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Meningkatkan Kepercayaan Diri Siswa Laki-laki Untuk Menari pada Siswa Kelas IX SMPN 8 Tanjabtim dengan Menggunakan Model ARCS (Attention, Relevance, Convidence, Satisfaction) Permatasari, Tika
Indo-MathEdu Intellectuals Journal Vol. 4 No. 1 (2023): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v4i1.562

Abstract

This research is classroom action research with the aim of increasing male students' confidence in dancing in class IX students at SMPN 8 Tanjabtim. The learning model used is the ARCS model (Attention, Relevance, Confidence, Satisfaction). This learning model is a framework designed to increase student motivation and involvement in the learning process. After implementing it for 1 cycle for 4 meetings, it was found that the results of applying the ARCS model in Arts and Culture learning had brought significant positive changes in male students' self-confidence in expressing dance movements. The change in attitude from disbelief to confidence, as well as the increase in student involvement, indicates that this learning model has had a big impact in improving the quality of Arts and Culture learning for male students
Bimbingan Teknis dan Pendampingan Budidaya Kopi Robusta Berbasis Agroforestri pada Kelompok Petani Muda Desa Ludai, Riau Titisari, Prima Wahyu; Elfis, Elfis; Faradinna, Syarifah; Hidayat, Fiki; Chahyana, Indry; Permatasari, Tika; Norlis, Norlis
Jurnal Pengabdian Pada Masyarakat Vol 9 No 2 (2024): Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/jppm.v9i2.654

Abstract

Kopi Robusta (Coffea canephora) merupakan salah satu komoditas pertanian penting bagi sebagian masyarakat pedesaan di Indonesia. Riau merupakan provinsi dengan produktivitas kopi tertinggi secara nasional, mencapai 1.173 kg/ha. Tujuan dari program pengabdian kepada masyarakat ini adalah untuk memberdayakan generasi muda Kelompok Mitra Desa (KPM) Ludai dalam membudidayakan kopi Robusta berbasis agroforestri dan membekali mereka dengan keterampilan yang diperlukan untuk budidaya kopi Robusta dalam konteks agroforestri. Program ini bertujuan untuk berkontribusi terhadap perekonomian rumah tangga. Metode yang dilakukan dalam program ini terdiri dari beberapa tahapan antara lain sosialisasi, pemberian bantuan, penyuluhan, pelatihan, bimbingan/penerapan lapangan, serta monitoring dan evaluasi kegiatan. Hasil pengabdian menunjukkan bahwa pelatihan, bimbingan, dan dukungan budidaya kopi Robusta berbasis agroforestri telah meningkatkan pemahaman anggota KPM Desa Ludai mengenai potensi budidaya kopi Robusta berbasis agroforestri sebagai sumber pendapatan rumah tangga. Berdasarkan monitoring dan evaluasi yang dilakukan pasca kegiatan pengabdian masyarakat, peserta memberikan respon positif terhadap materi pelatihan, menunjukkan pemahaman komprehensif terhadap konten yang disampaikan narasumber. Robusta coffee (Coffea canephora) is one of the important agricultural commodities for some rural communities in Indonesia. Riau is the province with the highest coffee productivity nationwide, reaching 1,173 kg/ha. The goal of this community service program is to empower young members of the Ludai Village Partner Group (KPM) to cultivate agroforestry-based Robusta coffee and provide them with the skills necessary for Robusta coffee cultivation within an agroforestry context. This initiative aims to contribute to household economies. The methods involved in this program consist of several stages, including socialization, assistance provision, counseling, training, field guidance/application, as well as monitoring and evaluation of activities. The results indicate that the training, guidance, and support for agroforestry-based Robusta coffee cultivation have enhanced the understanding of Ludai Village KPM members regarding the potential of agroforestry-based Robusta coffee cultivation as a source of household income. Based on monitoring and evaluation conducted after the community service activity, participants have responded positively to the training materials, demonstrating a comprehensive understanding of the content presented by the resource persons.
THE EFFECT OF PROBLEM BASED LEARNING MODEL IN ENGLISH LESSONS IN CLASS VII MTS BUSTANUL ULUM Hikmah, Nurul; Permatasari, Tika; Suhainah, Suhainah
JR-ELT (Journal of Research in English Language Teaching) Vol. 8 No. 2 (2024): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jr-elt.v8i2.76

Abstract

improving student learning outcomes in English subjects in grade VII MTs Bustanul Ulum. The research design used a quantitative pre-experimental approach involving 20 students as samples. Data were collected through pre-tests and post-tests. They were given before and after the implementation of PBL for six meetings. The results showed a significant increase in student learning outcomes, with an average pre-test score of 62 increasing to 82 in the post-test. Statistical analysis using the t-test showed a statistically significant difference, confirming the effectiveness of PBL in improving student learning outcomes. The implementation of PBL actively involved students in the learning process through solving real problems that were relevant to their lives. Group discussion activities, independent investigations, and solution presentations provided students with meaningful learning experiences and improved critical thinking and collaboration skills. In addition, PBL also succeeded in increasing student motivation towards learning English by creating an interesting and relevant learning atmosphere. This study concludes that PBL is an effective and innovative learning method to improve student learning outcomes and motivation. The implications of this research provide recommendations for teachers to adopt PBL in learning to create more meaningful and relevant learning experiences.