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PENERAPAN TIME TOKEN ARENDS BERBANTUAN AUDIO VISUAL UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR KELAS V ., Ni Komang Sri Utami; ., Dra. Ni Wayan Arini,M.Pd; ., UNDIKSHA
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7259

Abstract

Penelitian ini bertujuan untuk (1) meningkatan keaktifan belajar dan (2) meningkatkan hasil belajar IPS melalui penerapan model pembelajaran time token arends berbantuan media audio visual. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari tahap perencanaan, pelaksanaan tindakan, observasi dan evaluasi, serta refleksi. Subjek penelitian ini adalah siswa kelas V di SD Negeri 2 Banjar Bali tahun pelajaran 2015/2016 yang berjumlah 20 orang. Pengumpulan data keaktifan belajar menggunakan metode observasi dan pengumpulan data hasil belajar menggunakan metode tes. Hasil penelitian menujukkan bahwa terjadi peningkatan persentase keaktifan dan hasil belajar pada siswa kelas V di SD Negeri 2 Banjar Bali. Pada siklus I persentase rata-rata keaktifan belajar siswa yang diperoleh sebesar 70,25% (kriteria “cukup aktif”), dan persentase rata-rata hasil belajar IPS diperoleh 71,75% (kriteria “sedang”). Pada siklus II persentase rata-rata keaktifan belajar siswa diperoleh sebesar 82,40% (kriteria “aktif”), dan persentase rata-rata hasil belajar IPS diperoleh sebesar 83,00% (kriteria “tinggi”). Jadi, penerapan model pembelajaran time token arends berbantuan media audio visual dapat meningkatkan keaktifan dan hasil belajar IPS siswa kelas V semester genap di SD Negeri 2 Banjar Bali Kecamatan Buleleng Kabupaten Buleleng tahun pelajaran 2015/2016.Kata Kunci : hasil belajar, keaktifan belajar, media audio visual, model time token arends This study aims to (1) improve the activity of learning and (2) improve the learning outcomes of Social Sciences by application the learning model of media-assisted time token arends audio visual. This type of research is classroom action research conducted in two cycles. Each cycle consists of stages planning, action, observation and evaluation, and reflection. Data collection in the study carried out by the method observation and tests. The subjects were grade V students at SD Negeri 2 Banjar Bali academic year 2015/2016 of 20 people. Data were analyzed with descriptive statistical analysis methods. The results showed that there was an increase percentage activity and learning outcomes of Social Sciences on grade V students at SD Negeri 2 Banjar Bali. In the first cycle the average percentage of activity of learning gained by 70,25% (criteria “quite active”) and the average percentage of Social Sciences learning outcomes obtained by 71,75% (criteria “medium”). In the second cycle the average percentage of activity of learning gained by 82,.40% (criteria “active”), and the average percentage Social Sciences learning outcomes obtained by 83,00% (criteria “high”). Become, the application of learning models time tokend arends assisted audio visual media can increase the activity of learning and learning outcomes IPS grade V SD Negeri 2 Banjar Bali academic year 2015/2016keyword : learning outcomes, activity of learning, audio visual media, model time token arends
Penerapan Model Pembelajaran Teams Games Tournament Berbantuan Permainan Bahasa Melengkapi Cerita untuk Meningkatkan Keterampilan Membaca ., Ni Ketut Alit Aryani; ., Dra. Ni Wayan Arini,M.Pd; ., Drs. Ketut Pudjawan, M.Pd
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7270

Abstract

Penelitian ini bertujuan untuk meningkatkan keterampilan membaca pemahaman siswa kelas IV SD Negeri 3 Banjar Tegal Kecamatan Buleleng, Kabupaten Buleleng tahun pelajaran 2015/2016 melalui penerapan model pembelajaran Teams Games Tournament (TGT) berbantuan permainan bahasa melengkapi cerita. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari empat tahapan yaitu tahap perencanaan, tahap tindakan, tahap observasi/evaluasi, dan tahap refleksi. Subjek penelitian ini adalah siswa kelas IV SD Negeri 3 Banjar Tegal yang berjumlah 13 orang. Objek penelitian ini adalah keterampilan membaca pemahaman. Data keterampilan membaca pemahaman siswa dikumpulkan dengan metode tes. Data yang terkumpul kemudian dianalisis dengan analisis deskriptif kuantitatif. Hasil analisis data menunjukan bahwa nilai rata-rata keterampilan membaca pemahaman siswa pada siklus I sebesar 73,08, tergolong pada kategori “sedang” dengan persentase ketuntasan belajar sebesar 61,54%, tergolong pada kategori “tidak tuntas”. Pada tindakan siklus II nilai rata-rata keterampilan membaca pemahaman siswa mengalami peningkatan menjadi 81,15, tergolong pada kategori “tinggi” dengan persentase ketuntasan belajar sebesar 84,62%, tergolong pada kategori “tuntas”. Berdasarkan pada penelitian tersebut dapat disimpulkan bahwa dengan penerapan model pembelajaran Teams Games Tournament (TGT) berbantuan permainan bahasa melengkapi cerita dapat meningkatkan keterampilan membaca pemahaman siswa kelas IV SD Negeri 3 Banjar Tegal Kecamatan Buleleng, Kabupaten Buleleng Tahun Pelajaran 2015/2016. Kata Kunci : membaca pemahaman, Teams Games Tournament (TGT), permainan bahasa. This study aimed at improving reading comprehension skill of fourth grade students in SD Negeri 3 Banjar Tegal, Buleleng District , Buleleng regency in the academic year 2015/2016 through the implementation of Teams Games Tournament (TGT) learning model supported by completing story language games. This research was a classroom action research conducted in two cycles. Each cycle consisted of four stages, namely the planning, action, observation / evaluation and reflection. The subjects of the study were fourth grade students of SD Negeri 3 Banjar Tegal which consisted of 13 people. The object of this study was the reading comprehension skill. The data of students' reading comprehension skill were collected through test method. The collected data were analyzed by quantitative descriptive analysis. The results of data analysis showed that the average value of reading comprehension skill of students in the first cycle was 73.08 which belonged to “moderate” category. The learning completeness percentage was 61.54% which belonged to “not complete" category. In the second cycle of the average value of reading comprehension skills of students increased into 81.15 which belonged to “high" category. The learning completeness percentage was 84.62% which belonged to"complete" category. Based on these study, it can be concluded that the application of Teams Games Tournament (TGT) learning model with completing story language games can improve students' reading comprehension skill of fourth class in SD Negeri 3 Banjar Tegal, Buleleng District , Buleleng regency in the academic year 2015/2016. keyword : reading comprehension, Teams Games Tournament (TGT), language game.
PENERAPAN MODEL COURSE REVIEW HORAY BERBANTUAN MEDIA MONOPOLI UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR IPA ., Ni Wayan Suitriani; ., Dra. Ni Wayan Arini,M.Pd; ., Dra. Ni Nyoman Garminah, M.Hum
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7271

