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Cetta: Jurnal Ilmu Pendidikan
Published by Jayapangus Press
ISSN : -     EISSN : 26150891     DOI : -
Core Subject : Education,
Education
Cetta: Jurnal Ilmu Pendidikan is an scientific journal published by Jayapangus Press, aims at providing scientific insights regarding various educational situations or interactions, of all level and types of education. The foci of the journal are: 1) Review of educational curriculum, 2) Review of learning materials, 3) Teaching media and teaching aids, 4) Teaching methods and strategies, 5) Teacher’s competencies, 6) Studies on learner’s and teacher’s development, 7) Educational institution management studies, 8) Characters, gender, and educational evaluation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 583 Documents
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Blended Learning During Pandemic: EFL Undergraduate Students’ Satisfaction Ni Wayan Tasya Astri Prawisanthi; I Gede Yoga Permana
Cetta: Jurnal Ilmu Pendidikan Vol 5 No 2 (2022)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v5i2.1700

Abstract

The objective of this research is to investigate the EFL students’ satisfaction on the implementation of blended learning at STKIP Agama Hindu Singaraja This research is a quantitative survey. The sample of this research was 76 undergraduate students of English education department STKIP Agama Hindu Singaraja. The data were gathered by using 5-point Likert scale questionnaire. The questionnaire validity and reliability checked and showed that the questionnaire was valid and had a high reliablity.  The data were analysed by using quantitative with SPSS program. The findings showed that students were very saisfied toward the implementation of blended learning (M=4.03, SD=.759). In conclusion, blended learning could be implemented in today’s Covid-19 pandemic situation as it provides more opportunity for students to engage in learning process.   
Pengaruh Media Video Animasi Melalui Model Pembelajaran Inkuiri Terbimbing Terhadap Hasil Belajar Siswa Anisa Uroiva; Agustiningsih; Kendid Mahmudi
Cetta: Jurnal Ilmu Pendidikan Vol 5 No 2 (2022)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v5i2.1712

Abstract

The application of video media in learning that is less than optimal is due to one of the reasons for the limited facilities. Learning media as a means of distributing information to students cannot be obtained by students optimally. This study describes the impact produced by animated video learning media on students' cognitive learning outcomes. The aim is to determine the effect on student cognitive learning outcomes caused by animated video media whose use is supported by a guided inquiry learning model. The type of research is experimental with the design that is used as a reference is the non-equivalent control group design. The subjects used were students of SDN 1 Pesanggaran with class VA and class VB being the observed sample. The experimental activity carried out was the prvision of treatment in the form of learning that utilized animated video media with a guided inquiry learning model as a learning style. After the research was conducted, the results of the students’ initial and final tests (pre and post) were obtained. Each result of the initial ability test of students from the two classes is the control class = 61,84 while the experimental class = 58,01. After the experimental class was treated and the control class was not, the posttest result were obtained, namely the control class was 75,61 while the experimental class was 82,05. Based on the t-test, it is known that the value of tcount=4,545 and the price of ttabel=1,665. Referring to the calculation of the t-test, namely tcount > ttable, the result of the decision is the use of animated video media wich is supported by a guided inquiriy learning model that has an impact on students’ cognitive learning outcomes. there is an effect of using animated video media through guided inquiry learning models on students’ cognitive learning outcomes. Then the calculation of the relative effectiveness value shoews that the application of animated video media through the guided inquiry learning model is relatively effective at 57%.  
Pelaksanaan Pembelajaran Sosiologi Model CTL Berbasis Aplikasi Google Classroom di SMA Negeri 8 Pontianak Citra Aprilina Kartika Arti; Imran; Iwan Ramadhan; Nuraini Asriati; Riama Al Hidayah
Cetta: Jurnal Ilmu Pendidikan Vol 5 No 2 (2022)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v5i2.1730

Abstract

This study aims to determine how the planning, implementation and learning outcomes of the sociological model of CTL based on the Google Classroom Application. This research method used qualitative research method in the form of descriptive research. The results of the study indicated that what is used as a reference for learning planning is a online lesson plan which contains material on social problems that have been made in accordance with government regulations and preparations for using the Google Classroom Application. In the implementation of sociological learning using the CTL model based on the Google Classroom Application, the teacher did according to the lesson plans that have been made, namely from the introduction, core and closing activities. The learning process was implemented for three meetings to obtain learning outcomes. There are three domains of learning outcomes that become the teacher's reference, namely the realm of knowledge, the realm of attitudes & the realm of skills. The conclusion in the research on the implementation of the sociology CTL model based on the Google Classroom application in class XI IPS 1 SMA Negeri 8 Pontianak has been carried out in accordance with the learning implementation plan (RPP) by stating attitudes and skill assessments tested by the teacher to students to get good learning outcomes.  
Rekonsiliasi Kelekatan Antar Siswa Kelas Rendah Melalui Sikap Demokratis Pada SDN Bulusari 3 Kabupaten Kediri Fahri Ana Latifah; Novi Nitya Santi; Frans Aditia Wiguna
Cetta: Jurnal Ilmu Pendidikan Vol 5 No 2 (2022)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v5i2.1813

