Articles
<![CDATA[Strategi Umpan Balik Mahasiswa Terhadap Perkuliahan Model Pembelajaran IPA SD Tahun Ajaran 2015/2016 ]]>
<![CDATA[Hayu, Wiworo Retnadi Rias]]>
<![CDATA[ Titian Ilmu: Jurnal Ilmiah Multi Sciences Vol 9 No 1 (2017) ]]>
Publisher : <![CDATA[Sekolah Tinggi Keguruan dan Ilmu Pendidikan Nurul Huda ]]>
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DOI: 10.30599/jti.v9i1.77
<![CDATA[
Evaluasi program perkuliahan Model Pembelajaran IPA SD dilakukan dengan tahapan evaluasi konteks, evaluasi input, evaluasi proses, evaluasi output dan evaluasi dampak. Semua data yang dikumpulkan menjadi kesatuan yang kompleks dari proses perencanaan, proses pelaksanaan dan proses penilaian. Tahap evaluasi konteks merupakan tahapan need assesment untuk mengetahui kebutuhan evaluasi. Evaluasi input merupakan evaluasi yang dilakukan dalam mengidentifikasi rencana perkuliahan semester (RPS) Model Pembelajaran IPA SD. Evaluasi proses mengidentifikasi proses perkuliahan Model Pembelajaran IPA SD. Evaluasi output merupakan evaluasi dari hasil penilaian, selain itu evaluasi ini dilengkapi dengan evaluasi dampak yang ditimbulkan setelah memperoleh perkuliahan Model Pembelajaran IPA SD. Laporan evaluasi program perkuliahan Model Pembelajaran IPA SD selanjutnya disampaikan kepada dosen pengampu mata kuliah, pihak yang berwenang, dan stakeholder yang berkepentingan dalam perkuliahan sehingga hasil evaluasi pembelajaran dapat menjadi rekomendasi perbaikan dan pengambilan keputusan.
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<![CDATA[THE SCIENCE PROCESS SKILL DIVERFICATION OF SUBJECT SPECIFIC PEDAGOGY BASED ON PROJECT BASED LEARNING ]]>
<![CDATA[Rahayu, Wiworo Retnadi Rias]]>
<![CDATA[ DIDAKTIKA TAUHIDI: JURNAL PENDIDIKAN GURU SEKOLAH DASAR Vol 3, No 1 (2016): DIDAKTIKA TAUHIDI ]]>
Publisher : <![CDATA[Universitas Djuanda ]]>
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DOI: 10.30997/dt.v3i1.313
<![CDATA[Curriculum 2013 to emphasize of learning result on cognitive, affective, and skill. Curriculum 2013 not only to emphasize cognitive, however, also affective and skill need to be developed in the learning process. One of the skills that should be developed is the scientific process skills, because it is the high learning result. The objectives of this research are to know the science process skill diversification. Procedure this research using experiment method to design of Nonequivalent Control-Group Pretest Posttest Design. The results of this research there are the science process skills diverse using SSP of science based on PjBL and using teacherâs SSP.]]>
<![CDATA[METODE SOSIODRAMA BERPENGARUH TERHADAP MOTIVASI BELAJAR SISWA ]]>
<![CDATA[Agnia, Fibrina]]>;
<![CDATA[Hayu, Wiworo Retnadi Rias]]>
<![CDATA[ DIDAKTIKA TAUHIDI: JURNAL PENDIDIKAN GURU SEKOLAH DASAR Vol 4, No 1 (2017): DIDAKTIKA TAUHIDI ]]>
Publisher : <![CDATA[Universitas Djuanda ]]>
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DOI: 10.30997/dt.v4i1.820
<![CDATA[Penelitian ini dilakukan untuk mengetahui pengaruh metode sosiodrama terhadap peningkatan motivasi belajar siswa kelas III SDN 03 Klapanunggal pada mata pelajaran IPS. Populasi dan sampel penelitian ini adalah siswa kelas III SDN 03 Klapanunggal terdiri dari 70 siswa, 36 siswa untuk kelas kontrol dan 34 siswa untuk kelas eksperimen. Jenis penelitian yang digunakan adalah Quasi Experimental Design. Berdasarkan hasil analisis data pada uji hipotesis statistik dan independent t-test keduanya menunjukkan nilai signifikan yang sama yaitu 0,00 ⤠0,05 yang berarti bahwa kelas eksperimen dengan penggunaan metode sosiodrama memberikan pengaruh terhadap motivasi belajar IPS dibandingkan dengan kelas kontrol. Adanya metode sosiodrama yang menyenangkan akan berpengaruh terhadap motivasi belajar siswa sehingga dapat meningkatkan hasil belajar siswa pada materi IPS. Motivasi belajar pada kelas eksperimen lebih meningkat dibandingkan dengan kelas kontrol.Kata Kunci: IPS, metode sosiodrama, motivasi belajar. SOCIODRAMA METHOD EFFECT ON STUDENT LEARNING MOTIVATIONABSTRACTThis study was conducted to determine the influence of sociodrama method on improving students learning motivation of third grade SDN 03 Klapanunggal to