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All Journal Jurnal Kultur Demokrasi Jurnal Pembahsi (Pembelajaran Bahasa Dan Sastra Indonesia) JPF : JURNAL PENDIDIKAN FISIKA Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal)
Agus Tinus
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Physics Social Sciences Other

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Peneguhan Karakter Nasionalisme Melalui Pembelajaran PPKn Berbasis Kearifan Lokal Badu’l Mat Saleh; Budiono Budiono; Agus Tinus
Jurnal Kultur Demokrasi Vol 9, No 2 (2020): Jurnal Kultur Demokrasi
Publisher : FKIP Unila

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Tujuan penelitian ini adalah mengetahui (1) strategi yang digunakan dalam menerapkan kearifan lokal pada pembelajaran PPKn guna meneguhkan karakter nasionalisme siswa di SMPN 2 Raas; (2) nilai-niali kearifan lokal yang dikembangkan melalui Pembelajaran PPKn dalam upaya meneguhkan karakter nasionalisme siswa di SMPN 2 Raas Kab. Sumenep; dan (3) faktor pendukung dan penghambat dalam upaya meneguhkan karakter Nasionalisme melaluhi Pembelajaran PPKn berbasis kearifan lokal di SMPN 2 Raas Kab. Sumenep. Metode penelitian menggunakan jenis penelitian kualitatif dengan pendekatan deskriftif. Pengumpulan data di lakukan melalui wawancara, observasi dan dokumentasi. Analisis data meliputi pengumpulan data, reduksi data, penyajian data, penarikan kesimpulan, hasil penelitian menunjukkan bahwa (1) Strategi yang digunakan malalui tauladan dari para guru dan menanamkan nilai-nilai secara langsung pada siswa. Bahasa madura halus, dan sosialisai ke wali siswa pada setiap pertemuan (2) Nilai-niali kearifan lokal yang di kembangkan di sekolah yakni adanya pesantren kilat, siswa di wajibkan untuk mengikuti kegiatan tahunan tersebut yang sudah menjadi kewajiban para siswa (3) Faktor pendukung yaitu semua siswa sudah melakukan kebijakan sekolah dengan mentaati aturan yang sudah menjadi program di sekolah, faktor penghambat, kadang ada siswa yang tidak mengikuti kegiatan budaya sekolah contoh menyanyikan lagu daerah, sering siswa minta izin untuk keluar kelas supaya tidak mengikut kegiatan.Kata kunci: karakter nasionalisme; pembelajaran PPKn; kearifan lokal
Implementation of Internal Quality Guarantee System to Increase the Quality of Education in Junior High School 21 Malang Ika Rahmania; Budiono Budiono; Siti Fatimah Soenaryo; Abd. Syakur; Agus Tinus
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 3, No 1 (2020): Budapest International Research and Critics in Linguistics and Education, Februa
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v3i1.838

Abstract

The purpose of this study is to examine the implementation of SPMI, examine the results of the implementation of SPMI and examine the factors inhibiting the implementation of SPMI in Junior High School 21 Malang as an effort to improve the quality of education. Primary data were obtained from the SPMI implementers, namely the school principal, supervisors and the quality assurance team at Junior High School 21 Malang. Secondary data were obtained from references, books and documents related to the implementation of SPMI. Data analysis techniques used in this study consisted of three stages, namely data reduction, data presentation and conclusion drawing. The results of this study indicate that the implementation of SPMI in Junior High School 21 Malang is documented from 2016 to 2019. The implementation of SPMI involves all components of the school from top to bottom. The implementation of SPMI begins with quality mapping, quality fulfillment planning, implementation of quality fulfillment, evaluation and standard setting is proceeding well. The successful implementation of SPMI has increased as evidenced by graduates in 2019 getting 4th place on the results of the Computer-Based National Examination (UNBK). Implementation of quality has become a culture and character that influences the quality of graduates of Junior High School 21 Malang.
PENERAPAN MODEL THINK TALK WRITE (TTW) DALAM PEMBELAJARAN TEKS BIOGRAFI Santoso, Nadila Fara Maudita; Siti Ulfiyani; Agus Tinus
Jurnal Pembahsi (Pembelajaran Bahasa Dan Sastra Indonesia) Vol. 14 No. 2 (2024): Pembahsi (Pembelajaran Bahasa dan Sastra Indonesia)
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/pembahsi.v14i2.16323

