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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Jurnal Akademika: Kajian Ilmu-Ilmu Sosial, Humaniora dan Agama
Sarwan Hamid
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Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics Social Sciences Other

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Pendekatan, Metode, Teknik Pembelajaran Bahasa Dan Sastra Putrayasa, Ida Bagus; I Nyoman Sudiana; Dewa Nyoman Suardana; Yanti Maliani; Mekson Fernandes Landu; Ni Nyoman Ayu Yuliastri; Sarwan Hamid
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 5 No. 3 (2024): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v5i3.695

Abstract

Learning approaches, methods and techniques are concepts frequently used in educational contexts, and although they are often used together, they have important differences. a. A learning approach refers to a general view or philosophy that guides the learning process. b. Learning methods are a series of techniques or strategies used by educators to convey lesson material to students. c. Learning techniques are special tools or strategies used in the context of learning methods to improve students' understanding and acceptance of subject matter. then several approaches in learning Indonesian Language and Literature that can be applied include formal, empirical, structural, skills, rational, functional, integrated, integral, sociolinguistic, psychological, psycholinguistic, communicative approaches. Therefore, in learning Indonesian language and literature, there are several methods that can be applied, namely lecture methods, question and answer, discussion, group work, sociodrama, demonstrations, experiments, recitations, field trips. and there are several techniques in learning Indonesian language and literature, namely techniques in learning to listen, techniques in learning to read, techniques in learning to speak, techniques in learning to write.
THE OXFORD HANDBOOK OF ISLAMIC PHILOSOPHY Nuraisyah; Sabrina Bila Putri; Devina Tanjung; Sarwan Hamid; M. Choiril Annas; Fadhlan Hafizhul Huda
Jurnal Akademika Kajian Ilmu-Ilmu Sosial, Humaniora Dan Agama Vol 5 No 1 (2024): (JURNAL AKADEMIKA: KAJIAN ILMU-ILMU SOSIAL, HUMANIORA DAN AGAMA)
Publisher : Wahdatul Ulum Institute

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Abstract

Meskipun buku ini menawarkan kekayaan informasi dan analisis yang mendalam, beberapa pembaca mungkin menemui bahwa isiannya terlalu teknis dan sulit dipahami, terutama bagi mereka yang tidak memiliki latar belakang dalam filsafat atau studi Islam. Beberapa bab membahas aspek spesifik dan kompleks dari tradisi pemikiran Islam, yang dapat membingungkan bagi pembaca awam atau mereka yang baru memulai eksplorasi tentang filsafat Islam. Penggunaan istilah-istilah teknis dan pendekatan akademis yang mendalam menjadikan buku ini lebih sesuai untuk pembaca yang telah memiliki pemahaman yang solid tentang disiplin ini.
Pendekatan, Metode, Teknik Pembelajaran Bahasa Dan Sastra Putrayasa, Ida Bagus; I Nyoman Sudiana; Dewa Nyoman Suardana; Yanti Maliani; Mekson Fernandes Landu; Ni Nyoman Ayu Yuliastri; Sarwan Hamid
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 5 No. 3 (2024): Agustus
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v5i3.695

Abstract

Learning approaches, methods and techniques are concepts frequently used in educational contexts, and although they are often used together, they have important differences. a. A learning approach refers to a general view or philosophy that guides the learning process. b. Learning methods are a series of techniques or strategies used by educators to convey lesson material to students. c. Learning techniques are special tools or strategies used in the context of learning methods to improve students' understanding and acceptance of subject matter. then several approaches in learning Indonesian Language and Literature that can be applied include formal, empirical, structural, skills, rational, functional, integrated, integral, sociolinguistic, psychological, psycholinguistic, communicative approaches. Therefore, in learning Indonesian language and literature, there are several methods that can be applied, namely lecture methods, question and answer, discussion, group work, sociodrama, demonstrations, experiments, recitations, field trips. and there are several techniques in learning Indonesian language and literature, namely techniques in learning to listen, techniques in learning to read, techniques in learning to speak, techniques in learning to write.
THE EFFECT OF THE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) LEARNING MODEL ON STUDENTS’ LEARNING MOTIVATION AND READING LITERACY Sarwan Hamid; I Wayan Suastra; Ni Ketut Suarni
SOSIOEDUKASI Vol 15 No 1 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i1.7394

Abstract

This study aims to examine the effect of the Cooperative Integrated Reading and Composition (CIRC) learning model on students' learning motivation and reading literacy. This study uses a quasi-experimental design with a non-equivalent posttest-only control group design. The study population was fifth-grade students at Muhammadiyah Elementary School in Kupang City, with a sample size of 58 students divided into an experimental group and a control group. Data collection was conducted using a learning motivation questionnaire and a reading literacy test that had undergone validity and reliability tests. Data analysis was performed using descriptive statistics and multivariate analysis (MANOVA). The results showed that the CIRC learning model had a significant simultaneous effect on students' learning motivation and reading literacy. Students taught using the CIRC model had higher learning motivation and reading literacy skills than students taught using conventional learning models. These findings indicate that the CIRC learning model is effective in improving the learning motivation and reading literacy of elementary school students.
Co-Authors Devina Tanjung Dewa Nyoman Suardana Fadhlan Hafizhul Huda Ida Bagus Putrayasa M. Choiril Annas M.Pd Prof. Dr. I Nyoman Sudiana . Mekson Fernandes Landu Ni Ketut Suarni Ni Nyoman Ayu Yuliastri Nuraisyah Sabrina Bila Putri Yanti Maliani