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All Journal Society: Jurnal Pengabdian Masyarakat Journal of Social Science and Economics Jurnal Tata Rias
Setiyawati, Setiyawati
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Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Improving Indonesian Language Learning Achievement Regarding Reading Ability Using The Make A Match Method For Class II MI Al Khoiriyah Students Setiyawati, Setiyawati
Journal of Social Science and Economics Vol. 2 No. 2 (2023): Journal of Social Science and Economics
Publisher : Journal of Social Science and Economics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37812/josse.v2i2.1439

Abstract

The research with the title "Increasing Indonesian language learning achievement regarding reading skills using the make a match method for class II Mi al Khoiriyah students in the 2020/2021 academic year" is classroom action research. What was examined in this research was the application of learning using the make a match model to improve student learning outcomes. This research uses observation to determine the make a match learning process, observation to determine student learning outcomes. The make a match model in the learning process has 10 stages. Stage 1: 1 Teacher explains the learning objectives. Stage 2 The teacher determines the topic, namely the theme of reading about playing in my environment. stage 3 The teacher divides the students in the class into 3 groups. stage 4 The teacher prepares and distributes question cards for one group and answer cards for one group, stage 5 Each member of group 1 holds a question card and each member of group 2 holds an answer card. Stage 6 The teacher gives a sign ( whistle). Each group member moves to look for a partner (questions and answers). If it is found, give it to the assessment team. Stage 7. The teacher gives a signal (whistle). Each group member moves to look for a partner (questions and answers). If it is found, give it to the assessment team. Stage 8 Students who cannot match their cards with their friends' cards (cannot find the question card or answer card) will receive a punishment, which has been mutually agreed upon. Stage 9 The assessing group assesses whether the pairs of cards match. The assessment group explains the results of their assessment of the card pairs (questions and answers). Stage 10 The teacher together with the students make conclusions about the subject matter. This research is Classroom Action Research (PTK) with the spiral model from Kemmis and Taggart which consists of 2 action cycles. Each cycle consists of four stages including: planning, implementing, observing and reflecting. This research shows that student learning outcomes have improved after taking action. The percentage of students who had not completed decreased from cycle 1 to cycle 2 (72% to 0%). The percentage of students who completed increased from cycle 1 to cycle 2 (28% to 100%). The indicator of the success of this PTK is that this PTK is said to be successful if the percentage of students whose learning outcomes have been completed reaches at least 85%. And the table shows that the percentage of students whose grades are complete has reached 100%. So this PTK has been successful.
Implementasi Game Pengenalan Binatang di TK Putra I Bandung Miftahuddin, Yusup; Kristiana, Lisa; Anindia, Hana Nathania; Sugiharto, Ariq Bagus; Adli, Muhammad Arkan; Nurrahmayanti, Fadhilah; Setiyawati, Setiyawati
Society : Jurnal Pengabdian Masyarakat Vol 4, No 1 (2025): Januari
Publisher : Edumedia Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55824/jpm.v4i1.511

Abstract

The animal recognition game application is designed to support interactive learning at TK Putra 1 Bandung, Arcamanik District, Bandung City. This application aims to provide an engaging learning experience where young children can learn about various animals, their habitats, sounds, and distinctive features. Interactive elements such as animal images, sounds, and videos are presented in an enjoyable way, allowing children to learn in an engaging and active manner. Features such as quizzes, clickable buttons, and animations support children’s engagement, enhance curiosity, and encourage active participation in the learning process. The application is also designed to make it easier for teachers and staff to deliver interactive content, ensuring that learning takes place in an enjoyable and effective manner.
PENGEMBANGAN MEDIA VIDEO TUTORIAL DENGAN APLIKASI KINEMASTER PADA KOMPETENSI DASAR PENGERITINGAN RAMBUT DESAIN Setiyawati, Setiyawati
Jurnal Tata Rias Vol. 10 No. 3 (2021): Vol. 10 No. 3 (2021)
Publisher : Program Studi Pendidikan Tata Rias

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jtr.v10n3.42945

Abstract

Co-Authors Adli, Muhammad Arkan Anindia, Hana Nathania KRISTIANA, LISA Miftahuddin, Yusup Nurrahmayanti, Fadhilah Sugiharto, Ariq Bagus