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All Journal Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing PHI: Jurnal Pendidikan Matematika
Putriani, Ayu
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics

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Pelaksanaan Pembelajaran Keterampilan Menulis Teks Eksplanasi pada Siswa Kelas XI SMA Negeri 2 Rejang Lebong Putriani, Ayu; Noermanzah, Noermanzah; Yulistio, Didi
Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing Vol 5 No 2 (2022): Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing
Publisher : LPPM Universitas PGRI Silampari Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31540/silamparibisa.v5i2.2041

Abstract

The skill of writing explanatory text is part of the Indonesian language skills that must be mastered by students of class XI SMA. An overview of the implementation of learning to write explanatory texts in high school forms the basis for the reflections of Indonesian language teachers. For this reason, this study aims to describe the implementation of teaching explanatory text writing skills in class XI SMA Negeri 2 Rejang Lebong. This study uses a qualitative approach with a descriptive method. Data collection techniques used are observation, interviews, and documentation. Data analysis techniques are carried out by reducing data, presenting data, and drawing conclusions. Test the validity of the data using data source triangulation. The results of the study showed that the implementation of Indonesian language learning on writing material for students of class XI IPS had been carried out in three stages: first, preliminary activities, the teacher greeted, greeted students, prepared students physically and psychologically, conducted apperception by way of question and answer and convey learning objectives. Second, the core learning activities, the teacher invites students to understand the meaning and characteristics of explanatory texts, identify knowledge information and explanatory text explanatory lines, analyze structure and language, and produce explanatory texts. Third, closing activities, the teacher concludes the learning material by involving students so that the teacher knows student understanding during the learning process. The learning steps carried out by the teacher are guided by the Learning Implementation Plan. Implementation of learning is planned to use discovery learning and project based learning models, but in the learning process, the implementation of these learning models is not maximized. The teacher's assessment was only a psychomotor assessment, while attitude and cognitive assessments were not carried out.
PENGEMBANGAN BUKU KONSEP MATEMATIKA POKOK BAHASAN DENGAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) PADA MATERI BANGUN RUANG Putriani, Ayu; Syafitri, Fatrima Santri
PHI: Jurnal Pendidikan Matematika Vol 10, No 1 (2026): EDISI APRIL, 2026
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/phi.v10i1.602

Abstract

This study aims to develop a mathematics concept book based on Problem Based Learning (PBL) on spatial geometry material to improve students' understanding. The method applied is Research and Development (R&D) using the Plomp model through three stages, namely initial investigation, prototype development, and evaluation. The mathematics concept book was then validated by a number of experts, including material, media, and language experts. The validation results showed that the mathematics concept book was included in the very valid category with a material expert score of 86.67%, media 93.33%, and language 90%. Student responses showed a practicality level of 72.72% (practical), while learning outcomes obtained an average of 0.4174 with a t-test value of 8.92 which showed the effectiveness of the mathematics concept book in helping students understand the concept of spatial geometry contextually. Thus, the developed PBL-based mathematics concept book was declared valid, easy to use, and effective as an alternative teaching material in the mathematics learning process.
Co-Authors Noermanzah, Noermanzah Syafitri, Fatrima Santri Yulistio, Didi