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All Journal Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan EARLY CHILDHOOD : JURNAL PENDIDIKAN
Astriyani Astriyani
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Religion Humanities Education Social Sciences

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PENGARUH KOMPETENSI MENGAJAR GURU DAN FASILITAS BELAJAR TERHADAP HASIL BELAJAR SISWA DI SMA NEGERI 7 BINTAN DESA NUMBING KECAMATAN BINTAN PESISIR KABUPATEN BINTAN Astriyani Astriyani; Gimin Gimin; Hendripides Hendripides
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 3, No 1 (2016): Wisuda Februari 2016
Publisher : Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan

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Abstract: This study aims to determine the effect of teaching competence of teachers and learning facilities to the results for students at SMAN 7 Bintan Bintan village numbing Coastal District of Bintan regency. This research was conducted at SMAN 7 Bintan from May 2015 through June 2015. The method used is descriptive quantitative method. A population of 53 students and 47 students sampled. Data collection instrument used was a questionnaire using a Likert scale for the independent variables: teaching competencies of teachers (X1) and learning facilities (X2). The data analysis technique used is multiple linear regression. The result showed that the teaching competence of teachers and learning facilities simultaneously affect the students' learning outcomes. This is based on the results of analyzes, calculations show F count> F table (10.313> 3.195). While partially teaching competence of teachers and learning facilities affect the learning outcomes of students of class X and XI IPS SMAN 7 Bintan. This is evidenced by the t test, teachers' teaching competence variables obtained t 2,790 with a value ttabel1.679 and learning facilities obtained t 2,059 with a value ttabel1.679. So it can be concluded that the teaching competence of teachers and learning facilities effect on student learning outcomes with a contribution of 31.9% and the remaining 68.1% is influenced by other factors not examined as school environmental factors, community factors, physical factors, and psychological factors.Keywords: influence, competence level of teaching teachers, facilities, learning outcomes
PENGGUNAAN EMOJI UNTUK MENINGKATKAN PERILAKU BAIK (WELL-BEING) DAN KEMAMPUAN BAHASA ANAK USIA DINI Waode Eti Hardiyanti; Muhammad Ilham; Aris Suziman; Astriyani Astriyani
EARLY CHILDHOOD : JURNAL PENDIDIKAN Vol. 3 No. 2 (2019): Early Childhood: Jurnal Pendidikan
Publisher : Pendidikan Guru PAUD, FKIP, Universitas Muhammadiyah Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (811.93 KB) | DOI: 10.35568/earlychildhood.v3i2.653

Abstract

This study aims to improve children’s well-being and communication skills using emoji as a learning media. Emoji images used consist of facial emojis, objects and activities that are easily understood and close to children’s daily experiences. The techniques of collecting data were observation sheet and direct observation by researchers. This study used a qualitative descriptive method and the samples were 25 children, collected through purposive sampling, aged between 5-6 years in one PAUD in Konawe Selatan. The results of this study found that emoji media can positively improve children’s well-being and their language abilities. Children always showed huge interest when imitating, affirming, explaining and connecting emojis with objects and their feelings. Children told their daily experiences associated with emojis, hence they become the center of learning where their opinion and ideas are truly heard and understood, which is an important indicator to improve children’s well-being. The open-ended nature of emojis makes children have the opportunity to discuss emoji symbols that are correct according to them and also help researchers interpret how children see their own world. Meanwhile, language ability aspects increased during this activity were vocabulary, the children ability to provide definition, solutions and examples of certain problems, and self-confidence. Keywords: children well-being; emoji; communication skill; preschools
Co-Authors Aris Suziman Gimin Gimin Hendripides Hendripides Muhammad Ilham Waode Eti Hardiyanti