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All Journal Asas: Jurnal Sastra SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED EDUTECH: Jurnal Ilmu Pendidikan dan Ilmu Sosial Jurnal Basataka (JBT) Bahastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia Bahasa Indonesia Prima Randwick International of Education and Linguistics JURNAL MITRA PRIMA Kode : Jurnal Bahasa Jurnal Bastra (Bahasa dan Sastra) Jurnal Sastra Indonesia JS (Jurnal Sekolah) Journal of Authentic Research
Oktaviandi Bertua Pardede
Universitas Prima Indonesia
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Journal : school education journal pgsd fip unimed

 1 
PENGARUH KEMAMPUAN BERBICARA SISWA DAN METODE PEMBELAJARAN ROLE PLAYING TERHADAP HASIL BELAJAR NOVEL Oktaviandi Bertua Pardede
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol 12, No 1 (2022): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/sejpgsd.v12i1.33726

Abstract

Speaking skills and role-playing learning methods are variables used to determine their impact on student achievement. Students' learning achievement is expected to be known through discussion of novel subject matter where students can interpret their knowledge by speaking and interacting with the novel's contents through role-playing. The population of this study was students of VIII-C SMP Kemala Bhayangkari 1 Medan with a total of 24 research samples. One group pretest-posttest design was used to test the research hypothesis about the effect of the role-playing learning method on student achievement. On the other hand, this study also interprets the results of observations, questionnaires, and interviews as primary data to strengthen the analysis of the hypothesis testing obtained. In the end, this research shows that there are 27.8% of students do not master speaking skills with a total of 73.6% of students whose speaking skills need to be improved and only 26.4% of students who have speaking skills. The results of the study also illustrate that appearing in public places, asking questions when studying in class, and discussing lesson topics while studying in class are the 3 main factors that need to be optimized by students. The hypothesis test shows the value of sig > which means accepting H0 that there is no difference in the students' pretest and posttest scores so that the role-playing learning method has not had a different effect on student achievement.
PROGRAM LIFELONG LEARNING MERDEKA BELAJAR EDUKASI KOGNITIF MEWUJUDKAN SDGS GOAL 4 GUNA MENINGKATKAN KUALITAS SDM DI SLB MEDAN Oktaviandi Bertua Pardede; Ranto Luspen Manalu; Diwehati Salawajo; Sapriliyani Gulo; Nur Indah Sidebang; Tabas Gabe Mulia Siagian
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol 12, No 3 (2022): SHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/sejpgsd.v12i3.38859

Abstract

Lifelong Learning can be experienced by every learning community. Instilling the values of academic education with the aim of improving the quality of Human Resources can trigger schools to seek to optimize innovative learning. Freedom to learn cognitive education as a reference for lifelong learning programs seeks to realize inclusive and equitable quality education. It is believed that the Sustainable Development Goals (SDGs) that spur Indonesia's human development index need to be carried out at the Markus Medan Special School. This program is conducted for Markus SLB students for 1.5 months. The method used is participatory and experimental. During its implementation, students participate in building learning activities, so that data analysis is carried out qualitatively and quantitatively. The collected data is processed interactively and continuously until the data is saturated. The data are also interpreted descriptively through quantitative data measures. The results show that Markus Special School students can participate in cognitive education learning. Continuously, student learning products always influence their learning motivation, especially the results of drawing and motor skills of students. The experimental results showed a significant difference before and after experiencing cognitive education learning activities. As many as 60% of students get test scores above average.
PROGRAM LIFELONG LEARNING MERDEKA BELAJAR EDUKASI KOGNITIF MEWUJUDKAN SDGS GOAL 4 GUNA MENINGKATKAN KUALITAS SDM DI SLB MEDAN Pardede, Oktaviandi Bertua; Manalu, Ranto Luspen; Salawajo, Diwehati; Gulo, Sapriliyani; Sidebang, Nur Indah; Siagian, Tabas Gabe Mulia
SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Vol. 12 No. 3 (2022): SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/sejpgsd.v12i3.38859

Abstract

Lifelong Learning can be experienced by every learning community. Instilling the values of academic education with the aim of improving the quality of Human Resources can trigger schools to seek to optimize innovative learning. Freedom to learn cognitive education as a reference for lifelong learning programs seeks to realize inclusive and equitable quality education. It is believed that the Sustainable Development Goals (SDGs) that spur Indonesia's human development index need to be carried out at the Markus Medan Special School. This program is conducted for Markus SLB students for 1.5 months. The method used is participatory and experimental. During its implementation, students participate in building learning activities, so that data analysis is carried out qualitatively and quantitatively. The collected data is processed interactively and continuously until the data is saturated. The data are also interpreted descriptively through quantitative data measures. The results show that Markus Special School students can participate in cognitive education learning. Continuously, student learning products always influence their learning motivation, especially the results of drawing and motor skills of students. The experimental results showed a significant difference before and after experiencing cognitive education learning activities. As many as 60% of students get test scores above average.
Co-Authors Amelia Simanungkalit Andrwe Rajagukguk Anisa Anisa Annisa Annisa Annisa Nasution Ari Wina Br Depari Aritha Sion Sembiring Asima Dormauli Simatupang Ayu Dini Kurnia Ayu Silvia Manullang Azizah Husda Budi Setia Munthe Christin Agustina Purba Cristy Josepine Jorenia Tarigan Dani Sukma Agus Setiawan Dearma Natalia Sinaga Destry Dearni Caniago Dian Syahfitri Diana Lestari Br. Sitompul Diana Nasution Diwehati Salawajo Donni Perimsa Sembiring Ebenezer Gultom Eka Dian Nita Br Haloho Elia Ananda Sinaga Elsa Stepany Sitompul Esra Perangin-angin Febirona Br Karo Gabe Marlina Siagian Ginting , Ria Melianti Br Greis Hopina Siregar Gulo, Sapriliyani Henny Novianti br. Manullang Henny Novrianti br. Manullang Iska Handayani Siregar Jainal B Togatorop Lasroha Marito Simanullang Manalu, Ranto Luspen Mawar Sari Simbolon Mikha Theresia Apriliani S Nanda Dwi Asti Nanda Dwi Astri Nasrah Bancin Nasrul Berutu Nasution, Izmawal Pebriani Nova Inriani Novri A Panggabean Nur Indah Sidebang Putri Yolanda Br Surbakti Ramadhan Saleh Lubis Ranto Luspen Manalu Renita Pasaribu Roma Ito Purba Ruben Fransteven Sitorus Rumiris Julianti B Gultom Sahria Sibuea Sahria Sibuea Salawajo, Diwehati Sapriliyani Gulo Sari Ariga, Hijrah Purnama Sariati Marpaung Sartika Sari Septriana Magdalena Sarumaha Siagian, Tabas Gabe Mulia Sidebang, Nur Indah Simatupang, Wawan Yesi Triani Simon Seiman Laowo Situmorang , Mulkan Andika Sri Dinanta Beru Ginting Sri Melati Pertiwi Pinem Sry Putrika Tabas Gabe Mulia Siagian Venita Uliyana Sianturi Wahyu Ningsih Winton Buulolo Yeni Charery Butar-butar