Articles
<![CDATA[Peningkatan Kemampuan Membaca Nyaring melalui Metode Modeling pada Siswa Kelas VI SD Negeri Lambelu Kec. Bumi Raya Kab. Morowali ]]>
<![CDATA[Sofiana, Nina]]>
<![CDATA[ Jurnal Kreatif Tadulako Online Vol 2, No 4 (2014): Jurnal Kreatif Tadulako Online ]]>
Publisher : <![CDATA[Jurnal Kreatif Tadulako Online ]]>
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<![CDATA[Rumusan masalah dalam penelitian ini adalah apakah kemampuan siswa kelas VI SD Negeri Lambelu dalam membaca nyaring dapat ditingkatkan melalui metode Modeling. Tujuan penelitian ini untuk meningkatkan kemampuan siswa dalam membaca nyaring melalui metode modeling di kelas VI SD Negeri Lambelu. Untuk mengkaji masalah peneliti melakukan penelitian, yaitu suatu bentuk penelitian tindakan kelas yang menggunakan pendekatan kualitatif dan kuantitatif. Subjek penelitian dilakukan di kelas VI SD Negeri Lambelu dengan jumlah siswa 28 orang terdiri dari 13 orang laki-laki dan 15 orang perempuan. Teknik pengumpulan data digunakan melalui observasi dan evaluasi. Data yang dikumpulkan melalui dua siklus dan dianalisis dengan menyertakan sejumlah tabel-tabel frekuensi dan hasil presentase serta penjelasan yang mendasar. Kriteria ketuntasan minimal yang telah ditetapkan adalah 65 untuk ketuntasan belajar individu dan 70 untuk nilai kriteria ketuntasan klasikal. Kesimpulan hasil penelitian menunjukan bahwa dari hasil analisis data, pada siklus I nilai rata-rata siswa 65,81 dengan persentase ketuntasan 57,14% kemudian pada siklus II meningkat menjadi 78,90 dengan persentase ketuntasan 89,28 %, dengan demikian perolehan nilai rata-rata pada siklus kedua dapat meningkat. Berdasarkan hasil tersebut dapat disimpulkan bahwa dengan metode modeling dapat meningkatkan kemampuan siswa dalam pembelajaran membaca nyaring. Kata kunci: Peningkatan Kemampuan, Membaca Nyaring, Metode Modeling.]]>
<![CDATA[COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) â BASED INTERACTIVE CD IN TEACHING READING ]]>
<![CDATA[Mubarok, Husni]]>;
<![CDATA[Effendi, Dwi Erlin]]>;
<![CDATA[Sofiana, Nina]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016 ]]>
Publisher : <![CDATA[Language Circle: Journal of Language and Literature ]]>
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DOI: 10.15294/lc.v11i1.7846
<![CDATA[This paper was aimed at describing studentsâ activities during the implementation of teaching reading through CIRC-based interactive CD, knowing studentsâ achievement in reading after taught by using the media, and their responses toward the implementation of the media. This study was conducted on nine different junior high schools in Jepara. The subject of the study was seventh grade students. The research method of this study was classroom action research in which the researchers used observation, test, and questionnaire. Observation was used to collect the data dealing with studentsâ activities in the classroom. Test was used to measure studentsâ achievement before the implementation, first cycle and second cycle. Questionnaire was used to get studentsâ responses toward the implementation of the media. The result showed that there were some activities in teaching reading like reading group and team and basal-related activities. The improvement of studentsâ score was also improved before and after the implementation. It was showed by the studentsâ average score 7.6 (before), 7.8 (first cycle), and 8.0 (second cycle). Studentsâ perception toward reading was also changed in the aspect of reading nature, learning reading, strange with vocabulary, getting main idea, and teaching media.]]>
<![CDATA[Cooperative Integrated Reading and Composition (CIRC) and Reading Motivation: Examining The Effect on Students’ Reading Ability ]]>
<![CDATA[Mubarok, Husni]]>;
<![CDATA[Sofiana, Nina]]>
<![CDATA[ Lingua Cultura Vol 11, No 2 (2017): Lingua Cultura Vol. 11 No. 2 ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/lc.v11i2.1824
