Kasmidawati Kasmidawati
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Improving Mathematics Learning Results By Implementing Circ Cooperative Learning Model Kasmidawati Kasmidawati
Jurnal Ilmiah Pendidikan Scholastic Vol 2 No 2 (2018): Jurnal ilmiah Pendidikan Scholastic
Publisher : Fakultas Sastra Universitas Ekasakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (89.713 KB) | DOI: 10.36057/jips.v2i2.268

Abstract

To learn a lesson well, we need to hear, see, ask questions about it, and discuss it with others. Not only that, teachers need to "do it", that is to describe something in their own way, to show their example, to try to practice their skills and to do tasks that demand the knowledge they have gained. The problems to be studied in this research are: Does the implementation of CIRC Cooperative Learningtipe model can improve the learning outcomes of mathematics? Steps taken in this model. Subject peneliatiannya is a fourth grader elementary school, conducted in class IV in addition to researchers teaching this class, because the class has problems according to the studied. Research involving two mathematics teachers in grade IV SDN 07 Pasar Salido. One teacher as the lead researcher and one other teacher as observer. This study was conducted in 3 cycles. Each cycle has 4 stages. Namely (1) Planning, (2) Action, (3) Observation, and (4) Reflection. Data analysis was done by using comparative descriptive analysis that is comparing test value between cycles with work indicator. So the data analysis in this research is done both quantitatively and qualitatively. Test results in the analysis quantitatively based on prosestase. While the data obtained from the observations were analyzed qualitatively. Some conclusions that can be drawn from the results of classroom action research (PTK) is as follows: 1) Student learning motivation in general has increased the average of motivation is quite good at the beginning of 75% of students to 90% of students in grade IV SDN 07 Salido Market. This is according to the analysis of the researcher as follows: (1) Students are happy with the variation of the learning model that they think new and they have never been before (2) The learning material discussed is relatively understandable by the students because in the previous school level has been taught. The results of tests performed on each cycle increased, except in cycle III. In cycle I the average value of 65.40, in cycle II the average value of 69.00 and in cycle III the average value of 68.00. This is according to the observation and experience of researchers because for the material students in cycle III about the media is relatively more difficult than the material in cycles I and II.
Application Of Conference Writing Methods Can Improve Short Story Writing Skills Kasmidawati Kasmidawati
Jurnal Ilmiah Pendidikan Scholastic Vol 2 No 2 (2018): Jurnal ilmiah Pendidikan Scholastic
Publisher : Fakultas Sastra Universitas Ekasakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (87.505 KB) | DOI: 10.36057/jips.v2i2.270

Abstract

To learn something well, we need to hear, see, ask questions about it, and discuss it with others. Not only that, teachers need to "do it", that is to describe something in their own way, to show their example, to try to practice their skills and to do tasks that demand the knowledge they have gained. Problems to be studied in this research are: a. How to improve learning result of Indonesian language especially about writing short story? b. Steps taken in improving learning outcomes Indonesian language ?. The approach of this research uses a qualitative approach with classroom action research design, which is carried out cyclically. Cycle I with planning, action, observation, and reflection. Likewise the next cycles. In PTK as well as teachers can examine their own activities on their own done in its own class. By involving their students through planned, implemented and evaluated actions, TOD can be performed without interrupting other learning and will not burden the work of the teacher in performing daily tasks. PTK can be done in an integrated manner with daily activities. Precisely with PTK teachers can improve the quality of learning processes and products. The study considers the results or impact of classroom action research from various criteria based on reflections for revision. Reflection is a re-application of the lessons learned. The reflections are evaluations that have been made and suggestions for future learning. Based on the description of researchers draw conclusions as follows: The ability of students to write short stories in class IV before using the method of writing (writing together) is categorized enough with the average value: 6.90 (unfinished). There is an increase in the ability to write short stories with the method of writing writing (writing together) grade IV students are categorized both with an average value of 7.69 (complete). This capability increases in cycle II and cycle III reaches an average value of 8.46 (complete). Matched material for writing short story experiences for students SDN 07 Pasar Salido is a material that suits the conditions, desires, experiences, and the ability to write short stories.