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All Journal Jurnal Pengabdian Kepada Masyarakat Universitas Bangka Belitung Pendas : Jurnah Ilmiah Pendidikan Dasar Esteem Journal of English Study Programme Jurnal Penelitian, Pendidikan dan Pengajaran: JPPP
Ernawati Tampubolon
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pengajaran Remedial Dalam Upaya Mengatasi Kesulitan Belajar Matematika Siswa Pada Pokok Bahasan Garis-Garis Pada Segitiga Di Kelas VIII SMP Negeri 32 Medan Ernawati Tampubolon
Jurnal Penelitian, Pendidikan dan Pengajaran: JPPP Vol 2, No 1 (2021)
Publisher : Universitas Muhammadiyah Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jppp.v2i1.7279

Abstract

Tujuan penelitian ini adalah untuk mengetahui kesulitan siswa dan apakah pengajaran remedial dapat mengatasi kesulitan belajar siswa dalam menyelesaikan soal pada pokok bahasan Garis-Garis pada Segitiga. Jenis penelitian ini adalah penelitian kualitatif. Subjek dalam penelitian ini adalah siswa kelas VIII SMP Negeri 32 Medan. Metode pengumpul datanya berupa observasi, tes diagnostik, wawancara dan tes hasil belajar. Karena ditemukannya kesulitan siswa, maka diadakan pengajaran remedial. Jika dalam satu kelas, siswa lebih banyak mengalami kesulitan belajar (tidak memenuhi kriteria ketuntasan belajar secara klasikal) maka siswa diberikan pengajaran remedial tugas dan sebaliknya jika siswa lebih sedikit mengalami kesulitan (sudah memenuhi kriteria ketuntasan belajar) maka siswa diberikan pengajaran individu. Pengajaran remedial dilakukan setelah diketahui penyebab kesulitan siswa dalam menyelesaikan soal Garis-Garis pada Segitiga dan pemberian pengajaran remedial dilakukan selama satu hari. Setelah siswa mendapatkan pengajaran remedial baik pemberian tugas dan pengajaran individu, maka diberikan tes hasil belajar untuk mengetahui apakah pengajaran remedial pemberian tugas dan pengajaran individu dapat mengatasi kesulitan siswa dalam meyelesaikan soal Garis-Garis pada Segitiga. Dari tes hasil belajar diperoleh bahwa masing-masing kesulitan dalam satu kelas siswa telah memenuhi lebih dari atau sama dengan 80% telah menjawab dengan benar dari banyaknya siswa yang mengalami kesulitan dalam menyelesaikan soal Garis-Garis pada Segitiga maka dapat disimpulkan bahwa pengajaran remedial dapat mengatasi kesulitan siswa dalam menyelesaikan soal Garis-Garis pada Segitiga.
Strategies for Teaching Literacy and Numeracy through The Kampus Mengajar Batch 3 Program at SD Negeri 094164 Partimbalan Sintia Damanik; Ernawati Tampubolon; Rince Rince; Asima Rohana Sinaga; Fatmawati Sihotang
Jurnal Pengabdian Kepada Masyarakat Universitas Bangka Belitung Vol 9 No 1 (2022): Jurnal Pengabdian Kepada Masyarakat Universitas Bangka Belitung
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/jpu.v9i1.3492

Abstract

As a result of this pandemic, learning activities must be carried out in a limited manner, which in SD Negeri 094164 Partimbalan school, by using two sessions in 1 day of the teaching and learning process. This limited learning is certainly very ineffective because students' learning time is reduced, therefore the Ministry of Education and Culture launched a program called Kampus Merdeka Mengajar which provides opportunities for the younger generation to assist learning activities in schools. This activity is carried out to assist teaching and learning activities, namely specifically literacy and numeracy, technology adaptation and assisting school administration. The learning method used in learning at SDN 094164 is offline which still applies health protocols. In the end, the activities of the Kampus Mengajar program provide a lot of benefits for schools, teachers and students with some of the knowledge and experience provided.
Implementation of Literacy Culture at SD Negeri 173320 Siborutorop through The Kampus Mengajar Batch 3 Program Amanda Sela Nathania Marbun; Ernawati Tampubolon; Febrina S.L. Lumbantobing; Yen Aryni; Renta Hutasoit
Jurnal Pengabdian Kepada Masyarakat Universitas Bangka Belitung Vol 9 No 1 (2022): Jurnal Pengabdian Kepada Masyarakat Universitas Bangka Belitung
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/jpu.v9i1.3494

