Articles
<![CDATA[PENGARUH MEDIA PEMBELAJARAN DAN KECERDASAN INTERPERSONAL TERHADAP KEMAMPUAN BERPIKIR KRITIS SISWA KELAS V PADA PEMBELAJARAN PPKN DI SD NASIONAL SATU KOTA BEKASI ]]>
<![CDATA[Handayani, Dwi Maria]]>;
<![CDATA[Nurjannah, Nurjannah]]>;
<![CDATA[Situmorang, Robinson]]>
<![CDATA[ Jurnal Ilmiah Pendidikan Guru Sekolah Dasar Vol 2, No 02 (2018): Jurnal Ilmiah Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Universitas Trilogi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31326/jipgsd.v2i02.124
<![CDATA[Abstrak: Penelitian ini bertujuan untuk pengaruh media pembelajaran dan kecerdasan interpersonal terhadap kemampuan berpikir kritis siswa kelas V pada pelajaran PPKn. Penelitian ini dilaksanakan pada siswa Sd Nasional Satu Kota Bekasi, dengan subyek penelitian adalah siswa kelas V. Penelitian ini merupakan metode eksperimen dengan 2 x 2 factorial design. Hasil penelitian menunjukan bahwa: (1) Skor kemampuan berpikir kritis siswa yang menggunakan media pembelajaran audio visual lebih tinggi dari skor kemampuan berpikir kritis siswa yang menggunakan media pembelajaran konvensional, (2) Terdapat pengaruh interaksi antara penggunaan media pembelajaran dan kecerdasan interpersonal terhadap kemampuan berpikir kritis siswa, (3) Untuk siswa yang memiliki kecerdasan interpersonal tinggi, kemampuan berpikir kritis lebih tinggi bila menggunakan media pembelajaran audio visual, (4) Siswa yang memiliki kecerdasan interpersonal rendah, kemampuan berpikir kritis lebih tinggi menggunakan media pembelajaran konvensional.Kata Kunci: media pembelajaran, kecerdasan interpersonal, kemampuan berpikir kritis]]>
<![CDATA[Polite Speech Acts as a Behaviour of Value of Strengthening Character Education Program in Elementary Schools ]]>
<![CDATA[Andayani, Andayani]]>;
<![CDATA[Akbar, Makruf]]>;
<![CDATA[Situmorang, Robinson]]>
<![CDATA[ International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education ]]>
Publisher : <![CDATA[Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (147.845 KB)
<![CDATA[One of behavior that is an indicator of the implementation of the value of PPK (Strengthening Character Education) is polite speech acts. polite speech acts is a behavior / speech that is in accordance with manners. This study aims to describe polite speech acts as a behavior of the value of the PPK Program in elementary school. The method used was qualitative approach with descriptive type. The data were collected through informants, namely principals, teachers, and students. Data analysis was carried out with a mileshuberman model, namely data reduction, data display, and data verification. The results of the study showed that some schools have understood the PPK program concept and applied it in one of the behaviors in the form of polite speech acts practiced between teachers and students, students and students in the class. The PPK program in south Tangerang schools, particularly in the form of polite speech acts has been practiced in class. It was expected that polite speech acts could continue so that it takes the habituation of teachers who work with parents of students and students in the form of developing a journal of polite speech acts]]>
<![CDATA[DEVELOPMENT OF CATHOLIC RELIGIOUS LEARNING WITH THE PROJECT BASED LEARNING (PjBL) APPROACH ]]>
<![CDATA[Mite, Agustina Dede]]>;
<![CDATA[Eveline, Siregar]]>;
<![CDATA[Robinson, Situmorang]]>
<![CDATA[ Journal of Education Research and Evaluation Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jere.v5i2.32300
<![CDATA[The main purpose of this research is to develop Catholic Religion learning approach based -on project-based learning (PjBL) on the 7th Grade Junior High School Students of Saint Marie which is hoped can help teachers and students in the learning process as one of strategic learning to solve the problem teachers have faced which only focus on the result of cognitive aspect. The procedure in improving Catholic Religion uses developing MPI model with project-based learning (PjBL) on learning step design. Data collection technic is taken by observation, interview, and questionnaire. Data analysis technic which is used for this research is qualitative and quantitative. According to qualification analysis result from the resource expert for the attainment level is 95,4% with very good qualification and can be used without revision and according to qualification analysis result from design learning expert for the attainment level is 91,2% with very good qualification and can be used without revision too. Learning development by using project-based learning approach will be very effective to achieve learning objectives in affective aspect optimally. This result of this research implies that learning development by project-based learning is very useful in learning Catholic Religion especially in affective aspect. In conclusion, learning objective either cognitive and affective aspect can be achieved and every student personally will get the result of learning process well.Keywords: Project based learning, Catholic Religion learning, MPI model.]]>
