JPGI (Jurnal Penelitian Guru Indonesia)
JPGI (Jurnal Penelitian Guru Indonesia) ISSN: 2541-3317 (for electronic version) 2541-3163 (for print version). JPGI is a peer-reviewed, publishes research manuscripts in the field of education. The Focus and scope of the journals are to: 1) Provide a journal that reports research on topics that are of local and international significance across educational contexts 2) Publish manuscripts that are of local and International significance in terms of design and/or findings 3)Encourage collaboration by local and international teams of researchers to create special issues on these topics. JPGI published biannualy (May and October).
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<![CDATA[Konselor dalam Konseling Kelompok Reality Therapy ]]>
<![CDATA[Yendi, Frischa Meivilona]]>;
<![CDATA[Neviyarni, Neviyarni]]>;
<![CDATA[Karneli, Yeni]]>;
<![CDATA[Netrawati, Netrawati]]>
<![CDATA[ JPGI (Jurnal Penelitian Guru Indonesia) Vol 4, No 1 (2019): JPGI ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/02335jpgi0005
<![CDATA[Reality therapy is a system that is focused on current behavior, it is to help counselees face reality and fulfill basic needs without harming themselves or other individuals. In group counseling with the reality therapy approach the most important thing is to foster responsibility and awareness of the counselee. Basically humans are beings who are responsible for their own behavior and fulfillment of their needs. Emphasis on what group members do is the key to reality as a counseling group.]]>
<![CDATA[Meningkatkan Proses dan hasil Belajar Siswa pada tema Selamatkan Makhluk Hidup dengan Metode Ekplorasi Lingkungan Sekitar pada Siswa Kelas VI ]]>
<![CDATA[Desrina Desrina]]>
<![CDATA[ JPGI (Jurnal Penelitian Guru Indonesia) Vol 4, No 1 (2019): JPGI ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/02336jpgi0005
<![CDATA[The background of this research is that science learning has been theoretical without students knowing how the application of learning in everyday life and learning Science does not encourage students to care about the environment so students cannot know the process of a natural event in living things, such as plants. the author wants students to be closer to nature and at the same time can increase the process and learning outcomes, especially those related to science. The approach used is a qualitative approach. The research data was obtained from the results of the assessment of learning implementation plan (RPP), the results of the observation sheet on the implementation of learning with the Approach to Environmental Exploration Approach from the aspects of teachers, students and evaluation. The data source is the process of implementing the Neighborhood Exploration approach to the theme of Saving Sentient Beings in class VI of SD Negeri 23 Painan Utara. The results of the study are the learning of Science with the Approach to the Environmental Environment Exploration will lead to an attitude of student concern for the environment, motivating students to learn. This is evidenced by the increase in student learning outcomes, namely cycle I completeness of students 61% with an average value of 73 and cycle II completeness of students 83% with an average value of 84. Based on the results of the study, it is suggested to the following parties (1) for teachers The Neighborhood Exploration approach in learning Science because it can cause students to care about the environment and improve student learning outcomes, (2) the reader should be able to add knowledge to the reader.]]>
<![CDATA[Peningkatan pembelajaran keterampilan berbicara melalui media gambar seri di kelas I ]]>
<![CDATA[Zarlianti Zarlianti]]>
<![CDATA[ JPGI (Jurnal Penelitian Guru Indonesia) Vol 4, No 1 (2019): JPGI ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/02337jpgi0005
<![CDATA[The goal is that students are brave, accustomed to being able to speak in all functions according to proper pronunciation and intonation Data collection is carried out by tests, observations or observation sheets and other supporting instruments of research. This study uses a qualitative approach with a type of classroom action research. The research subjects were first grade students of SDN. 08 Painan District IV Jurai. Based on the results of the study, the serial image media can improve students' speaking skills with three-stage learning activities, namely: (1) initial activities, (2) core activities, and (3) final activities. The result of the first cycle of research based on the implementation of the lesson plan is 76.8% and the recapitulation of student learning assessment is 74%. The results of the second cycle research based on the implementation of lesson plans were 83.9% and the recapitulation of the assessment process and student learning outcomes was 83%. From the results of observations and recapitulation of values obtained by students, it appears that students are active in the learning process.]]>
<![CDATA[Teori dan Aplikasi Pendekatan Behavioristik dalam Konseling ]]>
<![CDATA[Arliyus, Arliyus]]>;
<![CDATA[Neviyarni, Neviyarni]]>;
<![CDATA[Karneli, Yeni]]>;
<![CDATA[Netrawati, Netrawati]]>