Abstract

Tujuan dari penelitian ini adalah untuk menjelaskan bagaimana model Think Talk Write (TTW) diterapkan dalam pembelajaran teks biografi di kelas X di SMA Negeri 5 Semarang pada tahun pelajaran 2023/2024. Penelitian ini bersifat deskriptif kualitatif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan menggunakan teknik triangulasi, dan hasilnya disampaikan secara informal. Hasil penelitian menunjukkan bahwa model pembelajaran Think Talk Write (TTW) dapat digunakan untuk mengajar siswa kelas X SMA Negeri 5 Semarang menulis teks biografi pada tahun ajaran 2023/2024. Menurut hasil observasi dan wawancara, peserta didik dapat mengikuti tahapan model pembelajaran dengan baik dan benar. Pembelajaran juga dapat dilakukan dengan baik. Selain itu, guru menggunakan model pembelajaran Think Talk Write (TTW) untuk mengajar dan menjelaskan materi dengan baik. Hasil dokumentasi nilai peserta didik menyusun teks biografi setelah menggunakan teks biografi menunjukkan bahwa terdapat 26 peserta didik mendapatkan predikat baik sekali, dan 10 peserta didik mendapatkan nilai dengan predikat baik. Tidak ada peserta didik yang memperoleh nilai di bawah KKM.
Enhancing Problem-Solving Abilities and Science Process Skills through Guided Inquiry with Laboratory Media in High School Rahman, Sunarti; Muhammad Syahri; Agus Tinus
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/vn4kxv72

Abstract

Physics education at the high school level continues to face challenges in cultivating students’ higher-order thinking, particularly problem-solving ability and science process skills, which are essential for scientific literacy and future learning. Conventional lecture-based approaches often result in passive learning and limited opportunities for inquiry, creating an urgent need for innovative teaching strategies. This study aimed to investigate the effectiveness of guided inquiry supported by laboratory media in enhancing problem-solving ability and science process skills among high school students. Employing a quasi-experimental design with a pretest–posttest nonequivalent control group, the research was conducted with 64 Grade X students at SMAN 1 Gowa, Indonesia, who were divided into an experimental group taught through guided inquiry with laboratory media and a control group receiving traditional instruction. Data were collected using a validated problem-solving test and a science process skills assessment and analyzed using descriptive statistics, independent samples t-tests, and normalized gain (N-gain) scores. The results indicated that the experimental group achieved significantly higher improvements, with N-gain scores of 0.70 (high) for problem-solving and 0.50 (medium) for science process skills, compared with 0.60 and 0.38, respectively, in the control group. These findings confirm that guided inquiry combined with laboratory media provides a more effective learning environment by promoting active engagement, conceptual understanding, and procedural competence. The novelty of this study lies in its focus on the measurement topic in high school physics, an area often associated with analytical difficulty. The study concludes that this instructional model contributes to the advancement of physics education by offering empirical evidence for curriculum innovation and pedagogical reform.
Effectiveness of Digital Learning Media on Students' Achievement in Science Education: A Quasi-Experimental Study in Islamic Junior Secondary School Nurhidayah, Nurhidayah; Syahri, Muhammad; Agus Tinus
Jurnal Pendidikan Fisika Vol. 13 No. 3 (2025): PENDIDIKAN FISIKA
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/654nz478

Abstract

The rapid expansion of digital technology compels schools to adopt learning media that elevate achievement and cultivate twenty-first-century competencies. In science education, conventional teacher-centered instruction often fails to sustain engagement or deepen conceptual understanding, creating an urgent need for evidence-based innovations. This study examined the effectiveness of digital learning media in improving science achievement at MTs Muhammadiyah Datarang, an Islamic junior secondary school. A quantitative quasi-experimental design was implemented with two intact classes: an experimental group (n = 27) taught using digital media and a control group (n = 26) taught conventionally. Data were collected via pretest–posttest instruments and analyzed using descriptive statistics, normalized gain (N-Gain), and independent-samples t tests. Results showed that the experimental group attained a mean posttest score of 91.41 and an average N-Gain of 0.70 (high), whereas the control group achieved a score of 80.42 and a N-Gain of 0.27 (low); the difference was statistically significant (p < 0.05). These findings indicate that digital media enhance conceptual understanding, engagement, and motivation compared with traditional instruction. The study’s novelty lies in providing rigorous quantitative evidence from a madrasah context that is underrepresented in the technology-enhanced science learning literature. Integrating interactive, visual, feedback-oriented tools can transform science learning in Islamic schools by enabling deeper processing and more equitable progress. This research contributes to physics education by presenting a practical model aligned with multimedia learning theory, providing classroom benchmark values, and informing teacher development and school-level policy. Future studies should extend the intervention longitudinally, involve larger and more diverse samples, and examine affective and social outcomes to evaluate the sustainability and generalizability of the gains.
Co-Authors Abd. Syakur Badu’l Mat Saleh Budiono Budiono Ika Rahmania Muhammad Syahri Nurhidayah Nurhidayah Rahman, Sunarti Santoso, Nadila Fara Maudita Siti Fatimah Soenaryo Siti Ulfiyani Syahri, Muhammad