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All Journal Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Randwick International of Education and Linguistics
Siman Siman
Lecturer In Universitas Negeri Medan, Medan
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Influence of Scramble Learning Models and Motivation Learning on the Results of Citizension Education Class V SD Students State 101766 Bandar Setia Dewi Lestari; Reh Bungana; Siman Siman
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): 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.v4i1.1603

Abstract

Teachers have a duty to encourage, guide and provide learning facilities to achieve goals. Teachers have a responsibility to see everything that happens in the classroom to help student development. Teachers must be able to carry out their duties properly by first having to understand carefully the matters relating to the teaching and learning process, because the success of the learning process is supported by the ability of the teacher to develop and generate activeness and students in the learning process. The research method used is the Quasi Experiment (Quasi Experimental Method) with the research design as the basis for the implementation of the research is to distinguish the influence of the Inquiry method and the effect of conventional methods on learning outcomes of Citizenship Education in terms of high learning motivation and low learning motivation where the treatment class is class Va student and Vb class. The following is presented sequentially descriptive data regarding: (1) Civics learning outcomes students are taught using scramble learning model, (2) Civics student learning outcomes are taught using the expository model, (3) Civics student learning outcomes have high learning motivation, (4) Civics student learning outcomes have motivation to learn low, (5)Civics learning outcomes of students who have high learning motivation are taught with the Scramble learning model, (6) Civics learning outcomes of students who have low learning motivation are taught with the Scramble learning model, (7) Civics learning outcomes of students who have high learning motivation are taught using the expository learning model, (8) Civics learning outcomes of students who have low learning motivation are taught using the expository learning model.
The Effect of STAD Type Cooperative Learning Models and Students' Social Skills on the Fifth Grade Students Learning Outcomes at Cinta Rakyat State Primary School Sri Astuti; Rachmat Mulyana; Siman Siman
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): 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.v4i1.1654

Abstract

This study aims to investigate: (1) the difference in the effect of STAD type cooperative learning model and jigsaw type on the fifth grade student learning outcomes at Cinta Rakyat state primary school, (2) the difference in learning outcomes between students with high social skills and low social skills at grade five and (3) the interaction between cooperative learning approaches and social skills on the learning outcomes of fifth grade students of state primary school. This research is a quasi experimental research. The population of this study is students in class V1, V2, V3 at Cinta Rakyat state primary school. The sample in this study is class Va for the experimental class that is taught by using STAD type cooperative learning and the control class is Vb which is taught by using jigsaw type cooperative learning. The results show that: (1) the learning outcomes of students who are taught by STAD cooperative learning, 25.70. It is greater than students who are taught by jigsaw cooperative learning, it is 21.83, (2) the learning outcomes of students taught using high social skills obtains an average score of 25.07, while the learning outcomes of students who use low social skills obtains an average score of 22.63, and (3) there is no significant interaction between the use of learning and students' social skills (high, and low) in influencing learning outcomes.
Evaluation of Authentic Assessment Implementation in SDN 101775 Sampali, Deli Serdang Regency, Academic Year 2019/2020 Syarifah Aini; Deny Setiawan; Siman Siman
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.v3i1.802

Abstract

This research is an evaluation research with a quantitative descriptive approach. The evaluation model used is the Stake Countenance Model. The subjects of this study were all teachers in SDN 101775 Sampali, Deli Serdang Regency with a total of 12 teachers. Data collection techniques using observation, questionnaires, documentation and interviews. In analyzing data using descriptive methods. From the results of research conducted on the evaluation of the implementation of authentic assessment in SDN 101775 Sampali Deli Serdang Regency with a stake countenance evaluation model that is 90.39%. This is evidenced from the three stages of stakeholder evaluation in the implementation of authentic assessment which consists of an input phase (antecendents phase) which is evaluated consisting of analysis of learning documents, attitude assessment documents, knowledge assessment documents and skills assessment very well complete with a percentage of 89.46% . In the transaction phase that was evaluated, namely how the authentic assessment carried out by the teachers at SDN 101775 Sampali was carried out very well with a percentage of 90.71%. In the evaluated outcome phase which is the reporting of student learning outcomes and teacher understanding of the implementation of authentic assessment in schools has been going very well with a percentage of 91%. The next suggestion for the implementation of authentic assessment is continuously monitored so that the teacher's understanding of the implementation of authentic assessment can be carried out properly.
The Development of Critical Thinking Assessment Instruments on Thematic Learning of Life Events in the Fifth Class of Elementary School Students Anggi Pradita; Sahyar Sahyar; Siman Siman
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 4, No 1 (2021): 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.v4i1.1664

Abstract

This study aims to: (1) investigate the feasibility level of developing a critical thinking assessment instrument in the fifth grade thematic lesson of state primary school number 107396 Paluh Merbau, (2) find out the level of effectiveness of critical thinking assessment in the fifth grade thematic lessons at the school, and (3) find out the practicality level of the assessment instrument for critical thinking in the fifth grade. The subject in this study is students of class V state primary school number 107396 Paluh Merbau and the object in this study is the developed critical thinking instruments. The data collection instruments used consisted of learning outcomes test and observation. The results show that the product of this critical thinking assessment instrument is validated by three expert evaluation lecturers who have expertise in their fields. The results of the analysis on three aspects of the evaluation expert are the aspect of content feasibility before the revision received a score of 95% with the criteria very feasible. In the construction aspect, it obtains a score of 87.50% with the criteria very feasible and the linguistic aspect obtains a score of 79, 16% with the feasible criteria. The product of critical thinking assessment-based test instruments for mapping primary school student learning outcomes on cognitive competencies is able to facilitate and benefit teachers in conducting assessments. It is in line with the formulation of the problem which states that critical thinking assessment-based test instruments are for mapping student learning outcomes in effective critical thinking used by the teacher in assessing students' critical thinking assessment.
Using Snakes and Ladders Game and Crossword Puzzle as STAD Model Based on Students’ Creativity Andreas Lubis; Syarifah Syarifah; Siman Siman
Randwick International of Education and Linguistics Science Journal Vol. 5 No. 2 (2024): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v5i2.1000

Abstract

This research analyzes and finds out several things; 1) the influence of STAD learning using the snakes and ladders game on students' social studies learning outcomes based on high and low learning activeness; 2) To determine the effect of STAD learning using TTS media on students' social studies learning outcomes based on high and low learning activeness. This research method uses quasi-experimental research (quasi-experiment). This research was divided into two classes, namely experimental class I and experimental class II, which were given learning treatment using the STAD learning model. The results of the research are that; 1) The STAD learning model using the snakes and ladders game on learning outcomes based on high learning activity of students in class V of State Elementary School, Kisaran Barat District, the average pre-test score is 65.8 and the average post-test score is 83.6 with a point difference of 18 or 26 .1%. The pre-test average was 61.8, while for Randa students' active learning the post-test average score was 71.27 with a difference of 9 points or 13.9%. 2) The STAD learning model with a crossword puzzle game on learning outcomes based on students' high learning activity, with an average pre-test score of 59.27 and after being treated the average score was 69.82, a difference of 11 points or 15.5%. Meanwhile, based on students' low learning activity, the average pre-test score was 57.33 and after being treated the average score was 67.6, the difference was 10 or 15% points. The conclusion is that there is an influence of the STAD learning model with crossword puzzles and snakes and ladders on learning outcomes based on students' high and low learning activeness and the same goes for using snakes and ladders.
Co-Authors Andreas Lubis Anggi Pradita Deny Setiawan Dewi Lestari Rachmat Mulyana Reh Bungana Sahyar Sahyar Sri Astuti Syarifah Aini Syarifah Syarifah