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<![CDATA[MEKANISME TUMBUHAN MENGHADAPI KEKERINGAN ]]>
<![CDATA[Sukma, Kelik Perdana Windra]]>
<![CDATA[ WACANA DIDAKTIKA Vol 3, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Islam Madura ]]>
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DOI: 10.1234/wd.v3i2.358
<![CDATA[Ketidakmampuan tumbuhan untuk berpindah tempat menyebabkan tumbuhanmemiliki mekanisme menghadapi kondisi lingkungan yang tidak sesuai, misalnyakekeringan. Tumbuhan dapat mengalami tingkat kekeringan sedang dan tingkatkekeringan tinggi. Pada tingkat kekeringan sedang, tumbuhan biasanya memilikimekanisme menghindar sedangkan pada tingkat kekeringan tinggi, tumbuhan memiliki mekanisme toleransi.]]>
<![CDATA[Peningkatan Kompetensi Guru SMPN 3 Pademawu Dalam Menyusun Instrumen Penilaian Autentik Melalui Workshop ]]>
<![CDATA[abdul qadimul azal]]>
<![CDATA[ Wacana Didaktika Vol 6 No 01 (2018): Juni 2018 ]]>
Publisher : <![CDATA[Universitas Islam Madura ]]>
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DOI: 10.31102/wacanadidaktika.6.01.27-40
<![CDATA[In the result of academic supervision and the result of school self evaluation, the data was obtained that there were still many teachers at SMPN 3 Pademawu Pamekasan who did not understand how to develop the authentic assesment instruments. The teachers at SMPN 3 Pademawu Pamekasan get difficult to compile the autenthic assesments based on the 2013 curriculum. The problem of this study is how to increase teachers competency at SMPN 3 Pademawu Pamekasan in compiling the authentic assesment instruments through the workshop. This research is School Action Research (SAR). The qualitative data analysis used is the principles of data analysis, namely: reduction data, presentation data, and conclusion data. Meanwhile, for the quantitative data was obtained by using deseriptive analysis. The results indicated that the teachers competency at SMPN 3 Pademawu Pamekasan get further progress in compiling authentic assessment instruments from the first to the second cycle. The percentage of classical completeness increased from 53,20 % to 95,65 % and the classical everage increased from 53,20 to 66,63. The conclusion of this study is teachers competency at SMPN 3 Pademawu Pamekasan in compiling Authentic Assessment Instrument have increased through the workshop. Abstrak Pada hasil supervisi akademik dan hasil evaluasi diri sekolah diperoleh data bahwa masih banyak guru SMPN 3 Pademawu Pamekasan yang kurang memahami cara menyusun instrumen penilaian autentik. Guru SMPN 3 Pademawu Pamekasan merasa sulit untuk menyusun instrumen penilaian autentik sesuai tuntutan kurikulum 2013. Permasalahan pada penelitian ini adalah bagaimana meningkatkan kompetensi Guru SMPN 3 Pademawu dalam menyusun instrumen penilaian autentik melalui workshop. Penelitian ini merupakan penelitian tindakan sekolah (PTS). Analisis data kualitatif digunakan prinsip-prinsip analisis data yaitu: reduksi data, penyajian data, dan penyimpulan data. Sedangkan untuk data kuantitatif dilakukan analisis deskriptif. Hasil penelitian menunjukkan bahwa kompetensi guru SMPN 3 Pademawu meningkat dalam menyusun instrumen penilaian autentik dari siklus 1 ke siklus 2. Persentase ketuntasan klasikal meningkat dari 73,68% menjadi 95,65% dan nilai rata-rata klasikal meningkat pula dari 53,20 menjadi 66,63. Kesimpulan penelitian ini adalah kompetensi guru SMPN 3 Pademawu Pamekasan dalam menyusun instrumen penilaian autentik meningkat melalui workshop]]>
<![CDATA[Improving Students’ Vocabulary Mastery By Using Flash Card At Forth Grade Students In SDN Lawangan Daya 2 Pamekasan ]]>
<![CDATA[Arisandi Setiyawan]]>
<![CDATA[ Wacana Didaktika Vol 3 No 2 (2015): Desember 2015 (Versi Cetak) ]]>
Publisher : <![CDATA[Universitas Islam Madura ]]>
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DOI: 10.31102/wacanadidaktika.3.2.83-91