<![CDATA[Curriculum Development for the Subject of “Jadi Pendamping Adik†in Class X ]]>
<![CDATA[Sera, Marianus A.G]]>;
<![CDATA[Situmorang, Robinson]]>;
<![CDATA[Siregar, Eveline]]>
<![CDATA[ Journal of Education Research and Evaluation Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23887/jere.v5i2.32416
<![CDATA[The aim of this study was to develop curriculum of “Jadi Pendamping Adik†subject in class X of Sint Peter Catholic Senior High School in Ende. This study was research and development which used Dick and Carrey model as the procedur of curriculum development. The steps of the curriculum development were: identify instructional goal, conduct instructional analysis, analyze learnes and contexts, write specific learning objectives, develop assesment instrumen, develop instructional strategy, develop and select instructional materials, design and conduct formative evaluation of instruction, and revise. Data feasiblity analysis from the experts used qualitatif and quantitatif descriptive data analysis. The result of the feasibility analysis from the instructional design expert, the percentage of achievment level was 92.5% with a very good qualifications and feasible to be used with revisions as needed. The result of the feasibility analysis from each material experts was 90% and 92.5% with a very good qualifications and feasible to be used with revisions as needed. The curriculum development of “Jadi Pendamping Adik†subject in class X was feasible to be used as a guide in learning.]]>
<![CDATA[A, The Orientation Training Design at Ombudsman Republik Indonesia ]]>
<![CDATA[Indah Puspita Sari Indah Puspita Sari]]>;
<![CDATA[Dr. Robinson Situmorang, M.Pd]]>;
<![CDATA[Santi Maudiarti, S.E., M.Pd]]>
<![CDATA[ Jurnal Pembelajaran Inovatif Vol 4 No 1 (2021): Jurnal Pembelajaran Inovatif ]]>
Publisher : <![CDATA[Universitas Negeri Jakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21009/JPI.041.01
<![CDATA[ABSTRAK Penelitian pengembangan ini bertujuan untuk mengembangkan desain pelatihan“pembentukan” untuk calon asisten dan calon pegawai negeri sipil OmbudsmanRepublik Indonesia. Berdasarkan metodenya penelitian ini termasuk dalam metodepenelitian dan pengembangan. Penelitian ini menggunakan Model PengembanganInstruksional (MPI) oleh Prof. Dr. M. Atwi Suparman, M.Sc. Prosedur pengembangandilakukan melalui delapan langkah yang ada dalam Model PengembanganInstruksional (MPI). Hasil penelitian berupa produk instruksional berupa kurikulumpelatihan serta bahan instruksional berupa modul pelatihan. Responden yang terlibatuntuk mengevaluasi produk adalah para ahli dan pengguna. Nilai yang diperoleh padatahap evaluasi formatif dari para ahli adalah sebesar 3.18 (baik) untuk materipembelajaran, sebesar 2.82 (baik) untuk desain pembelajaran, sebesar 3.55 (sangatbaik) untuk media pembelajaran. Sedangkan nilai yang diperoleh dari para penggunaadalah sebesar 3.21 (baik) untuk desain pelatihan dan bahan instuksional (modul)menurut instruktur pelatihan serta sebesar 3.64 (sangat baik) untuk bahaninstruksional (Modul) menurut Insan Ombudsman. ABSTRACT This development research has a purpose to develop orientation training design forassistants and ASN candidates at Ombudsman Republik Indonesia. Based on the method,this research included in the research and development method. This study used theInstructional Development Model (MPI) by Prof. Dr. M. Atwi Suparman, M.Sc. Thisdevelopment procedure carried out through eight steps in the Instructional DevelopmentModel (MPI). The results of this development research were instructional products suchas training curriculum and training modules. Respondents who got involved in evaluatingproducts are experts and users. The scores obtained from experts at the formativeevaluation stage are 3.18 (good) for learning material, 2.82 (good) for instructionaldesign, 3.55 (very good) for instructional media. While the scores obtained from users atthe formative evaluation stage are 3.21 (good) for training design and modules by trainersand 3.64 (very good) for modules by Insan Ombudsman.]]>
