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All Journal Jurnal Pendidikan Terbuka Dan Jarak Jauh Jurnal PAJAR (Pendidikan dan Pengajaran)
Raja Usman
Universitas Terbuka
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PERANAN PENGURUS POKJAR UPBJJ-UT PEKANBARU DALAM MEMPROMOSIKAN UNIVERSITAS TERBUKA Shanti Devi; Raja Usman
Jurnal Pendidikan Terbuka Dan Jarak Jauh Vol. 11 No. 2 (2010)
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (96.513 KB)

Abstract

Students at Universitas Terbuka especially from Primary Schools Teachers Education program are clustered into study groups. These study groups exist in all UT regional centers. Several study groups are coordinated by a coordinator. The coordinators have important role in managing the students learning activities as well as promoting Universitas Tebuka. Charcteristics of coordinators, factors related to coordinators roles, and their involvement in promoting UT are discussed in this article.
UTILIZING JIGSAW METHOD TO IMPROVE LEARNING ACTIVITIES AND STUDENTS’ HISTORY LEARNING OUTCOME AT CLASS XII IPS (SOCIAL SCIENCE) OF SMA NEGERI 10 PEKANBARU Julita Marta; Raja Usman
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 5, No 1 (2021)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v5i1.8226

Abstract

The purpose of this study was to improve the activities and learning outcomes in two cycles. An initial test was conducted before carrying out the learning process. The score in the pre-cycle was 2390; the score in cycle I was 2885, and the score in cycle II was 3070. Meanwhile, the average score in th pre-cycle was 68.29, in cycle I, it increased to 78.92 and cycle II, it increased to 87.71. The score was obtained based on minimum learning mastery (KKM) which was 80. In the pre-cycle, there were only 8 students (22.86%) who reached the KKM while 27 students did not reach the KKM (77.14%). In cycle 1, 24 students (68.57%) reached the KKM and 11 students did not reach the KKM (31.43%). Moreover, in cycle II, 34 students reached the KKM (97.14%) and only 02.86% of students did not reach the KKM. From these results, the highest score in pre-cycle was 85 and the lowest score was 45; the highest score in cycle I was 95 and the lowest score was 75. In addition, based on the range and criteria of the score, the percentage in pre-cycle was 3143% (enough), in cycle I was 37.14% (very high), and in cycle II was 51.43% (very high). Then, students’ activity in each cycle increased for 71.43 and 85.71 respectively. It could be concluded that jigsaw method improved the learning activity and students’ learning outcomes at class XII IPS SMA Negeri 10 Pekanbaru.
IMPROVING THE ABILITY TO ARRANGE WORDS INTO SENTENCES BASED ON MIDDAY ACTIVITIES BY USING WORD PICTURE CARD MEDIA AT CLASS 1.C SD NEGERI 10 KECAMATAN PINGGIR, KABUPATEN BENGKALIS Raja Usman
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 5, No 1 (2021)
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v5i1.8227

Abstract

This was classroom action research (CAR) consisting of two cycles. The main focus in this study was arranging words into sentences based on midday activities by using word picture card media. The subjects of this study were students at grade 1.C SD Negeri 10 Pinggir. The purpose of this study was to improve students’ learning outcomes. The average score of students learning outcome in pre-cycle was 31.68. then, it increased to 72.68 in cycle I, and 82.80 in cycle II. The minimum achievement criteria set by the school was 70. 57.14% of students did not achieve the KKM while 42.86% of them achieved the KKM in the pre-cycle. Then, in cycle 1 35.71% of the students did not achieve the KKM and the rest 64.29% achieved the KKM; and in Cycle II, all students or 100% of them achieved the KKM. Related to changes in students’ behavior towards self-discipline, discipline, and cooperation between students as well as knowledge of skills in learning, the students’ self-confidence in cycle 1 started to appear for 60.71, MB for 32.14 and SM for 7.14; for discipline MT was 72.18, MB was 39.2: and SM was 17.88. Meanwhile, for the collaboration, MB was 28.57 and SM was 71.43. Then, in Cycle II,  for self confidence MT and SM were equally 50.00%; for the discipline MB was 35.71 and BC was 64.29; and for cooperation B was 14.29 and BC was 85.71. In Cycle I, there was only  one error (67.86%), and 2 – 3 mistakes (32.14%). In Cycle II there was only 1 error (89.29%) and 2-3 mistakes (10.71%). It can be concluded that the use of picture media increased the activity and the students’ learning outcome in writing words to sentences at elementary school.
Co-Authors Julita Marta Shanti Devi