social sciences. Population and sample of this research was the third grade student of SDN 03 Klapanunggal consist of 70 students, 36 students for control class and 34 students for experimental class. The type of research used is Quasi Experimental Design. Based on the results of data analysis on statistical hypothesis test and independent t test both showed the same significant value that is 0,00 ⤠0,05 which means that the experimental class with the use of sociodrama method has influenced the social sciences learning motivation compared to the control class. The presence of a pleasant sociodrama method will influence students learning motivation so it can improve student learning outcomes on social sciences. The learning motivation in the experimental class has been increased more than the control class.]]>
<![CDATA[TRANSFORMATIONAL LEADERSHIP TOWARDS TEACHER PERFORMANCE ]]>
<![CDATA[Salma, Durotun Napisah]]>;
<![CDATA[Abdurakhman, Omon]]>;
<![CDATA[Hayu, Wiworo Retnadi Rias]]>
<![CDATA[ DIDAKTIKA TAUHIDI: JURNAL PENDIDIKAN GURU SEKOLAH DASAR Vol 3, No 2 (2016): DIDAKTIKA TAUHIDI ]]>
Publisher : <![CDATA[Universitas Djuanda ]]>
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DOI: 10.30997/dt.v3i2.316
<![CDATA[The high teacherâs performance can be affected by a leader (principal), because the leader can direct and guide to control his subordinates. Observationally, an elementary school in Cigudeg district tend to use a transformational leadership style. This type of research is quantitative based on regression analysis. The subjects of this research is teachers in SDN Cikawung 01 and SDN Ciangger 03, Cigudeg. Technique of the collecting data in this research use observation and questionnaires. Based on the analysis of the questionnaire data by using t test, it is found that tcount = 2,62 > ttable = 2,46 so it can conclude that there are influence of transformational leadership towards teacherâs performance. Furthermore, based on the result of calculation of correlation coefficient between transformational leadership and the teacher performance obtained value of r= 0,604, meaning that there are strong effect between transformational leadership with teacher performance. Therefore, it can conclude that better the transformational leadership then increasing the performance of the teachers at SDN Cikawung 01 and SDN Ciangger 03 Cigudeg, Bogor.]]>
<![CDATA[TRANSFORMATIONAL LEADERSHIP TOWARDS TEACHER PERFORMANCE ]]>
<![CDATA[Salma, Durotun Napisah]]>;
<![CDATA[Abdurakhman, Omon]]>;
<![CDATA[Hayu, Wiworo Retnadi Rias]]>
<![CDATA[ DIDAKTIKA TAUHIDI: Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 2 (2016): DIDAKTIKA TAUHIDI: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Universitas Djuanda ]]>
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DOI: 10.30997/dt.v3i2.316
<![CDATA[The high teacher’s performance can be affected by a leader (principal), because the leader can direct and guide to control his subordinates. Observationally, an elementary school in Cigudeg district tend to use a transformational leadership style. This type of research is quantitative based on regression analysis. The subjects of this research is teachers in SDN Cikawung 01 and SDN Ciangger 03, Cigudeg. Technique of the collecting data in this research use observation and questionnaires. Based on the analysis of the questionnaire data by using t test, it is found that tcount = 2,62 > ttable = 2,46 so it can conclude that there are influence of transformational leadership towards teacher’s performance. Furthermore, based on the result of calculation of correlation coefficient between transformational leadership and the teacher performance obtained value of r= 0,604, meaning that there are strong effect between transformational leadership with teacher performance. Therefore, it can conclude that better the transformational leadership then increasing the performance of the teachers at SDN Cikawung 01 and SDN Ciangger 03 Cigudeg, Bogor.]]>
<![CDATA[STUDI LAPANGAN PENGEMBANGAN PROFESIONALISME GURU SEKOLAH DASAR ]]>
<![CDATA[Hayu, Wiworo Retnadi Rias]]>;
<![CDATA[Permanasari, Anna]]>;
<![CDATA[Sumarna, Omay]]>;
<![CDATA[Hendayana, Sumar]]>
