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Penerapan Model Kooperatif Tipe Think Pair Share untuk Meningkatkan Partisipasi Siswa pada Materi Pembelajaran IPA di Kelas VI SDN 113 Kota Jambi Perawati Perawati; Sukendro Sukendro; Urip Sulistyo
Jurnal Gentala Pendidikan Dasar Vol. 5 No. 1 (2020): Jurnal Gentala Pendidikan Dasar
Publisher : Department of Primary School Teacher Education, Faculty of Teacher Training and Education, Jambi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/gentala.v5i1.9425

Penelitian ini bertujuan untuk mengetahui apakah model pembelajaran kooperatif tipe Think Pair Share ini dapat meningkatkan partisipasi siswa. Penelitian ini merupakan penelitian tindakan kelas (classsroom action research). Penelitian ini terdiri dari tiga siklus, masing-masing siklus terdiri dari empat tahap yaitu perencanaan, pelaksanaan tindakan, observasi dan evaluasi, serta analisis dan refleksi. Dimana model ini adalah pembelajaran kelompok yaitu guru memberi apersepsi untuk mengajak siswa berpikir (Think) lalu mengelompokkan siswa dengan terdiri dari 2-6 orang yang kemudian berdiskusi (Pair) dan mempersentasikannya di depan kelas (Share) untuk mendapatkan kesimpulan pada akhir pembelajaran. Hasil penelitian menunjukkan bahwa partisipasi yang dialami siswa dari siklus 1 yaitu 75 % dengan kategori cukup, pada siklus II yaitu 85,5 % dengan kategori baik dan siklus III 90 % dengan kategori sangat baik. Berdasarkan hasil yang diperoleh dalam penelitian, dapat disimpulkan bahwa penerapan pembelajaran dengan menggunakan model kooperatif tipe Think Pair Share dapat meningkatkan partisipasi siswa pada materi pembelajaran IPA di kelas VI SDN 113 / IV Kota Jambi

Problematika Pemanfaatan Media Pembelajaran Berbasis Digital Febrizka Alya Rahma; Hary Soedarto Harjono; Urip Sulistyo
Jurnal Basicedu Vol 7, No 1 (2023): February
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i1.4653

Revolusi digital menimbulkan dampak besar, salah satunya dalam dunia pendidikan. Penelitian ini bertujuan untuk mendeskripsikan permasalahan pemanfaatan media pembelajaran berbasis digital sehingga dapat dijadikan sebagai bahan evaluasi dalam pembelajaran. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus. Berdasarkan dari hasil penelitian melalui observasi dan wawancara menunjukan bahwa terdapat permasalahan guru dalam memanfaatkan media pembelajaran berbasis digital dikarenakan kurangnya kealihan di bidang teknolgi informasi dan komunikasi. Permasalahan tersebut dialami oleh guru muda maupun guru yang sudah berumur. Permasalahan guru dalam memanfaatkan media pembelajaran meliputi: 1) Guru terbiasa menggunakan model pembelajaran konvesional tanpa memanfaatkan media pembelajaran. 2) Penggunaan media pembejaran berbasis digital masih rendah. 3) Fasilitas pembelajaran Teknologi Informasi dan Komunikasi yang belum tercukupi 4) Kurangnya dukungan pemerintah dalam meningkatkan kualitas Sumber Daya Manusia untuk memanfaatkan Teknologi Informasi dan Komunikasi di kegiatan belajar mengajar. Penelitian ini diharapkan dapat menjadi bahan evaluasi untuk berbenah dalam melaksanakan pendidikan yang berkualitas.

Problematika Pemanfaatan Media Pembelajaran Berbasis Digital Febrizka Alya Rahma; Hary Soedarto Harjono; Urip Sulistyo
Jurnal Basicedu Vol 7, No 1 (2023): February
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i1.4653

Revolusi digital menimbulkan dampak besar, salah satunya dalam dunia pendidikan. Penelitian ini bertujuan untuk mendeskripsikan permasalahan pemanfaatan media pembelajaran berbasis digital sehingga dapat dijadikan sebagai bahan evaluasi dalam pembelajaran. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus. Berdasarkan dari hasil penelitian melalui observasi dan wawancara menunjukan bahwa terdapat permasalahan guru dalam memanfaatkan media pembelajaran berbasis digital dikarenakan kurangnya kealihan di bidang teknolgi informasi dan komunikasi. Permasalahan tersebut dialami oleh guru muda maupun guru yang sudah berumur. Permasalahan guru dalam memanfaatkan media pembelajaran meliputi: 1) Guru terbiasa menggunakan model pembelajaran konvesional tanpa memanfaatkan media pembelajaran. 2) Penggunaan media pembejaran berbasis digital masih rendah. 3) Fasilitas pembelajaran Teknologi Informasi dan Komunikasi yang belum tercukupi 4) Kurangnya dukungan pemerintah dalam meningkatkan kualitas Sumber Daya Manusia untuk memanfaatkan Teknologi Informasi dan Komunikasi di kegiatan belajar mengajar. Penelitian ini diharapkan dapat menjadi bahan evaluasi untuk berbenah dalam melaksanakan pendidikan yang berkualitas.