Abstract

Kampus Mengajar is one of the independent campus programs designed by the Ministry of Education, Culture, Research and Technology. In its implementation, this program provides a mandate for students to be able to carry out learning to students who focus on understanding literacy and numeracy. The main objective of the Kampus Mengajar program is to provide opportunities for students to learn and develop themselves through activities outside the lecture class, helping schools to provide optimal educational services to all students in limited and critical conditions during the pandemic. In addition, the schools that are the target locations of the Kampus Mengajar Program are schools that are still underdeveloped in the aspects of literacy and numeracy, technology adaptation, and administration, therefore students who participate in the Kampus Mengajar Program will greatly assist in the learning process in schools that are still lagging behind in these 4 aspects, one of which is SD Negeri 173320 Siborutorop where with this Kampus Mengajar program, students' literacy skills are really developing.
LANGUAGE DEVELOPMENT IN EARLY CHILDHOOD Srisofian Sianturi; Ernawati Tampubolon
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/fy51c738

Abstract

This study investigates the early language development of children aged one to two years through the lens of Jean Piaget’s cognitive development theory. Utilizing a descriptive qualitative approach, the research involved longitudinal observations of three toddlers Cinta, Adriel, and Arvin over a six-month period, focusing on their verbal output, contextualized speech, and interactional behaviors. The analysis revealed that the children exhibited both expressive and receptive language competencies, manifesting in the use of single-word utterances, two-word combinations, and telegraphic speech structures. Key determinants influencing the trajectory and nature of their language acquisition included familial communication, the presence and responsiveness of caregivers, and the richness of the home linguistic environment. These findings align with Piaget’s assertion that language development is intrinsically linked to cognitive maturation, wherein children begin to utilize verbal symbols to represent people, objects, actions, and affective states. The study highlights the foundational importance of early social interaction and emotional bonding in facilitating linguistic growth during the sensorimotor and initial preoperational phases of development.
AN ERROR ANALYSIS OF ACTION VERB USAGE IN NARRATIVE WRITING OF ELEVENTH GRADE STUDENTS OF SMKS IMMANUEL MEDAN Marbun, Paulina; Rina Octavia Simarmata; Ernawati Tampubolon
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 3 September 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.33714

Abstract

A Thesis The ability to use correct grammar in narrative writing is essential for students to express ideas clearly. The purpose of this study was to identify and analyze errors in the use of action verbs based on the surface strategy taxonomy proposed by Dulay, Burt, and Krashen. This research used descriptive qualitative design. The subjects of this study were fourteen eleventh-grade students of SMKS Immanuel Medan, and the instruments were students’ narrative writing tests and interviews. The data analysis followed Ellis’s theory of error analysis which includes identifying, describing, explaining, and evaluating. The findings showed that there were three types of errors, namely 226 (96.58%) misformation errors, 7 (2.99%) addition errors, and 1 (0.43%) misordering error, while no omission errors were found. Based on these results, it can be concluded that misformation was the most dominant type of error made by students in using action verbs. It is suggested that teachers provide more explicit instruction and practice in verb usage, while future researchers may use this study as a reference for further analysis in different text types.
Co-Authors Amanda Sela Nathania Marbun Fatmawati Sihotang Febrina S.L. Lumbantobing Marbun, Paulina Renta Hutasoit Rina Octavia Simarmata Rince Rince Sinaga, Asima Rohana Sintia Damanik Srisofian Sianturi Yen Aryni