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All Journal Semantik : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Jurnal Penelitian Pendidikan IPA (JPPIPA) PRISMA Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Jurnal Biolokus: Jurnal Penelitian Pendidikan Biologi dan Biologi Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu Jurnal Eduscience (JES) Bio-Inoved : Jurnal Biologi-Inovasi Pendidikan Didaktika: Jurnal Kependidikan Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Basicedu
Risma Delima Harahap
Biology Education Study Program, Faculty Of Teacher Training And Education, Universitas Labuhanbatu, Labuhanbatu, North Sumatera
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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An Analysis of Student Learning Challenges in Elementary School Science Subject Agus Syahputra; Risma Delima Harahap; Islamiani Safitri
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 1 (2022): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (118.56 KB) | DOI: 10.33394/jk.v8i1.4508

Abstract

The aim of this study is to analyze the many aspects of learning challenges that elementary school students encounter when learning science. The method of research was descriptive with a qualitative focus. All the students in classes IV, V, and VI were employed as research subjects. The researcher served as the instrument in this study, supplemented by interview, observation, and documentation criteria, while data analysis was accomplished through data reduction, presentation, and conclusion. As a result of the research, the largest degree of difficulty encountered by the students was with school facilities and infrastructure, at 96.73%, while the second highest level was with the learning media used by the teachers, at 82.45%. The next highest level was the indication of student interest in science lessons, which had a percentage value of 75%. This was because some students still did not comprehend how science was taught, as indicated by the lowest score of 73.90%. The existence of the challenges in science learning had a significant impact on student interest in learning and understanding level, resulting in a less effective teaching and learning process in the classroom. The solution to the above problems is for the teacher to obtain a better understanding of the students' needs while they are studying, for the teacher to employ a variety of learning media that entice students to learn, and for the principal to provide comprehensive facilities that support positive learning outcomes.
Does Blended Learning Improve Student’s Learning Independence during the Covid-19 Pandemic? Evidence from a Labuhanbatu University, North Sumatera Shopia Riwayani; Risma Delima Harahap
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 8, No 1 (2022): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (418.816 KB) | DOI: 10.33394/jk.v8i1.4509

Abstract

The aim of this study is to analyze the effectiveness of blended learning strategy in increasing the students' learning independence at Labuhanbatu University in North Sumatra. The descriptive method with a quantitative approach was applied in the investigation. The research sample consisted of 92 respondents from Biology Education Study Program of Labuhanbatu University. A questionnaire in the form of statements and a Likert scale were used to collect data. Technique for data analysis was based on percentages. The results of this study revealed that applying blended learning increases, among other elements, learning independence:  1) independent of other 76.20%, 2) self-confidence 79.29%, 3) disciplined behavior 83.04%, 4) a sense of responsibility 79.89%, 5) individual initiative attitude 86.63%, 6) self-control 80.46%. Based on these results, blended learning is proven to be an effective learning model that can be applied to increase student learning independence.
Co-Authors Adek Tiya Pratiwi Afsari, Sisca Agus Syahputra Anggi Pradana Bangun, Budianto Batubara, Ramadani Chastanti, Ika Cici Julianti Dahrul Aman Harahap Dalimunthe, Rizki Rahayu Delvi Rukmana Putri Dwy Santi Eka Winangsih Elysa Rohayani Hasibuan Erna Wati Eva Ervia Fitriani Fitriani Harahap, Neni Fitriana Ika Chastanti Ika Chastanti Indra Maulana Islamiani Safitri Jika Saipani Mellania Indrasvari Muhammad Taufik Amin Neni Fitriana Harahap Pohan, Widia Hafni Puja Tri Rezekiah Rahmah, Dea Anjelia Rahmi Nazliah Sabrina Nuraisyah Shopia Riwayani Sinaga, Siti Kholijah Siregar, Sakinah Ubudiyah Siregar, Sakinah Ubudiyah Sisca Afsari Supa, Dhea Juwita Ananda Tegar, Tegar Tuti Rama Yani Uswatun Hasanah Widia Hafni Pohan Winangsih, Eka