Abstract

Penelitian ini bertujuan untuk (1) meningkatkan keaktifan belajar dan (2) meningkatkan hasil belajar IPA melalui penerapan model pembelajaran course review horay bebantuan media monopoli. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari tahap perencanaan, pelaksanakan tindakan, observasi dan evaluasi, dan refleksi. Subjek penelitian ini adalah siswa kelas V SD Negeri 4 Banyuning tahun pelajaran 2015/2016 yang berjumlah 15 orang. Objek penelitian ini adalah peningkatan keaktifan dan hasil belajar IPA. Pengumpulan data keaktifan belajar menggunakan metode observasi dan pengumpulan data hasil belajar menggunakan tes. Data dianalisis dengan metode analisis statistik deskriptif. Hasil penelitian menunjukkan bahwa terjadi peningkatan persentase keaktifan belajar dan hasil belajar IPA pada siswa kelas V di SD Negeri 4 Banyuning. Pada siklus I, persentase rata-rata keaktifan belajar diperoleh sebesar 71,9% (cukup aktif) dan persentase rata-rata hasil belajar IPA diperoleh sebesar 72% (cukup). Pada siklus II persentase rata-rata keaktifan belajar diperoleh sebesar 84,75% (aktif) dan persentase rata-rata hasil belajar IPA diperoleh sebesar 82% (tinggi). Jadi, penerapan model pembelajaran course review horay berbantuan media monopoli dapat meningkatkan keaktifan belajar dan hasil belajar IPA siswa kelas V di SD Negeri 4 Banyuning tahun pelajaran 2015/2016.Kata Kunci : course review horay, hasil belajar, keaktifan, media monopoli This study aims (1) improve the activity of learning and (2) improve the learning outcomes of by application the learning model of media-assisted course review horay monopoly. This type of research is classroom action research conducted in two cycles. Each cycle consists of stages planning, action, observation and evaluation, and reflection. The subjects were grade V students at SD Negeri 4 Banyuning academic year 2015/2016 of 15 people. The object of this research was the increase in activity and learning outcomes IPA. Data collection in the study carried out by the method observation and tests. Data were analyzed with descriptive statistical analysis methods. The results showed that there was an increase percentage activity and learning outcomes IPA on grade V students at SD Negeri 4 Banyuning. In the first cycle the average percentage of activity of learning gained by 71,9% (quite active) and the average percentage of learning outcomes obtained by 72% (quite). In the second cycle the average percentage of activity of learning gained by 84,74% (active), and the average percentage IPA learning outcomes obtained by 82% (high). Become application of learning models course review horay assisted monopoly media can increase the activity of learning and learning outcomes IPA grade V SD Negeri 4 Banyuning academic year 2015/2016.keyword : activity of learning, course review horay, learning outcomes, monopoly media
PENERAPAN PROJECT BASED LEARNING BERBANTUAN VIDEO UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR IPA DI SD ., Ni Wayan Ari Septiasih; ., Drs.I Gusti Ngurah Japa,M.Pd; ., Dra. Ni Wayan Arini,M.Pd
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7306

