Satya Widya
SATYA WIDYA is presenting diverse, yet still within major themes in education. Especially the study of theoretical education and results of descriptive research, classroom action research, experimental and development research, in the purpose of sustainable professionalism development.
Articles
8 Documents
Search results for
, issue
"Vol. 40 No. 1 (2024)"
:
8 Documents
clear
<![CDATA[Upaya Peningkatan Hasil Belajar Biologi Dengan Menerapkan Model Pembelajaran Discovery Learning Terpadu ]]>
<![CDATA[Prasetyo, Faisal Imam]]>;
<![CDATA[Lenggono, Budi]]>
<![CDATA[ Satya Widya Vol. 40 No. 1 (2024) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24246/j.sw.2024.v40.i1.p32-48
<![CDATA[The purpose of this study was to determine the improvement of learning outcomes of students in class X MIPA 1 in Integrated Islamic High School of Nurhidayah Sukoharjo by applying the Discovery Learning “TERPADU” model in online learning. This research is a classroom action research model of Kemmis and Taggart which consists of four stages in each action, namely planning, implementation and observation, evaluation, and reflection. The research was conducted in two cycles of action. The subjects of this research were students of class X MIPA 1 with a total of 34 students. This research instrument is in the form of tests and non-tests. The results of this study indicate the achievement of student learning outcomes that have increased from pre-action to cycle I to cycle II, namely: (1) the student's average score of 66.68 (pre-action) increased to 82.72 (cycle I) then increased again to 89.11 (cycle II), (2) the percentage of classical completeness of 51.67% (pre-action) increased to 82.33% (cycle I) then increased again to 100% (cycle II), (3) N-gain of 0.31 in the “medium” category (cycle I) increased to 0.58 or stayed in the “medium” category (cycle II). Based on these results, it can be concluded that the application of the Discovery Learning “TERPADU” model can improve Biology learning outcomes. Based on this study, the researcher provides suggestions: (1) this Discovery Learning “TERPADU” model also needs to be tested in other class action research either conducted in online mode or offline mode (in the classroom) and (2) this research needs to be developed by using information technology and computer-based learning media in offline mode learning.]]>
<![CDATA[Dampak Penerapan Kurikulum Merdeka Terhadap Etnografi Kokurikuler Siswa Di SMPN 4 Jember ]]>
<![CDATA[Devi Aryanti]]>
<![CDATA[ Satya Widya Vol. 40 No. 1 (2024) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24246/j.sw.2024.v40.i1.p19-31
<![CDATA[The Merdeka Curriculum has been gradually implemented at SMPN 4 Jember. This research aims to assess the impact of the implementation of the Merdeka Curriculum on students' extracurricular activities at SMPN 4 Jember. Qualitative data were collected through interviews and field observations. The results of the observations indicate a positive improvement in students' extracurricular activities following the adoption of the Merdeka Curriculum. Students have become increasingly enthusiastic about developing their potential in various extracurricular activities. This research underscores the importance of the flexibility of the Merdeka Curriculum in providing students with opportunities to grow beyond the core subjects. Beyond academic achievements, the curriculum has played a pivotal role in cultivating well-rounded individuals who are not only academically proficient but also socially aware and confident in their abilities. This study serves as a testament to the positive impact of the Merdeka Curriculum on students' extracurricular activities and their broader educational experience at SMPN 4 Jember. ]]>
<![CDATA[Students' Perceptions Towards Direct and Indirect Feedback in Speaking for Social Purposes ]]>
<![CDATA[Melly, Sisilia]]>;
<![CDATA[Listyani, Listyani]]>;
<![CDATA[Sumakul , Toar Yusak G.]]>
<![CDATA[ Satya Widya Vol. 40 No. 1 (2024) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24246/j.sw.2024.v40.i1.p1-18