Abstract

This study aims to determine the reconciliation between democratic aspects and aspects of attachment and how relevant it is. The low emotional closeness between students causes students to become uncomfortable in socializing, fighting with each other, making friends in groups, and bullying. This study uses a qualitative method with a descriptive approach. The data was obtained in the low class, namely class III at SDN Bulusari 3 Kediri. Based on the results of the research that reconciliation of attachments between low grade students can arise through aspects of attachment, namely trust, communication, and alienation. While the democratic aspect is freedom of expression, group freedom, freedom to participate, equality between friends, trust, and cooperation. Then for the impact of the reconciliation of attachments that between students can give a good response to each other by restoring or increasing the relationship of attachment through democratic aspects in the learning process. For this reason, the reconciliation aspect with the democratic aspect is very relevant or interconnected if it is implemented in the learning process.
The Effect of Role-Play and Brainstorming Technique on Students’ Speaking Achievement Sihardo R. H. Simanjuntak; Erika Sinambela; Parlindungan Sach Lubis; Gusti Ayu Sri Andayani
Cetta: Jurnal Ilmu Pendidikan Vol 2 No 3 (2019)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The objective of the study is to find out the significant effect of using Brainstorming technique and Role-Play technique on students’ speaking competence. In this research, the researcher used the experimental design. The population of this research was the ninth-grade students of SMP Negeri 1 Sunggal, Deli Serdang and the 60 of them were taken as the sample. The sample was obtained by random sampling technique. The data of the study were the studens’ score in speaking. The data of this study were obtained from the recording of students’ works which were transcribed onto students’ worksheets. The data were analyzed by t-test formula. The calculation showed that t-observed (8.19 by applying Brainstorming technique and 14.5 by applying Role-Play technique) is higher than t-table (1.671) at the level significance (0.05) and df (38). Alternative hypothesis (Ha) is accepted. It shows that teaching speaking by applying Brainstorming technique and Role-Play technique affected the students’ speaking achievement.
Designing Multicultural-Based Contextual Learning Model in Teaching Writing at Chandra Kumala Senior High School Freddy Nababan; Sondang Manik; Dorayanti Lumban Gaol; Ester Donna Simanjuntak
Cetta: Jurnal Ilmu Pendidikan Vol 2 No 3 (2019)
Publisher : Jayapangus Press

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Abstract

This research is about designing learning model and part of a R&D research (Research and Development), which aims to; (1) describe the design of Multicultural-Based Contextual Learning Model (MBCLM) at SMAS Chandra Kumala, Deliserdang, (2) find out the effect of Multicultural-Based Contextual Learning Model (MBCLM) to students’ learning at SMAS Chandra Kumala, Deliserdang.This research was designed by incorporating an Authenticity-Centered Approach (ACA) principles proposed by Mishan which focus on the authenticity of learning material. Authenticity needed because it links to students’ contextual or daily lives. The method of this study was qualitative and quantitative research. The design and learning material were validated by two validators. The subject in this study was the students of class XI-A and C senior high school at Chandra Kumala. The instruments used to collect data were questionnaires, syllabus, lesson plan and adjudication sheets of the writing test. The data collector in the form of a questionnaire used Likert scale. The results of this research suggested that the design and learning material produced a very good result where the percentage of them exceeding the minimal standard of percentage criteria (or >75%), while the result of the t-test (by applying Multicultural-Based Contextual Learning Model) showed that the t observed is higher than t table (5.57 ˃ 1.671) at the level of significance of 0.05. Thus, it can be concluded that teaching writing by applying Multicultural-Based Contextual Learning Model affects the students’ writing competence
An Analysis of Maxims in the Communication Between Teacher and Students During Online Learning by Zoom Nomita Herlyna Manurung; Sondang Manik; Poster Sagala; Nurazizah
Cetta: Jurnal Ilmu Pendidikan Vol 3 No 3 (2020)
Publisher : Jayapangus Press