Abstract

Penelitian ini bertujuan untuk meningkatkan aktivitas belajar dan hasil belajar IPA dengan menerapkan model pembelajaran project based learning berbantuan media video pembelajaran pada siswa kelas V tahun pelajaran 2015/2016 di SDN 1 Tukadmungga. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus terdiri atas tahap perencanan, pelaksanan, observasi/evaluasi, dan refleksi. Pengumpulan data dalam penelitian ini dilakukan dengan metode observasi dan tes. Data dianalisis dengan metode analisis statistik deskriptif. Hasil penelitian menunjukkan bahwa terjadi peningkatan persentase aktivitas belajar dan hasil belajar IPA pada siswa kelas V di SDN 1 Tukadmungga. Berdasarkan observasi aktivitas belajar, persentase rata-rata aktivitas belajar siswa pada siklus I sebesar 66,36% (cukup aktif), dan persentase rata-rata aktivitas belajar siswa pada siklus II sebesar 83,08% (aktif), Berdasarkan tes hasil belajar IPA, persentase rata-rata hasil belajar IPA siswa pada siklus I sebesar 72,58% (sedang), dan persentase rata-rata hasil belajar IPA siswa pada siklus II sebesar 84,20% (tinggi). Berdasarkan perhitungan gains skor, kualitas peningkatan aktivitas belajar pada siklus I dan siklus II sebesar 0,50 (sedang). Kualitas peningkatan hasil belajar IPA pada siklus I dan siklus II sebesar 0,42 (sedang). Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model pembelajaran project based learning berbantuan media video pembelajaran dapat meningkatkan aktivitas belajar dan hasil belajar IPA siswa kelas V di SDN 1 Tukadmungga tahun pelajaran 2015/2016.Kata Kunci : Project Based Learning, Media Video Pembelajaran, Aktivitas Belajar, Hasil Belajar IPA This study aims to increase learning activity and science learning result after implementing project based learning model assisted video media to fifth grade students in academic year 2015/2016 at SDN 1 Tukadmungga. This research is a action research conducted in two cycles. Each cycle consists of four stage of planning, implementation, observation/evaluation, and reflection. The Data collection in this reseacrh is by doing observation and test method. The Data was analyzed with statistic descriptive analysis method. The results of this research showed that the percentage of learning activity and science learning result to fifth grade students at SDN 1 Tukadmungga was increased. Based on learning activity observation, mean percentage of learning activity at cycle I obtained 66.36% (quite active), and mean percentage of learning activity at cycle II obtained 83.08% (active). Based on science learning test relust, mean percentage of science learning result at cycle I obtained 72.58% (medium), and mean percentage of science learning result at cycle II obtained 84.20% (high). Based on gains score calculation, the quality of increasing learning activity at cycle I and cycle II is 0.50 (medium). The quality of increasing science learning result at cycle I and cycle II is 0.42 (medium). Based on the research result can concluded that the implementation project based learning model assisted video media can increase learning activity and science learning result of fifth grade students at SDN 1 Tukadmungga the academic year 2015/2016.keyword : Project Based Learning Model, Video Media, Learning Activity, Science Learning Result
PENERAPAN MODEL STUDENT FASILITATOR AND EXPLAINING BERBANTUAN MEDIA KONKRET UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA ., Kadek Yulli Candra Dewi; ., Drs. I Made Suarjana, M.Pd; ., Dra. Ni Wayan Arini,M.Pd
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7352

Abstract

Penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Tujuan penelitian ini untuk mengetahui peningkatan hasil belajar matematika dengan diterapkannya model student fasilitator and explaining berbantuan media konkret dalam mata pelajaran Matematika kelas IVA semester II SD No 1 Banjar Jawa tahun pelajaran 2015/2016. Subjek penelitian adalah siswa kelas IVA semester II SD No 1 Banjar Jawa tahun pelajaran 2015/2016 sebanyak 41 orang siswa. Metode pengumpulan data dalam penelitian ini dilakukan dengan metode tes. Data yang terkumpul dianalisis dengan teknik deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa persentase hasil belajar matematika siswa kelas IVA pada siklus I mencapai 68,79% dengan kriteria cukup. Pada siklus II, persentase hasil belajar matematika siswa kelas IVA meningkat hingga mencapai 80,88% dengan kriteria baik. Hasil belajar dari siklus I ke siklus II meningkat sebesar 8,4%. Ketuntasan belajar pada siklus I sebesar 51,21%, pada siklus II sebesar 92,68% sehingga diketahui ketuntasan belajar pada siklus I ke siklus II meningkat sebesar 41,47%. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa model pembelajaran student fasilitator and explaining berbantuan media konkret dapat meningkatan hasil belajar matematika siswa kelas IVA semester II SD No 1 Banjar Jawa tahun pelajaran 2015/2016.Kata Kunci : hasil belajar, media konkret, student fasilitator and explaining This research is a classroom action research conducted in two cycles. The purpose of this study to determine the increase mathematics learning outcomes by implementing a model of student facilitators and explaining assisted concretely media in the subjects of Mathematics at IVA class the second semester SD No. 1 Banjar Jawa in the academic year 2015/2016. Subject of research is the second semester of the fourth grade students SD No. 1 Banjar Jawa 2015/2016 school year as many as 41 students. Methods of data collection in this study is the test method. Data were analyzed with descriptive quantitative techniques. The results showed that the percentage of students mathematics learning IVA class in the first cycle reaches 68.79% with the criteria of "Enough". In the second cycle, the percentage of students' mathematics learning class IVA increase to 80.88% with the criteria of "Good". Learning outcomes of the first cycle to the second cycle increased by 8.4%. Mastery learning in the first cycle of 51.21%, in the second cycle of 92.68% so known mastery learning in the first cycle to the second cycle increased by 41,47%. Based on these results it can be concluded that the model of student learning facilitators and explaining assisted concretely media can improve students mathematics learning outcomes in IVA class the second semester SD No. 1 Banjar Jawa in the academic year 2015/2016keyword : learning outcomes, concrete media, student facilitator and explaining
PENERAPAN MODEL PEMBELAJARAN INSIDE OUTSIDE CIRCLE UNTUK MENINGKATKAN KETERAMPILAN BERBICARA BAHASA INDONESIA KELAS V ., Carolina Hesti Kurniawati; ., Dra. Ni Wayan Arini,M.Pd; ., Drs. I Made Suarjana, M.Pd
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7353