<![CDATA[ DIDAKTIKA TAUHIDI: Jurnal Pendidikan Guru Sekolah Dasar Vol. 6 No. 2 (2019): Didaktika Tauhidi: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Universitas Djuanda ]]>
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DOI: 10.30997/dt.v6i2.1952
<![CDATA[Pelatihan merupakan kegiatan penting bagi guru untuk selalu mengenerasi ilmu pengetahuannya, tidak hanya peserta didik yang diharapkan mengembangkan ilmu pengetahuan namun pendidik juga berkewajiban untuk menguatkan kompetensi bidang. Pelatihan yang sering diadakan belum menyeluruh dan masih tergolong langka untuk sekolah-sekolah tertentu. Oleh sebab itu, gambaran yang sederhana dari beberapa guru tentang kegiatan pembelajaran yang dilakukan dan perolehan pelatihan dalam kurun waktu mengajar masih tergolong minim. Selain itu, kurikulum 2013 merekomendasikan beberapa model pembelajaran salah satunya adalah project based learning. Kenyataan dari beberapa guru yang diwawancarai ternyata penerapannya masih jarang. Project based learning penting diterapkan karena dapat memfasilitasi peserta didik untuk belajar melalui prosenya. Metode penelitian ini menggunakan pendekatan kualitatif deskreftif. Subjek penelitian adalah guru-guru dari berbagai sekolah yang berbeda. Hasil menunjukkan bahwa guru masih jarang memperoleh pelatihan dan penerapan model pembelajaran project based learning masih jarang dilakukan. Kesimpulannya perlu adanya pelatihan yang menyeluruh yang tidak terbatas oleh kalangan dan contoh nyata penerapan model project based learning.]]>
<![CDATA[THE SCIENCE PROCESS SKILL DIVERFICATION OF SUBJECT SPECIFIC PEDAGOGY BASED ON PROJECT BASED LEARNING ]]>
<![CDATA[Rahayu, Wiworo Retnadi Rias]]>
<![CDATA[ DIDAKTIKA TAUHIDI: Jurnal Pendidikan Guru Sekolah Dasar Vol. 3 No. 1 (2016): DIDAKTIKA TAUHIDI: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Universitas Djuanda ]]>
Show Abstract
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Full PDF (563.318 KB)
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DOI: 10.30997/dt.v3i1.313
<![CDATA[Curriculum 2013 to emphasize of learning result on cognitive, affective, and skill. Curriculum 2013 not only to emphasize cognitive, however, also affective and skill need to be developed in the learning process. One of the skills that should be developed is the scientific process skills, because it is the high learning result. The objectives of this research are to know the science process skill diversification. Procedure this research using experiment method to design of Nonequivalent Control-Group Pretest Posttest Design. The results of this research there are the science process skills diverse using SSP of science based on PjBL and using teacher’s SSP.]]>
<![CDATA[METODE SOSIODRAMA BERPENGARUH TERHADAP MOTIVASI BELAJAR SISWA ]]>
<![CDATA[Agnia, Fibrina]]>;
<![CDATA[Hayu, Wiworo Retnadi Rias]]>
<![CDATA[ DIDAKTIKA TAUHIDI: Jurnal Pendidikan Guru Sekolah Dasar Vol. 4 No. 1 (2017): DIDAKTIKA TAUHIDI: Jurnal Pendidikan Guru Sekolah Dasar ]]>
Publisher : <![CDATA[Universitas Djuanda ]]>
Show Abstract
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Full PDF (581.437 KB)
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DOI: 10.30997/dt.v4i1.820
<![CDATA[Penelitian ini dilakukan untuk mengetahui pengaruh metode sosiodrama terhadap peningkatan motivasi belajar siswa kelas III SDN 03 Klapanunggal pada mata pelajaran IPS. Populasi dan sampel penelitian ini adalah siswa kelas III SDN 03 Klapanunggal terdiri dari 70 siswa, 36 siswa untuk kelas kontrol dan 34 siswa untuk kelas eksperimen. Jenis penelitian yang digunakan adalah Quasi Experimental Design. Berdasarkan hasil analisis data pada uji hipotesis statistik dan independent t-test keduanya menunjukkan nilai signifikan yang sama yaitu 0,00 ≤ 0,05 yang berarti bahwa kelas eksperimen dengan penggunaan metode sosiodrama memberikan pengaruh terhadap motivasi belajar IPS dibandingkan dengan kelas kontrol. Adanya metode sosiodrama yang menyenangkan akan berpengaruh terhadap motivasi belajar siswa sehingga dapat meningkatkan hasil belajar siswa pada materi IPS. Motivasi belajar pada kelas eksperimen lebih meningkat dibandingkan dengan kelas kontrol.Kata Kunci: IPS, metode sosiodrama, motivasi