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Susanto, Hendi
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Faktor Pendukung dan Penghambat Penerapan Metode Jigsaw pada Mata Pelajaran IPS Kelas V di Sekolah Dasar Susanto, Hendi; Widianto, Suheri
Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 6 No. 2 (2023): Awwaliyah: Jurnal PGMI
Publisher : rogram Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) Fakultas Tarbiyah dan Ilmu Keguruan Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/awwaliyah.v6i2.2058

Abstract

This research describes the supporting and obstacle factors in implementing the Jigsaw method in social studies learning for grade V elementary schools. The type of research used is a case study with a descriptive qualitative approach. Data collection techniques are interviews, observation and documentation. The Miles and Huberman model data analysis technique which includes data reduction, data presentation, and data verification. The results of the research show that the supporting factors are the fulfillment of school facilities and infrastructure, as well as the active role of the school, both by teachers and school principals through programs that are able to increase teacher competence in relation to learning at school and the inhibiting factor is the Jigsaw method which requires time old and smart students tend not to want to be put together. The application of the Jigsaw method in class V social studies learning in elementary schools begins with the preparation of learning tools such as lesson plans. The implementation process carried out by the teacher in learning includes initial or opening activities, core activities and final activities. The initial activities were carried out by the teacher by providing motivation and apperception. In the core activity, the teacher implements the Jigsaw method through the steps that have been prepared. In the final activity, the teacher provides a conclusion. The evaluation process is carried out through written tests. The results show effectiveness in the learning process and are able to improve learning outcomes for students.
Supporting and Inhibiting Factors In The Application of The Jigsaw Method In Class V Science Subjects In Elementary School Susanto, Hendi; Sulistyaningrum, Heny
Science Education and Application Journal Vol 6 No 1 (2024): Science Education and Application Journal
Publisher : Program Studi Pendidikan IPA, Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/seaj.v6i1.1032

Abstract

This research describes the supporting and inhibiting factors in implementing the Jigsaw method in science learning for class V elementary schools. The type of research used is a case study with a descriptive qualitative approach. Data collection techniques are interviews, observation and documentation. Miles and Huberman model data analysis techniques which include data reduction, data presentation, and data verification. The results of the research show that the supporting factors are the fulfillment of school facilities and infrastructure, as well as the active role of the school, both by teachers and school principals through programs that are able to increase teacher competence in relation to learning at school and the inhibiting factor is that the jigsaw method requires a long time. old and smart students tend not to want to be put together. The application of the jigsaw method in grade V elementary school science learning begins with the preparation of learning tools such as lesson plans. The teacher carries out the implementation process in learning, including initial or opening activities, core activities and final activities. The initial activities were carried out by the teacher by providing motivation and apperception. In the core activity, the teacher implements the Jigsaw method through the steps that have been prepared. In the final activity, the teacher provides a conclusion. The evaluation process is carried out through written tests. The results show effectiveness in the learning process and are able to improve learning outcomes for student.
INTEGRASI SISTEM INFORMASI ASET DAN GUDANG DENGAN SISTEM INFORMASI ANGGARAN MENUJU PENYUSUNAN RKAKL DAN RKBMN YANG CEPAT, TEPAT, EFEKTIF, DAN EFISIEN PERSIAPAN UNNES PTN BADAN HUKUM wiyanto, Agung; Widodo; Susanto, Hendi; Ridho, Akhmad
Jurnal Pengadaan Indonesia Vol. 2 No. 2 (2023): Jurnal Pengadaan Indonesia, Edisi Oktober 2023
Publisher : Ikatan Ahli Pengadaan Indonesia (IAPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59034/jpi.v2i2.22