Abstract

Penelitian ini dilaksanakan untuk meningkatkan keterampilan berbicara melalui penerapan model pembelajaran inside outside circle pada mata pelajaran bahasa Indonesia siswa kelas V SD Negeri 2 Banyuning tahun ajaran 2015/2016. Penelitian tindakan kelas ini dilaksanakan dalam dua siklus. Setiap siklus terdiri dari tahap perencanaan, pelaksanaan tindakan, observasi, serta refleksi. Pelaksanaan tindakan tiap siklus adalah tiga kali pertemuan. Subjek penelitian ini adalah siswa kelas V di SD Negeri 2 Banyuning yang berjumlah 41 siswa. Objek penelitian ini adalah keterampilan berbicara. Pengumpulan data dalam penelitian ini dilakukan dengan metode observasi. Data dianalisis dengan teknik analisis statistik deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa terjadi peningkatan persentase keterampilan berbicara pada siswa kelas V di SD Negeri 2 Banyuning. Persentase rata-rata keterampilan berbicara siswa pada siklus I sebesar 74,56% berada pada kategori kurang terampil. Persentase rata-rata keterampilan berbicara siswa pada siklus II sebesar 84,68% berada pada kategori terampil. Hasil penelitian ini menunjukkan bahwa penerapan model pembelajaran inside outside circle pada mata pelajaran bahasa Indonesia dapat meningkatkan keterampilan berbicara siswa kelas V SD Negeri 2 Banyuning Tahun Ajaran 2015/2016.Kata Kunci : inside outside circle, keterampilan berbicara, bahasa Indonesia The research was conducted to increase the speaking skill trough applying instruction model inside outside circle on bahasa Indonesia course in fifth grade SD Negeri 2 Banyuning academic year 2015/2016. This classroom action research conduct in two cycles. Each cycle consist of planning stage, action, observation, and reflection. action in each cycle is thre times meeting. The subject of this research is students of fifth grade in SD 2 Negeri 2 Banyuning which amount is 41 students. The object of this research is the speaking skill. Collecting the data is using observation method. Data will be analyzed by using statistic analytic descriptive quantitative technique. The result of the research showed that there was a raising percentage of speaking skill on students in fourth grade in SD Negeri 2 Banyuning. The average percentage of students’ speaking skill on cycle I is 74,56% is in low skilled categorize. The average percentage of students’ speaking skill on cycle II 84,68% is in skilled categorize. The result of this research showed that the application of inside outside circle learning model on bahasa Indonesia course can increase the motivation of students’ speaking skill in fifth grade of SD Negeri 2 Banyuning academic year 2015/2016keyword : inside outside circle, speaking skill, bahasa Indonesia
PENERAPAN MAKE A MATCH BERBANTUAN MEDIA AUDIO VISUAL UNTUK MENINGKATKAN HASIL BELAJAR IPA DI SD ., Ni Kadek Nopiandari; ., Ni Wayan Rati, S.Pd., M.Pd.; ., Dra. Ni Wayan Arini,M.Pd
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7372

Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar IPA melalui penerapan model pembelajaran make a match berbantuan media audio visual siswa kelas IV semester genap tahun pelajaran 2015/2016 SD Negeri 5 Banyuning. Subjek penelitian ini melibatkan siswa kelas IV SD Negeri 5 Banyuning sebanyak 40 orang. Penelitian ini merupakan penelitian tindakan kelas yang terdiri dari empat tahapan, yaitu perencanaan, pelaksanaan, observasi dan evaluasi serta refleksi. Penelitian ini dilaksanakan dalam dua siklus, yaitu siklus I dan siklus II. Metode yang digunakan untuk mengumpulkan data adalah metode tes. Data hasil belajar dianalisis secara deskriptif kuantitatif. Hasil penelitian menunjukkan terjadi peningkatan persentase hasil belajar IPA di kelas IV SD Negeri 5 Banyuning. Berdasarkan tes hasil belajar, persentase rata-rata hasil belajar IPA siswa pada siklus I sebesar 74,5% (cukup baik) serta ketuntasan belajar sebesar 67,5%. Pada siklus II, persentase rata-rata hasil belajar IPA siswa sebesar 80,25% (kriteria baik) serta ketuntasan belajar sebesar 87,5%. Hasil ini menunjukkan bahwa pada siklus II terjadi peningkatan rata-rata hasil belajar sebesar 5, 75% dan ketuntasan hasil belajar sebesar 20%. Jadi, dari hasil penelitian dapat disimpulkan bahwa penerapan model make a match berbantuan media audio visual dapat meningkatkan hasil belajar IPA siswa kelas IV di SD Negeri 5 Banyuning.Kata Kunci : hasil belajar, media audio visual, model make a match This study aims to determine the increase science learning outcomes through the application of learning models make a match-aided audio-visual media of fourth grade students in the academic year 2015/2016 second semester of SD Negeri 5 Banyuning. Subjects of this study involve the fourth grade students of SD Negeri 5 Banyuning as many as 40 people. This research is a class act that consists of four stages: planning, execution, observation and evaluation and reflection. This study was conducted in two cycles, the first cycle and the second cycle. The method used to collect data is the test method. Data were analyzed descriptively learning outcomes quantitatively. The results showed an increase in the percentage of learning outcomes in the fourth grade IPA State 5 Banyuning. Based on the achievement test, the average percentage of students' science learning outcomes in the first cycle was 74.5% (quite good) as well as learning completeness of 67.5%. In the second cycle, the average percentage of students' learning outcomes by 80.25% IPA (both criteria) as well as learning completeness 87.5%. These results indicate that the second cycle an increase in the average learning results by 5, 75%, and the thoroughness of learning outcomes by 20%. Thus, the results of this study concluded that the application of the model make a match-aided audio-visual media to improve learning outcomes fourth grade science students at SDN 5 Banyuningkeyword : learning outcomes, audio-visual media, model make a match
PENGARUH MODEL PEMBELAJARAN SIKLUS BELAJAR (LEARNING CYCLE) 5E BERBANTUAN MULTIMEDIA INTERAKTIF TERHADAP HASIL BELAJAR IPA ., I Gusti Bagus Wira Pandu Winata; ., Drs. Dewa Nyoman Sudana,M.Pd.; ., Dra. Ni Wayan Arini,M.Pd
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7374

