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Asdar Asdar
Fakultas Keguruan Dan Ilmu Pendidikan Universitas Bosowa Makassar
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Keefektifan Model Pembelajaran Savi Berbantuan Media Audiovisual Dalam Pembelajaran Keterampilan Menulis Cerita Fiksi Siswa Kelas IV SDN Pagandongan Evya, Evya; Asdar, Asdar; Bakri, Muhammad
Jounal of Primary Education Vol 5 No 1 (2024): Bosowa Journal of Education, Desember 2024
Publisher : Postgraduate Bosowa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/bje.v5i1.5254

Abstract

Tujuan penelitian adalah untuk mendeskripsikan hasil pembelajaran antara kelas kontrol yang menggunakan media pembelajaran konvensional dengan kelas eksperimen yang menggunakan model pembelajaran SAVI berbantuan media audiovisual dalam pembelajaran keterampilan menulis siswa kelas IV dan mendeskripsikan keefektifan model pembelajaran SAVI berbantuan media audiovisual dalam pembelajaran keterampilan menulis cerita fiksi pada siswa kelas IV. Jenis penelitian ini adalah jenis penelitian posttest control group design atau disebut dengan true experimental design (eksperimen murni). Jumlah sampel dalam penelitian ini adalah 374 orang, yang terdiri dari 12 rombel, yang menjadi sampel adalah kelas IVa dengan jumlah siswa 32 orang sebagai kelas eksperimen, dan Kelas IVb jumlah siswa 29 orang sebagai kelas kontrol. Metode pengumpulan data yang digunakan yaitu tes hasil belajar untuk mengukur keterampilan menulis, dan dokumentasi. Tehnik analisis data yang digunakan yaitu pendekatan statistik deskriptif dan analisis inferensial, dan uji hipotesis. Berdasarkan uji Paired sampel test menunjukkan adanya perbedaan nilai rata-rata yang signifikan antara kelas kontrol dan kelas eksperimen setelah diberikan perlakukan. Maka dapat disimpulkan bahwa penggunaan model pembelajaran SAVI efektif dalam pembelajaran keterampilan menulis cerita fiksi siswa kelas IV. The objectives of the study were to determine 1) describe the learning outcomes between the control class using conventional learning media and the experimental class using SAVI learning model assisted by audiovisual media in learning writing skills of grade IV students; 2) describe the effectiveness of SAVI learning model assisted by audiovisual media in learning fiction story writing skills in grade IV students. This type of research is a posttest control group design or called true experimental design (pure experiment). The number of samples in this study was 374 people, consisting of 12 rombel, the samples were class IVa with 32 students as the experimental class, and Class IVb with 29 students as the control class. The data collection methods used were learning outcome tests to measure writing skills, and documentation. Data analysis techniques used were descriptive statistical approach and inferential analysis, and hypothesis testing. Based on the Paired sample test, there was a significant difference in mean scores between the control class and the experimental class after the treatment. So it can be concluded that the use of SAVI learning model is effective in learning fiction story writing skills of grade IV students.
Model Pembelajaran PjBL Terhadap Motivasi Dan Hasil Belajar Bahasa Indonesia Di Kelas IV UPT SDN Kecamatan Rongkong Adelia, Fricillia; Asdar, Asdar; Madjid, Syahriah
Jounal of Primary Education Vol 5 No 1 (2024): Bosowa Journal of Education, Desember 2024
Publisher : Postgraduate Bosowa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/bje.v5i1.5255

