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All Journal Nizhamiyah Hikmah
Rahmat Rifai Lubis
Sekolah Tinggi Agama Islam Sumatera
Religion Education Social Sciences

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STRATEGI GURU UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA PADA PEMBELAJARAN IPA DIKELAS V SD SWASTA ALWASHLIYAH KECAMATAN BERASTAGI KABUPATEN KARO Rahmat Rifai Lubis; Rizka Syahputri
NIZHAMIYAH Vol 12, No 1 (2022): NIZHAMIYAH
Publisher : Universitas Islam Negeri Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/niz.v12i1.1477

Abstract

Tujuan penelitian ini adalah untuk mengetahui: 1) Kemampuan berpikir kritis siswa dalam pembelajaran IPA siswa kelas V  SD Swasta Alwashliyah Kecamatan Berastagi, 2) Strategi guru  untuk meningkatkan kemampuan berpikir kritis siswa dalam pembelajaran IPA di kelas V SD Swasta Alwashliyah Kecamatan Berastagi, 3) Faktor yang mempengaruhi kemampuan berpikir kritis siswa kelas V SD Swasta Alwashliyah Kecamatan Berastagi, 4) Masalah yang dihadapi guru untuk meningkatkan kemampuan berpikir kritis siswa kelas V SD Swasta Alwashliyah Kecamatan Berastagi. Penelitia ini menggunakan penelitian kualitatif deskriptif. Responden dalam penelitian ini adalah Kepala sekolah, Wali Kelas dan Siswa. Teknik pengumpulan data yang digunakan yaitu metode observasi, wawancara dan dokumentasi. Analisis data yang dilakukan adalah reduksi data, penyajian data dan verifikasi, sedangkan penyajian keabsahan data dilakukan dengan memfokuskan pada hal-hal yang menjadi pokok bahasan, analisis dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa : 1) Keterampilan guru dalam menerapkan strategi pembelajaran sudah mulai dikembangkan dan sudah cukup baik. Guru sudah mampu menerapkan strategi pembelajaran yang bervariasi agar dapat memberikan semangat belajar siswa, menghindari kebosanan dan kejenuhan dalam proses belajar mengajar, 2) Penerapan strategi mengajar guru terhadap kemampuan berpikir kritis siswa sangat berpengaruh dengan keaktifan siswa dan suasana belajar siswa di dalam kelas. Siswa cenderung lebih aktif untuk bertanya dan lebih sigap dalam menyelesaikan tugas yang diberikan oleh guru, 3) Adapun pendukung diterapkannya strategi pembelajaran adalah kerjasama yang baik antara kepala sekolah dengan guru, guru dengan guru yang berusaha mengembangkan kualitas mengajar yang baik dan saling berbagi informasi terbaru terkait hal tersebut, dan guru dimudahkan dalam mengelola kelas, 4) Adapun kendala yang dihadapi guru saat diterapkannya strategi pembelaajran ialah masih kurangnya pengatahuan guru tentang variasi strategi pembelajaran, kurangnya sarana dan prasarana sekolah dan masih kurangnya media pembelajaran. Kata Kunci : Strategi, Berpikir Kritis, Pembelajaran IPA
Penerapan Strategi Pembelajaran Jigsaw Learning untuk Meningkatkan Hasil Belajar Akidah Akhlak Siswa Tingkat Dasar Rahmat Rifai Lubis; Nurul Zahriani Jf; Dairina Yusri
Hikmah Vol. 19 No. 1 (2022): Januari-Juni 2022
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (533.412 KB) | DOI: 10.53802/hikmah.v19i1.146

Abstract

This study aims to determine student learning outcomes in the Aidah Akhlak lesson in the Final Day material before and after the application of the Jigsaw Learning Learning Strategy for Class V MIS Pendidikan Agama Islam Students. This study uses a classroom action research method consisting of 2 cycles, where each cycle consists of planning , action, observation and reflection. The results of the study explain that (1) The results of student learning before the application of the Jigsaw Learnig learning strategy were from 20 students there was only 1 student who could achieve the KKM score while 19 students were categorized as incomplete. (2) Student learning outcomes in the first cycle of the application of the Jigsaw Learnig learning strategy from the total number of students, namely 20 students, there were only 15 students who could achieve the KKM score while 5 students were categorized as incomplete. (3) Student learning outcomes in the second cycle of the application of the Jigsaw Learnig learning strategy from the total number of students, namely 20 people have completed, and 20 students are in very good grades. Of the 20 people, none were in the good or sufficient and less categories. (4) The students' response to the application of the Jigsaw Learning learning strategy was that they admitted that they were very happy with this method. The reason is that with this method they will not be monotonous just listening to the teacher lecture.
Penerapan Strategi Pembelajaran Jigsaw Learning untuk Meningkatkan Hasil Belajar Akidah Akhlak Siswa Tingkat Dasar Rahmat Rifai Lubis; Nurul Zahriani Jf; Dairina Yusri
Hikmah Vol. 19 No. 1 (2022): Januari-Juni 2022
Publisher : Sekolah Tinggi Agama Islam Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/hikmah.v19i1.146

Abstract

This study aims to determine student learning outcomes in the Aidah Akhlak lesson in the Final Day material before and after the application of the Jigsaw Learning Learning Strategy for Class V MIS Pendidikan Agama Islam Students. This study uses a classroom action research method consisting of 2 cycles, where each cycle consists of planning , action, observation and reflection. The results of the study explain that (1) The results of student learning before the application of the Jigsaw Learnig learning strategy were from 20 students there was only 1 student who could achieve the KKM score while 19 students were categorized as incomplete. (2) Student learning outcomes in the first cycle of the application of the Jigsaw Learnig learning strategy from the total number of students, namely 20 students, there were only 15 students who could achieve the KKM score while 5 students were categorized as incomplete. (3) Student learning outcomes in the second cycle of the application of the Jigsaw Learnig learning strategy from the total number of students, namely 20 people have completed, and 20 students are in very good grades. Of the 20 people, none were in the good or sufficient and less categories. (4) The students' response to the application of the Jigsaw Learning learning strategy was that they admitted that they were very happy with this method. The reason is that with this method they will not be monotonous just listening to the teacher lecture.
Co-Authors Dairina Yusri Nurul Zahriani Jf Rizka Syahputri