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<![CDATA[Peningkatan Penguasaan Kosa Kata pada Descriptive Text melalui Model Problem Based Learning Kelas VII a SMPN 1 Mulia Puncak Jaya ]]>
<![CDATA[Parinding, Nathalia]]>;
<![CDATA[Arianti, Arin]]>;
<![CDATA[Hernian Asri, Atika]]>
<![CDATA[ Blantika: Multidisciplinary Journal Vol. 2 No. 6 (2024): Special Issue ]]>
Publisher : <![CDATA[PT. Publikasiku Academic Solution ]]>
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DOI: 10.57096/blantika.v2i6.163
<![CDATA[Penelitian ini bertujuan untuk meningkatkan penguasaan kosa kata siswa kelas VIIA. Partisipan penelitian terdiri dari 20 siswa yang memiliki keterbatasan dalam penguasaan kosakata. Penelitian ini menggunakan pendekatan Technology Pedagogical and Content Knowledge ( TPaCK) dengan model pembelajaran Problem based learning, metode penelitian tindakan kelas, dan menggunakan media spin the wheel. Data dikumpulkan melalui observasi kelas, dokumentasi, presentasi dan tes tertulis. Pada setiap siklus, tindakan intervensi dilakukan berdasarkan prinsip pendekatan TPaCK. Intervensi tersebut melibatkan penggunaan gadget dan aktivitas berbasis masalah untuk memperkenalkan dan mengkonsolidasikan kosa kata baru. Hasil penelitian menunjukkan bahwa penerapan pendekatan TPCaK secara signifikan meningkatkan penguasaan kosakata siswa kelas VIIA.]]>
<![CDATA[Upaya Peningkatan Hasil Belajar Matematika Materi Bangun Datar Melalui Model Pembelajaran Project Based Learning pada Peserta Didik Kelas IV SD ]]>
<![CDATA[Winny Arsyabinta]]>;
<![CDATA[Arin Arianti]]>;
<![CDATA[Sularmi Sularmi]]>
<![CDATA[ Social, Humanities, and Educational Studies (SHES): Conference Series Vol 7, No 4 (2024): Social, Humanities, and Educational Studies (SHEs): Conference Series ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/shes.v7i4.97073
<![CDATA[Pendidikan dalam Kurikulum Merdeka sekarang ini mengedepankan pembelajaran abad 21 yang berpusat pada peserta didik. Rancangan penelitian ini menggunakan penelitian tindakan kelas dua siklus. Setiap siklusnya terdiri dari tahapan perencanaan, implementasi, observasi dan refleksi. Subjek penelitian ini adalah peserta didik kelas IV yang terdiri dari 4 siswa perempuan dan 3 siswa laki-laki. Tujuan dari penelitian ini yaitu untuk mendeskripsikan aktivitas guru dan siswa dalam proses pembelajaran Matematika dan peningkatan hasil belajar yang terjadi setelah adanya penerapan model pembelajaran Project Based Learning. Hasil dari penelitian ini menunjukkan bahwa model pembelajaran Project Based Learning dapat meningkatkan ativitas guru dan siswa dalam kegiatan belajar mengajar dan terjadi peningkatan hasil belajar peserta didik pada materi bangun datar. Hal tersebut dapat dibuktikan bahwa terjadi peningkatan nilai secara siginifikan dari pra siklus hingga nilai siklus II peserta didik. Sebanyak 6 peserta didik berhasil memperoleh nilai di atas KKM (Kriteria Ketuntasan Minimum) pada siklus 1 dan 2. Dengan demikian, dapat disimpulkan bahwa model pembelajaran PJBL dapat meningkatkan hasil belajar peserta didik karena telah memenuhi indikator keberhasilan.]]>
<![CDATA[Peningkatan Hasil Belajar IPAS Materi Kekayaan Budaya Indonesia melalui Penerapan PjBL pada Siswa Kelas IV SD Negeri Joho 03 Mojolaban ]]>
<![CDATA[Prasetya, Wahid Agus]]>;
<![CDATA[Arianti, Arin]]>;
<![CDATA[Sularmi, Sularmi]]>
<![CDATA[ Jurnal Ilmiah Dikdaya Vol 15, No 1 (2025): April ]]>
Publisher : <![CDATA[Universitas Batanghari Jambi ]]>
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DOI: 10.33087/dikdaya.v15i1.719
<![CDATA[This study aims to improve the learning outcomes of fourth grade students of Joho 03 Mojolaban Elementary School on the material of Indonesian cultural richness through the application of the project-based learning (PjBL) model. This classroom action research is motivated by the low learning outcomes of students on the material. Through a learning cycle consisting of planning, action, observation, and reflection, the researcher attempts to create active, enjoyable, and meaningful learning for students. Research data were obtained through learning outcome tests and study documentation. The results of the study showed a significant increase in student learning outcomes after the application of the PjBL model. This is indicated by the increase in the average student score in each cycle. In addition, students also showed increased motivation and active involvement in the learning process. The application of the PjBL model has proven effective in improving students' understanding of Indonesian cultural richness as well as developing critical thinking, communication, and collaboration skills. Thus, the PjBL model can be used as an alternative learning model that can improve the quality of science learning in elementary schools.]]>
