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All Journal POLYGLOT Journal on Education Jurnal Syntax Transformation Jurnal Teropong Pendidikan Innovative: Journal Of Social Science Research
Agus Santoso
Universitas Pelita Harapan
Humanities Computer Science & IT Education Environmental Science Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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The Teacher’s Role in Supporting the ZPD in Students’ English Oral Communication Skills based on the PYP Language Scope and Sequence of Grade EY 3A: A Case Study Agustina Imelda Kurniasari; Agus Santoso
Polyglot Vol 12, No 2 (2016): April
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v12i2.362

Abstract

With many international schools implementing bilingual systems in their teaching learning activities, different students who come from different family backgrounds may apply bilingual communication, both at school and at home. For the classroom teacher, one approach to support students’ oral communication skills is through supporting the Zone of Proximal Development (ZPD). In order to make the ZPD happen in the classroom, particularly in the students’ speaking skills, the classroom teacher needs to apply some strategies. The research was descriptive qualitative and the tools used to collect data in the study were in the form of observations, interviews and field notes. The results of the research indicate there are six strategies that the classroom teacher used to support the ZPD. Besides that, there were five aspects that the classroom teacher did to support the students’ oral communication skills and based on the PYP Language Scope and Sequence, the students demonstrated various common trends in their oral communication skills.  BAHASA INDONESIA ABSTRAK: Dengan banyaknya sekolah Internasional yang menerapkan sistem dwibahasa dalam aktivitas belajar mengajar, peserta didik yang berasal dari latar belakang keluarga yang berbeda berkomunikasi menggunakan dua bahasa, baik di sekolah maupun di rumah. Bagi guru kelas, pendekatan yang bisa digunakan untuk mendukung keterampilan berkomunikasi lisan siswa adalah dengan mendukung Zone of Proximal Development (ZPD). Agar ZPD dapat berjalan di kelas, terutama di keterampilan berbicara siswa, guru kelas perlu menerapkan beberapa strategi. Penelitian ini adalah deskriptif kualitatif dan alat yang digunakan untuk mengumpulkan data dalam penelitian ini dalam bentuk observasi, wawancara dan catatan lapangan. Hasil penelitian mengindikasikan ada enam strategi yang  diterapkan guru kelas untuk mendukung Zone of Proximal Development. Di samping itu, ada lima aspek yang dilakukan guru kelas untuk mendukung keterampilan berkomunikasi lisan siswa dan berdasar PYP Language Scope and Sequence, siswa menunjukkan berbagai macam tren yang muncul pada umumnya.
Meningkatkan Identitas Nasional Dan Persepsi Positif Siswa Terhadap Globalisasi melalui Creative Productive Learning [Increasing National Identity and Student's Positive Perception of Globalization Through Creative Productive Learning] Agus Santoso; HG Retno Harsanti
Jurnal Teropong Pendidikan Vol 2, No 1 (2022): January 2022
Publisher : Magister Teknologi Pendidikan Fakultas Ilmu Pendidikan, Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/jtp.v2i1.5445

Abstract

National culture and globalization are two inseparable things. Globalization plays a huge role in spreading and interacting with cultures in different parts of the world. On the one hand, there are positive aspects of globalization, such as the ease of access to information and global communication. On the other hand, globalization impacts the fading of national culture due to global interactions. This study aimed to analyze the application of creative productive learning (CPL) methods to increase the perception of national identity and students' positive perceptions of globalization. The research design in this study was classroom action research (CAR), which was conducted on 11th-grade students of SDH Daan Mogot, Jakarta, in three cycles. Data were collected through interviews, questionnaires, and documentation. This study indicates that the CPL method can increase the perceptions of national identity and students' positive perceptions of globalization.
Forest School Movement For Developing Social Skill, Gross Motor Skill, And Fine Motor Skill In TK XYZ Bintaro Yuliana Yuliana; Agus Santoso
Jurnal Syntax Transformation Vol 3 No 09 (2022): Jurnal Syntax Transformatin
Publisher : CV. Syntax Corporation Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/jst.v3i09.596

