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<![CDATA[Implementasi Taksonomi Barrett untuk Meningkatkan Kemampuan Membaca Pemahaman Siswa Kelas VII ]]>
<![CDATA[Umamy, Etty]]>;
<![CDATA[Bactiar, Hamid]]>;
<![CDATA[Nadhiroh, Khoirun]]>;
<![CDATA[Mawadah, Ilma Maretiana]]>;
<![CDATA[Farida, Umi]]>
<![CDATA[ Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 10 No 1 (2025): Ed-Humanistics ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang ]]>
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DOI: 10.33752/ed-humanistics.v10i1.8985
<![CDATA[Reading comprehension is an essential skill in education, yet it remains a challenge for many students in Indonesia. The low level of reading comprehension ability is often caused by the lack of instructional strategies that emphasize higher-order thinking skills. This study aims to analyze the effectiveness of implementing Barrett’s Taxonomy in improving the reading comprehension skills of seventh-grade students at SMP Negeri 11 Malang. The research employed Classroom Action Research (CAR) using the Kemmis & McTaggart model, consisting of two cycles. The participants were seventh-grade students, with data collected through pre-tests, post-tests, observations, and interviews. Data analysis was conducted using quantitative (t-test and effect size) and qualitative (thematic analysis) approaches. The findings indicate a significant improvement in students' reading comprehension after implementing Barrett’s Taxonomy, particularly in inferential, evaluative, and appreciative comprehension. The t-test results showed a significant increase in post-test scores compared to pre-test scores (t = 6.89, p < 0.05), with an effect size of 1.24, indicating a substantial impact on reading comprehension. Furthermore, observations and interviews revealed that this strategy enhanced students’ engagement in reading activities. In conclusion, Barrett’s Taxonomy is effective in improving reading comprehension skills and can serve as an alternative strategy for teachers to develop higher-order thinking skills in reading instruction.]]>
<![CDATA[Identifikasi Miskonsepsi Mahasiswa pada Materi Asam Basa Menggunakan Four Tier Diagnostic Test (FTDT) ]]>
<![CDATA[Priyasmika, Rendy]]>;
<![CDATA[Ilmah, Mashfufatul]]>
<![CDATA[ Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 10 No 1 (2025): Ed-Humanistics ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang ]]>
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DOI: 10.33752/ed-humanistics.v10i1.8986
<![CDATA[Acid-base is one of the important chemistry materials and is a prerequisite knowledge for understanding subsequent chemistry materials. This material contains concrete, abstract concepts, and mathematical calculations so that it is considered difficult and has the potential to cause misconceptions. Therefore, a good and complete understanding of this concept is very important to avoid misconceptions that can hinder the learning process. The purpose of this study was to determine the types of misconceptions experienced by students in acid-base material. This study used a descriptive design with a quantitative approach. The subjects of the study were first-year students of Billfath University who took basic chemistry courses. The sampling technique used was saturated sampling. The data collection instrument developed and used was the four tiers diagnostic test (FTDT). The data analysis technique used was guided by the percentage of misconceptions in the sub-concepts and questions on acid-base material. The results showed that students experienced acid-base misconceptions in the moderate category with an average percentage of 31%. The highest misconceptions were identified in the sub-concept of the relationship between pH and water quality with a percentage of misconceptions of 45%. The lowest misconceptions were identified in the subconcepts of the Arrhenius and Bronstead-Lowry acid-base theories with a misconception percentage of 23%.]]>
<![CDATA[Gaya Bahasa dalam Cerpen “Mereka Bilang Saya Monyet” Karya Djenar Maesa Ayu dan Implikasinya terhadap Pembelajaran Bahasa Indonesia Fase F ]]>
<![CDATA[Anshori, Irham Thufani]]>;
<![CDATA[Wahyuni, Tri]]>;
<![CDATA[Raharjo, Resdianto Permata]]>;
<![CDATA[Darni]]>
<![CDATA[ Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 10 No 1 (2025): Ed-Humanistics ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang ]]>
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DOI: 10.33752/ed-humanistics.v10i1.8987