Abstract

Universitas Negeri Semarang (UNNES) sebagai salah satu perguruan tinggi negeri memiliki kewajiban menyusun dokumen perencanaan kegiatan instansi pemerintah yang sering disebut RKA-KL RKA-KL adalah Rencana Kerja dan Anggaran Kementerian Negara/ Lembaga. RKA-KL berisikan program dan kegiatan suatu Kementerian/Lembaga dan sebagai penjabaran dari Rencana Kerja Kementerian/Lembaga dalam satu tahun anggaran serta anggaran yang diperlukan untuk melaksanakannya. Dokumen RKA-KL harus disertai dokumen pendukung yaitu dokumen RKBMN (Rencana Kebutuhan Barang Milik Negara). Kedua dokumen tersebut tidak dipisahkan dikarenakan dokumen RKBMN adalah dokumen penjabaran untuk pengadaan yang tercantum di RKAKL. Penyusunan dokumen RKA-KL di UNNES dilakukan di Bagian Perencanaan. Penyusunan dokumen ini dengan mengunakan sistem berbasis teknologi informasi yaitu sistem informasi penggaran dengan domain sianggar.unnes.ac.id. sementara untuk dokumen pendukung yaitu RKBMN dilakukan di subbag BMN dengan mengunakan sistem siagung.unnes.ac.id. Sistem penyusunan dokumen tersebut masih terpisah-pisah belum terintregrasi. Transfer data dilakukan secara manual. Hal ini berakibat sering timbul ketidakvalidan data, tidak efesien serta efektifnya proses penyusunan RKBMN dan RKAKL dan berulang untuk operator sistem yang menjalankan sianggar dan siagung. Oleh karena itu sangat dibutuhkan sekali intregrasi data kedua sistem tersebut untuk meminimalisasi kesalahan transfer data karena transfer yang dilakukan manual seperti saat ini. Integrasi antara Sianggar dan siagung kedepannya juga harus dengan sistem pengadaan unnes dan sistem keuangannya. Hal ini dikarenakan RKBMN adalah data untuk pengadaan ke depan erat kaitan dengan sistem pengadaan dan pembayaran ada di keuangan. Berdasarkan hasil uji publik untuk terhadap intregrasi sistem informasi penyusunan E-RKBMN dan sianggar yang telah dipaparkan di atas, dapat disimpulkan sistem sangat membantu dengan kepuasan di atas 70 %. Secara perinci sebagai berikut responden setelah mencoba sistem keinginan sebisa mungkin menggunakan sistem integrasi ini Secara Teratur hasil penelitian mengenai keinginan sebisa mungkin menggunakan sistem integrasi ini secara teratur, hasil didapat untuk Setuju 74%, dan Sangat Setuju 26% dan keinginan menggunakan sistem integrasi ini seterusnya hasil penelitian mengenai keinginan menggunakan sistem integrasi ini seterusnya, hasil didapat untuk Netral 4%, Setuju 70%, dan Sangat Setuju 26%. Sementara tingkat akurasi data untuk sistem intregrasi hasil didapat untuk Netral 4%, Setuju 70%, dan Sangat Setuju 26% dan tingkat kepuasan hasil didapat untuk Netral 4%, Setuju 67%, dan Sangat Setuju 29%. Respoden memeliki keinginan untuk mengunakan sistem intregtrasi sebesar Netral 11%, Setuju 63%, dan Sangat Setuju 26%. Oleh karena itu sistem ini perlu diterapkan sebagai sebuah Upaya Penguatan UNNES Menuju PTN Badan Hukumsangat membantu karena mudah dijalankan. Oleh karena itu sistem ini perlu ada pekembangan lebih lanjut.
Implementasi Metode Jigsaw pada Mata Pelajaran IPS Kelas 4 di Sekolah Dasar Susanto, Hendi; Widianto, Suheri
Awwaliyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol. 7 No. 2 (2024): Awwaliyah: Jurnal PGMI
Publisher : Program Studi Pendidikan Guru Madrasah Ibtidaiyah (PGMI) Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) Institut Agama Islam Tarbiyatut Tholabah (IAI TABAH) Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58518/awwaliyah.v7i2.1682

Abstract

This research describes the implementation of the jigsaw method in social studies learning for grade IV elementary schools, the supporting and inhibiting factors in implementing the jigsaw method in social studies learning for grade IV elementary schools. The type of research used is a case study with a qualitative approach. Data collection techniques are interviews, observation and documentation. The Miles and Huberman model data analysis technique which includes data reduction, data presentation, and data verification. The results of the research show that the implementation of the jigsaw method in social studies learning in grade IV elementary school. Starting with the preparation of learning tools such as lesson plans. The teacher carries out the implementation process in learning, including initial or opening activities, core activities and final activities. The initial activities were carried out by the teacher by providing motivation and apperception. In the core activity, the teacher implements the Jigsaw method through the steps that have been prepared. In the final activity, the teacher provides a conclusion. The evaluation process is carried out through written tests. The results show effectiveness in the learning process and are able to improve learning outcomes for students.
Co-Authors Heny Sulistyaningrum Ridho, Akhmad Widianto, Suheri Widodo wiyanto, Agung