belajar. SOCIODRAMA METHOD EFFECT ON STUDENT LEARNING MOTIVATIONABSTRACTThis study was conducted to determine the influence of sociodrama method on improving students' learning motivation of third grade SDN 03 Klapanunggal to social sciences. Population and sample of this research was the third grade student of SDN 03 Klapanunggal consist of 70 students, 36 students for control class and 34 students for experimental class. The type of research used is Quasi Experimental Design. Based on the results of data analysis on statistical hypothesis test and independent t test both showed the same significant value that is 0,00 ≤ 0,05 which means that the experimental class with the use of sociodrama method has influenced the social sciences learning motivation compared to the control class. The presence of a pleasant sociodrama method will influence students' learning motivation so it can improve student learning outcomes on social sciences. The learning motivation in the experimental class has been increased more than the control class.]]>
<![CDATA[Strategi Umpan Balik Mahasiswa Terhadap Perkuliahan Model Pembelajaran IPA SD Tahun Ajaran 2015/2016 ]]>
<![CDATA[Wiworo Retnadi Rias Hayu]]>
<![CDATA[ Titian Ilmu: Jurnal Ilmiah Multi Sciences Vol 9 No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Nurul Huda ]]>
Show Abstract
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DOI: 10.30599/jti.v9i1.77
<![CDATA[Evaluasi program perkuliahan Model Pembelajaran IPA SD dilakukan dengan tahapan evaluasi konteks, evaluasi input, evaluasi proses, evaluasi output dan evaluasi dampak. Semua data yang dikumpulkan menjadi kesatuan yang kompleks dari proses perencanaan, proses pelaksanaan dan proses penilaian. Tahap evaluasi konteks merupakan tahapan need assesment untuk mengetahui kebutuhan evaluasi. Evaluasi input merupakan evaluasi yang dilakukan dalam mengidentifikasi rencana perkuliahan semester (RPS) Model Pembelajaran IPA SD. Evaluasi proses mengidentifikasi proses perkuliahan Model Pembelajaran IPA SD. Evaluasi output merupakan evaluasi dari hasil penilaian, selain itu evaluasi ini dilengkapi dengan evaluasi dampak yang ditimbulkan setelah memperoleh perkuliahan Model Pembelajaran IPA SD. Laporan evaluasi program perkuliahan Model Pembelajaran IPA SD selanjutnya disampaikan kepada dosen pengampu mata kuliah, pihak yang berwenang, dan stakeholder yang berkepentingan dalam perkuliahan sehingga hasil evaluasi pembelajaran dapat menjadi rekomendasi perbaikan dan pengambilan keputusan.]]>
<![CDATA[Activities Of MGMP IPA Activities to Increase the Teacher Competence in Bogor District ]]>
<![CDATA[Wiworo Retnadi Rias Hayu]]>;
<![CDATA[Anna Permanasari]]>;
<![CDATA[Omay Sumarna]]>;
<![CDATA[Sumar Hendayana]]>
<![CDATA[ Indonesian Journal of Social Research (IJSR) Vol 1 No 1 (2019): Indonesian Journal of Social Research (IJSR) ]]>
Publisher : <![CDATA[Universitas Djuanda ]]>
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DOI: 10.30997/ijsr.v1i1.6
<![CDATA[MGMP is a community of teachers to always learn (long life learning). Rapid development of the times requires the teacher to participate in the pursuit of knowledge. Lifelong learning is the teacher's obligation to generate knowledge. This is necessary because the teacher is a facilitator of students to gain knowledge. In line with that, teachers are expected to master every change process so students can also face global challenges. These results indicate that the majority of teachers who come to MGMP IPA Bogor District civil servants Teachers. MGMP activities are a place that facilitates teachers' mutual learning together. MGMP members consist of various teachers from different schools. The results show the MGMP majority forum of senior teachers. Senior Teachers are expected to guide junior and mediator teachers to learn from one another. The results of the study concluded that continuing professional development needs to be developed, then content, then creativity, ICT and finally SK and KD to improve teacher competence. The activity steps are arranged to help activate and optimize activities, namely by self-development, scientific publications, and scientific work in the Bogor District MGMP.]]>
