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All Journal Martabe : Jurnal Pengabdian Kepada Masyarakat Journal of Language Education, Literature, and Culture
Tnunay, Paulus
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Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE INFLUENCE OF THE PROBLEM-BASED LEARNING MODEL WITH PORTFOLIO ASSESSMENT OF SCIENTIFIC WRITING ABILITY BY STUDENTS’ COGNITIVE STYLE CONTROL Tnunay, Paulus
Journal of Language, Education, Literature, and Culture Vol. 2 No. 1 (2024): Journal of Language, Education, Literature, and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v2i1.44

Abstract

This research aims to determine the Influence of the Problem-Based Learning Model (PBM) with portfolio assessment on the ability to write scientific writing with variable cognitive style. The study employs an experiment with a posttest-only control group design. The sample is 66 students; it is taken randomly based on class. The research instrument is a test (rubric) of work performance and cognitive style. It is analyzed in one-way ANOVA. This research finds that 1) H1 is accepted because Fcount 22,964 (0,00) <0,05. It means there is a difference in the capability in scientific writing between the students who join the PBM model with portfolio assessment compared to those who join the conventional learning model; 2) H1 is accepted because Fcount 6,756 (0,012) <0,05. It means that after co-variable cognitive is controlled, there is a difference in scientific writing ability for those students that join the PBM Model with portfolio assessment compared with the students that join the conventional learning model; 3) H1 is accepted because Fcount 27,512 (0,000) <0,05. It means that covariable cognitive style significantly contributes to the capability in scientific writing at 30,1%. The rest is 69,9, which is contributed to another variables beyond this study
PELATIHAN PENYUSUNAN LESSON PLAN HIGHER–ORDER THINKING SKILLS BAGI GURU GMIT DI KLASIS MOLLO TIMUR Blegur, Jusuf; Manu, Lukas; Manggoa, Melkias A.; Tnunay, Paulus
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 5, No 7 (2022): Martabe : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v5i7.2502-2514

Abstract

Lesson plan haruslah mengejewantahkan pengalaman belajar yang memaksimalkan prakarsa dan potensi siswa, baik dari aspek kognitif, sikap, maupun psikomotor (berbasis HOTS). Polemiknya, guru masih kesulitan ketika menyusun lesson plan HOTS seperti Project–Based Learning, Problem–Based Learning dan Scitific Learning sehingga pengabdian ini bertujuan untuk melatih guru menyusun lesson plan yang berbasis HOTS. Metode yang digunakan ialah pendekatan ilmiah (mengamati pemaparan materi dan telaah lesson plan, menanya kesenjangan indikator pernyusunan lesson plan HOTS, mencoba menyusun lesson plan HOTS, mengasosiasi atau menalar rumusan lesson plan HOTS dengan pengembangan potensi siswa berkualitas tinggi, dan mengomunikasi atau mempresentasikan serta mendiskusikan produk lesson plan). Peserta pelatihan merupakan guru GMIT di Klasis Mollo Timur yang berjumlah 14 orang. Pengabdian ini berhasil meningkatkan pengetahuan peserta tentang penyusun lesson plan serta peserta berhasil memproduksi lesson plan yang mengakomodasi indikator HOTS dengan baik. Kendati demikian, kendala yang paling signifikan saat peserta menyusun lesson plan HOTS ialah merumuskan penilaian HOTS siswa. Peserta harus selalu dan aktif meng–upgrade kompetensinya melalui berbagai platform, seperti seminar, pelatihan, klinik, dan sebagainya.
Co-Authors Jusuf Blegur Manggoa, Melkias A. Manu, Lukas