Abstract

Penelitian ini bertujuan mendeskripsikan pengaruh Model Pembelajaran PjBL terhadap motivasi belajar Bahasa Indonesia di Kelas IV UPT SDN Kecamatan Rongkong dan mendeskripsikan pengaruh Model Pembelajaran PjBL terhadap hasil belajar Bahasa Indonesia di Kelas IV UPT SDN Kecamatan Rongkong. Penelitian ini dilaksanakan di kelas IV SD. Motivasi dan hasil Belajar siswa yang menjadi fokus pada penelitian ini Metode penelitian yang akan digunakan di dalam penelitian ini adalah metode quasi experiment. Quasi experiment mempunyai kelompok kontrol. Sedangkan desain yang akan digunakan dalam penelitian ini adalah nonequivalent control group design. “Desain ini hampir sama dengan pretest-posttest control group design. Berdasarkan analisis pretest hasil belajar siswa, data dari kelas eksperimen dan kelas kontrol memberikan gambaran awal yang signifikan. Pada kelas eksperimen dengan jumlah data valid sebanyak 20, ditemukan nilai rata-rata (Mean) sebesar 47.00, median 40.00, dan modus 40. Standar deviasi (Std. Deviation) sebesar 23.819 menunjukkan tingkat variasi yang cukup tinggi, dengan rentang nilai antara 4 hingga 96. Jadi 1. Berdasarkan deskripsi hasil post angket motivasi belajar diperoleh nilai rata-rata kelas eksperimen memiliki skor 50,75 dan kelas kontrol memiliki skor 38,09 data tersebut menunjukan bahwa motivasi belajar siswa kelas eksperimen memiliki rata-rata yang lebih tinggi dibandingkan kelas kontrol. Kemudian berdasarkan analisis data mengenai pengaruh model project-based learning diperoleh nilai sig. (2-tailed) 0.013 nilai tersebut kurang dari 0.05 (0.0130.05) hal ini menunjukan bahwa. terdapat pengaruh model project-based learning terhadap motivasi belajar siswa sekolah dasar. 2. Berdasarkan deskripsi hasil posttest diperoleh nilai rata-rata hasil belajar kelas eksperimen memiliki skor 75,2 dan kelas kontrol memiliki skor 64.36 data tersebut menunjukan bahwa kelas eksperimen memiliki rata-rata yang lebih tinggi dibandingkan kelas kontrol. Kemudian berdasarkan analisis data yang membandingkan skor posttest keduanya diperoleh nilai sig. (2-tailed) 0.032 nilai tersebut kurang dari 0.05 (0.0320.05) hal ini menunjukan bahwa. terdapat pengaruh pembelajaran project-based learning terhadap hasil belajar bahasa Indonesia siswa sekolah dasar. This study aims 1.To describe the effect of the PjBL Learning Model on Indonesian language learning motivation in Class IV UPT SDN Rongkong District. 2.To describe the effect of the PjBL Learning Model on Indonesian language learning outcomes in Class IV UPT SDN Rongkong District. This research was conducted in class IV elementary school. Motivation and student learning outcomes are the focus of this study. The research method that will be used in this study is the quasi experiment method. Quasi experiments have a control group. While the design that will be used in this study is nonequivalent control group design. “This design is almost the same as the pretest-posttest control group design. Based on the pretest analysis of student learning outcomes, data from experimental and control classes provide a significant initial picture. In the experimental class with a total of 20 valid data, it was found that the mean value (Mean) was 47.00, the median was 40.00, and the mode was 40. The standard deviation (Std. Deviation) of 23.819 shows a fairly high level of variation, with a range of values between 4 to 96. So 1. Based on the description of the results of the learning motivation post questionnaire, the average value of the experimental class has a score of 50.75 and the control class has a score of 38.09, this data shows that the learning motivation of experimental class students has a higher average than the control class. Then based on data analysis regarding the effect of the project-based learning model, the sig value is obtained. (2-tailed) 0.013 the value is less than 0.05 (0.0130.05) this shows that. there is an effect of the project-based learning model on the learning motivation of elementary school students. 2. Based on the description of the posttest results, the average value of the experimental class learning outcomes has a score of 75.2 and the control class has a score of 64.36, this data shows that the experimental class has a higher average than the control class. Then based on data analysis comparing the posttest scores, both obtained a sig value. (2-tailed) 0.032 the value is less than 0.05 (0.0320.05) this shows that. there is an effect of project-based learning on the learning outcomes of Indonesian language elementary school students.
Penerapan Media Puzzle untuk Meningkatkan Kemampuan Membaca Dan Menulis Peserta Didik Kelas I UPT SPF SDN Sumanna Kota Makassar Rahmi, Isnaini; Asdar, Asdar; Rahmaniah, Rahmaniah
Jounal of Primary Education Vol 5 No 1 (2024): Bosowa Journal of Education, Desember 2024
Publisher : Postgraduate Bosowa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/bje.v5i1.5299

Abstract

Penelitian ini bertujuan untuk mengkaji pengaruh penggunaan media puzzle terhadap kemampuan membaca dan menulis siswa kelas I di UPT SPF SDN Sumanna, Kota Makassar. Penelitian ini menggunakan desain eksperimen dengan pendekatan Pre-Experimental Design, spesifiknya One-Group Pretest-Posttest Design. Metode ini dilakukan dengan memberikan pretest sebelum perlakuan (treatment) dan posttest setelah perlakuan (treatment) untuk mengetahui efek penggunaan media puzzle terhadap kemampuan literasi dasar siswa. Analisis data dilakukan dengan uji prasyarat (normalitas dan homogenitas) serta uji hipotesis t-test paired yang diolah menggunakan SPSS 25 for Windows. Hasil analisis menunjukkan adanya perbedaan signifikan antara nilai pretest dan posttest dalam kemampuan membaca dan menulis siswa setelah penggunaan media puzzle. Nilai membaca meningkat sebesar 10.65%, dan nilai menulis meningkat sebesar 9%. Nilai signifikansi yang sangat kecil (p < 0.001) menunjukkan bahwa peningkatan ini sangat signifikan secara statistik. Temuan ini tidak hanya memperlihatkan bahwa media puzzle dapat meningkatkan keterampilan membaca dan menulis siswa kelas I, tetapi juga memberikan kontribusi penting dalam mengembangkan metode pembelajaran kreatif yang dapat meningkatkan keterampilan literasi dasar dalam konteks pendidikan dasar di Indonesia. Penggunaan media puzzle dapat menjadi alternatif inovatif yang meningkatkan efektivitas pembelajaran dan menarik perhatian siswa untuk lebih aktif dalam proses pembelajaran. This study aims to examine the effect of using puzzle media on the reading and writing abilities of first-grade students at UPT SPF SDN Sumanna, Makassar City. The research employs an experimental design with a Pre-Experimental Design approach, specifically the One-Group Pretest-Posttest Design. This method involves administering a pretest before the treatment and a posttest after the treatment to assess the impact of puzzle media on students' literacy skills. Data analysis was conducted using prerequisite tests (normality and homogeneity) and hypothesis testing with paired t-tests, using SPSS 25 for Windows. The analysis results show a significant difference between pretest and posttest scores in reading and writing abilities after the use of puzzle media. Reading scores increased by 10.65%, and writing scores increased by 9%. The very small significance value (p < 0.001) indicates that this improvement is statistically significant. These findings not only demonstrate that puzzle media can enhance the reading and writing skills of first-grade students but also contribute significantly to the development of creative teaching methods that can improve basic literacy skills in the context of primary education in Indonesia. The use of puzzle media presents an innovative alternative that enhances learning effectiveness and engages students more actively in the learning process.
Model Pembelajaran CIRC untuk Meningkatkan Kemampuan Membaca Pemahaman dan Kerjasama Siswa Kelas III UPT SPF SD Negeri Timbuseng Kota Makassar Said, Erna; Asdar, Asdar; Burhan, Burhan
Jounal of Primary Education Vol 5 No 1 (2024): Bosowa Journal of Education, Desember 2024
Publisher : Postgraduate Bosowa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/bje.v5i1.5301