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar IPA antara siswa yang mengikuti pembelajaran dengan model pembelajaran siklus belajar (Learning Cycle) 5E berbantuan multimedia interaktif dan siswa yang mengikuti pembelajaran dengan model pembelajaran konvensional pada siswa kelas V SD Gugus IV Kecamatan Sawan Kabupaten Buleleng Tahun Pelajaran 2015/2016. Jenis penelitian ini adalah eksperimen semu dan menggunakan desain post-test only control group design. Populasi penelitian ini adalah seluruh siswa kelas V di SD Gugus IV Kecamatan Sawan tahun pelajaran 2015/2016 yang berjumlah 173 orang. Sampel penelitian ini yaitu siswa kelas V SD N 8 Bungkulan yang berjumlah 19 orang dan siswa kelas V SD N 5 Bungkulan yang berjumlah 21 orang. Data hasil belajar IPA siswa dikumpulkan dengan menggunakan tes pilihan ganda/objektif. Data yang diperoleh dianalisis dengan menggunakan analisis statistik deskriptif dan statistik inferensial (uji-t). Hasil penelitian menunjukkan bahwa terdapat perbedaan hasil belajar IPA yang signifikan antara siswa yang mengikuti pembelajaran dengan model siklus belajar (Learning Cycle) 5E berbantuan multimedia interaktif dan siswa yang mengikuti pembelajaran model pembelajaran konvensional (thitung = 4,38 dan ttabel = 2,021, sehingga thitung > ttabel). Berdasarkan pemaparan diatas, dapat disimpulkan bahwa model pembelajaran siklus belajar (Learning Cycle) 5E berbantuan multimedia interaktif berpengaruh terhadap hasil belajar IPA siswa kelas V di SD Gugus IV Kecamatan Sawan.Kata Kunci : hasil belajar IPA, LC5E This study aimed to determine the differences of Science learning outcomes between students who were given Learning Cycle 5E model with the help of interactive multimedia and students who were given conventional learning models in the fifth grade students in Cluster IV District of Sawan, Buleleng regency in the academic year 2015 / 2016. This study wis a quasi-experimental design and used post-test only control group design. The population of this research was all of fifth grade students in Cluster IV District of Sawan, Buleleng regency in the academic year 2015/2016 which consisted 173 people. The samples of this study were 19 fifth grade students of SD (Elementary) N 8 Bungkulan and 21 fifth grade students of SD N 5 Bungkulan. The students Science score as the data of this study were collected by using a multiple choice test / objective. The data obtained were analyzed by using descriptive statistics and inferential statistics (t-test). The result of the study shows it was found that there were significant differences between students who were given Learning Cycle 5E with the help of interactive multimedia model and the students who were given conventional model in term of Science score (tobs = 4,38 dan tcv= 2,021, tobs > tcv). From the result, it can be concluded that Learning Cycle 5E model with the help of interactive multimedia model effected the fifth grade students in Cluster IV District of Sawan’s Science outcome.keyword : Science’s learning outcome, Learning Cycle 5E
PENGARUH MAKE A-MACTH TERHADAP KEMAMPUAN BERPIKIR KRITIS IPS DITINJAU DARI GAYA KOGNITIF SISWA KELAS IV ., Ni Putu Cipta Wardani; ., Drs.I Gusti Ngurah Japa,M.Pd; ., Dra. Ni Wayan Arini,M.Pd
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7430

