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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH EDUKATIF : JURNAL ILMU PENDIDIKAN
Karnedi Karnedi
Universitas Terbuka, Indonesia
Education Mathematics Social Sciences

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Pengembangan Bahan Ajar Tematik Berbasis PBL Untuk Meningkatkan HOTS Siswa Kelas IV Sekolah Dasar Sri Megawati Oktavia Susanty; Mulyadi Mulyadi; Karnedi Karnedi
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 5, No 1 (2023): February
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v5i1.4086

Abstract

Bahan ajar yang digunakan disekolah masih memiliki beberapa kelemahan seperti belum memberikan masalah dan konsep nyata kepada siswa dan juga gambar yang ada pada bahan ajar belum menggambarkan kejadian nyata yang dialami siswa. Tujuan penelitian ini yaitu menghasilkan sebuah bahan ajar tematik terpadu berbasis model problem based learning yang memiliki kualitas valid, praktis dan efektif serta mampu meningkatkan kemampuan berpikir higher order thinking skill. Proses pengembangan menggunakan model 4D dengan tahapan: (1) tahap define, (2)  tahap design, (3) tahap development, dan (4) tahap desiminate. Bahan ajar tematik yang dikembangkan valid yaitu dari penilaian ahli media, ahli materi dan ahli bahasa yang memberikan kesimpulan bahwa media valid. Bahan ajar yang dikembangkan praktis yaitu dari hasil penilaian guru diperoleh rata-rata sebesar  4,742 dengan kualifikasi sangat praktis. Dari hasil penilaian siswa, diperoleh rata-rata sebesar 4,87 dengan klasifikasi sangat praktis. Bahan ajar yang dikembangkan efektif dimana hasil tes kemampuan berpikir HOTS siswa diperoleh skor peningkatan sebesar 0,92 dengan kriteria peningkatan tinggi dan dari hasil persepsi siswa, diperoleh rata-rata persentase berada pada kategori sangat setuju. Jadi dari hasil diatas, disimpulkan bahwa bahan ajar tematik terpadu berbasis model problem based learning untuk meningkatkan kemampuan berpikir HOTS siswa memenuhi kualitas bahan ajar yang valid, praktis dan efektif
The Washback Effect of The English National Examination Toward English Teachers, Students, Stakeholders and Parents Asep Dadi; Karnedi Karnedi; Andang Saehu
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 9 No. 3 (2024): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v9i3.597

Abstract

This research was conducted to measure the washback effect on students, English teachers, stakeholders, and parents of students from the implementation of the National Examination. This research study is a qualitative research design; Data collection techniques in this study were interviews and questionnaires. The results of this study are that the English National Examination have a negative effect rather than a positive effect. The method teachers have used in the teaching and learning process, focusing on preparation for the English National Examination, tends to emphasize reading skills and override other English skills. Then students facing the National Examination tend to be divided into several groups; some relax without studying, but some students feel worried and afraid of being unable to pass the National Examination. National Examination activities for schools certainly impact many things, especially facilities and infrastructure that must be prepared as well as possible by schools so that the National Examination can run well. For parents of students, National Examination activities also affect the pattern of education at home; parents must provide more understanding and advice to their children to study more seriously.
Co-Authors Andang Saehu Asep Dadi Mulyadi Mulyadi Sri Megawati Oktavia Susanty