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All Journal Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar jurnal dikdas bantara Penamas: Journal of Community Service Journal of Character and Elementary Education
Fembriani, Fembriani
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Kefektifan Bahan Ajar Ilmu Pengetahuan Alam Model Learning Cycle 7e Untuk Kelas V Fembriani, Fembriani; Rofisian, Nela
Jurnal Dikdas Bantara Vol 1 No 2 (2018)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/jdb.v1i2.136

Abstract

Proses pembelajaran dalam KTSP memerlukan pengembangan bahan ajar. Observasi yang peneliti lakukan di kelas V pada lima sekolah dasar, 80% guru tidak membuat bahan ajar sendiri, 60% SD masih menggunakan bahan ajar teacher center, dan 50% belum mengembangkan bahan ajar active learning. Penelitian ini menggunakan model pengembangan Plomp dengan tujuan untuk memperoleh bahan ajar yang efektif. Subjek uji coba adalah siswa kelas V SD Negeri Grujugan sebagai kelas eskperimen, dan SD Negeri Kritig sebagai kelas kontrol. Teknik analisis data yang digunakan adalah uji beda dua rata-rata dan uji N-gain. Hasil Penelitian menunjukan implementasi bahan ajar terbukti efektif karena setelah diberi perlakuan menggunakan model learning cycle 7E terdapat perbedaan antara kelas kontrol dan ekperimen dengan nilai signifikansi 0,02 < 0,05 dan peningkatan hasil N-gain kelas eksperimen sebesar 0,62 yang menunjukan kriteria sedang. Simpulan yang diperoleh dari penelitian ini adalah pengembangan bahan ajar IPA model learning cycle 7E adalah efektif. Kata Kunci: Keefektifan, learning cycle 7E, Bahan Ajar IPA
ANALISIS KEBIJAKAN KAMPUS MENGAJAR PERINTIS DALAM MENINGKATKAN KETERAMPILAN MENGAJAR CALON GURU SEKOLAH DASAR UNIVERSITAS NUSA CENDANA Fembriani, Fembriani; Koroh, Taty R.; Nawa, Netty E. A.
Journal of Character and ELementary Education Vol 2 No 3 (2023): September 2023
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The independent learning campus policy is designed to help students explore their creativity and excel in various fields. The Elementary School Teacher Education Study Program as one of the implementers of the independent campus, especially the “kampus mengajar” program, makes a real, full contribution. Starting from the pioneering “kampus mengajar”, there were 59 students. The topic of this research is the implementation of the independent learning policy on the teaching campus at PGSD, Nusa Cendana University. The purpose of this study was to see the achievements of PGSD at Nusa Cendana University in terms of teaching campus policies. Researchers used a qualitative descriptive method. Procedures for collecting information through interviews, observation, and questionnaires. Data analysis Milles and Huberman methods include summarization, analysis, and inference. The results showed that students were skilled in the aspect of explaining skills very well, in the skill aspect of carrying out learning variations, guiding discussions, and teaching in small groups and individually the skills of students were identified as good. Therefore, students need knowledge, understanding, and application of basic teaching skills in order to carry out their duties properly at school. This can be owned by students by maximizing their potential and the provision provided by the Ministry of Education and Culture before assignments in the field. The role of Field Supervisors in this case is also needed to monitor and evaluate students during the program. Synergy between students and Field Supervisors is needed in terms of improving the basic teaching skills possessed by students participating in “kampus mengajar”.
Pelatihan implementasi buku sains dengan pendekatan case-based learning untuk peningkatan berpikir kritis mahasiswa PGSD Fembriani, Fembriani; Lehan, Andriyani Dua; Netty Elisabeth , A Nawa
Penamas: Journal of Community Service Vol. 5 No. 4 (2025): Penamas: Journal of Community Service
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/penamas.v5i4.2265

Abstract

Training on implementing science books using a Case-Based Learning (CBL) approach was conducted to enhance students' critical thinking skills. This training was motivated by the need for innovative teaching materials that are not only theoretical but also able to present real-world contexts in science learning. The training was carried out in several stages: an introduction to the concept of CBL, guidance on using case-based science books, and direct practice during the learning process. The participants were students of the Elementary School Teacher Education study program in the Basic Concepts of Science course. The instruments used included a response questionnaire, observations of the training implementation, and a test. The results showed that implementing science books with a CBL approach had a positive impact, as evidenced by improvements in students' ability to identify problems, analyse information, and draw logical conclusions from real cases. In addition, students' responses to the training were also very positive, with evaluations indicating that CBL-based science books are practical and engaging. The posttest results showed an improvement in students' critical thinking, with an average score of 82. Thus, training in implementing CBL-based science books proved effective in equipping students for science learning.
Peningkatkan kemampuan guru dalam penyusunan proposal penelitian tindakan kelas bagi Guru SD Perumnas 1 Kota Kupang Fembriani, Fembriani; Ga, Paulina Riwu; Kota, Martha K
Penamas: Journal of Community Service Vol. 2 No. 1 (2022): Penamas: Journal of Community Service
Publisher : Nur Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53088/penamas.v2i1.357

Abstract

The workshop training objectives are to improve teachers' ability to prepare proposals and classroom action research (CAR). This activity was carried out in SD Perumnas 1 Kupang City. This training is expected to benefit teachers, especially teachers, to be more motivated in conducting classroom action research. In addition, this training is used to develop and improve the quality of learning by using one of the methods, models, approaches, and related learning strategies to achieve the expected learning outcomes. CAR is beneficial for teachers to improve the quality of the process and learning outcomes in the classroom. By carrying out the CAR stages, teachers can find solutions to problems that arise in their class, not someone else's, by applying various creatively relevant theories and learning techniques. In addition, to applied research, besides the teacher carrying out his primary task of teaching in the classroom, there is no need to leave the students. So CAR is research that raises the actual problems teachers face in the field. By implementing CAR, the teacher has a dual role: practitioner and researcher.
Effects Science Teaching Material with Case-based Learning Improving Critical Thinking Fembriani, Fembriani; Lehan, Anndriyani Afliyanti Dua; Nawa, Netty Elisabeth Antoneta; Kota, Martha Kristin
Widyagogik Vol 13, No 3: Widyagogik : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar
Publisher : Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/widyagogik.v13i3.31422

Abstract

This research aims to study effectiveness of the science teaching material with a case-based learning approach towards the critical thinking skill. This study belongs to the experimental research with  pretest-post test control group design. The research samples were 66 students at semester 1 in the Study Program of Elementary School Teacher Education, Nusa Cendana University. The research showed the average results of post test control at 59 and experiment at 87. The result of the paired sample t-test in post-test control and experiment was Sig. value at 0.000, indicating a significantly average difference between control and experiment class results. Percentage of the student response towards implementation of the teaching material was 94%. Conclusion of this research shows that the use of science teaching material with the case-based learning approach is effective for improving the critical thinking skill  while the student response is in a very effective category.
Co-Authors Abdul Rahman Ga, Paulina Riwu Gewahi, Melan Koehua, Viola Koroh, Taty R Koroh, Taty R. Kota, Martha K Kota, Martha Kristin Lehan, Andriyani Dua Lehan, Anndriyani Afliyanti Dua Nawa, Netty E A Nawa, Netty E. A. Nawa, Netty Elisabeth Antoneta Netty Elisabeth , A Nawa Pasmiyati, Pasmiyati Polin, Ribka Ravik Karsidi Rofisian, Nela