<![CDATA[The Study of Using Introduction Themselves and Their Families Conversations in Teaching Speaking of 3rd Class Students of Elementary School ]]>
<![CDATA[Pratiwi, Veronika Unun]]>;
<![CDATA[Nurnaningsih, Nurnaningsih]]>;
<![CDATA[Arianti, Arin]]>
<![CDATA[ International Journal for Educational and Vocational Studies Vol. 1 No. 7 (2019): November 2019 ]]>
Publisher : <![CDATA[Universitas Malikussaleh ]]>
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DOI: 10.29103/ijevs.v1i7.1988
<![CDATA[Speaking skills in English is a very important skill in general communication. This skill is needed even since school age children. SD Negeri Jombor 03 Bendosari Sukoharjo is located in Jombor sub-district, Bendosari sub-district, Sukoharjo regency, which has students with relatively low English speaking ability. This is evidenced from the document a student's grade is relatively lace that obtained by the researchers through observation.The purpose of this study is to provide convenience for students of SD Negeri Jombor 03 Bendosari Sukoharjo to improve their speaking skills, especially to introduce themselves and their families. The method used by researchers is practice individually, in pairs, and in groups. This method provides an opportunity for students to be more active and expressive to express ideas, and bring up peer tutors to reduce the tension or pressure that obtained indirectly in a foreign language learning. In addition to the planned method, researchers also made use of LCD media and letter cards along with plastic boards to help students more easily absorb the material. This media was contributed quite a lot.The students feel happy, enthusiastic and more expressive in accepting the material provided.The researchers obtained the data by field observations, then the researchers made other instruments such as questionaire sheets, pretests and evaluations. The results of this study are quite significant. The students was increased by 30.66% than of the results of the pretest and posttest. This method is expected to be carried out elsewhere so that the benefits can be felt in the wider community.]]>
<![CDATA[THE USE OF CLASSROOM LANGUAGES FOR BEGINNING LESSON IN MICRO TEACHING CLASS ]]>
<![CDATA[Arianti, Arin]]>
<![CDATA[ Surakarta English and Literature Journal Vol 3 No 2 (2020): Volume 3 Number 2 (2020) ]]>
Publisher : <![CDATA[University of Surakarta ]]>
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<![CDATA[The ability for beginning the lesson can encourage students’ interest and motivation earlier in learning. That view must be understood more by the students when they practiced in micro teaching subject. They were expected to apply it for training them in minimizes the use of mother tongue and maximize the use of target language. The aim of this research is to knowthe variation of classroom languages especially for beginning the lesson applied by sixth semester students in micro teaching practice. The method used in this research is descriptive qualitative. Data was collected by using observation and interview. The result shows that variation of classroom languages for beginning the lesson are still minimize and tend to be limited on certain terms. The most dominant type of classroom language used by students is greeting on using the term of “How are you”, the second one is the type of classroom language is register on using the term “who is absent today”. The last one is the type of timeto begin on using the term “let’s start our lesson now.” The students never applied the other terms in their practice.]]>
<![CDATA[Peningkatan Hasil Belajar Matematika Melalui Model Pembelajaran Problem Based Learning Pada Materi Kubus dan Balok Kelas IV SD ]]>
<![CDATA[Dwega Irfadhila]]>;