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Cooperative Integrated Reading and Composition (CIRC) terhadap kemampuan membaca pemahaman dan sikap kerjasama siswa kelas III UPT SPF SD Negeri Timbuseng Kota Makassar. Penelitian ini menggunakan desain eksperimen dengan pendekatan Pre-Experimental Design, tepatnya One-Group Pretest-Posttest Design, yang melibatkan pretest sebelum perlakuan (treatment) dan posttest setelah perlakuan untuk mengukur perubahan pada kemampuan membaca pemahaman bahasa Indonesia dan sikap kerjasama siswa. Analisis data dilakukan dengan uji normalitas, homogenitas, dan uji hipotesis t-test paired menggunakan SPSS 25. Hasil penelitian menunjukkan bahwa penerapan model CIRC secara signifikan meningkatkan kemampuan membaca pemahaman dan sikap kerjasama siswa, dengan p-value < 0.001, yang mengindikasikan adanya peningkatan yang signifikan pada kedua aspek tersebut setelah perlakuan. Penelitian ini memberikan kontribusi teoretis dengan memperkuat efektivitas model CIRC dalam pembelajaran membaca dan kerja sama, serta memberikan rekomendasi praktis bagi pendidik untuk mengimplementasikan model ini guna meningkatkan keterampilan membaca dan sikap kerjasama siswa. Model CIRC terbukti efektif dalam mengembangkan kedua aspek tersebut di kelas III SD, yang dapat diterapkan pada lingkungan pendidikan lainnya. This study aims to determine the effect of the Cooperative Integrated Reading and Composition (CIRC) learning model on the reading comprehension ability and teamwork attitudes of third-grade students at UPT SPF SD Negeri Timbuseng, Makassar City. The research employed an experimental design with a Pre-Experimental approach, specifically the One-Group Pretest-Posttest Design, which involved a pretest before the treatment and a posttest after the treatment to measure changes in reading comprehension and teamwork attitudes. Data analysis was conducted using normality and homogeneity tests, followed by a paired t-test hypothesis test using SPSS 25. The results revealed that the application of the CIRC model significantly improved reading comprehension ability and teamwork attitudes, with a p-value < 0.001, indicating a significant increase in both aspects after the treatment. This study provides a theoretical contribution by reinforcing the effectiveness of the CIRC model in reading and collaborative learning, and offers practical recommendations for educators to implement this model to enhance students' reading skills and teamwork attitudes. The CIRC model proves to be effective in developing both aspects in third-grade students and can be applied in other educational settings.
Pengaruh Kecerdasan Linguistik Dan Minat Baca Terhadap Keterampilan Menulis Cerita Siswa Kelas IV UPT SPF SDN Cambaya Kota Makassar Bahar, Megawati; Asdar, Asdar; Bakri, Muhammad
Jounal of Primary Education Vol 5 No 1 (2024): Bosowa Journal of Education, Desember 2024
Publisher : Postgraduate Bosowa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/bje.v5i1.5302

