and less interested. This research is a classroom action research using a cycle system, where each cycle consists of four stages with a total of 31 students, each cycle consists of intervention planning, implementation, observation and reflection. From the results of the first cycle activities, 21 students obtained more than 65 points or 67.7% of 31 students, while 10 students obtained less than 65 points or 32.3% of 31 students. The results of the second cycle operation showed that 29 students or 93.5% of 31 students obtained grades above 65 students, while 2 students obtained grades below 65 points or 6.5% of 31 students. Thus, it can be concluded that the application of the Direct Instruction model can improve the learning outcomes of grade 1 students of SDN Kebagusan 05. The purpose of the study was to improve student learning outcomes, therefore researchers applied the Direct Instruction model in science education which was applied to grade 1 SDN Kebagusan 05. The problem in this study is the low academic achievement of students in grade 1 of SDN Kebagusan 05 Pasar Minggu District in the Field of Natural Sciences. One of the factors causing low student ability is that the learning model used tends to make students passive and less interested. This research is a classroom action research using a cycle system, where each cycle consists of four stages with a total of 31 students, each cycle consists of intervention planning, implementation, observation and reflection. From the results of the first cycle activities, 21 students obtained more than 65 points or 67.7% of 31 students, while 10 students obtained less than 65 points or 32.3% of 31 students. The results of the second cycle operation showed that 29 students or 93.5% of 31 students obtained grades above 65 students, while 2 students obtained grades below 65 points or 6.5% of 31 students. Thus, it can be concluded that the application of the Direct Instruction model can improve the learning outcomes of grade 1 students of SDN Kebagusan 05.

Peningkatan Hasil Belajar Ilmu Pengetahuan Alam Materi Posisi Dan Bayangan Matahari Siswa Kelas II Melalui Model Pembelajaran Kooperatif Tipe Picture and Picture Hermawan, Cecep Maman; Umaliah, Hiffatul; Febriansyah, Vicky; Angellika, Putri; Rahayu, Lisda; Rosfiani, Okta
Jurnal Riset Multidisiplin dan Inovasi Teknologi Том 2 № 01 (2024): Jurnal Riset Multidisiplin dan Inovasi Teknologi
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jimat.v2i01.559

Picture and picture is a cooperative learning model that supports cooperation by involving image media that are sorted and paired into a logical sequence. The aim of this research is to determine the improvement in Natural Sciences (IPA) learning outcomes regarding the position and shadow of the sun through the picture and picture type cooperative learning model for class II students at SDN Tanjung Barat 09. This research uses a mixed approach, with a Classroom Action Research design consists of pre-cycle, cycle I, cycle II. The participants who took action were the class teacher and class II students at SDN Tanjung Barat 09, totaling 26 students. The implementation procedure refers to the model developed by Kemmis and MC Taggart where the cycle consists of four stages, namely: planning, implementation, observation and reflection. The data collection techniques used in this research are: observation, field notes, tests, and documents. This research begins with the pre-cycle stage, where students still experience difficulties in studying science material regarding the position and shadow of the sun with a completion percentage of 42.30%. From the Pre-Cycle results, there were 26 students who took part in the learning. The highest score was 90 and the lowest score was 40. Meanwhile, the results of Cycle 1 can be proven by an increase in the average score of 74.38 in Cycle I, to 78.7 and in the results of Cycle II with a presentation completion reached 80.80% from previously only 65.40%. By using the right learning model, Natural Science (Science) lessons become more enjoyable. Based on the research results above, it can be concluded that the picture and picture type cooperative learning model can improve the learning outcomes of class II students and raise students' enthusiasm and motivation in the learning process.

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