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All Journal JKP | JURNAL KEPEMIMPINAN PENDIDIKAN MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI
Handayani, Exabella
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Metode Phonics Menggunakan Aplikasi Oxford Phonics World dalam Pembelajaran Bahasa Inggris bagi Siswa Wahjusaputri, Sintha; Zulviana, Dewi; Putri Apriliana, Lidya; Handayani, Exabella; Rohman Hakim, Abd
Murhum : Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2 (2023): Desember
Publisher : Perkumpulan Pengelola Jurnal (PPJ) PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/murhum.v4i2.266

Abstract

Penelitian ini bertujuan untuk mengimplementasi metode Phonics menggunakan aplikasi Oxford Phonics World dalam pembelajaran Bahasa Inggris bagi siswa. Metode penelitian menggunakan kualitatif deskriptif untuk mengeksplorasi fenomena yang terlihat secara alami.  Informan yang dijaring adalah guru, siswa dan orang tua.  Lokasi penelitian di Kinderland Preschool  Jakarta Selatan. Teknik pengumpulan data menggunakan observasi, wawancara dan dokumentasi. Analisis peneliitian menggunakan. Analisa data dilakukan secara interaktif dan berkelanjutan sampai data tersebut tuntas dan jenuh, atau jawaban serupa. Salah satu metode yang digunakan yaitu metode Phonics menggunakan aplikasi Oxford Phonics World. Hasil temuan mengungkapkan bahwa pada Kinderland Preschool Kuningan Jakarta Selatan, metode Phonics termasuk pada subyek kurikulum Language and Literacy yang wajib diajarkan ke siswa mulai dari level paling kecil yakni Pre-Nursery hingga ke level paling besar yakni Kindergarten 2. Hal ini menunjukkan metode Phonics berperan penting tidak saja untuk meningkatkan kemampuan membaca siswa dalam bahasa Inggris, namun juga mampu meningkatkan keterampilan atau kemampuan literasi tahap awal, membantu memperlancar pengucapan dalam berbicara yang akan membantu meningkatkan kepercayaan diri (self-confidence) siswa dan ini tentunya berdampak baik terhadap sekolah karena mampu menaikkan mutu sekolah yang menciptakan siswa yang memiliki kemampuan membaca Bahasa Inggris dengan baik, benar serta menjadi pembaca yang mandiri (independent reader).
EVALUATION OF THE IMPLEMENTATION OF THE CHILD-FRIENDLY SCHOOL PROGRAM AT KLENDER 13 STATE ELEMENTARY SCHOOL, EAST JAKARTA HANDAYANI, Exabella
Journal of Education and Leadership in Education Vol 7 No 2 (2024): JURNAL KEPEMIMPINAN PENDIDIKAN
Publisher : Universitas of Muhammadiyah Prof. DR. HAMKA Jakarta (UHAMKA University)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/jkpuhamka.v7i2.18230

Abstract

Klender 13 State Elementary School, East Jakarta is one of the schools carrying out an evaluation of the implementation of Child Friendly Schools (SRA) to realize children's rights to good and quality education. This research aims to evaluate program implementation, strategies and the impact of implementing SRA at the Klender 13 State Elementary School, East Jakarta. This research uses a descriptive qualitative approach. The data collection techniques were obtained through observation, interviews and documentation studies. Next, the collected data was analyzed using the CIPP evaluation model analysis model which includes procedures for data collection, data reduction, data presentation, and drawing conclusions. Checking the validity of the data using triangulation. This research found the following results: (1) The SRA program at SDN Klender 13 was implemented by integrating all existing school policies, school programs and school activities. (2) The strategy for implementing the SRA program at SDN Klender 13 includes forming an SRA program implementation team, fulfilling SRA component indicators, carrying out monitoring and evaluation, and being responsive to the results of monitoring and evaluation of SRA program implementation. (3) The implementation of SRA has had an impact on SDN Klender 13 which includes changes in student character, increased student achievement both academic and non-academic, students feel more calm and comfortable physically and emotionally at school, there is an increase in teacher achievement and skills, communication is established and positive collaboration between teachers and parents, increasing madrasah achievements, and making the madrasah's reputation better known in the community.
Co-Authors Putri Apriliana, Lidya Rohman Hakim, Abd Sintha Wahjusaputri, Sintha Zulviana, Dewi