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh kecerdasan linguistik dan minat baca terhadap keterampilan menulis cerita siswa kelas IV UPT SPF SDN Cambaya Kota Makassar. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksplanasi ex post facto. Variabel penelitian mencakup kecerdasan linguistik (X1), minat baca (X2), dan keterampilan menulis cerita (Y). Analisis data dilakukan menggunakan statistik deskriptif untuk uji normalitas dan homogenitas, serta statistik inferensial dengan uji T, uji F, dan koefisien determinasi (R²). Hasil analisis menunjukkan bahwa kecerdasan linguistik dan minat baca memiliki pengaruh signifikan terhadap keterampilan menulis cerita, dengan koefisien masing-masing sebesar 0,595 dan 0,547. Model regresi yang digunakan terbukti valid dan signifikan (R² = 0,718), yang mengindikasikan bahwa 71,8% variasi keterampilan menulis cerita dapat dijelaskan oleh kedua variabel tersebut. Kesimpulannya, kecerdasan linguistik dan minat baca berpengaruh positif terhadap keterampilan menulis cerita siswa, yang menunjukkan pentingnya pengembangan kedua aspek tersebut dalam proses pembelajaran menulis. This study aims to analyze the effect of linguistic intelligence and reading interest on the narrative writing skills of fourth-grade students at UPT SPF SDN Cambaya, Makassar City. This quantitative research adopts an ex post facto explanatory design. The research variables include linguistic intelligence (X1), reading interest (X2), and narrative writing skills (Y). Data analysis was conducted using descriptive statistics for normality and homogeneity tests, and inferential statistics with T-test, F-test, and coefficient of determination (R²). The results showed that both linguistic intelligence and reading interest had a significant effect on narrative writing skills, with coefficients of 0.595 and 0.547, respectively. The regression model was found to be valid and significant (R² = 0.718), indicating that 71.8% of the variance in writing skills could be explained by the two variables. In conclusion, linguistic intelligence and reading interest significantly influence narrative writing skills, highlighting the importance of developing both aspects in the writing learning process.
Peningkatan Hasil Belajar Kosakata Bahasa Indonesia dengan Menggunakan Metode Permainan Kartu Kata Murid Kelas 1A UPT SPF SDN Sudirman II Kota Makassar Putri, Anita Librani; Asdar, Asdar; Hamsiah, Andi
Jounal of Primary Education Vol 5 No 1 (2024): Bosowa Journal of Education, Desember 2024
Publisher : Postgraduate Bosowa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/bje.v5i1.5303

Abstract

Penelitian ini bertujuan untuk mendeskripsikan penerapan metode permainan kartu kata dalam meningkatkan aktivitas belajar kosakata Bahasa Indonesia pada murid Kelas 1A UPT SPF SD Negeri Sudirman II Kota Makassar, serta untuk mengetahui peningkatan hasil belajar kosakata Bahasa Indonesia setelah penerapan metode tersebut. Pendekatan yang digunakan adalah penelitian tindakan kelas (PTK) dengan subjek penelitian 20 murid. Data dikumpulkan melalui tes, observasi, wawancara, dan diskusi. Teknik analisis data yang digunakan meliputi analisis kualitatif untuk data observasi dan analisis kuantitatif menggunakan teknik persentase untuk hasil tes. Hasil penelitian menunjukkan bahwa penerapan metode permainan kartu kata dapat meningkatkan aktivitas belajar siswa. Pada siklus I, penguasaan materi rata-rata siswa mencapai 59,5%, yang kemudian meningkat menjadi 74% pada siklus II dan 85,25% pada siklus III. Peningkatan ini menunjukkan adanya dampak positif terhadap penguasaan kosakata siswa. Selain itu, observasi menunjukkan perubahan perilaku siswa yang lebih aktif, antusias, dan serius dalam mengikuti pembelajaran. Kelas menjadi lebih hidup, dan tugas-tugas yang diberikan dapat diselesaikan dengan baik. Dengan demikian, dapat disimpulkan bahwa metode permainan kartu kata efektif dalam meningkatkan hasil belajar kosakata Bahasa Indonesia pada murid Kelas 1A UPT SPF SD Negeri Sudirman II Kota Makassar. This study aims to describe the application of the card word game method in enhancing Indonesian vocabulary learning activities among grade 1A students at UPT SPF SD Negeri Sudirman II Makassar, and to assess the improvement in vocabulary learning outcomes following the implementation of this method. The research employed a classroom action research (CAR) approach with 20 students as the subjects. Data were collected through tests, observations, interviews, and discussions. Qualitative analysis was used for observational data, while quantitative analysis was applied to test results using percentage techniques. The findings show that the card word game method significantly improved student engagement in learning. In Cycle I, the average vocabulary mastery was 59.5%, which increased to 74% in Cycle II and 85.25% in Cycle III. This improvement indicates a positive effect on students' vocabulary acquisition. Moreover, observations revealed that students became more active, enthusiastic, and serious in following lessons. The classroom atmosphere was more dynamic, and tasks were completed more efficiently. Therefore, it can be concluded that the card word game method is effective in improving Indonesian vocabulary learning outcomes among grade 1A students at UPT SPF SD Negeri Sudirman II Makassar.
Pengaruh Media Puzzle Kata Berbasis Teknik Montessori Terhadap Keterampilan Membaca Permulaan Dan Motivasi Belajar Siswa Sekolah Dasar Se-Kecamatan Balocci Kabupaten Pangkajene Kepulauan Aldias, Aldias; Hamsiah, Andi; Asdar, Asdar
Jounal of Primary Education Vol 5 No 1 (2024): Bosowa Journal of Education, Desember 2024
Publisher : Postgraduate Bosowa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/bje.v5i1.5323

