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Rubianto Rubianto
Universitas Muhammadiyah Makassar
Education

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Pengaruh Model Cooperative Tipe Two Stay Two Stray Terhadap Hasil Belajar IPS Murid Kelas IV SDN 113 Inpres Barugae Kecamatan Camba Kabupaten Maros Ulul Azmi Ramadani; Syarifah Aeni Rahman; Rubianto Rubianto
Journal on Education Vol 6 No 3 (2024): Volume 6 Nomor 3 Tahun 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i3.5686

Abstract

The influence of the Two Stay Two Stray Cooperative Learning Model on the social studies learning outcomes of Class IV students at SDN 113 Inpres Barugae, Camba District, Maros Regency. Thesis. Department of Elementary School Teacher Education, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar. Supervisor I Syarifah Aeni Rahman, and supervisor II Rubianto. This research is a type of experimental research. This research uses a one-group pretest-posttest design. Where in this study a sampling technique was used, namely saturated sampling, where the entire population in this study was sampled as 19 students. This research aims to determine the effect of the Two Stay Two Stray Cooperative learning model on the social studies learning outcomes of Class IV students at SDN 113 inpres Barugae, Camba District, Maros Regency and to determine student learning outcomes before and after using the Two stay two stray type cooperative learning model on the results. studying social studies for Class IV students at SDN 113 inpres Barugae, Camba District, Maros Regency. Data collection techniques use tests, observation sheets and documentation. The research instrument used observation sheets and learning outcomes tests. The results of the research in class IV of SDN 113 Inpres Barugae showed that the average value of the post-test learning results was greater than the average value of the pretest learning results or 88.24% > 61.83%. And also the number of students who completed the pretest was less than the posttest learning results. Where the number of students who completed the pretest was 6 students with a percentage of 31.58%. less than during the posttest with 16 students completing the test with a percentage of 84.21%.
Implementasi Kurikulum Merdeka dalam Mewujudkan Pendidikan yang Berkualitas di SDN 154 Tulekko Kebupaten Bulukumba Muh. Hapis; Syarifah Aeni Rahman; Rubianto Rubianto
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.5797

Abstract

The main problem in this research is what is the level of implementation of the independent curriculum in realizing quality education at SDN 154 Tulekko Regency. Bulukumba. This research aims to determine the implementation of the independent curriculum in realizing quality education at SDN 154 Tulekko Regency. Bulukumba. This type of research is descriptive qualitative research, namely the data collected is in the form of words, images, not numbers. The samples used were the principal, homeroom teacher of classes I and IV and 2 students of classes I and IV. The instruments used to collect data were observation, interviews and documentation. Based on the results of research conducted by researchers regarding the implementation of the independent curriculum in realizing quality education at SDN 154 Tulekkon, Bulukumba Regency. The results obtained from the school community, namely the principal, homeroom teacher and representatives of students in grades 1 and 4, were used as informants in this research. Implementation of the Independent Curriculum at SDN 154 Tulekko, Bulukumba Regency. The implementation system is gradual, so the first year is grades 1 and 4. The second year follows grades 2 and 5. The implementation of the independent curriculum at SDN 154 Tulekko, Bulukumba Regency, which needs to be prepared, of course there is cooperation or collaboration between the school, be it the principal, teachers or students. . In this case, IKM program planning. Factors that become obstacles or obstacles in implementing independent learning at SDN 154 Tulekko, Bulukumba Regency are limited resources and difficulties in formative assessment.
Co-Authors Muh. Hapis Syarifah Aeni Rahman Ulul Azmi Ramadani