<![CDATA[This study examined the effect of Cooperative Integrated Reading and Composition (CIRC) and reading motivation on students’ reading ability. The design of the study was the factorial design of experimental research. The research was conducted on one state junior high school in Jepara Municipality under the Ministry of National Education. The independentvariable of this research was teaching strategies which were classified into two; those who used CIRC as the experimental group and those who used conventional teaching strategy as the control group; while reading motivation, as the moderator variable, was classified into high and low motivation. Students’ reading ability was considered as a dependent variable. This research used 68 students as respondents selected through simple random sampling. The research was analyzed by using multifactor analysis of variance (two-way ANOVA). The research reveals that teaching strategies differ significantly from one another in their effect on the students’ reading ability. The students with high motivation perform better in their reading ability than low-motivation students, regardless of the teaching strategy used. Nevertheless, there is no significant interactioneffect of teaching strategy and reading motivation on students’ reading ability. It means that the effect of teaching strategy on the students’ reading ability does not depend on the students’ reading motivation where F-test (3,326) is lower than (<) F-table 3,99. at 0,05 significance level.]]>
<![CDATA[Peningkatan Kemampuan Membaca Nyaring melalui Metode Modeling pada Siswa Kelas VI SD Negeri Lambelu Kec. Bumi Raya Kab. Morowali ]]>
<![CDATA[Sofiana, Nina]]>
<![CDATA[ Jurnal Kreatif Online Vol 2, No 4 (2014): Jurnal Kreatif Online ]]>
Publisher : <![CDATA[Jurnal Kreatif Online ]]>
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<![CDATA[Rumusan masalah dalam penelitian ini adalah apakah kemampuan siswa kelas VI SD Negeri Lambelu dalam membaca nyaring dapat ditingkatkan melalui metode Modeling. Tujuan penelitian ini untuk meningkatkan kemampuan siswa dalam membaca nyaring melalui metode modeling di kelas VI SD Negeri Lambelu. Untuk mengkaji masalah peneliti melakukan penelitian, yaitu suatu bentuk penelitian tindakan kelas yang menggunakan pendekatan kualitatif dan kuantitatif. Subjek penelitian dilakukan di kelas VI SD Negeri Lambelu dengan jumlah siswa 28 orang terdiri dari 13 orang laki-laki dan 15 orang perempuan. Teknik pengumpulan data digunakan melalui observasi dan evaluasi. Data yang dikumpulkan melalui dua siklus dan dianalisis dengan menyertakan sejumlah tabel-tabel frekuensi dan hasil presentase serta penjelasan yang mendasar. Kriteria ketuntasan minimal yang telah ditetapkan adalah 65 untuk ketuntasan belajar individu dan 70 untuk nilai kriteria ketuntasan klasikal. Kesimpulan hasil penelitian menunjukan bahwa dari hasil analisis data, pada siklus I nilai rata-rata siswa 65,81 dengan persentase ketuntasan 57,14% kemudian pada siklus II meningkat menjadi 78,90 dengan persentase ketuntasan 89,28 %, dengan demikian perolehan nilai rata-rata pada siklus kedua dapat meningkat. Berdasarkan hasil tersebut dapat disimpulkan bahwa dengan metode modeling dapat meningkatkan kemampuan siswa dalam pembelajaran membaca nyaring. Kata kunci: Peningkatan Kemampuan, Membaca Nyaring, Metode Modeling.]]>
<![CDATA[COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) – BASED INTERACTIVE CD IN TEACHING READING ]]>
<![CDATA[Mubarok, Husni]]>;
<![CDATA[Effendi, Dwi Erlin]]>;
<![CDATA[Sofiana, Nina]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v11i1.7846
<![CDATA[This paper was aimed at describing students’ activities during the implementation of teaching reading through CIRC-based interactive CD, knowing students’ achievement in reading after taught by using the media, and their responses toward the implementation of the media. This study was conducted on nine different junior high schools in Jepara. The subject of the study was seventh grade students. The research method of this study was classroom action research in which the researchers used observation, test, and questionnaire. Observation was used to collect the data dealing with students’ activities in the classroom. Test was used to measure students’ achievement before the implementation, first cycle and second cycle. Questionnaire was used to get students’ responses toward the implementation of the media. The result showed that there were some activities in teaching reading like reading group and team and basal-related activities. The improvement of students’ score was also improved before and after the implementation. It was showed by the students’ average score 7.6 (before), 7.8 (first cycle), and 8.0 (second cycle). Students’ perception toward reading was also changed in the aspect of reading nature, learning reading, strange with vocabulary, getting main idea, and teaching media.]]>