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengaruh model pembelajaran make a-macth terhadap kemampuan berpikir kritis IPS ditinjau dari gaya kognitif siswa. Jenis penelitian ini adalah eksperimen semu. Populasi dalam penelitian ini adalah seluruh siswa kelas IV sekolah dasar Gugus II Kecamatan Kintamani yang berjumlah 217. Sampel penelitian terdiri dari dua kelas eksperimen dan dua kelas kontrol, dipilih dengan teknik Random Sampling. Desain penelitian yang digunakan yaitu Non equivalent Post-test Only Control Grup Design. Data dikumpulkan dengan tes gaya kognitif dan tes kemampuan berpikir kritis IPS. Data yang diperoleh diolah menggunakan analisis varians dua jalur dan dilanjutkan dengan uji t-Scheffe. Hasil analisis data, diperoleh hasil sebagai berikut. Pertama, terdapat perbedaan kemampuan berpikir kritis IPS siswa yang dibelajarkan menggunakan model pembelajaran make a-macth dengan pembelajaran konvensional (Fhit >Ftab, Fhit = 34,92 dan Ftab = 4,06). Kedua, terdapat pengaruh interaksi antara model pembelajaran dengan gaya kognitif terhadap kemampuan berpikir kritis IPS ( FABhit >Ftab, FABhit = 124,92 dan Ftab = 4,06). Ketiga, terdapat perbedaan kemampuan berpikir kritis IPS pada siswa yang memiliki gaya kognitif field independent, yang dibelajarkan menggunakan model pembelajaran make a-macth dengan pembelajaran konvensional (thit>ttab, thit = 12,09 dan ttab = 2,015). Keempat, terdapat perbedaan kemampuan berpikir kritis IPS pada siswa yang memiliki gaya kognitif field dependent, yang dibelajarkan menggunakan pembelajaran kovensional dengan model pembelajaran make a-macth (thit>Ftab, thit= 3,72 dan Ftab= 2,015). Sehingga model pembelajaran make a-macth dan gaya kogniif berpengaruh terhadap kemampuan berpikir kritis siswa pada mata pelajaran.Kata Kunci : make a-macth, kemampuan berpikir kritis IPS, gaya kognitif This study aimed to describe the influence learning model make-a-macth against IPS critical thinking skills in terms of cognitive styles of students. The research is a quasi-experiment. The population in this study were all fourth grade students of primary school cluster II District Kintamani totaling 217. The study sample consisted of two experimental classes and two classes of control, chosen by random sampling technique. The study design used is non equivalent Post-test Only Control Group Design. Data collected by the test cognitive style and tests critical thinking skills IPS. The data obtained were processed using analysis of variance followed by two lines and t-Scheffe test. The results of the data analysis, the results are as follows. First, there are differences in students' critical thinking skills IPS that learned using learning model make-a-macth with conventional learning (Fhit> Ftab, Fhit = 34.92 and Ftab = 4.06). Secondly, there is the effect of the interaction between the learning model with cognitive style on critical thinking ability IPS (FABhit> Ftab, FABhit = 124.92 and Ftab = 4.06). Third, there are differences in the ability to think critically IPS on students who have a field independent cognitive style, that learned using learning model make-a-macth with conventional learning (thit> ttab, thit = 12.09 and ttab = 2.015). Fourth, there are differences in the ability to think critically IPS on students who have the cognitive style of field dependent, that learned using conventional learning with learning model make-a-macth (thit> Ftab, thit = 3.72 and Ftab = 2.015). So that the learning model make-a-macth and style kogniif effect on students' critical thinking skills on subjectskeyword : make-a-match, IPS critical thinking skills, cognitive style
DESKRIPSI KEMAMPUAN SISWA MENULIS KARANGAN DESKRIPSI KELAS IV SD N 1 PENARUKAN ., Ni Kadek Diana Sari; ., Drs. I Made Suarjana, M.Pd; ., Dra. Ni Wayan Arini,M.Pd
MIMBAR PGSD Undiksha Vol. 4 No. 1 (2016): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v4i1.7458