<![CDATA[ JPGI (Jurnal Penelitian Guru Indonesia) Vol 4, No 1 (2019): JPGI ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/02338jpgi0005
<![CDATA[Pendekatan teoretik dalam Konseling dengan menggunakan Pendekatan behavioristic banyak mendapatkan kritik tetapi sekaligus juga memberikan dukungan. Kritik yang ditujukan kepada pendekatan behavioristik difokuskan pada carapandang terhadap manusia yang berimplikasi pada teknik-teknik konseling yangdigunakan. Perkembangan pendekatan behavioristik kontemporer berusaha untukmenempatkan manusia dalam dimensi yang lebih tinggi dibandingkan konsep tentang manusiapada awal kemunculan behavioristik. Oleh karena itu pendekatan behavioristik menjadi salahsatuunggulan pendekatan yang masih dominan dalam konseling dan psikoterapi. Perkembangan selanjutnya pendekatan ini memiliki pengaruh dominanasi besar dalam target konseling untukmencapaiperubahan pikiran, perasaan dan perilaku.]]>
<![CDATA[Penilaian dalam konseling kelompok Gestalt ]]>
<![CDATA[Indah Sukmawati]]>;
<![CDATA[Neviyarni Neviyarni]]>;
<![CDATA[Yeni Karneli]]>;
<![CDATA[Netrawati Netrawati]]>
<![CDATA[ JPGI (Jurnal Penelitian Guru Indonesia) Vol 4, No 1 (2019): JPGI ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/02267jpgi0005
<![CDATA[Pada konseling kelompok gestalt, anggota kelompok dapat memanfaatkan keberadaannya di dalam kelompok untuk menyalurkan dan mengekspresikan pemikiran, perasaan, dan perilakunya selama ini yang bermasalah. Untuk bisa mencapai kegiatan kelompok yang efektif dan efisien, seorang pemimpin kelompok gestalt harus mampu melaksanakan kegiatan sesuai tahap-tahap pembentukan konseling kelompok. Selanjutnya pemimpin kelompok gestalt harus memahami permasalahan keanggotaan kelompok, konflik yang muncul dalam kelompok konseling, kedalam pengungkapan diri antar anggota, dan menutup/ menghentikan kegiatan kelompok. Hal tersebut perlu adanya penilaian agar apa yang dilakukan berjalan sesuai dengan tujuan konseling kelompok. Konselor idealnya melaksanakan penilaian selama rentang kegiatan, mulai dari awal konseling sampai akhir konseling, di mana konselor akan memperoleh data yang dapat dimanfaatkan untuk menyusun, menyelenggarakan dan mengevaluasi kegiatan konseling kelompok yang dilaksanakan sesuai dengan kondisi klien yang tergambar melalui kegiatan asesmen.]]>
<![CDATA[Pengaruh Metode Latihan Acceleration Sprint terhadap Kemampuan Lari 60 Meter Siswa ]]>
<![CDATA[Yulmardani Yulmardani]]>
<![CDATA[ JPGI (Jurnal Penelitian Guru Indonesia) Vol 4, No 1 (2019): JPGI ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/02364jpgi0005
<![CDATA[The problem in this study is the ability to run 60 meters Class V SDN 03 Pancung Tebal North Bayang District because 60 meters running are not in accordance with the time that should be achieved by junior-high-school students. Many factors cause the 60-meter running ability is not good, including the training method. For this reason, it is necessary to conduct a study with the aim to find out how much influence the acceleration sprint training method has on the ability to run 60 meters Class V SDN 03 Pancung Thick Bayang Utara District. This type of research is quasi-experimental. The study population was students of Class V SDN 03 Pancung Tebal District of North Bayang. Samples using purposive sampling technique, namely sampling based on the intentions that have been determined previously or with certain considerations, amounting to 15 people aged 11-13 years. Data was collected using a 60-meter student test with a 60-meter running ability test. The data analysis technique is the T-Test. The results of the data analysis show that: There is a significant influence on the acceleration sprint exercise of the ability to run 60 m Grade V students of SDN 03 Pancung Tebal, North Bayang District.]]>
<![CDATA[Layanan Bimbingan Kelompok untuk Meningkatkan Time Management Skill pada Siswa ]]>
<![CDATA[Maryati Maryati]]>
<![CDATA[ JPGI (Jurnal Penelitian Guru Indonesia) Vol 4, No 1 (2019): JPGI ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/02352jpgi0005
<![CDATA[Every human being has the same time in a 24-hour day, as well as high school students who have extraordinary activities. Managing an effective time is not an easy task. The many problems of managing the time experienced by students both for learning, socializing and channeling hobbies make students feel time-chased. Through the Layanan Bimbingan Kelompok in the activity of guidance and counseling students participating in a group, counseling raised the problems they were dealing with relating to daily time management. Group Guidance Activities are carried out according to stages. The predetermined stage is the formation stage, the transitional stage, and the Activity Phase and the Termination Phase. In the Guidance Service, the Group carries out two cycles where in the first cycle participants express and find solutions to their problems daily in problems that relate to time. Based on the results of the first cycle it turns out students experience a lack of time to act. In the second cycle, students are given an explanation of how to manage daily time effectively and efficiently, from observations and student reports it turns out students experience positive changes in time management so that participants in the Group Guidance Service are overcome the problems he experienced so far.]]>