<![CDATA[This study aims to analyze the language style in Djenar Maesa Ayu's short story "Mereka Bilang Saya Monyet" and explore its implications for Indonesian language learning in Phase F. This research employs a descriptive qualitative method with a textual analysis approach and a survey on student interest. The findings reveal that language styles such as metaphor, symbolism, irony, hyperbole, and repetition are strategically used to convey themes of dehumanization, trauma, and exploitation. This research is conducted in SMA A. Wahid Hasyim Jombang. The results highlight that the utilization of language style enhances students' critical thinking, interpretative skills, and aesthetic appreciation. Furthermore, most students demonstrated high interest in learning through this short story, although some struggled with its complex language style. The study concludes that this short story holds substantial potential as a critical literacy-based learning medium relevant to modern students' needs. Further research is recommended to develop adaptive teaching methods utilizing similar-themed literary works to enrich learning materials.]]>
<![CDATA[UPAYA MENINGKATKAN MINAT BELAJAR SISWA MELALUI PENDEKATAN COLLABORATIVE PROBLEM ]]>
<![CDATA[Samosir, Benny Sofyan]]>;
<![CDATA[Lubis, Julvian Setiawan]]>
<![CDATA[ Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 4 No 1 (2019): Ed-Humanistics ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang ]]>
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DOI: 10.33752/ed-humanistics.v4i1.344
<![CDATA[AbstractThis research was conductedwith background of students' low interest in learning mathematicsat the SMK Muhammadiyah 13 Sibolga. In order to overcome this problem, researcher appliedthe Collaborative Problem Solving learning approach. Which method was expected to be ableto increase the learning interest of Class X Office Administration students, besides that thepurpose of this research to increase student activity, then this approach was expected to improveteacher teaching skills through the Collaborative Problem Solving learning approach in class XOffice Administration. The type of this research was Classroom Action Research. This researchwas focused on students of Class X Office Administration SMK Muhammadiyah 13 Sibolgawith the number of respondents 39 people. While the techniques and tools of data collectionwere questionnaires and observations. The results of this study showed the learning interest ofstudents in the first cycle with an average value of 25.33 or a percentage of 50.67% in thesecond cycle to 34.3 or the percentage of 68.7% with an increase of 18.03%. The level ofactivity of students towards mathematics increased, this was obtained from the percentage of60.1% in the first cycle, and 88.2% in the second cycle increased by 28.1%. The ability ofteachers to manage learning percentage was 72% in the first cycle and 96% in the second cycle,with an increase of 24%.Keywords: Learning Approach, Collaborative Problem Solving, Trigonometry.]]>
<![CDATA[PEMBELAJARAN FISIKA BERBASIS MASTERY LEARNING DAN REACT DALAM MENGOPTIMALKAN PENGUASAAN KONSEP ]]>
<![CDATA[Pertiwi, Faninda Novika]]>
<![CDATA[ Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 4 No 1 (2019): Ed-Humanistics ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang ]]>
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DOI: 10.33752/ed-humanistics.v4i1.346
<![CDATA[AbstrakIPA merupakan salah satu mata kuliah wajib bagi PGMI, Namun mahasiswa PGMI tidaksemuanya berasal dari lulusan SMA/SMK IPA. Oleh karena itu dalam mengajarkan IPAdiperlukan konsep pembelajaran tertentu agar seluruh mahasiswa dapat menguasai konsepkonsepyangtelahdipelajarinya.PadapenelitianiniakandiujikankeefektifanMasteryLearning dan REACT terhadap penguasaan konsep mahasiswa. Data yang dihasilkan dari penelitian iniadalah data penguasaan konsep mahasiswa yang telah mengalami pembelajaran MasteryLearning dan REACT selama 4 pertemuan berturut-turut. Hasil penelitian yang didapatkanberdasarkan hasil tes penguasaan konsep yaitu pembelajaran IPA dengan Mastery Learninglebih efektif daripada REACT. Analisis yang dilakukan yaitu dengan menggunakan ANAVAdan Uji lanjut yaitu Uji Scheffe. Berdasarkan hasil ANAVA diperoleh hasil Fhitung > Ftabel yaitu4,19 > 4,04 sehingga disimpulkan bahwa terdapat perbedaan penguasaan konsep mahasiswayang mengalami pembelajaran menggunakan Mastery Learning dengan mahasiswa yangmengalami pembelajaran menggunakan REACT. Selanjutnya, untuk mengetahui lebih efektifmana antara Mastery Learning dan REACT maka dilakukan uji lanjut yaitu uji Scheffe. Hasil ujiScheffe untuk penguasaan konsep mahasiswa menunjukkan bahwa t (2,047) > t kritis (2,009),maka Ho ditolak dan Ha diterima. Jadi pembelajaran IPA dengan Mastery Learning terbuktilebih efektif daripada pembelajaran IPA dengan REACT terhadap penguasaan konsepmahasiswa.Kata Kunci: Penguasaan Konsep, Pembelajaran Fisika, Mastery Learning, REACT]]>
