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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Basicedu Jurnal Riset Pendidikan dan Pengajaran (JRPP) Journal of Comprehensive Science Jurnal Basicedu JGK (Jurnal Guru Kita) Jurnal Inovasi Global Journal of Knowledge and Collaboration
khoimatun, Khoimatun
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Upaya Meningkatkan Hasil Belajar dan Keterampilan Bercerita Melalui Metode Storytelling Kelas IV di MI Raudlatus Shibyan Krangkeng Indramayu Millah, Izzatul; Khoimatun, Khoimatun
Jurnal Inovasi Global Vol. 2 No. 3 (2024): Jurnal Inovasi Global
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jig.v2i3.83

Abstract

Bahasa Indonesia merupakan bahasa nasional yang digunakan oleh seluruh bangsa Indonesia. Bahasa Indonesia juga dikatakan sebagai bahasa kedua setelah bahasa Ibu. Diharapkan dengan adanya mata pelajaran Bahasa Indonesia disekolah, yang paling utama adalah siswa bisa berkomunikasi secara lebih efektif serta mampu berbahasa Indonesia dengan baik dan benar sesuai etika dan kesopanan. Dalam pembelajaran Bahasa Indonesia pada sekolah dasar belum mampu menyampaikan komunikasi dan masih kesulitan dalam bercerita, selain itu kurangnya penggunaan media pembelajaran dan hasil belajar tergolong rendah tidak mencapai KKM dan indikator keberhasilan. Hal ini perlu dilakukan tindakan dengan judul Upaya meningkatkan hasil belajar dan keterampilan bercerita pada mata pelajaran bahasa Indonesia melalui metode Storytelling kelas IV di MI Raudlatus Shibyan Krangkeng Krangkeng Indramayu. Penelitian ini adalah penelitian tindakan kelas (PTK) yang bertujuan untuk mengetahui penerapan metode Storytelling dan meningkatkan hasil belajar serta keterampilan bercerita pada mata pelajaran Bahasa Indonesia kelas IV MI Raudlatus Shibyan Krangkeng Krangkeng Indramayu dengan jumlah 22 siswa (11 laki-laki) dan (11 perempuan). Penelitian ini dilakukan dalam 2 siklus yang terdiri setiap siklus 2 kali pertemuan. Instrumen dalam penelitian menggunakan lembar observasi keterampilan bercerita dan lembar observasi aktivitas guru serta pemberian tes berupa soal yang diberikan pada setiap akhir siklus. Hasil penelitian ini menunjukan bahwa : 1) hasil observasi aktivitas guru dalam penerapan metode Storytelling pada siklus I terdapat skor 59 dengan persentase 81,94% dan termasuk dalam ketegori baik, sedangkan pada siklus II terdapat skor 66 dengan persentase 91,67% dan termasuk dalam kategori sangat baik. 2) hasil belajar pada siklus I dengan jumlah 13 siswa yang berhasil mencapai ketuntasan hasil belajar 59,09% dengan nilai terendah 50 dan nilai tertinggi 85, pada siklus II dengan jumlah 19 siswa yang berhasil mencapai ketuntasan hasil belajar 86,36% dengan nilai terendah 60 dan nilai tertinggi 95. 3) hasil keterampilan bercerita pada siklus I terdapat skor 422 dengan persentase 59,95% dalam katogori kurang terampil, sedangkan pada siklus II terdapat skor 607 dengan persentase 86,22% dengan kategori sangat terampil. Sehingga dapat disimpulkan bahwa penelitian dengan menggunakan metode storrytelling dapat meningkatkan hasil belajar dan keterampilan bercerita pada mata pelajaran Bahasa Indonesia di kelas IV MI Raudlatus Shibyan Desa Krangkeng Kecamatan Krangkeng Kabupaten Indramayu.
UPAYA MENINGKATKAN HASIL BELAJAR DAN KETERAMPILAN MENULIS KALIMAT SARAN MELALUI MODEL PEMBELAJARAN MULTISENSORI Khoimatun, Khoimatun; Rukmini, Piyantina; Padlilah, Mutimatul
JURNAL RISET PENDIDIKAN DAN PENGAJARAN Vol. 2 No. 2 (2023): JULY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/jrpp.v2i2.526

Abstract

The implementation of the multisensory learning approach offers an alternative method to enhance students' writing skills and overall learning outcomes in the Indonesian language subject. After conducting observations, it was discovered that the third-grade students at SDIT As-Salafiyah had low learning outcomes and writing skills in the Indonesian language subject for the 2021/2022 academic year. The inadequate understanding of suggested sentences by students and suboptimal learning management by the teacher were identified as the main causes for these low outcomes. This study employed Classroom Action Research (CAR), which comprised four components: Planning, Action, Observation, and Reflection. In the first cycle, student learning outcomes reached 52.38%, and in the second cycle, it increased to 85.71%, indicating that the mastery of learning outcomes had achieved the expected classical completeness of 80%. In terms of writing skills, the first cycle yielded a score of 1280 with a percentage of 60.95%, indicating a moderate level of proficiency. However, in the second cycle, the score rose to 1900 with a percentage of 90.48%, indicating a high level of proficiency. The teacher's activity observation sheet during the implementation of the multisensory learning approach showed a 62% rating in the first cycle, which improved to 86% in the second cycle, indicating a very good performance. Therefore, it can be concluded that the application of the multisensory learning model effectively enhances students' learning outcomes and writing skills.
Application of Talking Stick Co-operative Model to Improve Students' Mathematics Learning Activity and Result in Primary School Fatimah, Iim; Suhada, Dadang; Khoimatun, Khoimatun
JURNAL RISET PENDIDIKAN DAN PENGAJARAN Vol. 4 No. 1 (2025): JANUARY
Publisher : Transpublika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55047/jrpp.v4i1.946

Abstract

The objective of this research is to increase the engagement and academic achievement of fourth-grade students at SDN 2 Benda Karangampel, Indramayu in mathematics by implementing the Talking Stick cooperative learning approach. After consulting with teachers, it was identified that the inadequate utilization of educational resources and the limited diversity in teaching techniques are contributing factors to the students' poor performance. Consequently, this has resulted in a lack of student participation during lessons, as evidenced by only 9% of students achieving a score above the passing mark (65) in the Mid-Semester Assessment (PTS). This research project involves Classroom Action Research (PTK), conducted over three phases: planning, execution, observation, and reflection. The findings indicate that the introduction of the Talking Stick method enhanced the efficiency of the learning process. Evaluations of the teaching process improved from 71% (good category) in the first cycle to 86% (very good category) in the third cycle. Student engagement levels also rose from 61% (active category) in the initial cycle to 83% (very active category) in the final cycle. Moreover, student achievements increased from 54% (19 pupils) in the beginning to 86% (30 pupils) by the end, surpassing the 80% threshold for success. Consequently, the application of the Talking Stick cooperative learning model has been shown to be effective in boosting student participation and results in mathematics education. This innovative approach could offer a unique and enjoyable educational experience for students.
Co-Authors Anjun, Anjun Asrizal Wahdan Wilsa Dewi, Ririn Andriani Kumala Fatimah, Iim Hadiansah, Dede Millah, Izzatul Padlilah, Mutimatul Rukmini, Piyantina Sari, Siti Komala Sholihah, Naf’atush Suhada, Dadang Tobroni Tobroni Wulandari Wulandari