<![CDATA[Study Interaction the Impact of Problem Based Learning and Thinking Learning Models Creative to Performance Studying Social Sciences ]]>
<![CDATA[Sofiana, Nina]]>;
<![CDATA[Misnah, Misnah]]>;
<![CDATA[Herlina, Herlina]]>
<![CDATA[ Journal of Education Method and Learning Strategy Том 2 № 02 (2024): Journal of Education Method and Learning Strategy ]]>
Publisher : <![CDATA[PT. Riset Press International ]]>
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DOI: 10.59653/jemls.v2i02.815
<![CDATA[Learning model Problem based learning (PBL) is a student - centered learning model , where student Study solve problem in accordance material learning in a way independent . Whereas ability think creative student is ability student in create your own ideas . Understand interaction between the PBL model and capabilities think creative can give valuable insight For increase performance Study student . Research purposes This namely : (1) examine interaction the impact of the PBL model on performance students ' social studies learning , (2) studying interaction impact think creative to performance study , (3) study interaction impact of PBL models and thinking creative to performance Study . Research design This use design phenomenology , in activity Data analysis follows stages of the Miles and Huber analysis process . And technique analysis of the data used is technique analysis descriptive . Research result This shows : (1) Yes interaction the positive impact of the PBL learning model on performance students learn social studies . (2) Yes interaction positive impact ability think creative student to performance Study . (3) Yes interaction positive impact of the PBL learning model and abilities think creative student to performance study social studies. (4) Yes interaction more impact large PBL learning model towards performance Study than ability think creative student.]]>
<![CDATA[Pengembangan Media Pop-Up Book untuk Memperkuat Karakter Nasionalisme pada Siswa Sekolah Dasar ]]>
<![CDATA[Abda’u, Marissa Jenyo]]>;
<![CDATA[Sofiana, Nina]]>;
<![CDATA[Muhaimin, Muh]]>
<![CDATA[ Indo-MathEdu Intellectuals Journal Vol. 4 No. 3 (2023): Indo-MathEdu Intellectuals Journal ]]>
Publisher : <![CDATA[Lembaga Intelektual Muda (LIM) Maluku ]]>
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DOI: 10.54373/imeij.v4i3.465
<![CDATA[This research aims to develop a pop up book media that can strengthen the character of nationalism in elementary school students. The development model used in this development research is the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The subjects of this study were all grade IV students of SDIT Ali Bin Abi Talib with a total of 34 people and 1 class teacher. Data were obtained from observation, interviews, documentation, and tests and analyzed quantitatively and qualitatively. The results showed that students needed pop-up book learning media to improve the character of nationalism. The pop-up book media developed gets a very valid category based on the validation results of each expert. The results of validation by material experts and media experts are included in the "Good" category. Then, the results of the t-test on the test data showed that there was a significant difference in nationalism character between students who were taught using Pop up book media and students who were not taught using media. Therefore, the pop-up book media developed is feasible and can be used as an alternative learning media for students to improve the character of nationalism.]]>
<![CDATA[PENERAPAN METODE DRILL DENGAN MEDIA KARTU PINTAR JAWA (KAPIJA): EFEKTIFITAS DALAM PEMBELAJARAN BAHASA JAWA ]]>
<![CDATA[Widya, Kellyna Cahya]]>;
<![CDATA[Wiranti, Dwiana Asih]]>;
<![CDATA[Sofiana, Nina]]>
<![CDATA[ Inteligensi : Jurnal Ilmu Pendidikan Vol 7, No 1 (2024): DOI: http://doi.org/10.33366/ilg.v7i1 ]]>
Publisher : <![CDATA[Universitas Tribhuwana Tunggadewi ]]>
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DOI: 10.33366/ilg.v7i1.5870