Abstract

Penelitian ini bertujuan untuk mendeskripsikan pengaruh media puzzle kata berbasis teknik Montessori terhadap keterampilan membaca permulaan dan motivasi belajar siswa. Penelitian ini menggunakan desain quasi eksperimen dengan pendekatan pretest-posttest non-equivalent control group. Sampel penelitian terdiri dari 55 siswa kelas I SD yang tersebar pada dua kelas eksperimen dan dua kelas kontrol. Populasi penelitian ini adalah seluruh siswa kelas I di empat sekolah dasar di Kecamatan Balocci, Kabupaten Pangkajene Kepulauan. Hasil penelitian menunjukkan bahwa penggunaan media puzzle kata berbasis teknik Montessori memberikan pengaruh positif dan signifikan terhadap keterampilan membaca permulaan, dengan nilai signifikansi 0,000 yang lebih kecil dari 0,05. Selain itu, media ini juga berpengaruh positif dan signifikan terhadap motivasi belajar siswa, dengan nilai signifikansi 0,000 yang lebih kecil dari 0,005. Temuan ini mengindikasikan bahwa media puzzle kata berbasis Montessori efektif digunakan dalam pembelajaran untuk meningkatkan keterampilan membaca serta motivasi belajar siswa. This study aims to describe the impact of Montessori-based word puzzle media on early reading skills and student learning motivation. The study uses a quasi-experimental design with a pretest-posttest non-equivalent control group approach. The research sample consists of 55 first-grade students across two experimental classes and two control classes. The population of this study is all first-grade students from four elementary schools in Balocci District, Pangkajene Kepulauan Regency. The results of the study indicate that Montessori-based word puzzle media has a positive and significant impact on early reading skills, with a significance value of 0.000, which is less than 0.05. Additionally, this media also has a positive and significant impact on student learning motivation, with a significance value of 0.000, which is less than 0.005. These findings suggest that Montessori-based word puzzle media is effective in improving both early reading skills and student learning motivation.
Implementasi Supervisi Kepala Sekolah Dalam Meningkatkan Kinerja Guru Di Sekolah Dasar Inpres Tasiu II Kecamatan Kalukku Kabupaten Mamuju Jufri, Jufri; Asdar, Asdar; Rahmaniah, Rahmaniah
Jounal of Primary Education Vol 5 No 1 (2024): Bosowa Journal of Education, Desember 2024
Publisher : Postgraduate Bosowa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/bje.v5i1.5329

Abstract

Penelitian bertujuan untuk mengetahui pelaksanaan supervisi akademik kepala sekolah di SD Inpres Tasiu II Kecamatan Kalukku Kabupaten Mamuju. Dimulai dari perencanaan, pelaksanaan, tindak lanjut, serta faktor pendukung dan penghambat pelaksanaan supervisi  kepala sekolah di SD Inpres Tasiu II Kecamatan Kalukku Kabupaten Mamuju. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Teknik pengambilan data melaui observasi dan wawancara. Hasil penelitian ini menyimpulkan bahwa, pertama, perencanaan kegiatan supervisi akademik kepala sekolah dimulai dengan pembuatan program supervisi, kemudian disosialisasikan kepada semua guru agar mempersiapkan segala hal yang menjadi tanggung jawab dalam pelaksanaan supervisi tersebut. Perencaan supervisi berpedoman pada hasil supervisi sebelumnya.  Kedua, pelaksanaan supervisi akademik kepala sekolah di SD Inpres Tasiu II menggunakan teknik kelompok dan perorangan, tetapi lebih sering menggunakan teknik berkelompok. Dalam melaksanakan supervisi, kepala sekolah melibatkan guru senior seperti wakasek kurikulum. Ketiga, kegiatan program tindak lanjut supervisi akademik di SD Inpres Tasiu II hanya berupa pembinaan yang bersifat umum yang dilakukan dalam rapat dewan guru, selanjutnya guru diharapkan meningkatkan kompetensinya melalui kegiatan KKG atau kegiatan lain yang berkaitan dengan peningkatan kompetensi guru. Keempat, faktor pendukung pelaksaan supervisi kepala sekolah di SD Inpres Tasiu II antara lain adalah kompetensi yang dimiliki oleh guru,respon positif dari guru terhadap pelaksanaan supervisi, keterlibatan pengawas sekolah yang senantiasa memberikan bimbingan baik kepada guru maupun kepala sekolah, dan kerjasama antara warga sekolah. Sedangkan faktor penghambatnya adalah efektivitas pelaksanaan kegiatan di sekolah yang berhubungan dengan padatnya kegiatan belajar mengajar dan kegiatan sekolah lainnya yang menjadikan jadwal pelaksanaan supervisi tidak dapat terlaksana sesuai waktu yang telah ditentukan, serta kesibukan kepala sekolah dalam urusan kedinasan lainnya.  Hal ini dapat disimpulkan bahwa, Implementasi supervisi kepala sekolah di SD Inpres Tasiu II telah terlaksana walaupun tidak sesuai dengan jadwal yang  direncanakan. This research aims to determine the implementation of academic supervision of school principals at SD Inpres Tasiu II, Kalukku District, Mamuju Regency. Starting from planning, implementation, follow-up, as well as supporting and inhibiting factors in the implementation of principal supervision at SD Inpres Tasiu II, Kalukku District, Mamuju Regency. This research uses a descriptive qualitative approach. Data collection techniques through observation and interviews. The results of this research conclude that, first, planning the school principal's academic supervision activities begins with creating a supervision program, then socializing it to all teachers to prepare everything that is their responsibility in implementing the supervision. Supervision planning is guided by the results of previous supervision. Second, the implementation of academic supervision by the principal at SD Inpres Tasiu II uses group and individual techniques, but more often uses group techniques. In carrying out supervision, the principal involves senior teachers such as the deputy head of curriculum. Third, the academic supervision follow-up program activities at SD Inpres Tasiu II only take the form of general guidance carried out at teacher council meetings, then teachers are expected to increase their competence through KKG activities or other activities related to increasing teacher competence. Fourth, factors supporting the implementation of principal supervision at SD Inpres Tasiu II include the competence of teachers, positive responses from teachers to the implementation of supervision, the involvement of school supervisors who always provide guidance to both teachers and principals, and cooperation between the school community. Meanwhile, the inhibiting factors are the effectiveness of implementing activities at school which is related to busy teaching and learning activities and other school activities which mean that the supervision implementation schedule cannot be carried out according to the specified time, as well as the principal's busy schedule in other official matters. It can be concluded that, the implementation of principal supervision at SD Inpres Tasiu II has been carried out even though it is not in accordance with the planned schedule.
Kolaborasi Guru Dan Orang Tua Terhadap Motivasi Dan Hasil Belajar Membaca Siswa SD Di Kompleks Bayang Kota Makassar Irhamah, Irhamah; Asdar, Asdar; Madjid, Syahriah
Jounal of Primary Education Vol 5 No 1 (2024): Bosowa Journal of Education, Desember 2024
Publisher : Postgraduate Bosowa University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35965/bje.v5i1.5413