<![CDATA[From the preliminary research of the fourth graders of SDN Lawangan Daya 2 Pamekasan, it showed that most of the students had a lack of vocabulary mastery. This research is conducted to find an effective and appropriate strategy to improve students‟ vocabulary mastery by using flashcard. Therefore, the appropriate design for this research is Classroom Action Research (CAR). The researcher implemented the strategy in one cycle, those are: planning, implementing, observing and reflecting. The result of the class vocabulay test is analyzed quantitatively, while the result of the data achieved from observation class is analyzed qualitatively. The finding shows that the students‟ vocabulary mastery increase significantly from the preliminary research. The result can be concluded that (1) teaching and learning process needs an appropriate and effecctive strategy, (2) flashcard is considered as an appropriate technique to improve the students‟ vocabulary mastery.]]>
<![CDATA[Efisiensi Teknis Usahatani Padi (Oryza Sativa L) Dengan Sistem Tanam Jajar Legowo di Desa Dasok Kecamatan Pademawu Kabupaten Pamekasan ]]>
<![CDATA[Mohammad Shoimus Sholeh]]>
<![CDATA[ Wacana Didaktika Vol 4 No 1 (2016): Juni 2016 ]]>
Publisher : <![CDATA[Universitas Islam Madura ]]>
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DOI: 10.31102/wacanadidaktika.4.1.55-64
<![CDATA[Program sistem tanam jajarlegowo yang memodifikasi sistem pola tanam diharapkan dapat meningkatkan produktivitas padi sehingga pendapatan petani juga meningkat. Penerapan penanaman padi dengan sistem jajar legowo harus efisien secara teknik agar mendapatkan prouksi padi maksimal dengan tingkat pengguaan faktor-faktor produksi tertentu. Dalam pembangunan pertanian, teknologi penggunaan faktor-faktor produksi memegang peranan penting karena kurang tepatnya jumlah dan kombinasi faktor produksi mengakibatkan rendahnya produksi yang dihasilkan atau tingginya biaya produksi. Maka dari itu Untuk meningkatkan produksi, penggunaan faktor-faktor produksi harus efisien dan efektif. Efisien secara teknik apabila produksi padi actual mendekati produksi potensial. Tujuan penelitian yaitu untuk menganalisis faktor-faktor yang mempengaruhi produksi usahatani padi dan tingkat efisiensi teknis penerapan sistem tanam jajar legowo. Analisis yang digunakan yaitu stochastic frontier untuk menganalisis tingkat efisiensi teknis. Dari hasil analisis diperoleh faktor-faktor produksi yang berpengaruh nyata terhadap produksi usahatani padi adalah pupuk organik, pupuk kimia dan tenaga kerja. Rata-rata tingkat efisiensi teknis sebesar 0,92, berarti petani sudah mencapai produksi 92% dari potensial produksi padi dan masih terdapat 8% untuk meningkatkan produksi padi. Dengan tingkat efisiensi sebesar 0,92 diperoleh pendapatan usahatani padi sebesar Rp. 4.725.522,- dengan luasan lahan 0,367 ha dalam satu musim tanam. Hal ini menunjukkan bahwa petani masih dapat meningkatkan pendapatan usahatani padi dengan meningkatkan efisiensi teknis.]]>
<![CDATA[The Implementation of Flashcard Game on Vocabulary Mastery ]]>
<![CDATA[Dinar Vincy Yunitaka Bahrudin]]>
<![CDATA[ Wacana Didaktika Vol 3 No 2 (2015): Desember 2015 (Versi Cetak) ]]>
Publisher : <![CDATA[Universitas Islam Madura ]]>
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DOI: 10.31102/wacanadidaktika.3.2.92-99
<![CDATA[Learning vocabulary is difficult for some students. There are a number of factors causing the difficulty of learning vocabulary: first is from students‟ point of view who argued that a lot of various different vocabularies should be learned by the students in a short time in which they memorize them but often forget. Second is from teacher‟s point of view who said that teachers‟ technique (traditional memorization) and media (power point) in teaching vocabulary were almost never changed for a long time. Therefore this study is aimed at investigating the effectiveness of teaching vocabulary using flashcard game on vocabulary mastery.]]>
<![CDATA[Teaching English To Kid At Home ]]>
<![CDATA[Fitrah Yuliawati]]>
<![CDATA[ Wacana Didaktika Vol 3 No 2 (2015): Desember 2015 (Versi Cetak) ]]>
Publisher : <![CDATA[Universitas Islam Madura ]]>