Abstract

Penelitian deskriptif ini bertujuan untuk mengetahui kemampuan menulis karangan deskripsi pada siswa kelas IV SD N 1 Penarukan. Metode pengumpulan data yang digunakan dalam penelitian ini adalah metode tes unjuk kerja, observasi, wawancara dan studi dokumentasi. Metode analisis data dalam penelitian ini menggunakan analisis deskriptif kuantitatif. Hasil penelitian ini menunjukkan bahwa rata-rata kemampuan menulis karangan deskripsi sebesar 56% (kurang). Persentase masing-masing kriteria yaitu kesesuaian judul dengan isi yaitu 90,52% (sangat baik), penggunaan dan penulisan ejaan yaitu 68,97% (cukup), pilihan kata/diksi yaitu 73,28% (cukup), struktur kalimat yaitu 65,52% (cukup), keterpaduan antar kalimat yaitu 41,38% (sangat kurang), isi keseluruhan yaitu 50% (sangat kurang), kerapian yaitu 61,21% (kurang). Kendala yang dihadapi siswa dalam menulis karangan deskripsi yaitu siswa merasa sulit dalam menuangkan ide yang dimilikinya menjadi bentuk kata/kalimat. Hal ini disebabkan oleh kurangnya minat siswa untuk membaca. Upaya yang pernah dilakukan guru untuk meningkatkan kemampuan menulis karangan deskripsi yaitu membimbing dan menuntun siswa sampai mampu menghasilkan suatu karya yang baik. Dengan demikian dapat disimpulkan bahwa kemampuan menulis karangan deskripsi siswa kelas IV termasuk kategori kurang karena masih ada kendala yang dihadapi siswa dalam menulis karangan deskripsi. Guru lebih berusaha selalu membimbing dan menuntun siswa agar mampu menghasilkan suatu karya berupa karangan deskripsi.Kata Kunci : Karangan Deskripsi, Kendala, Upaya yang dilakukan This descriptive study aimed to determine the ability of essay writing descriptions in the fourth grade students of SD N 1 Penarukan. Data collection methods used in this research is the method of performance tests, observation, interviews and documentation. Data method techniques in this study using quantitative descriptive analysis. The results showed that the average ability to write essays description by 56% (approximately). The percentage of each criterion, namely conformity with the title of the content that is 90.52% (excellent), usage and spelling is 68.97% (enough), the choice of words / diction is 73.28% (enough), sentence structure at 65 , 52% (enough), integration between the sentence that is 41.38% (very poor), the overall content of 50% (very poor), neatness is 61.21% (less). Constraints faced by students in essay writing descriptions that students find it difficult to put the idea into the following forms of words / sentences. This is caused by the lack of interest of the students to read. Teacher effort ever undertaken to improve the ability to write essay description is to guide and lead the students to be able to produce a good work. It can be concluded that the ability to write the essay description of grade IV category is less because there are still obstacles facing students in writing essays description. Teachers were trying always to guide and lead the students to be able to produce a work in the form of essay description.keyword : Authorship description, Constraints, efforts made
Co-Authors ., Carolina Hesti Kurniawati ., Dr. I Ketut Gading,M.Psi ., I Gusti Bagus Wira Pandu Winata ., I Komang Arimbawa ., I Putu Diki Marga Sumitra ., Kadek Ayu Budi Suryani ., Kadek Ayu Partiwi ., Kadek Yondika Yusa Giri ., Kadek Yulli Candra Dewi ., Ketut Yuning Jayasri Pucangan ., Komang Trisna Yuliantari ., Luh Ayu Sulastini ., Luh Komang Laksmi Prasatya ., Luh Yeci Sasnitha ., Made Dony Marta Atmaja ., Made Trisna Susanti ., Ni Kadek Buri Arfini ., Ni Kadek Diana Sari ., Ni Kadek Nopiandari ., Ni Ketut Alit Aryani ., Ni Ketut Windu Ratnasari ., Ni Komang Atik Astiti ., Ni Komang Sri Utami ., Ni Luh Made Rai Tarini ., Ni Luh Pande Widyastiti ., Ni Luh Septiani Ari Pertiwi ., Ni Luh Sri Yogi Utami ., Ni Made Diantari ., Ni Nengah Widiantari ., Ni Nyoman Desi Wijayanti ., Ni Putu Cipta Wardani ., Ni Putu Eva Adelina Ariswati ., Ni Putu Inda Kristarini ., Ni Putu Suryanita SP. ., Ni Putu Yuni Setiawati ., Ni Wayan Ari Septiasih ., Ni Wayan Suitriani ., Putu Ika Krishna Novelinda A.A Diah Indrayani Adi Armini, Ida Ayu Adi Widnyana I Made Adnyani, Ni Wayan Satri Anak Agung Gede Agung, Anak Agung Gede Ariputra, I Putu Suyasa Arsana, I Komang Artawan, I Putu Artayasa, I Wayan Aryana, I Made Putra Asep Arifin Senjaya Binawati, Ni Wayan Sariani Citragotra, I Putu Hary Anggara Desak Putu Parmiti Deswinta Febiyanti Dewa Ayu Putu Armita Pratami ., Dewa Ayu Putu Armita Pratami Dewa Ayu, I Dewa Ayu Setiyawati Dewa Bagus Sanjaya Dewa Gede Widhya Surya Pratama Dewa