<![CDATA[Speaking is one of the most important subjects in learning a foreign language. In speaking class, there are some mistakes that students found, which must be corrected. One way that teachers usually do to help the students cope with their problems is giving feedback. This study was aimed to find out about students’ perceptions towards direct and indirect feedback in Speaking for Social Purpose class. This study was guided by these two questions: What are PBI students’ perceptions towards direct feedback given by the teacher in the Speaking for Social Purposes class? What are PBI students' perceptions towards indirect feedback given by the teacher in the Speaking for Social Purposes class? This research involved 5 fifth-semester and 5 eight-semester students from the English Language Education Program (ELEP), Faculty of Language and Arts (FLA), Universitas Kristen Satya Wacana in Salatiga, Central Java. They were randomly chosen to be the participants for the research sample. A semi-structured interview was used to collect the data. The researchers found that there were several problems faced by students during the Speaking for Social Purposes class. Moreover, it was found that the students recognized teachers’ feedback was very important for their study, especially in speaking because it helped them to know their mistakes or problems and they can correct their mistakes. The direct feedback became the most favorite kind of feedback and was very important for the students. ]]>
<![CDATA[Building a Strong Foundation in English with Phonics Method among the First Graders of Elementary School in Magelang ]]>
<![CDATA[Putri, Aprilian]]>;
<![CDATA[Jayanti, Widya]]>;
<![CDATA[Fortinasari, Paulina]]>;
<![CDATA[Putri, Nabila]]>;
<![CDATA[Meili Amandha]]>;
<![CDATA[Firdaus, Muhammad]]>
<![CDATA[ Satya Widya Vol. 40 No. 1 (2024) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24246/j.sw.2024.v40.i1.p62-72
<![CDATA[This study aims to assess the efficacy of the phonics method in improving the English language proficiency of Indonesian first-grade elementary school students. The core group of 32 participants consisted of fifteen female and seventeen male students in the observation and interview techniques used to collect data. The results of this study showed that the phonics method can help increase the vocabulary of early childhood students, as the students can pronounce the letters correctly and remember the sounds of the letters and words. The findings show that the phonics method strengthens their early understanding of English by assisting first-graders in building a solid foundation. The study's findings showed that there are differences in the learning outcomes of beginning reading in students who follow the use of audio-visual media and in students who do not use audio-visual. Phonic method helped students build a solid foundation in reading, which in turn strengthened their foundation for English language proficiency. This study emphasizes the importance of phonics as a powerful teaching tool for developing reading skills in the early stages of formal education.]]>
<![CDATA[Outdoor Learning; Numbered Head Implementasi Outdoor Learning Model Numbered Head Together dalam Meningkatkan Materi Keliling dan Luas Lingkaran ]]>
<![CDATA[Wahyu, Lilik]]>;
<![CDATA[Kunti Dian Ayu Afiani]]>;
<![CDATA[Deni Adi Putra]]>
<![CDATA[ Satya Widya Vol. 40 No. 1 (2024) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24246/j.sw.2024.v40.i1.p88-99
<![CDATA[This study aims to describe the implementation of Outdoor Learning using the NumberedHead Together (NHT) model, which can enhance students’ mathematics learningoutcomes on circumference and area of a circle, and to describe the results of students inthe learning process. The research is a Classroom Action Research (CAR) that carriedout in two cycles. Each cycle consists of planning, implementation, observation, andreflection. The research subjects were fourth grade students at SD Muhammadiyah 16Surabaya. The data collection techniques were observation and written tests, while the data analysis techniques involved the results of observation and simple statistics. Thefindings showed that in Cycle I, students’ achievement outcomes reached 62% with anaverage class of 77.75, and increased in Cycle II that reached 85% with an average classof 81.46. Based on the results of the completion and average class scores obtained, it can be concluded that the implementation of Outdoor Learning with the Numbered Head Together (NHT) model is said to be successful if the completion and average class scores increase significantly and make students become more active in discussing with each other to solve problems and understand the material.]]>
<![CDATA[The Pengaruh Pola Asuh Demokratis Orang Tua Pada Ketahanan Anak Sekolah Dasar Mengatasi Perundungan Di Denpasar ]]>