<![CDATA[KEMAMPUAN BERPIKIR KRITIS (CRITICAL THINKING) MAHASISWA SEMESTER 4 (EMPAT) PADA MATA KULIAH PSIKOLINGUISTIK ]]>
<![CDATA[Jiwandono, Nahnu Robid]]>
<![CDATA[ Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 4 No 1 (2019): Ed-Humanistics ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang ]]>
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DOI: 10.33752/ed-humanistics.v4i1.351
<![CDATA[AbstrakKemampuan berpikir kritis atau critical thinking merupakan salah satu kemampuan yang sangatpenting untuk dikuasai oleh manusia abad 21. Pembelajaran sudah seharusnya diarahkan untukmelatih peserta didik untuk dapat berpikir dengan kritis mengenai suatu masalah. Pembelajaranyang mengajarkan untuk menghafal saja lebih baik mulai diganti dengan menganalisis danmemberikan solusi yang logis. Pada penelitian ini, peneliti berusaha untuk mendapatkan datayang berkaitan dengan hasil tes mahasiswa pada Mata Kuliah Psikolinguistik. Tes yang diujikansudah dipersiapkan sedemikian rupa dengan karakteristik yang beragam, mulai dari soal yangberkategori C1, C2, C3, C4, C5. Hasil penelitian menunjukkan bahwa karakteristikketerampilan berpikir kritis mahasiswa masih kurang. Terbukti dari hasil penelitian didapatkanbahwa soal HOTS (Higher Order Thinking Skills) yang dikerjakan, sebanyak 57% masih salah,sedangkan 43% sudah dijawab dengan benar. Sementara itu, 57% mahasiswa menjawab soalLOTS (Lower Order Thinking Skills) dengan benar dan 43% mahasiswa menjawab salah.Dalam hal ini, peneliti menggunakan sumber data berupa hasil tes yang sudah dirancang olehpeneliti dengan subjek penelitian atau subjek uji adalah mahasiswa semester ke-4 tahun 2018.Kata Kunci: berpikir kritis, HOTS, LOTS]]>
<![CDATA[PENINGKATAN KREATIVITAS MAHASISWA PGSD ANGKATAN 2018 DALAM MENDESAIN RPP K-13 MENGGUNAKAN PENDEKATAN CTL PADA TAHUN 2018 TEBUIRENG–JOMBANG ]]>
<![CDATA[Siswanto, M. Bambang Edi]]>
<![CDATA[ Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 4 No 1 (2019): Ed-Humanistics ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang ]]>
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DOI: 10.33752/ed-humanistics.v4i1.352
<![CDATA[AbstrakBelajar merupakan suatu proses perubahan kegiatan dan reaksi terhadap lingkungan. Perubahankegiatan yang dimaksud mencakup pengetahuan, kecakapan dan tingkah laku. Perubahan itudiperoleh melalui pengalaman (latihan) bukan dengan sendirinya berubah karena kematanganatau keadaan sementara. Adapun tujuan penelitian ini adalah untuk mengetahui peningkatanmenyusun RPP dengan menggunakan pendekatan Contekstual Teaching And Learning (CTL)bagi mahasiswa PGSD angkatan 2018 Peningkatan tersebut diharapkan terjadi pada tahap-tahapmenyusun dimulai pramenyusun, Saat menyusun dan pasca menyusun RPP. Metode penelitianyang digunakan adalah deskriptif kualitatif dengan menggunkan rancangan penelitian tindakan,yang disusun dalam satuan siklus dengan sistem berulang. Setiap siklus berisi aktivitaspembelajaran pramenyusun, saat menyusun, dan pasca menyusun melalui perencanaan,pelaksanaan, observasi dan refleksi. Hasil refleksi digunakan sebagai dasar untuk perbaikanpembelajaran pada siklus berikutnya. Data penelitian diperoleh dari hasil pengamatan, catatanlapangan, dan dokumentasi. Hasil penelitian menunjukan adanya peningkatan kreativitaspenyusunan RPP pada mahasiswa PGSD angkatan 2018. Peningkatan kreativitas penyusunanpramenyusun RPP tercermin pada semakin tepat mengidentifikasi dan memahami struktur RPP.Pada saat menyusun RPP kemampuan mahasiswa meningkat. Peningkatan tersebut tercermindalam penggunaan multistrategi mengajar yang kreatif dan inovatif dan mensimulasikandidepan kelas.Kata kunci: Perencanaan pembelajaran, Pendekatan CTL dan Struktur RPP]]>
<![CDATA[PANDANGAN MAHASISWA PROGRAM STUDI PENDIDIKAN PANCASILA DAN KEWARGANEGARAAN TERHADAP PROFESI PENDIDIK ]]>
<![CDATA[Kholidah, Neneng Rika Jazilatul]]>;
<![CDATA[Saputri, Ernia Duwi]]>
<![CDATA[ Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 4 No 1 (2019): Ed-Humanistics ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang ]]>
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DOI: 10.33752/ed-humanistics.v4i1.353