IMPLEMENTASI STANDAR PROSES PENDIDIKAN KURIKULUM MERDEKA PADA PEMBELAJARAN BAHASA INDONESIA DI SMP AL-IRSYAD KOTA JAMBI Yuanda Safriani; Urip Sulistyo; Sophia Rahmawati
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 No. 03, September 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.12905

This study aims to describe the planning, implementation, and assessment of the Independent Curriculum learning process by Indonesian language teachers at Al-Irsyad Junior High School in Jambi City. This study uses a descriptive approach with qualitative research. Two types of data are used: (1) primary data, namely observations of teaching modules, learning implementation, and interviews observing classroom learning implementation; and (2) secondary data, namely the Indonesian language teacher's teaching module and the results of open-ended interviews. Data collection techniques used were document study, interviews, observation, and recording techniques. The results of the study indicate: 1) The planning of the learning process carried out by teachers successfully implemented all the standard learning process indicators as stipulated in Minister of Education and Culture Regulation Number 16 of 2022. 2) During the implementation of the learning process, teachers were not able to fully implement the indicators for each element. Although some elements were implemented, they were not included in the teaching module. 3) Assessment of the learning process was not conducted through reflection among fellow educators but solely by the principal.

Grammatical Errors Committed by the Student-Teachers in Their Theses Monalisa Monalisa; Syahrial Syahrial; Urip Sulistyo; Mukhlash Abrar
Indonesian Language Education and Applied Linguistics Reviews Vol. 1 No. 1 (2025): Volume 1, Issue 1, April 2025
Publisher : Media Akademika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66272/55yyf790

This study aimed to recognize to what extent grammatical errors occurred in undergraduate theses. A qualitative content analysis was employed on 25 theses reported by student-teachers. The writer hired the four steps of errors analysis proposed by Ellis (1997). To adjust to the study's purpose, the two significant taxonomies of errors - the linguistic category and surface taxonomy strategy – were used to make the errors easily classified and explained. Interviews were also conducted to student-teachers and their theses advisors. The deep interaction between the writer and the theses was done by reading them intensively to ensure truthful data. It was found 1397 erroneous sentences that were spread out into simple, compound, complex, and faulty sentences, and they derived 2278 grammatical errors. In relation to the ways of language learners make errors, they were broken into five pieces of the process: omission, misinformation, addition, misordering, and selection. The next findings were source of error issues which consisted of interlingual errors (transfer of structure) and intralingual ones (overgeneralization, incomplete application of rules, false analogy, misanalysis, exploiting redundancy). The results of discussion on the findings led to reflect the student-teachers language status, mainly their writing skill in the position of developmental stage. For accuracy, there are three ways to respond these errors: error corrections, strategy training, and grammar instruction in the context of academic writing. A proto syllabus of Thesis Writing course is proposed to facilitate students in producing adequate thesis.

Project-Based Learning in English for Specific Purposes (ESP): A Study of Midwifery Students and Lecturers at a Higher Education Institution in Jambi Rahmah Rahmah; Urip Sulistyo; Marzul Hidayat; Eddy Haryanto; Mila Darmi
Indonesian Language Education and Applied Linguistics Reviews Vol. 1 No. 1 (2025): Volume 1, Issue 1, April 2025
Publisher : Media Akademika Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66272/n31pbg18

This study aimed to explain and describe the implementation and possible breakthrough of students centered learning approach using PjBL in English for specific purposes among midwifery students. Descriptive qualitative study was used as a method of this study. There were 11 participants consisting midwifery students and English lecturers Higher Education Institution in Jambi. The data were collected through several techniques namely documents, observation and interview. The results indicated that there are three things that must be prepared by the lecturers before implementing PjBL in the classroom; 1) lesson plan, 2) Syntax PjBL, 3) preparing questions that can foster students' critical thinking. The results of the study also reveal that the implementation of PjBL in speaking skills among midwifery students includes several steps in it namely; starting project, developing project, implementing project and evaluation. However, from the findings it was found that, there was 1 lecturer who was less intensive in implementing these stages. The findings in this study also explored and found positive perceptions of midwifery students towards implementing PjBL to enhance students' speaking skills. From the findings, the students explained that PjBL helped them to be more active, enjoy and be able to learn collaboratively. Several participants also explained that there was an increase in progress from the speaking aspect that they felt after the PjBL was implemented. In addition to a positive perspective, this study also managed to find a number of challenges that students felt while participating in learning English speaking class using PjBL. Several possible breakthroughs to the best implement of PjBL for further class were also found in this study. some recommendations and considerations regarding PjBL implementation to enhance students' speaking skills were also given

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