Nyoman Sudana Dewi PF, Kadek Aria Prima Dewi Supariani, Ni Nyoman Dewi, Ni Luh PT. Putriyani Dewi, Ni Made Umi Kartika Dewi, Putu Ayu Septiari Diaris, Ni Made Drs. I Nyoman Murda,M.Pd. . Drs. Ndara Tanggu Renda . Fadila, Yulastri Febiyanti, Deswinta Gama, I Ketut Gede Seridana . Gede Wira Bayu Gunawan, I Putu Eka Adi Gusti Ayu Komang Yudarini . Gusti Ayu Marhaeni Harbandinah Pietojo I Dewa Gede Satria Juniarta . I Dewa Kade Tastra I Dewa Made Putra Sanjaya . I Gde Suryawan I Gede Andri Septiadi . I Gede Astawan I Gede Hendrawan I Gede Krista Septiawan . I Gusti Agung Ayu Novya Dewi I Gusti Ngurah Japa I Kadek Darmo Suputra, I Kadek Darmo I Kadek Ratnada I Kadek Suranata I Ketut Gading I Komang Heriasa . I Komang Muliantara . I Komang Pariasa . I Komang Sudarma I Made Citra Wibawa I Made Suarjana I Made Tegeh I Md Suarjana I nyoman Subagia, I nyoman I Nyoman Sueca, I Nyoman Sueca I Putu Eka Sugiantara . I Putu Hary Anggara Citragotra I Wayan Sukarsa . I Wayan Widiana Ida Bagus Widya Arta Pujana . Ignatius I Wayan Suwatra Indrayani, A.A. Diah Indrayani, Sang Ayu Putu Indrayani, Sang Ayu Putu Japa, Gusti Ngurah Jaya, I Ketut Manik Asta Juliarta, Putu Gde Agus Kadek Agus Mahendra ., Kadek Agus Mahendra Kadek Aria Prima Dewi PF Kadek Dean Puspitarini Kadek Dwi Padmawati KADEK JIMI KUSUMA DEWI . Kadek Yudiana Karakaita Putri, Putu Novika Adi Ketut Joliarta . Ketut Pudjawan Ketut Suwirta . Komang Agus Sutrisna ., Komang Agus Sutrisna Komang Oktarini Komang Oktarini, Komang Komang Trisnadewi Komang Wahyu Phalguna B.G. ., Komang Wahyu Phalguna B.G. Krisdayanthi, Astrid Kristina, Ni Made Rai Laksmono Widagdo Lastri Asih, Ni Made Lini, Eka Setya Luh Gde Surya Kartika Luh Gede Surya Kartika Luh Gede Surya Kartika, Luh Gede Surya Luh Meli Artini . Luh Putu Putrini Mahadewi Luh Sri Suwastini . M.Hum Dra. Ni Nyoman Garminah . M.Pd Drs. I Ketut Dibia,S.Pd . M.Pd S.T. S.Pd. I Gde Wawan Sudatha . M.Pd. I Nyoman Arcana,SST. . M.Pd. S.Pd. Putu Nanci Riastini . M.S. ., Luh Putu Putrini Mahadewi, S.Pd., M.S. M.Si Drs. Gede Raga . Made Suarjana Made Sumantri Mahadewi, Luh Putu Putrini Mahadewi, Luh Putu Putrini Mahardika, I Gusti Ngurah Agung Wijaya Mahendra, I Komang Agus Wisnu Mardika, I Made Nasib Mastini, Gusti Nyoman Md. Sumantri Nerawati, Ni Gusti Ayu Agung NI GUSTI AYU MADE YENI LESTARI, NI GUSTI AYU MADE YENI Ni K. Ayu Suri S. Handayani Ni Ketut Anggi Rismayanti Ni Ketut Desia Tristiantari Ni Ketut Kantriani Ni Ketut Ratmini Ni Ketut Suarni Ni Komang Seviani ., Ni Komang Seviani Ni Komang Sumerasih ., Ni Komang Sumerasih Ni Komang Susiprayati . Ni Komang Triana Ramadani . Ni Komang Wiardani Ni Luh Astriani . Ni Luh Devi Yulyanitha . Ni Luh Putu Anggi Pratiwi . Ni Made Ary Widiastini Ni Made Eny Rismayanti ., Ni Made Eny Rismayanti Ni Made Sukerni Ni Nengah Selasih Ni Nyoman Kusmariyatni Ni Putu Dian Sri Widiartini . Ni Putu Eka Windi Putri Pertiwi Ni Putu Titin Armila Dewi ., Ni Putu Titin Armila Dewi Ni Wayan Rati Ni Wayan Satri Adnyani Noviani, Putu Asih Nyoman Dantes Oktarina, Putu Santi Oktarina, Putu Santi Padmawati, Gusti Pande Putu Rizky Ari Pratana Paramitha, Ni Made Ayu Susanthi Pradnya Perbowosari, Heny Permatasariid, I Gusti Agung Istri Pradipta Kencana, I Nyoman Bagus Pratama, Dewa Gede Widhya Surya Pratana, Pande Putu Rizky Ari Premananda, Ni Luh Putu Uttari Priantara, I Made Ari Prof. Dr. Anak Agung Gede Agung,M.Pd . Purwati, Gusti Ayu Made Puspita Dewi, Ida Ayu Kadek Sri Putra, I Kadek Adhi Dharma Putra, Made Fandy Darma Putri Pertiwi, Ni Putu Eka Windi Putri, Trisna Nanda Putu Agus Ariana Putu Erwik Piktoriawan . Putu Indah Sintya Dewi Putu Novika Adi Karakaita Putri Putu Sukma Andreani ., Putu Sukma Andreani Putu Susma Indrayani . Raiyanti, I Gusti Ayu Ratmini, Ni Ketut Ratna, Ni Kadek Ratna, Ni Kadek Ratnada, I Kadek Rusminingsih, Ni Ketut Sari, Ayu Made Putri Kartika Sastrawan, Putu Agus Putra Satri Adnyani, Ni Wayan Sayu Putu Ratih Senjaya, Asep Arifin Sentana, Gek Diah Desi Setiawan, Anggra Rendra Sinarsih, Ni Ketut Sintya Dewi, Sang Ayu Made Sintya Dewi, Sang Ayu Made Sirat, Ni Made Suarjana, I Md Sueca, I Nyoman Sukerni, Ni Made Sukriani, Ni Luh Sulaksana, I Made Harman Sumantri, Md. Supariani, Ni Nyoman Dewi Suyeni, Ni Made Swandari, Ni Kadek Ayu Gita Swarthini, Ni NYoman Swarthini, Ni Nyoman Ayu Sya’bani, Laila Tia Maha Lestari, Ni Luh Putu UNDIKSHA . Wahyuni . Wahyuni, Ni Nyoman Tri Widhya HS, Cokorda Dewi Widiantana, I Kadek Widiarta, I Komang Agus Indra Widyani, Ni Wayan Wirata, I Nyoman Wisnu Mahendra, I Komang Agus Wiwik Antari, Ni Made Wulandari, Ida Ayu Gde Yelia, Ni Kadek Rupini Yogantara, I Wayan Lali