<![CDATA[The purpose of this study was to determine the application of the drill method combined with Kartu Pintar Jawa (KAPIJA) media in improving student learning outcomes in class V SDN 2 Mantingan in Javanese script learning. The research method used was quantitative with a pre-experimental design involving 42 elementary school students. The results of this study revealed that student learning outcomes were proven to have increased as seen from the average pretest score of 44.4 increasing to 79.6 in the posttest. In addition, the t-test resulted in a 2-Tailed significance value = 0.000, indicating that there was a significant difference between the pretest and posttest results. The results showed that the combination of drill method and KAPIJA media was effective in improving students' understanding of Javanese characters. This combination succeeded in improving students' Javanese script literacy by making learning more interactive and fun.]]>
<![CDATA[ENGLISH LECTURERS’ BELIEFS AND PRACTICES IN TEACHING WRITING THROUGH FEEDBACK ]]>
<![CDATA[Mubarok, Husni]]>;
<![CDATA[Shofiyuddin, Muh.]]>;
<![CDATA[Harsono, Harsono]]>;
<![CDATA[Sutama, Sutama]]>;
<![CDATA[Murtiyasa, Budi]]>;
<![CDATA[Sofiana, Nina]]>;
<![CDATA[Andriyani, Santi]]>
<![CDATA[ Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 11, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Nahdlatul Ulama Jepara ]]>
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DOI: 10.34001/edulingua.v11i2.7667
<![CDATA[Feedback is crucial in the writing learning process, as it enables students to enhance the quality of their work after receiving input from their teacher. Nonetheless, lecturers do not completely grasp the essence of writing education. This study seeks to explore lecturer' beliefs about teaching writing through feedback, describe how these beliefs are applied in teaching practices, and identify any discrepancies between these beliefs and what occurs in the classroom. This research employs a qualitative methodology through a case study. Data were collected via interviews with teachers and students, along with learning observations, and were then analyzed using both qualitative and quantitative methods through descriptive statistics. The findings of the study suggest that feedback plays a vital role in teaching writing, particularly when complemented by Merdeka curriculum centered on outcome-based learning. The different types of feedback used in learning include written feedback, conferencing, and peer feedback. The roles that lecturers take on include facilitator, provider of feedback, and coordinator. The disparity that arises pertains solely to the lecturer's role in providing feedback, without taking any corrective measures. This research suggests that implementing corrective feedback can enhance students' writing skills.]]>
<![CDATA[Pelatihan pengembangan bahan ajar bilingual english-sains (ESA) Untuk Meningkatkan Kompetensi Guru Sekolah Dasar: Studi kasus di SDN 3 Sekuro ]]>
<![CDATA[Muzakki, Muhammad Alie]]>;
<![CDATA[Putri, Aprilia Riyana]]>;
<![CDATA[Sofiana, Nina]]>
<![CDATA[ Abdimas Siliwangi Vol. 8 No. 1 (2025): Februari 2025 ]]>
Publisher : <![CDATA[IKIP SILIWANGI ]]>
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<![CDATA[Pelatihan pengembangan bahan ajar bilingual berbasis sains bertujuan untuk meningkatkan kompetensi guru dalam menyusun dan mengimplementasikan bahan ajar yang mengintegrasikan bahasa Inggris dan ilmu pengetahuan alam di SDN 3 Sekuro. Masalah yang dihadapi adalah rendahnya kemampuan guru dalam menerapkan pendekatan bilingual dan kontekstual secara bersamaan. Kegiatan ini mencakup identifikasi kebutuhan melalui survei awal, pelatihan berbasis praktik, serta simulasi pengajaran menggunakan pendekatan kontekstual. Hasil menunjukkan peningkatan signifikan dalam pemahaman dan penerapan strategi pengajaran bilingual oleh guru, terutama dalam penggunaan bahasa Inggris dan penerapan konsep sains secara kontekstual. Selain itu, pelatihan ini berhasil meningkatkan kepercayaan diri guru dalam mengajar bilingual serta memperkuat keterlibatan mereka dalam proses pengajaran. Namun, tantangan terkait variasi kemampuan bahasa siswa memerlukan dukungan berkelanjutan. Program ini diharapkan dapat menjadi model bagi sekolah lain dalam menerapkan pengajaran bilingual berbasis sains.]]>
