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All Journal Jurnal Geografi : Media Informasi Pengembangan dan Profesi Kegeografian JESS (Journal of Educational Social Studies) International Journal of Social Learning (IJSL)
Tuti Supriyanti Asofi
SMA Negeri 1 Karangreja, Purbalingga
Arts Earth & Planetary Sciences Education Environmental Science Social Sciences Other

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PEMBELAJARAN GEOGRAFI PADA JAM TERAKHIR: PERMASALAHAN DAN SUATU SOLUSI YANG DITAWARKAN Asofi, Tuti Supriyanti
Jurnal Geografi Vol 10, No 2 (2013): July 2013
Publisher : Jurnal Geografi

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Abstract

This classroom action research aims to improve student’s response to a givengeography lesson at last class lesson in XI IPS-at SMA Negeri 1 Karangreja theacademic year 2010/2011. The problems that the writer formulated to uncover theabove phenomenon is “what kind of an innovative teaching model which iscapable of increasing the student’s responses to the lesson studied Geography inclass?. The results showed a positive effect on the use of models in the teachinglearningprocess in teaching Geography. Student responses increasedsignificantly during treatment in the study. Application of PARAMEK teachingmodel in teaching and learning geography subjects make students more active,working with a good spirit and enjoy the process in the classroom.
PEMBELAJARAN GEOGRAFI PADA JAM TERAKHIR: PERMASALAHAN DAN SUATU SOLUSI YANG DITAWARKAN Asofi, Tuti Supriyanti
Jurnal Geografi Vol 8, No 1 (2011): January 2011
Publisher : Jurnal Geografi

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Abstract

Penelitian tindakan kelas ini bertujuan untuk meningkatkan respon siswa terhadap pelajaran Geografi yangdiberikan di jam pelajaran terakhir di kelas XI IPS-3 di SMA Negeri 1 Karangreja pada tahun akademik 2010/2011.Pembelajaran dilaksanakan dengan model pembelajaran inovatif. Permasalahan yang penulis rumuskan untukmengungkap fenomena di atas adalah “ model pengajaran inovatif apa yang mampu meningkatkan tanggapan siswaterhadap Geografi pada kelas yang diteliti? Pembelajaran dikatakan berhasil apabila respon siswa tinggi dalamproses pembelajaran. Respon tinggi dapat dicapai jika faktor-faktor belajar mendukung proses pembelajaran, termasukpersiapan guru dan penyajian bahan, sikap guru terhadap subjek dan siswa, kesiapan, minat, dan prestasi, dan siswasiswa sikap terhadap subyek dan guru. Hasil penelitian menunjukkan dampak positif pada penggunaan model mengajarpada proses belajar mengajar pelajaran Geografi. Tanggapan siswa meningkat secara signifikan selama perlakuandalam penelitian. Penerapan model pengajaran PARAMEK dalam proses belajar mengajar mata pelajaran Geografimembuat siswa aktif, bekerja dengan semangat yang baik dan menikmati proses dalam kelas. Hal ini dapat dilihatdari hasil evaluasi pengamatan.
PEMBELAJARAN GEOGRAFI PADA JAM TERAKHIR: PERMASALAHAN DAN SUATU SOLUSI YANG DITAWARKAN Asofi, Tuti Supriyanti
Jurnal Geografi : Media Informasi Pengembangan dan Profesi Kegeografian Vol 8, No 1 (2011): January 2011
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jg.v8i1.1654

Abstract

Penelitian tindakan kelas ini bertujuan untuk meningkatkan respon siswa terhadap pelajaran Geografi yangdiberikan di jam pelajaran terakhir di kelas XI IPS-3 di SMA Negeri 1 Karangreja pada tahun akademik 2010/2011.Pembelajaran dilaksanakan dengan model pembelajaran inovatif. Permasalahan yang penulis rumuskan untukmengungkap fenomena di atas adalah “ model pengajaran inovatif apa yang mampu meningkatkan tanggapan siswaterhadap Geografi pada kelas yang diteliti? Pembelajaran dikatakan berhasil apabila respon siswa tinggi dalamproses pembelajaran. Respon tinggi dapat dicapai jika faktor-faktor belajar mendukung proses pembelajaran, termasukpersiapan guru dan penyajian bahan, sikap guru terhadap subjek dan siswa, kesiapan, minat, dan prestasi, dan siswasiswa sikap terhadap subyek dan guru. Hasil penelitian menunjukkan dampak positif pada penggunaan model mengajarpada proses belajar mengajar pelajaran Geografi. Tanggapan siswa meningkat secara signifikan selama perlakuandalam penelitian. Penerapan model pengajaran PARAMEK dalam proses belajar mengajar mata pelajaran Geografimembuat siswa aktif, bekerja dengan semangat yang baik dan menikmati proses dalam kelas. Hal ini dapat dilihatdari hasil evaluasi pengamatan.
PEMBELAJARAN GEOGRAFI PADA JAM TERAKHIR: PERMASALAHAN DAN SUATU SOLUSI YANG DITAWARKAN Asofi, Tuti Supriyanti
Jurnal Geografi : Media Informasi Pengembangan dan Profesi Kegeografian Vol 10, No 2 (2013): July 2013
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jg.v10i2.8061

