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All Journal Journal of English Education, Literature and Linguistics Madrasa: Journal of Islamic Educational Management
Nurmala, Ela
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Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Other

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PENINGKATAN KINERJA GURU MADRASAH MELALUI PENERAPAN STRATEGI PEMBELAJARAN BERVARIASI Nurmala, Ela
Madrasa: Journal of Islamic Educational Management Vol 2, No 1 (2019)
Publisher : Perkumpulan Sarjana Manajemen Pendidikan Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (323.023 KB) | DOI: 10.32940/mjiem.v2i1.217

Abstract

Based on the results of the Competency Knowledge Test (UPK) specifically regarding writing skills in class XI religious (IIK)-1 state madrasa aliyah (MAN) 2 Sumedang, it turns out that from the total of 34 students only 15 people or 42.86% whose value exceeds the specified Minimum Completion Criteria (KKM) value limit that is 78. This shows that learning achievement in English, especially writing skills in class IIK-1 is still low. The facts above show that students' learning achievement in English subjects is still low. One way out is to change the learning model by applying the Picture Word Inductive Model Strategy learning model to English subjects. This study aims to describe the application of the Picture Word Inductive Model Strategy in improving learning activities and Educator Performance and learning outcomes of English Class XI Religious (IIK) -1 MAN 2 Sumedang Students Even Semester Academic Year 2016/2017. From the results of the research conducted in March, May 2017 with 2 cycles there are the following findings: The increase in the performance value of educators from cycle 1 to cycle 2 increased by 10 points while from cycle 2 to cycle 3 increased by 8 points. Furthermore, in terms of categories also increased from C in cycle 1, B to cycle 2 and A in cycle 3. The increase in this activity value from cycle 1 to cycle 2 increased by 9.99 points while from cycle 2 to cycle 3 increased by 7.53 points . Furthermore, in terms of categories also increased from C in cycle 1, B in cycles 2 and A in cycle 384 to 82.54 on average cycle 2 learning achievement. An increase in learning achievement from cycle 1 to cycle 2 increased by 9.99 points while from cycle 2 to cycle 3 increased by 7.53 points. Furthermore, in terms of categories also increased from C in cycle 1, B in cycles 2 and A to cycle 3. Based on the findings in the research above, it can be concluded that: the increase in learning achievement from cycle 1 to cycle 2 increased by 9.99 point while from cycle 2 to cycle 3 increased by 7.53 points. Furthermore, in terms of categories also increased from C in cycle 1, B in cycles 2 and A in cycle 317
The Implementation of Project-Based Learning in English Learning Classroom in SMK Terpadu Lampang Sapari, Gigin Ginanjar; Meinita, Meinita; Nurmala, Ela
Journal of English Education, Literature and Linguistics Vol 7 No 1 (2024): Journal of English Education, Literature, and Linguistics
Publisher : STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31540/jeell.v7i1.2978

Abstract

Project-based learning is a teaching approach designed for students, enabling them to solve problems through a series of learning activities and real-world tasks. The aims of this research are to find out the process of the implementation of project-based learning methods in English learning classrooms and the impact of using project-based learning methods in English learning classrooms on student critical thinking. This study uses a qualitative method with a descriptive design. The data sources for this study came from observations and interviews. Based on the results of the study, it shows that the English learning process in the classroom using project-based learning has the same aspects as the theory. It can be seen that teachers do preparation, planning, research, conclusion, showing the findings, and evaluation. And using project-based learning also has an impact on students' critical thinking. It can be seen from some aspects that students have reached levels C4, C5, and C6, or High Order Thinking Skills (HOTS), which indicate that they can give examples of what they learn and how they answer questions given by the researcher.
Co-Authors Gigin Ginanjar Sapari Meinita, Meinita