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All Journal Jurnal Pendidikan Ilmu Pengetahuan Sosial (JPIPS) Karimah Tauhid
Wafa Khilda Dalilah
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Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Neuroscience Social Sciences

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Kemampuan Membaca Pada Penerapan Metode The Silent Way Dalam Pengajaran Bahasa Inggris Ashila, Laila; Wafa Khilda Dalilah
Karimah Tauhid Vol. 3 No. 5 (2024): Karimah Tauhid
Publisher : Universitas Djuanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/karimahtauhid.v3i5.13223

Abstract

Bahasa Inggris merupakan salah satu pelajaran yang sering dikatakan sulit bagi peserta didik. Namun, Pelajaran ini dapat membantu bidang komunikasi dan mendukung pembelajaran secara global. Cara untuk memastikan siswa menikmati pembelajaran bahasa Inggris adalah dengan mengembangkan metode pembelajaran yang kreatif dan inovatif. Metode yang digunakan pada penelitian ini adalah observasi presentasi pada saat di kelas dan melalui kajian literatur (Library Research). Tujuannya untuk menghasilkan data serta memberikan gambaran secara garis besar mengenai kemampuan membaca bahasa Inggris pada penerapan metode “The Silent Way”. Metode “The Silent Way” adalah metode yang memberikan sedikit instruksi dari guru dan lebih banyak memberi kesempatan kepada siswa. Metode ini mendorong pembelajaran yang nyaman, dan efektif dalam melatih kemampuan membaca bahasa Inggris siswa.
Persepsi Mahasiswa Terhadap Pembelajaran IPAS Dalam Kurikulum Merdeka Irma Inesia Sri Utami; Rachmah Amalia; Shofia Hanna Nisa; Wafa Khilda Dalilah
Journal Pendidikan Ilmu Pengetahuan Sosial Vol. 16 No. 1 (2024): Jurnal Pendidikan Ilmu Pengetahuan Sosial (JPIPS) Vol 16 Nomor 1 Juni 2024
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The research aims to determine student perceptions of IPAS learning in the independent curriculum using qualitative research methods. Data was obtained through interviews with fourth semester PGSD students at Djuanda University using thematic analysis and data validity testing using source triangulation. The research results obtained four categories, which include: models, benefits, challenges and strategies in implementing IPAS learning. The research concluded that in the student perceptions, IPAS learning has various learning models, including Problem Based Learning, Discovery Learning, and Cooperative Learning which are useful in developing skills, forming character, and increasing students' scientific and social literacy. Even though there are challenges in implementing IPAS learning, teachers can develop learning strategies, such as conducting study visits, planning lessons, and forming Teacher Working Groups (KKG). This research contributes to supporting the implementation of IPAS learning in elementary schools
Persepsi Mahasiswa Terhadap Pembelajaran IPAS Dalam Kurikulum Merdeka Irma Inesia Sri Utami; Rachmah Amalia; Shofia Hanna Nisa; Wafa Khilda Dalilah
Journal Pendidikan Ilmu Pengetahuan Sosial Vol. 16 No. 2 (2024): Jurnal Pendidikan Ilmu Pengetahuan Sosial (JPIPS) Vol 16 Nomor 2 Desember 2024
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jpips.v16i2.17536

Abstract

The research aims to determine student perceptions of IPAS learning in the independent curriculum using qualitative research methods. Data was obtained through interviews with fourth semester PGSD students at Djuanda University using thematic analysis and data validity testing using source triangulation. The research results obtained four categories, which include: models, benefits, challenges and strategies in implementing IPAS learning. The research concluded that in the student perceptions, IPAS learning has various learning models, including Problem Based Learning, Discovery Learning, and Cooperative Learning which are useful in developing skills, forming character, and increasing students' scientific and social literacy. Even though there are challenges in implementing IPAS learning, teachers can develop learning strategies, such as conducting study visits, planning lessons, and forming Teacher Working Groups (KKG). This research contributes to supporting the implementation of IPAS learning in elementary schools
Co-Authors Ashila, Laila Irma Inesia Sri Utami Rachmah Amalia Shofia Hanna Nisa