<![CDATA[Arin Arianti]]>;
<![CDATA[Agus Alim]]>
<![CDATA[ Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 3 No. 2 (2023): Juni : Jurnal Pendidikan dan Sosial Humaniora ]]>
Publisher : <![CDATA[Pusat Riset dan Inovasi Nasional ]]>
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DOI: 10.55606/khatulistiwa.v3i2.1487
<![CDATA[Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika peserta didi kelas IV SD Negeri Jetis 01 Sukoharjo pada semester 2 Tahun pelajaran 2022/2023 melalui model pembelajaran problem based learning. Jenis penelitian ini adalah Penelitian Tindakan Kelas. Penelitian dilakukan sebanyak dua siklus. Subjek dalam penelitian ini peserta didik kelas IVA SD Negeri Jetis 01 Sukoharjo yang berjumlah 30 peserta didik. Variabel dalam penelitian ini terdiri dari variabel bebas yakni problem based learning dan variabel terikat yaitu hasil belajar matematika. Teknik pengumpulan data menggunaan teknik tes, observasi dan wawancara. Teknik analisis data pada penelitian ini menggunakan teknik analisis data kualitatif dan kuantitatif yang berupa hasil observasi aktivitas guru dan peserta didik serta presentase hasil belajar peserta didik antara pra siklus dan setelah siklus. Berdasarkan hasil penelitian, disimpulkan bahwa pembelajaran dengan model problem based learning efektif digunakan di kelas IVA. Hasil belajar peserta didik meningkat pada pembelajaran matematika materi kubus dan balok. Hasil sebelumnya dilakukan tindakan prasiklus hanya 7 peserta didik atau 23% yang tuntas, pada siklus 1 meningkat menjadi 17 peserta didik atau 56% yang tuntas dan pada siklus II mengalami peningkatan menjadi 26 peserta didik atau 86% yang tuntas belajar matematika. Penilaian ini dikatakan berhasil karena hasil belajar mencapai indikator ketuntasan yaitu ≥80% dari rata-rata kelas dengan KKM ≥73.]]>
<![CDATA[PENINGKATAN HASIL BELAJAR DAN MOTIVASI BELAJAR MATA PELAJARAN IPAS EKOSISTEM MELALUI METODE PJBL SISWA KELAS 3 SD ]]>
<![CDATA[Marniatin, Viki]]>;
<![CDATA[Arianti, Arin]]>;
<![CDATA[Suwarni, Suwarni]]>
<![CDATA[ BIOEDUKASI (Jurnal Pendidikan Biologi) Vol 16, No 2 (2025): BIOEDUKASI, NOVEMBER 2025 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO ]]>
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DOI: 10.24127/bioedukasi.v16i2.12564
<![CDATA[This study aims to improve students’ learning motivation and achievement in the Natural and Social Sciences (IPAS) subject through the application of the Project-Based Learning (PjBL) method among Grade III students at SD Negeri Mranggen 02 Polokarto. The background of the study shows that IPAS learning is still predominantly teacher-centered and has not fully stimulated students’ curiosity. This research was conducted as Classroom Action Research (CAR) using the Kemmis and McTaggart spiral model over three cycles. Data were collected through observation, interviews, and tests. The findings indicate a consistent increase in students’ motivation and learning outcomes across cycles. The average learning motivation improved from 65.5 in the pre-cycle to 84.2 in cycle II, while the average learning outcomes increased from 67.7 to 87.3. The implementation of the PjBL method effectively enhanced students’ active participation, critical thinking skills, and conceptual understanding through experiential learning activities.]]>
<![CDATA[Utilization of Euphemism in Conveying Negative Information: A Mixed-Methods Case Study ]]>
<![CDATA[Widarwati, Nunun Tri]]>;
<![CDATA[Purnomo, Budi]]>;
<![CDATA[Indri Astuti, Purwani]]>;
<![CDATA[Gama, Betty]]>;
<![CDATA[Unun Pratiwi, Veronika]]>;
<![CDATA[Arianti, Arin]]>
<![CDATA[ Langkawi: Journal of The Association for Arabic and English Vol 10, No 1 (2024) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Kendari ]]>
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DOI: 10.31332/lkw.v0i0.7383