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DOI: 10.31102/wacanadidaktika.3.2.100-111
<![CDATA[Children learn naturally when they are having fun. Children feel more comfortable and confident when they know what to expect. Repetition is essential children often need to hear words and phrases many times before they feel ready to produce them themselves. Established a routine for your English time at hom, it is better to have short, frequent sessions than long, infrequent ones. Fifteen minutes is enough for very young children. Parents can gradually make sessions longer as child gets older and their concentration span increases. Parents have to enthusiastic and give children lots of encouragement and praise. Children will pick up on enthusiasm for the language. Whatever parents approach, the most important thing is to relax, have fun and make English an enjoyable experience for both parents and child. Many parents are eager to help their kids learn English from a young age. One of the most important factors in teaching foreign languages to young children is helping them form positive perceptions of communicating with foreign languages.A great advantage of early childhood second language exposure is that it helps children form a positive impression of foreign languages. When children are exposed to a foreign language from a very young age, they tend to view the language positively and learning another language becomes something they are very comfortable with. However, if you force a young child to speak a second language even when they are resisting, you run the risk of creating a negative impression of that language.]]>
<![CDATA[Teaching And Learning Activities Outside The Classroom to Improve The Quality of Learning For Students ]]>
<![CDATA[Linta Wafdan Hidayah]]>
<![CDATA[ Wacana Didaktika Vol 3 No 2 (2015): Desember 2015 (Versi Cetak) ]]>
Publisher : <![CDATA[Universitas Islam Madura ]]>
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DOI: 10.31102/wacanadidaktika.3.2.112-121
<![CDATA[Teaching and learning can become inherently spontaneous and student-centered when moved from the confines of the classroom into the world at large. From the collaborative learning atmosphere that results from the unique relationships developed outside the classroom, to the deep learning that occurs when students must put into practice “in the real world” what they have theorized about from behind a desk, field experiences are unmatched in their learning potential. Field experiences early in a student‟s career can be formative and can inspire students to continue in a field. The outside the classroom learning experience, commonly known as “field trip”, is a type of experiential learning which get students away from the formal classroom into a new environment. It can as simple as taking the class out on to the campus for a drawing exercise. Outside classroom activities can include summer field camps, extended stays at research stations and even a semester abroad.. the potential benefits for teaching and learning outside the classroom activities can be enormous . putting a class into a different physical setting generates a bond among class members and creates a learning community. Sometimes simply getting to the field trip destination is an opportunity for students to get to know each other, as well as their instructor. Active field trips can also offer unprecedented opportunities for experiential learning.]]>
<![CDATA[Student Teams Achievement Division (STAD) at English Language Teaching ]]>
<![CDATA[Samsi Rijal]]>
<![CDATA[ Wacana Didaktika Vol 3 No 2 (2015): Desember 2015 (Versi Cetak) ]]>
Publisher : <![CDATA[Universitas Islam Madura ]]>
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DOI: 10.31102/wacanadidaktika.3.2.122-127
