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All Journal JTP - Jurnal Teknologi Pendidikan Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Bastra (Bahasa dan Sastra)
Khairil Ansari
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

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Analysis of Linktree Based on Argumentation Text Teaching Materials Mutiara Sany Hasibuan; Khairil Ansari; Safinatul Hasanah Harahap
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 11 No. 3 (2025)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v11i3.6575

Abstract

The purpose of this research is to develop Linktree based on argumentation text teaching materials at SMK Negeri 7 Medan. This development research produces products in the form of Linktree argumentation text teaching materials to improve the ability of Medan Vocational High School students to compose coherent arguments, select relevant evidence, and compose persuasive arguments using argumentation text. The research on the development of this teaching material uses the 4D development model. Linktree based argumentation text teaching materials are feasible and bring good development and are effectively used by 11th grade students of SMK Negeri 7 Medan.ds.
PENGARUH MODEL PEMBELAJARAN METAKOGNITIF TERHADAP KETERAMPILAN MENULIS TEKS EKSPLANASI SISWA KELAS VIII SMP NEGERI 2 DELI TUA Salsabila; Khairil Ansari
Jurnal Bastra (Bahasa dan Sastra) Vol. 10 No. 2 (2025): JURNAL BASTRA EDISI APRIL 2025
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/bastra.v10i2.1207

Abstract

The purpose of this study was to: (1) determine the ability to write explanatory texts of class VIII students of SMP Negeri 2 Deli Tua before using the Metacognitive learning model; (2) determine the ability to write explanatory texts of class VIII students after the Metacognitive learning model was applied; and (3) determine the effect of the Metacognitive learning model on the ability to write explanatory texts of class VIII students of SMP Negeri 2 Deli Tua. This study used a two-group test design and experimental methodology. The sample in this study consisted of 32 students from each control and experimental class, while the population used in this study consisted of all class VIII students at SMP Negeri 2 Deli Tua totaling 64 students. The researcher tested the analysis requirements, homogeneity test, and hypothesis test as part of the quantitative data analysis methodology to support this study. Based on the results of the study, the ability to write official letters of students before using the Metacognitive learning model had an average score of 62.1, which was in the sufficient range. Students who used the Metacognitive learning paradigm obtained an average score of 80.9, which was in the very good group. The provisions of ttable = 1.69726 and tcount = 5.398 are determined based on the results of the t-test conducted at a significance level of α = 0.05. Since tcount > ttable, or 5.398 > 1.69726, the alternative hypothesis, Ha, is accepted and the null hypothesis, H0, is rejected. Based on these results, it can be said that students of grade VIII of SMP Negeri 2 Deli Tua benefit from learning that utilizes the Metacognitive learning paradigm in terms of their capacity to create Explanatory Texts
Teacher Perspective: Implementation of Contextual Teaching and Learning Model Nurjehan, Rizki; Khairil Ansari; Yusnadi
JTP - Jurnal Teknologi Pendidikan Vol. 26 No. 1 (2024): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v26i1.44084

Abstract

Research on Teacher Perspectives in the implementation of the Contextual Teaching and Learning model aims to analyze teachers' views on the implementation of the Contextual Teaching and Learning model. This research analyzes the difficulties, obstacles, advantages and disadvantages during the process of implementing the Contextual Teaching and Learning model. This research uses a qualitative descriptive method using observation sheets and questionnaires to collect the required information data and process it into the findings described. The findings obtained from the research are that there are obstacles to implementing the Contextual Teaching and Learning model at the Learning Community stage of 50% compared to the level of difficulty at other stages such as constructivism 20%, inquiry 10%, questioning 5%, modeling 5%, reflection 5% and authentic assessment 5%. Furthermore, it can be seen that the lowest level of implementation was in the Learning Community component, with 55 people answering that it was not implemented. Furthermore, in other components, namely constructivism, inquiry, questionnaire, modeling, reflection and authentic assessment, it was seen that an average of 15 to 20 people answered that it had not been implemented. So the research results conclude that there are obstacles to the implementation of the Learning Community stages in the Contextual Teaching and Learning model. The difficulty of implementing the Learning Community stages by teaching staff.
Co-Authors Mutiara Sany Hasibuan Nurjehan, Rizki Safinatul Hasanah Harahap Salsabila Yusnadi