<![CDATA[USING PROBLEM-BASED LEARNING TO TEACH SOFTWARE MODELING IN INFORMATION TECHNOLOGY COLLEGES IN INDONESIA ]]>
<![CDATA[Bahar, Bahar]]>;
<![CDATA[Wibawa, Basuki]]>;
<![CDATA[Situmorang, Robinson]]>
<![CDATA[ Unnes Science Education Journal Vol 8 No 2 (2019): July 2019 ]]>
Publisher : <![CDATA[Department of Integrated Science, Faculty of Mathematics and Natural Sciences, Universitas Negeri Semarang in Collaboration with Perkumpulan Pendidikan IPA Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/usej.v8i2.32051
<![CDATA[The Direct-Instruction model which is still widely used in the learning of software modeling in higher education places more emphasis on classroom interactions initiated by the teacher. Generally, it only involves a small portion of student-to-student interaction. The direct learning systems that depend on the reflection ability of instructors only provide few opportunities for students to be actively involved in the learning process. Thus, it is different from software modeling which emphasizes Student-Centered Learning. Consequently, learning becomes ineffective and students cannot reach the minimum competency standard stated in the learning design. This paper proposes a Problem-Based Learning model that is integrated in software modeling learning at three segments: Curriculum segment, emphasizing the use of problems as the starting point of student learning; group segment, emphasizing collaboration systems (group discussion-based-learning); and student segment, stressing the Student-Directed Learning (SDL) system. The effectiveness test results show that the application of the PBL model in 3 segments (Curriculum, Individual, Group) in the learning design of Software Modeling, is effective in increasing the level of student mastery of a particular topic.]]>
<![CDATA[EVALUASI PROGRAM GERAKAN LITERASI SEKOLAH DI SEKOLAH DASAR WILAYAH KOTA DAN KABUPATEN TANGERANG ]]>
<![CDATA[Ina Magdalena]]>;
<![CDATA[Asih Rosnaningsih]]>;
<![CDATA[Maruf Akbar]]>;
<![CDATA[Robinson Situmorang]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 4 No. 2 (2019): Volume 4 Nomor 2 Desember 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (407.828 KB)
|
DOI: 10.23969/jp.v4i2.1768
<![CDATA[ABSTRACT This study aims to obtain data empirically about the implementation of the School Literacy Movement (SLM) program in elementary schools in Tangerang City and Regency, Banten Indonesia. It discusses how far the SLM program has been implemented and what obstacles have been experienced in implementing it in the level of elementary schools. This type of research is a qualitative descriptive research located at SDN Jurumudi 2, SDN Gempol Sari, SDN Sudimara Timur 5, SDN Ciakar, dan SDS Mutiara Hati Tangerang. Subjects were principals, teachers and students. The research instruments used are interview, observation and documentation. The results of the study indicate that the implementation of the SLM program in elementary schools in Kota and Kabupaten Tangerang is merely at the habituation stage. Therefore, the implementation of the SLM program in primary schools needs to be improved through comprehensive and sustainable socialization and assistance in order to achieve the objectives of the SLM program. Keywords: school literacy, literacy movement, elementary school.]]>
<![CDATA[Pengembangan Pembelajaran Berbasis Blended Learning Pada Mata Pelajaran Etimologi Multimedia ]]>
<![CDATA[Maria Dissriany Vista Banggur]]>;
<![CDATA[Robinson Situmorang]]>;
<![CDATA[Rusmono Rusmono]]>
<![CDATA[ JTP - Jurnal Teknologi Pendidikan Vol 20 No 2 (2018): Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (253.802 KB)
|
DOI: 10.21009/jtp.v20i2.8629
<![CDATA[: The purpose of this study was to develop blended learning-based learning on multimedia etymology subjects. This research develops face-to-face learningcombined with online / offline learning and arranged using Edmodo platform. The method used is research and development, with a system approach referring to the Dick Carey and Carey model. The stage of product trials begins with material experts, media experts and learning design experts. Then the product was tested for XMM class students, namely one to one trials, small groups and large groups. The average score of the expert media was 3.52 or good, 4.00 material or very good and 3.73 learning design expert was good. In the testing phase for students the average score for one to one is 3.09, in the small group is 3.01 and in the large group is 3.40. The conclusion of the study is that blended learning-based learning in subjects of multimedia etymology is good and worthy of use.]]>