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Abstract

This study is purposed to describe maxims found in the communication between teacher and students during online learning by Zoom. In addition, this study is also aimed to describe the non-observance maxims made by the teacher and students. This study applied the descriptive qualitative approach of which the data were obtained from the recordings of learning process through Zoom meeting. The data were collected by using the video recordings and the transripts. The data then were analyzed to identify the types of the maxims and the non-observance maxims first, then classifying the maxims, and the last explaining the maxims and the non-observance maxims. The maxims that occurred in teacher and students’ conversation are maxims of quality, quantity, relevance, and manner. The result of the study shows that the there are 59 maxims. There are 43,75% utterances that obey the maxim of quality, 28,12% maxim of quantity, 18,75% maxim of relevance, and 9,37% maxim of manner. The non-observance maxim occurences are 40,74% on flouting maxim, 40,74% on opting out maxim, and 18,51% on violating maxim. This result indicates that teacher and students mostly obeyed maxim of quality in their conversation. In addition, flouting maxim and opting out maxim were frequently done by the teacher and students. Further research on maxims should be conducted in more kinds of data that involve a wider circle of participants
An Analysis of Code Switching and Code Mixing on Teacher’s Function of Language Utterances Evirita Roslina Sitinjak; Erika Sinambela; Cici Melysa; Eliana Sitompul
Cetta: Jurnal Ilmu Pendidikan Vol 3 No 3 (2020)
Publisher : Jayapangus Press

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Abstract

This study discusses code switching and code mixing in the process of teaching English. This study aimed to investigate the teacher's speech containing code switching and code mixing in classroom. This study uses a qualitative descriptive design. Data were analyzed based on Hoffman's theory in finding the type of code switching and mixing code used by the teacher in the classroom, and found the type of language function in the pronunciation of code switching and code mixing and also the teacher's reasons for using code switching and code mixing. Data were taken from classroom observations at the Global Prima School and interviews with teachers to find out the reasons for teachers using code switching and mixing code in the learning process of English. Data were collected in connection with code switching observations and code mixing when teaching English. The results showed that there were 89 code switching consisting of 72 inter-sentential codes or 80.90%. For emblematic code switching there are 11 utterances or 12.36%. For the establishing continuity of the previous speaker there are 6 utterances or 6.47%. On the other hand, there are 107 code mixing consisting of 103 intra-sentential code mixing or 96.26%. For intra-lexical code mixing, there are 4 utterances or 3.74%. In involving a change of pronunciation, the author found that the data was 0%. Most code mixing occurs when teaching English. For the language functions used by the teacher in terms of code switching and code mixing, there are four functions found in this study, they are personal functions, interpersonal functions, directive functions and referential functions, and referential functions is the most used by the teacher in their speech. There are no utterances that contain imaginative functions. There are five reasons why teachers use code switching and mixing code, namely: interjection, the intention of clarifying the speech content for interlocutors, because of real lexical need, expressing group identity and influencing of the first speaker.
The Effect of Collaborative Strategy Reading and Guided Reading Peer Questioning Strategy on Students’ Achievement in Reading Comprehension Theoria Indah Swari Sinaga; Erika Sinambela; Agustinus Gea; Carolina
Cetta: Jurnal Ilmu Pendidikan Vol 3 No 3 (2020)
Publisher : Jayapangus Press

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Abstract

The purpose of this study was to describe the influence of students in determining collaborative reading strategies and integrated reading questions and answers from class VIII SMP Swasta Nusantara Lubuk Pakam. This research was conducted using Two-Way ANOVA. The research subjects were students of class VIII of Lubuk Pakam Nusantara Private Junior High School which consisted of 30 students. The instrument used to collect data is multiple choice. The population is 30 students. The results of this study, obtained using ANOVA analysis, the comparison of Fcount and Ftable at a significant level is the learning strategy used by Nusantara Private Junior High School Lubuk Pakam Fcount p = 0.320> 0.05 or Fcount = 1.154 < Ftable = 3.10, not significant.
The Effect of Cooperative Integrated Reading and Composition (CIRC) on Students’ Reading Comprehension Achievement Sondang Manik; Milisi Sembiring; Lina Sriulina Br. Tarigan
Cetta: Jurnal Ilmu Pendidikan Vol 4 No 3 (2021)
Publisher : Jayapangus Press

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Abstract

This study was intended to find out the effect of using Cooperative Integrated Reading and Composition on students reading comprehension. The population of this study was the students of Music Department English Department, Medan with three parallel classes, and there are (120) students totally. The sample of the research was two classes, which were selected by using cluster random sampling technique, the total were (80) students. The sample was divided into two groups; the first group is 40 students, (Grade X 1) which was the experimental group. The second group is 40 students, (Grade X 2) which was the control group. The experimental group was taught by using Cooperative Integrated Reading and Composition while control group was taught without using questioning strategy. The instrument used for collecting the data was test in the form of multiple choices with the total number of 20 questions. The tests were divided into two; pre-test and post-test. The reliability of the test was 0.9. After the data had been collected, they were analyzed by using t-test formula in order to see whether the discussion method significantly affects students reading comprehension. The result of the analysis showed that the t-observed (4.8), it was higher than the t-table (2.024) with the level of significant (0, 05) and the degree of freedom (df) (38). The result of the analysis showed that the hypothesis of the study was accepted. It was concluded that questioning strategy significantly affects students reading comprehension.

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