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.
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210 Documents
<![CDATA[MODEL PEMBELAJARAN KOOPERATIF TIPE STAD UNTUK MENINGKATKAN HASIL BELAJAR DAN AKTIVITAS SISWA ]]>
<![CDATA[Permatasari, Carolina Lita]]>
<![CDATA[ Satya Widya Vol. 39 No. 2 (2023) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.sw.2023.v39.i2.p159-172
<![CDATA[The learning process of science in grade V of Marsudirini Perawang Elementary School showed unsatisfactory learning results, which was not reaching the minimum completeness criteria, so that class action research was carried out by applying Student Team Achievement Division (STAD) to improve student learning outcomes. The research was held in October 2021 in two cycles. Each cycle consisted of two meetings. The research procedure consists of planning, implementation, observation, and reflection. The research subjects were 32 students in grade V. The data collection instruments used were observation sheets. The assessment instruments used were formative test 1 and formative test 2, which were carried out at the end of each cycle. The pre-cycle score was 63.4, the average score of the first formative was 83.37, and the average score of second formative test was 86.78. The increase in student activity from the first cycle to the second cycle was 15%, and the increase in teacher’s activity was 5%. From these data, it is concluded that STAD model could improve the learning outcomes of Science at Marsudirini Perawang Elementary School grade V in the academic year 2021-2022.]]>
<![CDATA[PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) TERHADAP HASIL BELAJAR PPKN PESERTA DIDIK KELAS X IPA 1 SMA NEGERI 3 PONTIANAK ]]>
<![CDATA[Randi, Randi Saputra]]>
<![CDATA[ Satya Widya Vol. 39 No. 2 (2023) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.sw.2023.v39.i2.p87-96
<![CDATA[Tujuan penelitian ini untuk menganalisis penerapan model pembelajaran kooperatif tipe Teams Games Tournament (TGT) terhadap hasil belajar peserta didik dengan menggunakan jenis Penelitian Tindakan Kelas (PTK). Penelitian ini terdiri dari dua siklus dengan sampel penelitian seluruh peserta didik kelas X IPA 1 SMA Negeri 3 Pontianak yang terdiri dari 36 peserta didik. Adapun desain penelitian ini menggunakan pendekatan kuantitatif dengan instrumen penelitian yaitu soal pre test dan post test untuk melihat keberhasilan penggunaan model pembelajaran Teams Games Tournament (TGT). Berdasarkan analisis data hasil belajar peserta didik menunjukkan peningkatan ketuntasan hasil belajar peserta didik dengan rincian yaitu pre test (33%), siklus I (81%), siklus II (92%). %). Penerapan model pembelajaran kooperatif tipe Teams Games Tournament (TGT) dapat meningkatkan hasil belajar PPKn peserta didik kelas X IPA 1 SMA Negeri 3 Pontianak.]]>
<![CDATA[PENGEMBANGAN MUTU PENDIDIKAN MENGGUNAKAN PENDEKATAN PDCA TERHADAP SEKOLAH EBC FILIAL MAUBISSE ]]>
<![CDATA[Tilman, Alexandra de Araujo Tilman]]>
<![CDATA[ Satya Widya Vol. 39 No. 2 (2023) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.sw.2023.v39.i2.p97-105
<![CDATA[Tujuan penelitian ini adalah untuk mengetahui implementasi PDCA terhadap mutu pendidikan pada sekolah EBC Filial Maubisse yang berdampak terhadap kinerja Guru. Penelitian ini menggunakan pendekatan deskriptif kualitatif, populasinya adalah kepala sekolah dan tenaga guru pada EBC Filial Maubisse, Kecamatan Maubisse Kabupaten Ainaro Timor Leste. Selain itu, dapat mengetahui serta memastikan dampak PDCA terhadap kepala sekolah dalam meningkatkan kinerja guru serta mengetahui faktor-faktor yang dapat meningkatkan profesionalisme guru dalam pencapaian standar pendidikan nasional. Dengan demikian, kepala sekolah dituntut agar mampu membuat perencanaan program, menjalankan rencana kerja, melaksanakan kepemimpinan sekolah, serta menerapkan sistem informasi sekolah. Tanggung jawab kepala sekolah memiliki berbagai tugas dalam mengelolah sekolah sehingga tugas pokok dan fungsi kepala sekolah tentang perencanaan program, melaksanakan rencana kerja, dan evaluasi dapat terlaksana dengan baik sehingga melalui PDCA yang baik dapat meningkatkan mutu pendidikan.]]>