<![CDATA[Peningkatan Hasil Belajar Luas Bangun Datar melalui Strategi Belajar Kooperatif Tipe Jigsaw bagi Siswa ]]>
<![CDATA[Nurdasmi Nurdasmi]]>
<![CDATA[ JPGI (Jurnal Penelitian Guru Indonesia) Vol 4, No 1 (2019): JPGI ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/02374jpgi0005
<![CDATA[Implementation of learning through Jigsaw type cooperative learning is by steps: dividing students into groups consisting of 4-6 people each group called the original group. Each origin group member is given a different topic. Every original group member who gets the same topic joins a group called the expert group. In expert groups, students discuss topics to be discussed according to the instructions of the Student Worksheet (LKS). After the discussion, each member of the expert group rejoined the original group to explain the topic discussed in the expert group. From the results of research that researchers have done, it appears that student learning outcomes have improved. The average value of students on a base score of 5.06, the actions are taken in the first cycle increased with an average of 6.9. Then the action is held again in cycle II, with an average student score reaching 8.3. From the results of this study, it can be concluded that through Jigsaw cooperative learning can improve student mathematics learning outcomes in class V UPT SDN 22 Tanah Bayang District. Therefore, it is suggested that teachers can carry out the learning process through Jigsaw cooperative learning with the aim of being able to improve student learning outcomes and interests.]]>
<![CDATA[Tindak Tutur Guru dan Siswa dalam Pembelajaran Bahasa Indonesia ]]>
<![CDATA[Nelvia Susmita]]>
<![CDATA[ JPGI (Jurnal Penelitian Guru Indonesia) Vol 4, No 1 (2019): JPGI ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/02353jpgi0005
<![CDATA[This research aims to describe the speech act of locussion, illocussion, and perlocussion in Bahasa Indonesia subject for students grade X SMAN 8 Kerinci. Speech act is a crucial aspect which is used in the teaching and learning process in the classroom. Therefore, it is important to concern the use of speech act done by both teachers and the students in order to accomplish the learning goals. The theories used to analize the speech act of the teachers and students in the learning process of Bahasa Indonesia subject in this research are proposed by Nadar (2008), Suadi (2014), Chaer (2010), Bonodari (20115), and Rehardi (2005). The type of this research is qualitative research. The subject of the research are teachers and students grade X in SMaN 8 Kerinci in the process of teaching and learning in Bahasa Indonesia subject. The technique of data collection are namely listening freely and speaking involved, recording techinque, and writing down technique. The technique of data analysis is equal pragmatics. The result of the research can be described as follow: it is found the speech act in form of locussion, illocussion, and perlocussion. The speech act of locussion includes the forms of news, questions forms and commands forms. The speech act of illocussion includes assertive illocussion, directive, expressive, commisive, and declarative. The speech act of perlocussion that was found is giving influences.]]>
<![CDATA[The development of integrated thematic textbooks with scientific approach for elementary schools students ]]>
<![CDATA[Winda Elvita]]>;
<![CDATA[Risda Amini]]>;
<![CDATA[Riska Ahmad]]>
<![CDATA[ JPGI (Jurnal Penelitian Guru Indonesia) Vol 4, No 1 (2019): JPGI ]]>
Publisher : <![CDATA[Indonesian Institute for Counseling, Education and Therapy (IICET) ]]>
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DOI: 10.29210/02369jpgi0005
<![CDATA[The preliminary survey in Elementary School in Lima Puluh Kota District showed that the textbook for thematic learning was not in accordance with the principles of integrated learning and not yet in accordance with the around environment of the students, so that the lesson was not understood of the students. therefore the purpose of this study is to develop integrated thematic textbooks using the scientific approach valid, practical and effective.The research used the four D model of Tiagahajan that consist of 4 stages, namely: define, design, develop, and disseminate. The research instruments were observation sheets, validation sheets, questionnaires, learning outcomes tests. The results showed that integrated thematic textbooks with a scientific approach include valid categories based on expert judgment. Textbooks include very practical categories based on teacher and student responses. Effectiveness of textbooks based on student learning activities and mastery learning. The most of students were active in learning. The student learning outcome in the knowledge, skills, and attitudes domain has been include the mastery learning category for the most of students (more than 85%). Thus it can be concluded that integrated thematic textbooks with scientific approaches were feasibility of being used as reference books in Elementary School.]]>