<![CDATA[While euphemism has been extensively studied, there remains a gap in the literature regarding its use by physicians with critically ill patients during consultations, as well as medical students' perceptions of this practice. This present mixed-methods case study addresses this gap by examining the forms of euphemistic language employed by doctors with critically ill patients and exploring medical student’s perspectives on this use. Findings reveal that physicians utilize euphemisms to emphasize positive aspects, employ softer terminology, and omit frightening details when communicating with critically ill patients. Medical students perceive this practice as valuable for minimizing patient stress and facilitating comprehension of information. of information. These findings have significant implications for medical practice and education. For practitioners, a nuanced understanding of euphemisms language can enhance patient-doctor communication, particularly in sensitive contexts, by mitigating anxiety and fostering a more supportive atmosphere. For medical educators, incorporating training on the effective use of euphemisms into curricula can better equip future physicians to navigate difficult conversations with empathy and clarity. This study also highlights the need for continued research into communication strategies within healthcare to ensure their alignment with both ethical principles and the emotional well-being of patients.]]>
<![CDATA[Developing English Textbook Based on Students’ Needs for Vocational High School ]]>
<![CDATA[Arianti, Arin]]>;
<![CDATA[Nurnaningsih, N]]>;
<![CDATA[Pratiwi, Veronika Unun]]>
<![CDATA[ Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2018: Proceeding ISETH (International Summit on Science, Technology, and Humanity) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/iseth.2281
<![CDATA[The use of English textbook is important to teach students of Vocational High School. Developing English textbook for Vocational students based on the students’ needs. It focuses on English for Academicals Purposes (EAP) which the aim for gaining the higher education/ going to university and English for Occupational Purposes (EOP) which the aim for getting the provisions of job competence. Vocational English textbook covers the students’ needs for those specific purposes. This study uses theoretical perspective method which investigate the learning needs of vocational students and the criteria of textbook for developing English textbook for Vocational High School Students. Some theories in library research is used to search the theories about learners’ needs and vocational textbooks. English textbook which is developed based on the students’ needs is considered as a good English textbook for the students of Vocational High School. It is because the textbook appropriate with the required indicators and relevant to students’ needs.]]>
<![CDATA[Penerapan Model Pembelajaran Problem Based Learning Dipadu Team Games Tournament Melalui Lesson Study Dengan Bantuan Media Pembelajaran Wordwall Untuk Meningkatkan Hasil Belajar IPAS Peserta Didik Kelas IV ]]>
<![CDATA[Marissa Yudha Kartika]]>;
<![CDATA[Arin Arianti]]>;
<![CDATA[Agus Alim]]>
<![CDATA[ PUSTAKA: Jurnal Bahasa dan Pendidikan Vol. 3 No. 3 (2023): Juli : Jurnal Bahasa dan Pendidikan ]]>
Publisher : <![CDATA[BADAN PENERBIT STIEPARI PRESS ]]>
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DOI: 10.56910/pustaka.v3i3.593
<![CDATA[This study aims to improve science learning outcomes through the Problem-Based Learning learning model combined with the Team Games Tournament with the help of Wordwall learning media. This type of research is Class Action Research. The subjects in this study were students in class IV A at SD Negeri Jetis 01, which consisted of 30 students. While the object of this study is the learning outcomes of the science content. The data used in this study are in the form of qualitative data and quantitative data. Based on the research results, it can be concluded that learning using the Problem-Based Learning model combined with Team Game Tournament with the help of Wordwall learning media can improve student learning outcomes. The learning outcomes in the pre-cycle showed that the level of mastery of learning outcomes was 19 students or 63.33% of the 30 students. In cycle 1 the level of mastery of student learning outcomes increased to 22 students or 73.33% of 30 students. And in cycle II the level of mastery of student learning outcomes increased to 27 students or 90% of 30 students. This research is said to be successful because it has achieved a completeness indicator which is ≥ 80% of the average class with KKM ≥ 73.]]>
