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Panji Maulana
STKIP SEBELAS APRIL SUMEDANG

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UPAYA MENINGKATKAN MINAT BELAJAR DAN KETERAMPILAN MENDESKRIPSIKAN MELALUI METODE GALERY WALK PADA PEMBELAJARAN BAHASA INDONESIA Panji Maulana
Jurnal Edukasi Sebelas April Vol 3 No 1 (2019): Jurnal Edukasi STKIP Sebelas April
Publisher : STKIP Sebelas April Sumedang

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This study deals with the application of the Gallery Walk method to increase interest in learning and writing skills in paragraph descriptions for grade II students at SD Negeri Pangsor, Cimanggung District, Sumedang Regency. The general purpose of the research is to describe the application of the Gallery Walk method of learning interest and paragraph writing writing skills. Specifically, the purpose of this study is to describe the planning, implementation and improvement of interest in learning and writing paragraph description skills in Indonesian subjects after applying the Gallery Walk method. The research method used in this study is the Classroom Action Research (CAR) model of Kemmis and Mc. Taggart is carried out in three cycles. Data collection techniques used were documentation, observation, interview and test techniques. The results of the study by applying the Gallery Walk method in Indonesian subjects can increase student interest in learning and improve the ability to write paragraphs of student description, as evidenced by student interest in learning in the first cycle, the average indicator of student interest in learning is only 70. In cycle II, the average the average indicator of student motivation is only 74. The average value and percentage of mastery learning in cycle I the average value reached 71 with a percentage of mastery learning 76%, in cycle II the average value reached 88 with 100% mastery learning percentage. Based on the research, several recommendations that can be conveyed include the teacher must first study the learning methods before carrying out learning, the teacher can apply the Gallery Walk method for other subjects, the principal must provide infrastructure that supports learning activities applying the Metede Gallery Walk, and for researchers then if you are going to apply the Gallery Walk method, you must study or master theories about the Gallery Walk method and can try to apply the Gallery Walk method to other subjects.
PENERAPAN METODE KWL (KNOW-WANT TO KNOW-LEARNED) UNTUK MENINGKATKAN MOTIVASI BELAJAR DAN KEMAMPUAN MEMBACA PEMAHAMAN Panji Maulana
Jurnal Edukasi Sebelas April Vol 2 No 2 (2018): Jurnal Edukasi STKIP Sebelas April
Publisher : STKIP Sebelas April Sumedang

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This study deals with the application of KWL (Know-Want To Know-Learned) method to improve learning motivation and reading comprehension ability grade VB students of SD Negeri Cileles Jatinangor Sub-district, Sumedang. The general purpose of research is to describe the application of KWL method to improve learning motivation and reading comprehension ability. Specifically, the purpose of this study describes the planning, implementation and improvement of learning motivation and reading comprehension skills of children's stories on Indonesian subjects after applied KWL method. The research method used in this research is Classroom Action Research (PTK ) Kemmis and Mc model. Taggart which is implemented in three cycles. Data collection techniques used are documentation techniques, observation, interviews and tests. The result of research by applying KWL method in Indonesian Language subjects can increase students motivation and improve students reading comprehension, as evidenced by the students learning motivation in cycle I, the average indicator of students' learning motivation is only 63.8%. In cycle II, the mean of student learning motivation indicator is only 71,2%. In cycle III, the average indicator of student's learning motivation increased to 75.4%, and increased 4.2%. The average value and the percentage of learning completeness in cycle I average score reached 63.75 with the percentage of learning completeness 41.6%, in the second cycle the average score reached 69.7 with the percentage of learning completeness 66.6%, and in cycle III the average value reached 71.6 with 87.5% complete learning percentage. Based on the research, some recommendations that can be submitted include teacher must study KWL method first before implementing learning, teacher can apply KWL method for other subjects, principal must provide infrastructure which support learning activity applying KWL metede, and for further researcher if will apply the KWL method then it should examine or master the theories about the KWL method and may try to apply the KWL method to other subjects.
EFEKTIVITAS STRATEGI DIRECTED READING THINKING ACTIVITY (DRTA)DALAM PEMBELAJARAN MEMBACA PEMAHAMAN KARYA SASTRA DAN BERPIKIR KRITIS SISWA SEKOLAH DASAR MT Hartono Ikhsan; Panji Maulana
Jurnal Edukasi Sebelas April Vol 1 No 1 (2017): Jurnal Edukasi STKIP Sebelas April
Publisher : STKIP Sebelas April Sumedang

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Penelitian ini dilatarbelakangi oleh pendapat ahli dan hasil penelitian yang menyatakan bahwa masih rendahnya kemampuan membaca pemahaman dan berpikir kritis siswa sekolah dasar di Indonesia. Dalam upaya mengatasi permasalahan rendahnya kemampuan membaca pemahaman dan berpikir kritis tersebut, peneliti menggunakan strategi DRTA yang memiliki prinsip dasar melibatkan keaktifan siswa mulai dari melatih memeriksa, membuat hipotesis, menemukan bukti, menunda penghakiman, dan mengambil keputusan berdasarkan pengalaman dan pengetahuannya.Tujuan penelitian ini adalah untuk mengetahui dan menganalisis (1) pola rancangan pembelajaran membaca pemahaman dengan strategi DRTA; (2) proses pembelajaran membaca pemahaman dengan strategi DRTA; (3) keefektifan pembelajaran membaca dengan menggunakan strategi DRTA terhadap membaca pemahaman karya sastra siswa sekolah dasar; dan (4) keefektifan pembelajaran membaca dengan menggunakan strategi DRTA terhadap meningkatnya kemampuan berpikir kritis siswa sekolah dasar. Penelitian ini merupakan penelitian kuasi eksperimen dengan desain Nonequivalent Control Group Design. Dalam desain ini dua kelompok diberi prates untuk mengetahui keadaan awal adakah perbedaan antara kelompok eksperimen dan kelompok kontrol. Setelah adanya perlakuan pada setiap kelompok, dilakukan pascates untuk mengetahui peningkatan yang diperoleh oleh masing-masing kelompok. Instrumen yang digunakan dalam penelitian ini terdiri dari tes pemahaman membaca bacaan, tes berpikir kritis, lembar observasi, dan lembar tanggapan guru. Analisis data dilakukan dengan uji-t. Hasil penelitian menunjukkan bahwa pembelajaran membaca dengan strategi DRTA efektif dalam meningkatkan kemampuan membaca pemahaman karya sastra dan berpikir kritis siswa sekolah dasar. Hal ini terlihat dari uji-t yang menunjukan bahwa kemampuan membaca pemahaman karya sastra dan berpikir kritis siswa di kelas eksperimen mengalami peningkatan lebih tinggi daripada kelas kontrol. Berdasarkan hasil penelitian ini, pembelajaran membaca dengan strategi DRTA dapat menjadi strategi pembelajaran alternatif yang dapat diterapkan dalam upaya meningkatkan kualitas pendidikan terutama membaca pemahaman karya sastra dan berpikir kritis siswa. Oleh karena itu, strategi ini dapat direkomendasikan untuk diterapkan dalam pembelajaran membaca di sekolah dasar. Selanjutnya, strategi ini juga dapat direkomendasikan untuk diterapkan pada semua mata pelajaran di sekolah dasar.