Abstract

This classroom action research aims to improve student’s response to a givengeography lesson at last class lesson in XI IPS-at SMA Negeri 1 Karangreja theacademic year 2010/2011. The problems that the writer formulated to uncover theabove phenomenon is “what kind of an innovative teaching model which iscapable of increasing the student’s responses to the lesson studied Geography inclass?. The results showed a positive effect on the use of models in the teachinglearningprocess in teaching Geography. Student responses increasedsignificantly during treatment in the study. Application of PARAMEK teachingmodel in teaching and learning geography subjects make students more active,working with a good spirit and enjoy the process in the classroom.
Tuk Sikopyah Water Taking Ritual to Revitalize Local Wisdom in Anticipating Drought in Serang Village Asofi, Tuti Supriyanti; Banowati, Eva; Hayati, Rahma
JESS (Journal of Educational Social Studies) Vol 12 No 2 (2023): December 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jess.v12i2.70946

Abstract

This paper aims to describe the local wisdom values of the Tuk Sikopyah Ritual in Serang Village, explain their inheritance, and analyse the water management in overcoming drought. The research employed a mixed method. The qualitative method was used to examine the data dealing with explaining the local wisdom values of the Tuk Sikopyah Ritual and the ways of their inheritance to the younger generation; whilst the quantitative method was to calculate the usage of the water in meeting daily water needs of Serang community. It was found that seven kinds of noble values are practised in the Tuk Sikopyah water-taking ritual. The seven noble values are concerned with the existence, utilization, and preservation of the Tuk Sikopyah water spring. The caretaker collaborates with the clerics and local government to teach and inherit the local wisdom values in the Tuk Sikopyah water-taking ritual. The calculation showed that only around 72.80% of the Tuk Sikopyah water debit (calculation in the dry season) were used to fulfil the daily need of the community of Serang Village.
Earthquake Disaster Education to Students of Senior High School Using Role Playing Learning Model Asiah, Siti; Asofi, Tuti Supriyanti; Setyowati, Dewi Liesnoor; Suharini, Erni; Hashim, Mohmadisa; Nayan, Nasir
International Journal of Social Learning (IJSL) Vol. 3 No. 2 (2023): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (497.252 KB) | DOI: 10.47134/ijsl.v3i2.108

Abstract

The aims of this study are 1) to analyze earthquake disaster education in State Senior High School 1 Karangreja, using a role-playing learning model.; 2) to analyze the knowledge and students’ attitude in dealing with earthquakes. The population of this study was all students of State Senior High School 1 Karangreja. State Senior High School 1 Karangreja is located on the slopes of Mount Slamet, making it prone to volcanic earthquakes. Disaster education for students is very needed. This will allow the students to have provisions when a disaster occurs. The number of samples is 56 respondents. The data collection techniques used are questionnaires, interviews, and documentation. The data analysis technique in this research is descriptive quantitative. The result of this study is that the condition of teachers in providing education about earthquake disasters is still at the stage of offering knowledge; there needs to be simulation practice involved. The level of preparedness knowledge of students with moderate levels of knowledge is 66% of respondents. Students with low levels of preparedness knowledge are as much as 16%. Students with an excellent preparedness attitude are as much as 52%. Researchers advise the school and the teachers to improve education on disasters, particularly earthquakes, based on the disaster vulnerability at the school.
Co-Authors Dewi Liesnoor Setyowati Erni Suharini Eva Banowati Hashim, Mohmadisa Nayan, Nasir Rahma Hayati Siti Asiah