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh kolaborasi antara guru dan orang tua terhadap motivasi dan hasil belajar membaca siswa SD di Kompleks Bayang Kota Makassar. Jenis penelitian yang digunakan adalah studi korelasional kuantitatif, dengan sampel penelitian sebanyak 30 siswa yang berasal dari kelas II-A dan II-B UPT SPF SD Negeri Bayang dan UPT SPF SD Inpres Barombong II. Data dikumpulkan melalui kuesioner yang diisi oleh guru dan orang tua siswa, serta tes kemampuan membaca untuk mengukur hasil belajar siswa. Hasil penelitian menunjukkan bahwa terdapat pengaruh positif yang signifikan antara kolaborasi guru dan orang tua terhadap motivasi dan hasil belajar membaca siswa. Berdasarkan output uji hipotesis, nilai signifikansi (2-tailed) sebesar 0,00 yang lebih kecil dari 0,05, sehingga H0 ditolak dan Ha diterima. Ini menunjukkan bahwa kolaborasi yang baik antara guru dan orang tua dapat meningkatkan motivasi belajar siswa dan menghasilkan peningkatan yang signifikan dalam kemampuan membaca mereka. Dengan demikian, penelitian ini menyimpulkan bahwa keterlibatan aktif orang tua dalam proses pembelajaran, yang didukung oleh peran guru yang tepat, berkontribusi positif terhadap pencapaian hasil belajar membaca siswa. Kolaborasi ini penting untuk menciptakan lingkungan belajar yang mendukung dan memotivasi siswa untuk mencapai hasil belajar yang optimal. This study aims to determine the effect of collaboration between teachers and parents on the motivation and reading learning outcomes of elementary school students in the Bayang Complex, Makassar City. The type of research used was a quantitative correlational study, with a research sample of 30 students from classes II-A and II-B UPT SPF SD Negeri Bayang and UPT SPF SD Inpres Barombong II. Data were collected through questionnaires filled out by teachers and parents, as well as reading ability tests to measure student learning outcomes. The results showed that there is a significant positive influence between teacher and parent collaboration on students' motivation and reading learning outcomes. Based on the hypothesis testing output, the significance value (2-tailed) of 0.00 is smaller than 0.05, so H0 is rejected and Ha is accepted. This shows that good collaboration between teachers and parents can increase students' learning motivation and result in a significant improvement in their reading ability. Thus, this study concludes that the active involvement of parents in the learning process, supported by the appropriate role of teachers, contributes positively to the achievement of students' reading learning outcomes. This collaboration is important to create a supportive learning environment and motivate students to achieve optimal learning outcomes.
PENGARUH IMPLEMENTASI KURIKULUM MERDEKA TERHADAP KINERJA GURU PADA SEKOLAH PENGGERAK JENJANG PENDIDIKAN ANAK USIA DINI (PAUD) DI KABUPATEN MAJENE Asdar, Asdar; Yunus, Nur Hafsah; Ahmad, Herlina; Tahir, Arifin; Kurnia, Kurnia
Pepatudzu : Media Pendidikan dan Sosial Kemasyarakatan Vol 20, No 2 (2024): Volume 20, Nomor 2, November 2024
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Univ. Al Asyariah Mandar Sulbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35329/fkip.v20i2.5797