<![CDATA[IDENTIFIKASI KEBUTUHAN PUSAT SUMBER BELAJAR PADA SEKOLAH LANJUTAN PERTAMA DAN SEKOLAH LANJUTAN ATAS DI INDONESIA ]]>
<![CDATA[Robinson Situmorang]]>
<![CDATA[ Perspektif Ilmu Pendidikan Vol 14 No VII (2006): Perspektif Ilmu Pendidikan ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan Universitas Negeri Jakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (214.375 KB)
|
DOI: 10.21009/PIP.142.7
<![CDATA[This research covering 30 junior High School in 10 regions in Indonesia aims at identifying the needs for learning resource center. the findings show that all schools have performed the funcion of learning resource center in instructional activities and 70% of the teachers has used media in their instructions; 78% of the schools have included learning resource center in their school stuctures; but only 30% of them treat the learning resource centers as formal organizations. more over, 90% of the schools provide special room for learning resource center which are generally used for Audio Visual. besides, the hardware and software of learning resources are not as complete as they should be. Based on the findings this research recomends the goverment facilitates the schools to develop learning resources center in each school as it has important and strategic roles in improving the quality of instructional process and competencies.]]>
<![CDATA[PENGEMBANGAN VIDEO ANIMASI TUTORIAL UJIAN TANDA KECAKAPAN KHUSUS PRAMUKA SEKOLAH DASAR ]]>
<![CDATA[Hendar Ahmad Wibisono]]>;
<![CDATA[Robinson Situmorang]]>;
<![CDATA[Etin Solihatin]]>
<![CDATA[ Perspektif Ilmu Pendidikan Vol 34 No 2 (2020): Perspektif Ilmu Pendidikan ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan Universitas Negeri Jakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21009/PIP.342.7
<![CDATA[Minimnya media instruksional sebagai salah satu sumber belajar materi kepramukaan di sekolah, menjadi latar belakang dilakukannya penelitian ini. Penelitian pengembangan ini bertujuan untuk mengembangkan media pembelajaran video animasi tutorial ujian Tanda Kecakapan Khusus (TKK) wajib pramuka tingkat penggalang, sebagai salah satu sumber belajar dalam ujian TKK wajib dalam kegiatan kepramukaan. Model metode pengembangan yang digunakan adalah model pengembangan ADDIE. Penelitian pengembangan ini menghasilkan sebuah media pembelajaran Video Animasi Tutorial Ujian TKK Wajib Pramuka dalam bentuk video animasi .mp4 yang dapat dioperasikan pada perangkat keras yang memiliki fitur pemutar media digital, seperti; smartphone dan notebook. Video animasi tutorial ini juga disertai buku pedoman penyelenggaran dan Lembar Kerja Siswa (LKS) sebagai pelengkap produk media instruksional. Pada tahap pengembangan, video animasi tutorial ini telah diuji oleh ahli materi yang memiliki kualifikasi di bidang kepramukaan dan ahli media, dengan hasil “baik”. Adapun dalam tahap implementasi dan evaluasi, video animasi tutorial ini telah diuji oleh praktisi pembelajaran dan pengguna, hasilnya adalah video animasi tutorial dapat menjadi acuan dalam kegiatan kepramukaan untuk penyelenggaraan ujian TKK wajib tingkat penggalang yang dibuktikan dengan adanya peningkatan nilai pada saat tes awal dibandingkan dengan nilai pada saat tes akhir dalam asesmen kegiatan kepramukaan.The lack of instructional media as scouting material learning resources in schools become the reason in conducting this research. This study aims to develop an animated video tutorial of advancement badges test for boyscout, as one of learning resources for scouting. The development model method used was ADDIE. This research produced an animated video tutorial of advancement badges test for boyscout in .mp4 video format which can be operated on hardware that has a player feature, such as; smartphone and notebook. This animated video tutorial is accompanied by a manual book and student worksheet as a complementary to instructional media products. At step of development, This animated video tutorial has been tested by qualified material and media experts of scouting, which results “good”. As for the implementation and evaluation stages, this video has been tested by learning practition and users. The result from this stage recommends that the animated video tutorial can be used as a reference for advancement badges test for boyscout. It was proven by an increasing score at the time of the pretest compared to the score at the end of posttest assessment of scouting activities.]]>
