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All Journal Jurnal PAJAR (Pendidikan dan Pengajaran) ELS Journal on Interdisciplinary Studies in Humanities
Nofrico Afendi
Universitas Riau
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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DEVELOPMENT OF TEACHING MATERIALS READING COMPREHENSION BASED ON COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) STRATEGY AS CHARACTER EDUCATION IN CLASS VI ELEMENTARY SCHOOL Nofrico Afendi; Mudjiran Mudjiran; Darnis Arif; Misliati Misliati
JURNAL PAJAR (Pendidikan dan Pengajaran) Vol 3, No 5 (2019)
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.v3i5.7810

Abstract

This study aims to develop learning to read understanding based on CIRC strategies as an effort to instill character education in grade VI elementary schools that is valid, practical, and effective. This type of research is research and development. The development model used is a 4-D model consisting of the stages of defining, designing, developing and disseminating. This research data from the validity test was obtained through the validation sheet of teaching materials. Practicality data was collected through observation sheets of the implementation of the lesson plans, teacher and student response questionnaires, and interviews with teachers. Based on the validity test obtained the percentage of RPP 91.3% with a very valid category. This means that the RPP component is in accordance with the Ministry of Education Regulation No. 41 of 2007. The results of the validity of teaching materials with a percentage of 90% with a very valid category, this means that teaching materials that have been developed are in accordance with curriculum demands. The practicality test results of the implementation of lesson plans with a percentage of 95.3% with the category of very practical, during the trial teacher has no difficulty in implementing learning. The percentage of teacher responses to the questionnaire was 92.5% with a very practical category, the teacher stated the teaching material developed was different from the previous teaching material, easy to use in learning. The percentage of questionnaire responses of students was 90.2% with a very practical category, teaching materials were also interesting for students because they were designed with more interesting colors and drawings. Judging from the effectiveness test, the character values in the trials averaged 82.8%, while in the distribution of the students' character values 81%. In reading skills, the percentage while testing is 85%, while in the spread is 89%. Based on the above description, it can be concluded that the reading materials for understanding CIRC-based strategies developed can be declared valid, practical and effective
Development of Linguistic Intelligence Instruments for Elementary Schools Student Otang Kurniaman; Dea Sinta Maharani; Eddy Noviana; Nofrico Afendi
ELS Journal on Interdisciplinary Studies in Humanities Vol. 3 No. 1 (2020): MARCH
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (544.285 KB) | DOI: 10.34050/els-jish.v3i1.8966

Abstract

This research method is a 4-D model that has stages which include: 1) defining, 2) design, 3) development and 4) dissemination. Respondents tested a limited instrument involving 21 fourth grade students in elementary school. The results of this study obtained an assessment from experts in the validation of linguistic intelligence instruments with an average of 3.5 with worthiness of 86.75 in the very feasible category. The next activity is the stage of developing instruments to assess linguistic intelligence and then a limited trial of 21 students with the results of linguistic intelligence obtained by students 1 (4.8%) female students who have very high linguistic intelligence, 7 (33.33%) students who linguistic intelligence with a high category, 11 (52.4%) students who have linguistic intelligence with a high enough category and 2 (9.5%) students who have linguistic intelligence with a low category. It can be concluded that the instrument for assessing linguistic intelligence in elementary school students can be used on a broad scale
Co-Authors Darnis Arif Dea Sinta Maharani Eddy Noviana Misliati Misliati Mudjiran Mudjiran Otang Kurniaman