Abstract

This research was conducted at the PAUD level driving school in Majene Regency, West Sulawesi Province. The subjects in this study were 24 teachers from 4 PAUD schools throughout Majene Regency. questionnaire techniques, observation and documentation. Based on the results of the analysis of 23 teachers from 4 second-generation driving schools in Majene Regency, namely Usman Bin Affan Kindergarten/PAUD with 12 teachers, Asyiyah Barane Kindergarten with 1 teacher, Salabose Kindergarten with 6 teachers, and Muttiamah Kindergarten with 4 teachers, it can be seen that the mean of the implementation of the independent curriculum is 87.75 or is in the interval 75-90 which means that the implementation of the independent curriculum in kindergartens/PAUD driving schools throughout Majene Regency, Batch-2 is included in the "Good" category. Based on the results of the person correlation test, it was found that Rhitung = 0.078 <Rtabel, which is 0.433. So it can be concluded that there is no significant relationship between the implementation of the independent curriculum (X) and teacher performance (Y). Thus, H0 is rejected and H1 is accepted, which means that there is no significant influence on the implementation of the independent curriculum on teacher performance.
Co-Authors -, Rampeng . Hamsiah A. Hamsiah A. Hamsiah A. Rizal A. Rizal A.Vivit Anggreani Abdul Kamaruddin Abdul Latif Abdul Rahman Abdul Sahid, Abdul Abdurrachman Rahim Abner Buttu Sarira Abu, A Fadli Adelia, Fricillia Adi Isma Adi Nugroho, Dwi Adnan Adnan Adrian Adrian Afriani Afriani Agustinus Jarak Patandean AHMAD JUNAEDI Ahmad Swandi Ahyadi, Ahyadi Akbar Indra Jaya Akhiruddin Akhiruddin Akhiruddin Akhmad, Akhmad Aldias, Aldias Alfiyyah, Ashma Fiya Amal Akbar Amaliah, Nurul Amrang, Amrang Anastasia Yohana Sundah Andania, Ana Andi Agusniati Andi Agusniati Andi Amitya Resty Dwiyanti Andi Ferawati Andi Hamsiah Andi Hamsiah ANDI KHAERUNI Andi Nurdiyawanti Idris Andi St. Hartina Said Andi Sukainah Anggoro, M. Yusuf Alfian Rendra Angraini, Masita Alifya Angreani, A.Vivit Angreani, Andi Vivit Anugrahwati, Anugrahwati Anwar, Adil Saputra arifin tahir Arifin, Irma ARIYANTI, EKA LESTARI Arniati Arifin Arruan, Paulina Feronika Arsana, Gede Arsiah Arsyad Arsyad, Susalti Nur Asia M Asia M Asia M Asia M, Asia M Aslan Aslan, Aslan Asmad, Nurhafifah Asriani, Nur Asrianti, Asrianti Aswatul Nur Hasanah Aulia Aulia Ayu Rahayu Ayub, Zulkifli Ayuningtyas, Nirmala Azizah, Rifdah Bahar, Megawati Baso Intang Sappaile, Baso Intang Batau, ST. Haliah Bernard Bernard, Bernard bin Tuan Kechik, Tuan Nordin Bulaka, Bardan Bulkis Bulkis Bunga Dara Amin Burhan Burhan Burhan Burhan, Burhan Busran, Nurul Lathifah Chusnul Chatima Damayanti, Alfina Damayanti, Alvina Dwi Damayanti, Erna Darnian, Wa Ode Desarmini, Desarmini Dhori, Muhammad Dwi Syukriady Emi Santagu Enjelina Debibillian, Maria Erniwati Erniwati Evi Syarah Evya, Evya Fadhil, Muh. Fadila, Annur Fadly , Muh. Fadly, M Fansury, Andi Hamzah Fefbrianti Iren Fiqrizal, Fiqrizal Firdaus, Andi Mulawakkan Firdaus, Jey Firmiaty, Sri Fujiah, Fujiah Hadijah Hadijah Hakib, Andi Hakiki, Hakiki Halim, Patmawati Hamdillah, Nurul Hamid, Sundari Hamsah, Hamsah Hamsiah - Hamsiah Hamsiah, A. Hamsiah, Andi Hamsiah, Andi Harsinah Rafiudin Haslyana, Haslyana Hastuti Hastuti Hazan, Hazan Heni Pujiastuti Herlina Ahmad, Herlina Hidayat , M. Hidayat, Muh. Agung Hiola, Yustina Hirpan, Hirpan Husain, Saddam Hustiana, Hustiana