<![CDATA[The goal of teaching and learning English language in Indonesia is not relevant with the objective of curiculum, it makes students are able to use English language as communication. In addition, Most of teachers use traditional method or strategy that focuses on teacher or teacher center. So, students are not olny unactive in joining the class but also feel bored. Dealing with this phenomena, the teachers must change their teaching from teacher center to student center. One of strategies which focoses on students is STAD (Students Team Achievement Devision). It is also one of cooperative approaces that leads students more active in the class. By using this strategy students will enjoy joining the class because they do with their freinds in understanding the material, they are motivated to do the best with their friends, and the most impotant is how they learn to have resposibility in a team.]]>
<![CDATA[Studi Analisis Fasa dan Ukuran Kristal Spinel MgAl2O4 Dengan Metode Pencampuran Logam Terlarut Asam Klorida ]]>
<![CDATA[Chairatul Umamah]]>
<![CDATA[ Wacana Didaktika Vol 3 No 2 (2015): Desember 2015 (Versi Cetak) ]]>
Publisher : <![CDATA[Universitas Islam Madura ]]>
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DOI: 10.31102/wacanadidaktika.3.2.128-139
<![CDATA[Telah dilakukan sintesis serbuk MgAl2O4 (spinel MA) dengan metode pencampuran logam terlarut. Bahan dasar yang digunakan adalah Mg-Al dengan perbandingan mol 1:2 dengan variasi komposisi Mg (4.8;10;20;30;40 dan 60% berat) - Al (95.2;90;80;70;60 dan 40% berat). Masing-masing logam dilarutkan ke dalam HCl 37%. Kemudian mencampurkan kedua larutan tersebut selama 5 jam lalu mengeringkan hasilnya pada temperatur 100-105ºC. Serbuk hasil pengeringan kemudian di uji DSCTGA, selanjutnya dikalsinasi pada temperatur kalsinasi 750ºC dengan waktu tahan 1 jam. Serbuk yang telah dikalsinasi, dikarakterisasi menggunakan XRD, kemudian dianalisis menggunakan perangkat lunak Rietica untuk analisis komposisi fasa dan Ukuran kristal dianalisis menggunakan MAUD. Ukuran dan distribusi partikel dari sampel MA4975 dikarakterisasi menggunakan TEM-ED. Hasil sintesis yang diperoleh dengan variasi komposisi Mg-Al menggunakan metode pencampuran logam terlarut menghasilkan fasa utama spinel MA dan fasa sekunder berupa periklas. Penambahan massa Al meningkatkan fraksi berat fasa MA dan menurunkan fraksi berat fasa periklas. Fraksi berat spinel secara umum mengalami peningkatan sekitar 5-10% pada setiap penambahan komposisi Al dengan fraksi berat tertinggi terdapat pada sampel MA4975 sebesar 99,2% dan fraksi berat periklas tertinggi diperoleh pada sampel MA6475 sebesar 28,6%. Ukuran kristal MA ratarata yang diperoleh pada temperatur 750° adalah 11 nm.]]>
<![CDATA[Analisis Sinyal Seismik Tremor Harmonik dan Tremor Spasmodik Gunungapi Semeru, Jawa Timur – Indonesia ]]>
<![CDATA[Arin Wildani]]>;
<![CDATA[Sukir Maryanto]]>;
<![CDATA[Adi Susilo]]>
<![CDATA[ Wacana Didaktika Vol 3 No 2 (2015): Desember 2015 (Versi Cetak) ]]>
Publisher : <![CDATA[Universitas Islam Madura ]]>
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DOI: 10.31102/wacanadidaktika.3.2.140-150
<![CDATA[Tremor vulkanik merupakan salah satu aktivitas seismik yang biasa terekam di sekitar gunungapi aktif yang dapat menjadi tanda akan adanya suatu letusan. Salahsatu cara untuk mengetahui karakteristik dari aktivitas sutu gunungapi yaitu dengan analisis spektral. Penelitian ini menggunakan data aktivitas seismik gunungapi Semeru yang terekam pada tahun 2009 di tiga stasiun seismik yaitu Leker, Tretes dan Besukbang. Seleksi data dilakukan dengan memilih sinyal yang memiliki kenampakan sinyal yang bagus pada ketiga stasiun. Berdasarkan kenampakan sinyal, data hasil seleksi diklasifikasi kedalam dua kelompok yaitu tremor spasmodik dan tremor harmonik. Analisis spektral dilakukan dengan menerapkan Fast Fourier Transform pada sinyal yang terpilih. Berdasarkan hasil analisis didapatkan frekuensi tremor spasmodik G. Semeru berkisar 1,56 Hz - 1,86 Hz dan frekuensi dasar dari tremor harmonik berkisar antara 1,14 - 2,50 Hz. Kejadian tremor vulkanik di gunung Semeru diduga merupakan hasil osilasi gas didalam pipa konduit, dimana kestabilan pulsa tekanan yang terdapat didalam pipa konduit menghasilkan tremor harmonik dan jika kestabilan itu tidak dicapai maka menjadi sumber munculnya tremor spasmodik]]>