<![CDATA[AbstractEducation is a very important field for human life. Education can encourage the improvementof human quality in the form of increasing cognitive, affective, and psychomotor competencies.The purpose of this study was to find out the views of students of Pancasila and citizenshipeducation programs on the teaching profession. This study was designed as a qualitativedescriptive study with a single embedded case study strategy. Data sources were obtained fromthe research subjects as follows; 1) Informants / Resource Persons, namely students of thePancasila and Citizenship Education Study Program; 2) Student activities when discussing theprofession of an educator. Data collection techniques used are in-depth interviews, directobservation and document analysis. The data validity technique uses standards of credibility,transferability and dependability and confirmation. Data analysis techniques use interactivemethods. The results of the study can be concluded that the views of students on the teachingprofession are teaching professionals is a respectable profession, the existence of the teachingprofession in the community according to students Educators are community teachers,educators as dampening conflicts of cultural differences and profiles of ideal educatorsaccording to students and reasons students view the teaching profession The ideal teacher doesnot have selfishness so the teacher can be said to be a teacher who is able to understand thewishes of students.Keywords: Views, Students, Professional Educators]]>
<![CDATA[EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE PAIR CHECKS TERHADAP PRESTASI BELAJAR SISWA SMA NEGERI 1 JELIMPO KABUPATEN LANDAK ]]>
<![CDATA[Suprihatiningsih, Siti]]>
<![CDATA[ Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 4 No 1 (2019): Ed-Humanistics ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang ]]>
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DOI: 10.33752/ed-humanistics.v4i1.354
<![CDATA[AbstractThe low level of mathematics learning achievement is one of the problems that is difficult tosolve. Many factors are related to these problems, one of which is the use of appropriate learningmethods in learning. The purpose of this study is to determine the effectiveness of mathematicslearning using the pairs checks method on mathematics learning achievement. The method used inthis study is a quantitative method with comparative studies, with a prerequisite test of the analysisof the normality test and homogeneity test and hypothesis testing using the t-test. The resultsshowed that the pairing type cooperative learning model was more effective than the directlearning model of learning achievement, it can be seen from the average value of students whowere taught using the pair checks type cooperative learning model that is 73.50 while studentswho were taught with direct learning models has the average value which is 54.18. This isreinforced by the hypothesis testing based on the ratio t_count to t_ (1-α) at a significant level of5% or α = 0.05 indicating that t_count is greater than t_ (1-α) (1.731585> 1.67022).Keywords: methods, pair checks, mathematics.]]>
<![CDATA[PERBANDINGAN STRATEGI INKUIRI TERBIMBING DENGAN PROBLEM SOLVING TERHADAP PEMAHAMAN KONSEPTUAL DAN ALGORITMA SISWA DENGAN KEMAMPUAN BERPIKIR ILMIAH RENDAH ]]>
<![CDATA[Priyasmika, Rendy]]>
<![CDATA[ Ed-Humanistics : Jurnal Ilmu Pendidikan Vol 4 No 1 (2019): Ed-Humanistics ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan (FIP) Universitas Hasyim Asy'ari (Unhasy) Tebuireng Jombang ]]>
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DOI: 10.33752/ed-humanistics.v4i1.355
<![CDATA[AbstractOne of the high school chemistry materials that contains concrete concepts, abstracts andinvolves mathematical calculations is solubility and solubility product (Ksp). Conceptualunderstanding is usually expressed in short sentences while understanding algorithms isexpressed by mathematical equations. Both of these understandings are closely related to oneanother so that to teach them requires the right learning strategies. Guided inquiry learningstrategies and Problem Solving are thought to be able to improve the conceptual understandingand algorithm understanding of students with Low Scientific Thinking Ability. This study aimsto determine differences in conceptual understanding with algorithm understanding of studentswith KBIR that are taught with guided inquiry strategies and Problem Solving. This study usesa quasi-experimental design with posttest only control group design. Data from the conceptualunderstanding and algorithm test results obtained from the test using 20 multiple choicequestions with a reliability coefficient of 0.71 and content validity of 93.17%. Data analysisusing t test and Product Moment correlation at a significance level of 5%. The results show thatThe learning outcomes of student with low scientific thinking ability that learned by guidedinquiry’s strategy is higher than the students that learned by problem solving’s strategy and Theunderstanding of algorithms of students with low scientific thinking ability is higher thanconceptual understanding both of which that learned by guided inquiry strategies and problemsolving strategies.Keywords: guided inquiry, problem solving, conceptual understanding, algorithmunderstanding, scientific thinking ability]]>