HY, Mclean Ibrahim, Muliaty Ida Ayu Putu Sri Widnyani Idrus, Muhammad Ikram Ifa Safira Ihsan U, Wa Irma Al Ikhsan Irhamah - Irhamah Irhamah Isnaeni, St. Nur Amaliah Nandita ISNAINI ULFA, NUR Jam'ah, Andi Jam'an, Andi Jam’an, Andi Jam’an, Jam’an Jana, Nur Jasmin, Suriah Pebriyani Jayawarsa, A.A. Ketut Jesica Mesie Sostenes Jesika Fery Jufri Jufri Jumalia, Jumalia Kadaruddin, Kadaruddin Kadir, Putra Imanulla Kandatong, Hasanuddin Karim, Ayu Khalik, Subehan Khifa, Mastura Kiramang, Khaeruddin Kismawati, Kismawati KURNIA KURNIA, KURNIA La Ode Santiaji Bande Lilianti, Lilianti Lilik Lestari Limbong, Sunarlia Luana Sasabone Luana Sasabone Lutfin, Nursamsilis M, Asia M, Muhammad Darwis M. Hidayat M. Yogi Riyantama Isjoni Mahmul, Alim Bahri Mardewi, Mardewi Maria Magdalena Nini Marjima, Anisa Marjuni, Aura Sri Marsa Marwah Achmad Marzuki, Mutmainnah Mas'ud Muhammadiah Masriadi, Masriadi Mattoliang, Lisnasari Andi Maulana, Nasrul Mesfer, Faradila Miranda, Miranda Ms, Basuki Rahmat Mubarak, Fathul Muh Yusran Yunus Muh. Arman Yamin Pagala Muh. Rezky Risandi Muhammad Abdy Muhammad Asdam Muhammad Asdam, Muhammad MUHAMMAD BAKRI Muhammad Fadli Muhammad Idrus Muhammad Rusydi Muhammad Syarifuddin Rahman Muhammad Yunus Muhtar, Neyla Adinda Mulyani Mulyani Muslim, Amila Akrama Muslimin Muslimin Mustari, Nur Annisa Mustika, Ana Naffalah, Egri Zakila Naidah, Naidah Nasaruddin Nasaruddin Nashrullah, Nashrullah Nasir, Norma Nasrullah Nasrullah NERU SATRAH, VIT Nina Ariani Ningsih, Syahruni Novieser Parombean Nugroho, Dwi Adi Nur Ijabah, Nur Nur, Rafi'ah Nur, Usman Nurainun Nurainun Nurdevi, Nurdevi Nurdin Nurdin Nurfaega Rahim Nurhajarurahma, St Zulaiha Nurhasanah Nurhasanah Nurhayati Nurhayati nurliah, nurliah Nursamsili Lutfin Nurtani, Nurtani Nurul Istiqamah Nurwidyayanti Nurwidyayanti Ocha, Ocha Oktavia Jenti Siang Patang Patang, Patang Pratiwi Pratiwi Pratiwi, Octaviani Putri, Anita Librani Putu Wahyu Sudewi Rahimah, Ainun Rahmadhanningsih, Sri Rahmania Rahmania Rahmaniah Rahmaniah Rahmaniah, Rahmaniah Rahmi, Isnaini Rahwam, Muhammad Rakasiwi, Fajar Ramadani, Ainun Mujahidah Ramadani, Chiara Ramadhana, Andi Ramadhana B Reni Dangon Reski, Reski Restu Januarty Hamid Rini Aden Kartika Bachri Riono, Siswan Rosdia, Eva Rosidah Rosidah Rosmini Rosmini Rusdiah Rusdiah Sabillah, Bellona Mardhatillah Said, Erna Saiful Anwar Salmiati Salmiati Sambolangi, Herlina Sarmila Sarmila Sartika, Nelfi Sasabone, Luana Satmawati, Satmawati Selpiana, Selpiana Septiman, Septiman Shalsyabila, Zabina Sidjara, Sahlan Siti Maria Ulfah, Siti Maria Siti Wahyuni Halik Sitti Khadijah Sitti Saidah Soleh, Nursanti Sparisoma Viridi Sri Devi, Retno Sri Rejeki Sri Wahyuni Sri Wahyuni Sudirman Sudirman Sudirman, Andi Sugiarty, Henny Suharti Siradjuddin Sujarwo Sujarwo Sukmawati Sukmawati Sukmawati Sulaimana, Sulaimana Sulemana, Sulemana Sulfi Sulfi Sumarni Sumarni Sumarni Sumarni Suradi Tahmir, Suradi Suryanti Susanti Susanti Syahriah Madjid Syahrinullah, Syahrinullah Syam, Andi Wahyuni Syamsuddin Syamsuddin Syamsul Bachri Syamsul Bahri Syawal, M. Tahir, Nur Alfilahi Tamrin Tamrin Tasni, Nurfaida Taufiq Natsir Tismi Dipalaya, Tismi Triani, Triani Tuan Nordin bin Tuan Kechik UA, A. Nur Achsanuddin Ulfah, St. Maria Vivit Rosmayanti Wa Ode Desna Sari Wahid, Areski Wahidah Sanusi Wahyu Muh Syata Wahyuni Wahyuni Witriani, Indah Yatri, Alya Eka Yulianti Yulianti Yulini Rinantanti Yunus, Andi Muhammad Yunus, Nur Hafsa Yuriatson, Yuriatson Yusniar S