<![CDATA[Octoviany, Christine]]>;
<![CDATA[Winoto, Hery]]>;
<![CDATA[Andriono, Takim]]>;
<![CDATA[Wahyoedi, Soegeng]]>
<![CDATA[ Satya Widya Vol. 40 No. 1 (2024) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24246/j.sw.2024.v40.i1.p49-61
<![CDATA[The background of this quantitative research stems from the increasing cases of bullying experienced by children. The objectives of this study are to address several questions: (1) Does the democratic parenting style influence child’s resilience? (2) Does the democratic parenting style influence bullying behavior? (3) Does a child's resilience play a role in overcoming bullying at school? and (4) Does a child's resilience mediates the influence of democratic parenting styles on bullying? The research population consists of 150 parents with primary school-aged children in Denpasar, Bali. This research was conducted in the third week of January 2023 to September 2023. Data collection instruments include questionnaires distributed to parents in both online Google Forms and physical questionnaire sheets. Data processing and mediation effect testing are analyzed using the SmartPLS version 4.0 software application. The research concludes that a democratic parenting style positively and significantly influences the resilience of elementary school children. This suggests that an increasingly better democratic parenting style can produce children with high self-resilience, enabling them to overcome bullying and other challenges they will face in their lives. However, statistically, the resilience of elementary school children does not mediate the influence of the democratic parenting style variable on the bullying variable.]]>
<![CDATA[Dampak Model Problem Based Learning Terhadap Keterampilan Abad 21 (4 C) di Sekolah Dasar ]]>
<![CDATA[Endang Indarini]]>
<![CDATA[ Satya Widya Vol. 40 No. 1 (2024) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24246/j.sw.2024.v40.i1.p73-87
<![CDATA[Educators in carrying out learning planning assignments should consider students' needs. Learning strategy is needed for learners for 21st century life skills in learning planning in order to obtain the meaning of learning. This study is to determine the impact of the Problem Based Learning model on 21st century skills (4C) in elementary schools from experimental research published by the meta-analysis method. The research sample of the search results was 40 articles with an average pretest of 54.13 and posttest of 74.33 there was an increase of 20.20. The results of the Effect Size test using the Problem Based Learning model on 21st century skills (4C) have a result of 0.717 with a Sig. value of 0.000. These results obtained show that the effect of the Problem Based Learning model on 21st century skills (4C) in elementary schools has a relatively large impact. The relatively large influence can be used as a recommendation for teachers to plan learning with the Problem Based Learning model in training students' cognitive processes through the application of 4C skills.]]>
<![CDATA[Aktualisasi Program Kampus Mengajar Melalui Pelaksanaan Kegiatan Kaya Literasi dan Numerasi di SD Negeri Dungkek III ]]>
<![CDATA[Efendi, Surya Fajar]]>;
<![CDATA[Rozie, Fachrur]]>
<![CDATA[ Satya Widya Vol. 40 No. 1 (2024) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24246/j.sw.2024.v40.i1.p100-111
<![CDATA[This research aims to identify activity programs that can be carried out by Kampus Mengajar 7 in an effort to create an environment and habituation to literacy and numeracy activities at SD Negeri Dungkek III. This is motivated by the lack of average ability of Indonesian students in literacy and numeracy in the last 3 years based on PISA data. The main focus of the Kampus Mengajar program is targeting level 1 and 2 schools based on the results of the National Assessment. This research uses descriptive qualitative research methods with data collection techniques, namely interviews, observation and documentation. The results of this research explain the role of students' active contribution in the actualization of the Kampus Mengajar program as teacher partners, socializers of the Ministry of Education and Culture's learning products, technology adaptation, as well as collaborative learning variations in the classroom as well as identifying activity programs that can be implemented to boost students' literacy and numeracy skills.]]>