Abstract

The Covid-19 pandemic has forced a change in the way children learn at school. It has been almost two years since they were forced to do learning from home by using some media, such as: Zoom, and Google Meets. However, after the children were vaccinated, some schools have been allowed to hold face-to-face meetings. Since then, the results of the reflections of several teachers have revealed that there is a decline in the children's social skills, gross motor skills, and fine motor skills. One approach that fits the school environment and curriculum at the XYZ Kindergarten is the Forest School Movement, which is an approach to teaching and learning by doing some natural activities that stimulate the children. The research design used was the Classroom Action Research (CAR) consisting of two cycles, with 20 children aged 3-4 years as the subjects and using a rubric for the assessment, together with the observation techniques to triangulate the data. The data were also supported by the interviews from the four teachers. The results have indicated that after the two cicles of the interventions given, there is a 24,64% increase of the social skills, a 33,75% increase of the gross motor skills and a 31,67% increase of the fine motor skills
Penerapan Model Problem-Based Learning Dalam Meningkatkan Keterampilan Berpikir Kritis Pemecahan Masalah Dan Komunikasi Dengan Menggunakan Padlet Pada Pelajaran Ppkn Di Kelas VIII A SMP HDS Jakarta Risma Dearni Saragih; Agus Santoso
Innovative: Journal Of Social Science Research Vol. 3 No. 2 (2023): Innovative: Journal Of Social Science Research (Special Issue)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v3i2.1841

Abstract

Keterampilan berpikir kritis, kemampuan pemecahan masalah dan keterampilan komunikasi adalah keterampilan abad 21 yang penting dan perlu dikembangkan bagi siswa SMP. Adapun yang menjadi tujuan dari penelitian ini adalah untuk menganalisis model pembelajaran Problem-Based Learning dalam meningkatkan keterampilan berpikir kritis, kemampuan pemecahan masalah dan keterampilan berkomunikasi pada pembelajaran Pendidikan Pancasila dan Kewarganegaraan di Kelas VIII A. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK). Jumlah siswa yang diteliti adalah 27 orang. Untuk memperoleh data, maka instrumen penelitian yang digunakan adalah dengan rubrik penilaian yaitu untuk mengukur keterampilan berpikir kritis, kemampuan pemecahan masalah dan keterampilan berkomunikasi. Hasil penelitian menunjukkan bahwa terjadi peningkatan pada kemampuan berpikir kritis, pemecahan masalah dan komunikasi. Dari hasil tersebut maka dapat disimpulkan bahwa model pembelajaran Problem-Based Learning dapat meningkatkan keterampilan berpikir kritis, pemecahan masalah dan komunikasi pada pembelajaran Pendidikan Pancasila dan Kewarganegaraan di Kelas VIII A SMP HDS Jakarta.
Penerapan Jigsaw Untuk Meningkatkan Motivasi Belajar, Keterampilan Berpikir Kritis, Dan Berkomunikasi Pada Pembelajaran Ipa Siswa Kelas VA SD Strada Bhakti Wiyata II Caecilia Ega Palmawati; Agus Santoso
Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i1.4565

Abstract

Learning motivation, critical thinking and communication skills need to be improved. Based on the results of the observations in the 5th Grade of Strada Bhakti Wiyata II Elementary School, they were not optimal yet. The students seemed less enthusiastic in participating in the classroom because they did not get any proper appreciation after each lesson. Based on the problems found by researcher, it was necessary to conduct a Classroom Action Research design conducted on the 28 Grade 5 Elementary School students to analyze the developments of their learning motivation, critical thinking skills, and communication by applying the jigsaw type of the cooperative learning model in the Science class. Based on the results of the study, implemented in three cycles, it can be concluded that the application of the jigsaw type of the cooperative learning model could help the students improve their learning motivation, critical thinking skills and communication.
Co-Authors Agustina Imelda Kurniasari Caecilia Ega Palmawati Harsanti, HG Retno Risma Dearni Saragih Yuliana Yuliana