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Lentera: Jurnal Ilmiah Kependidikan
Published by STKIP PGRI Bandar Lampung
ISSN : 19795823     EISSN : -     DOI : -
Core Subject : Education,
Education
Lentera: Jurnal Ilmiah Kependidikan merupakan jurnal ilmiah pada bidang pendidikan dan pembelajaran yang terbit sejak tahun 2008 dengan Nomor p-ISSN: 1979-5823 (media cetak) berdasarkan SK No. 0005.49/Jl.3.02/SK.ISSN/2008.06, tertanggal 19 Juni 2008; e-ISSN: 2620-7672 (media online) berdasarkan SK No. 0005.26207672/JI.3.1/SK.ISSN/2018.05, tertanggal 9 Mei 2018. Jurnal Lentera dikelola dan diterbitkan oleh Lembaga Penelitian STKIP PGRI Bandar Lampung. Terbit setiap semester atau dua kali dalam setahun, yaitu pada bulan April dan Oktober.
Arjuna Subject : -
Articles 23 Documents
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Search results for , issue "Vol 12 No 1 (2019): Lentera" : 23 Documents clear
SCHOOLOGY EFFECTS ON STUDENTS’ WRITING ABILITY Hastomo, Tommy
Lentera: Jurnal Ilmiah Kependidikan Vol 12 No 1 (2019): Lentera
Publisher : LPPM STKIP PGRI Bandar Lampung

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Abstract

Schoology is a learning management system for students to create, control, and share the content of their learning resources. Also known as teaching media for the virtual learning experience, this course management system provides tools to administer classroom activity for the blended learning activity. The present study was aimed to analyze schoology effects on students’ writing ability, and to investigate the students’ interest towards schoology in the writing process. There were sixty students from the first semester students of English Department at STKIP PGRI Bandar Lampung in 2018/2019 academic years. The samples composed of two groups that consist of the experimental and control group. Schoology was used in the experimental class, and the conventional method was used in the control class. The writing test and questionnaire administered to accomplish the objective of the research. Paired and independent sample t-test was used for analyzing the quantitative data. The findings of the quantitative data revealed the use of schoology was more effective than the use of non-schoology. It was determined by the mean score from both of the groups (82 > 72). The difference (df) of both mean scores was statistically significant based on the t-test value at 0.05 significance level, and the probability value was smaller than the significant level (0.000 < 0.05). In summary, the result of hypothesis testing found that t-value = 5.993 was higher than t-table = 2.000 (p=0.05, df =58). Ha was accepted, and Ho was rejected. In addition, the result of questionnaire analysis confirms that schoology platform was attractive for teaching and learning writing subject.
PEMBELAJARAN IPS DENGAN PENDEKATAN INTERDISIPLINARITAS Sujarwo, Sujarwo; Ciciria, Deri
Lentera: Jurnal Ilmiah Kependidikan Vol 12 No 1 (2019): Lentera
Publisher : LPPM STKIP PGRI Bandar Lampung

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Abstract

This reseach aims to get an overview of learning Social Studies with an interdisciplinarity approach at the Junior High School in Bojong Gede Kabupaten Bogor. This research was conducted qualitatively by trying to discover the implementation of social studies learning in an interdisciplinary by means of an interview, observation, observation the documentation and literature review. Based on the reseach done known that the implementation of social studies learning with an interdisciplinarity approach consists of three aspects, first learning planning, the second implementation of learning and the third evaluation of learning. In the planning stage, the steps taken are; 1) review and analyze standards of competence / core competencies and basic competencies, 2) set the themes, 3) map basic competencies and indicators of material achievement, 4) create theme networks, 4) develop thematic syllabus and 5) compossing lesson plans thematic. At the stage of the implementation of social studies learning with an interdisciplinarity approach can be done by submitting material in an integrated manner based on predetermined themes. The choice of themes in the interdisciplinarity approach can be done by analyzing basic competencies, then determining the theme based on the main topic, based on the main potential and based on the problem, so that the boundaries between one discipline and another become invisible and manifest interdisciplinarity between social studies. At the stage of evaluation of social studies learning with interdisciplinarity is to measure indicators of achievement of competencies that cover three aspects of the domain in accordance with the objectives of social sstudies, namely aspects of skill and values.
PENGARUH MODEL MEANINGFUL INSTRUCTIONAL DESIGN (MID) TERHADAP KEMAMPUAN KONEKSI MATEMATIS SISWA KELAS VIII SMP Noviyana, Hesti
Lentera: Jurnal Ilmiah Kependidikan Vol 12 No 1 (2019): Lentera
Publisher : LPPM STKIP PGRI Bandar Lampung

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Abstract

The problems studied in the study relate to the application of the Meaningful Instructional Design (MID) model and mathematical connection ability. The purpose of the study was to determine the effect of the Meaningful Instructional Design (MID) model on the mathematical connection ability of class VIII Even Semester 2 Middle School 2 Warkuk Ranau South Academic Year 2018/2019. The study used quasi-experimental methods. Analysis of research data to determine the effect of treatment given using the t test with data that is normally distributed and homogeneous. Based on the results of the data analysis, the average mathematical ability of the experimental class is higher than the average value of the control class, which is 76.56> 61.88. This is supported by the results of hypothesis testing obtained by the value t = 6.49. From the distribution table t at a significant level of 5% it is known that t = = 2.00 means t> t which is 6.49> 2.00, so it can be concluded that there is an influence of the Meaningful Instructional Design (MID) model on the mathematical connection ability of Grade VIII students Even the 2nd Middle School 2 Warkuk South Ranau Academic Year 2018/2019.

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