<![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 ]]>
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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[The USE OF SHORT STORY TO IMPROVE STUDENTS' VOCABULARY MASTERY: Penggunaan Cerita Pendek Untuk Meningkatkan Penguasaan Kosa Kata Siswa ]]>
<![CDATA[Rohmani, Ihsaniati]]>;
<![CDATA[Muhsinin]]>;
<![CDATA[Rahmat, Hery]]>
<![CDATA[ Satya Widya Vol. 39 No. 2 (2023) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.sw.2023.v39.i2.p126-134
<![CDATA[This research aimed to find out whether or not the use of Short Stories can improve vocabulary mastery. The researcher used a pre-experimental one group with pretest and post-test design. The instrument used to collect data of this research is a test. The researcher used a vocabulary translating test that consisted of 10 questions and a vocabulary matching test that consisted of 10 questions. There were 20 questions for pre-test and 20 questions for post-test. The research findings show that the students' vocabulary mastery improved by using short Stories. It was shown on the mean score of pre-test 44.82 while the mean score of post-test 76.42 which means higher than pre-test The conclusion is drawn based on the results obtained from the paired-sample T-test.. The significant sig. (2-tailed) of pre-test and post-test 0.000. The sig. (2- tailed) is 0.000 < 0.05 which means the pre-test and post-test has sig < a and can be concluded that the alternative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. From these findings, there was an improvement in vocabulary mastery and it was concluded that the use of Short Stories can improve vocabulary mastery.]]>
<![CDATA[PENGARUH KECERDASAN EMOSIONAL DAN MINAT BELAJAR TERHADAP IPK MAHASISWA PENDIDIKAN MATEMATIKA UNIVERSITAS TANJUNGPURA ]]>
<![CDATA[Priscilla Josierra Liora]]>;
<![CDATA[Rindiani]]>;
<![CDATA[Ahmad Yani T]]>;
<![CDATA[Nadya Febriani Meldi]]>
<![CDATA[ Satya Widya Vol. 39 No. 2 (2023) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana ]]>
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DOI: 10.24246/j.sw.2023.v39.i2.p106-117
<![CDATA[Minat belajar dan kecerdasan emosional memiliki pengaruh yang penting dalam hasil belajar seseorang. Penelitian ini dilakukan dengan tujuan mengetahui bagaimana kecerdasan emosional dan minat belajar mahasiswa Pendidikan Matematika FKIP Universitas Tanjungpura serta untuk mengetahui adanya pengaruh kecerdasan emosional dan minat belajar terhadap IPK mahasiswa Pendidikan Matematika FKIP Universitas Tanjungpura. Metode penelitian yang digunakan adalah metode penelitian kuantitatif. Di penelitian ini sampelnya adalah mahasiswa semester 4 Pendidikan Matematika FKIP Universitas Tanjungpura. Hasil dari penelitian ini memperlihatkan bahwa kecerdasan emosional dan minat belajar mempunyai pengaruh pada indeks prestasi kumulatif mahasiswa. Dalam penelitian ini, didapati bahwa kecerdasan emosional dan minat belajar subjek penelitian berada di tingkat menengah. Dari hasil analisis data yang telah dilakukan di penelitian ini, didapati bahwa kecerdasan emosional mempunyai pengaruh yang cukup pada IPK mahasiswa sedangkan minat belajar mempunyai pengaruh yang kecil terhadap IPK mahasiswa.]]>
<![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 ]]>
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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 ]]>
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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 ]]>
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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 ]]>
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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.]]>
