Ability : Journal of Education and Social Analysis
Journal Ability mengundang para Dosen, sarjana, peneliti, dan mahasiswa untuk menyumbangkan hasil studi dan penelitiannya di bidang yang berkaitan dengan Pendidikan, yang meliputi studi tekstual dan lapangan dengan berbagai perspektif, Manajemen Pendidikan, Kebijakan Pendidikan, Teknologi Pendidikan, Psikologi Pendidikan, Pengembangan Kurikulum dan Strategi Pembelajaran serta hasil-hasil penelitian kontemporer dalam bidang Pendidikan.
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<![CDATA[An Analysis Students’ Perception Of Watching English Videos In Speaking Skills At Eleventh Grade Of Sma Budisatrya Medan In Academic Year 2021-2022 ]]>
<![CDATA[Nia Safira Hardi, M. Khalid]]>
<![CDATA[ Ability: Journal of Education and Social Analysis Volume 4 No 2 April 2023 ]]>
Publisher : <![CDATA[Pusdikra Publishing ]]>
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DOI: 10.51178/jesa.v4i2.1189
<![CDATA[There are still many students who do not have adequate speaking skills so they need the right techniques or learning methods that can help improve their speaking skills. One way that is not boring is to watch English videos as a tool to understand the content of the story and learn the language used in the story. The purpose of this study was to determine students' perceptions of English videos in speaking skills. Qualitative methods are used in this study. The subjects of this study were 10 students from class XI IPA 1. The data collection technique used interviews where students were interviewed after finishing speaking class. Perception is the process of receiving stimuli (objects, qualities, relationships between symptoms, and events) until the stimulus is realized and understood. Because perception is not just sensing, there are writers who state perception as the interpretation of experience. Students' perceptions of watching English videos are very interested because they are easy to understand through videos, there are movements, subtitles and how to pronounce them so that students can better understand the contents of the video. In addition, watching English videos can improve students' speaking skills such as adding new vocabulary in everyday life, adding new insights and increasing speaking skills. Then all the data shows that students often watch English videos given by the teacher in the classroom as learning media. So, this research is in accordance with students' perceptions of watching English videos in speaking skills.]]>
<![CDATA[Implementasi Kurikulum 2013 Revisi Dalam Mengembangkan Kognitif Siswa Pada Mata Pelajaran Akidah Akhlak Kelas IX Di MTs Teladan Gebang ]]>
<![CDATA[Nurul Hasanah, Usmaidar, Nurmisdaramayani]]>
<![CDATA[ Ability: Journal of Education and Social Analysis Volume 4 No 2 April 2023 ]]>
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DOI: 10.51178/jesa.v4i2.1190
<![CDATA[To find out the implementation of the revised 2013 curriculum in MTs. Gebang's example. To find out the implementation of the revised 2013 curriculum in improving students' cognitive abilities, especially in the Aqidah Akhlak subject at MTs. Gebang's example.. To find out the implementation of the 2013 curriculum for the acquisition of student learning completeness results in the class IX class Aqidah Akhlak subject at MTs. Gebang's example. Field research was used to obtain the data needed in this study, namely by using data collection tools through observation, interviews or structured interviews, and documentation. The data obtained was then processed and analyzed. In this study, qualitative research was used with an analytical description approach, namely by describing the research results obtained through structured interviews on research sources. The results of the study Cognitive improvement efforts using the K13 curriculum in the Akidah Akhlak subject at Teladan Gebang MTs were carried out by involving all students to be active through different assignments for each group where there were groups of questioners, groups that agreed, groups that did not agree, groups gave examples, and group summarizes. Cognitive improvement efforts using the K13 curriculum in the Aqidah subject have been able to increase student activity although there are still visible differences between students who are active and students who are less active. Efforts to improve cognitive use of the K13 curriculum in the Aqidah subject have been able to increase students' understanding of the subject matter taught in learning activities. The obstacle is that some students still do not understand the learning system using the K13 curriculum, so they have to be more extra in providing instruction and guidance to students. The solution given, as a teacher, should have a way to make students not get bored easily in participating in teaching and learning activities. Have good skills and master several techniques in teaching. Then teach students to be more active and creative and easy to work with their classmates, and make it easier for students to improve cognitive when learning the Aqidah Akhlak.]]>
<![CDATA[Upaya Meningkat Kan Pemahaman Siswa Melalui Metode Debat Aktif Pada Mata Pelajaran Fiqih Siswa Kelas VII MTs Teladan Gebang ]]>
<![CDATA[Rahma Fadillah Br Simatupang, Usmaidar, Ahmad Fuadi]]>
<![CDATA[ Ability: Journal of Education and Social Analysis Volume 4 No 2 April 2023 ]]>
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DOI: 10.51178/jesa.v4i2.1191
<![CDATA[The purpose of this study is to find out how to improve students' understanding of the subject of Fiqh Class VII MTs Teladan Gebang. To find out the learning of fiqh using the active debate method increases the understanding of class VII students at MTs Teladan Gebang. To find out the results of studying jurisprudence after using the Active Debate method for class VII MTs Teladan Gebang. The model in this study uses the Kurt Lewin research model which consists of 4 stages namely; planning, implementation of action, observation and reflection. The subjects of this study were class VII MTs Teladan Gebang using the recitation learning method. Consisting of 35 students,. Data collection techniques using interviews, observation, documentation, and written test assessment The research results of the active debate method can increase the ability to describe material through the active debate method. The student material descriptions increased after the active debate method was applied. Based on the results of observations, student learning activities in cycle II increased compared to cycle I. The average observation cycle I was 80%, the average cycle II was 87.17%. . In cycle II there was an increase in the percentage of student learning activity by 10.% from cycle I. Meanwhile, the learning outcomes for elaborating material also experienced an increase. student learning outcomes for analyzing material obtained an average of 67. In cycle II the average learning outcomes increased, the first meeting of student learning outcomes for analyzing material obtained an average value of 71.34 and the second meeting of student learning outcomes for analyzing material obtained average 87.00. From the results of the pretest before the action obtained an average value of 66.14 and the results of the posttest after the action obtained an average value of 75.83. If measured by N-gain, the average student ability is 0.29 in the medium category. This shows that the active debate method according to MTs Teladan Gebang Many students is considered good, namely between the classification of 76-100%. Thus the application of the active debate method can improve students' material description skills.]]>
<![CDATA[Analisis Teori Sibernetik Pada Era Pembelajaran 5.0 Dalam Perkembangan Hasil Belajar Siswa Di Kelas VII MTsN 1 Langkat ]]>
<![CDATA[Riza Wahyuna, Usmaidar, Rani Febriyanni]]>
<![CDATA[ Ability: Journal of Education and Social Analysis Volume 4 No 2 April 2023 ]]>
Publisher : <![CDATA[Pusdikra Publishing ]]>
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DOI: 10.51178/jesa.v4i2.1192
<![CDATA[The application of cybernetic learning theory to class VII students of MTsN I Langkat has generally been implemented in Madrasahs where every learning is always related to the internet or computers and smartphones which are used as student learning resources. The learning process that is carried out always utilizes existing artificial intelligence in order to obtain information related to learning so that students are able to process the information obtained into knowledge. The application of cybernetic learning theory has been carried out using various media and methods that utilize information and communication technology that has been integrated with people's lives in the 5.0 era so that students get complete information and are able to process this information into knowledge. The form of learning in the 5.0 era that is carried out in Madrasas is more concerned with process. The information system is processed because the information will determine the learning process that is carried out. The development of student learning outcomes with the application of cybernetic learning theory in the 5.0 learning era in class VII students of MTs Negeri I Langkat has been able to improve student learning outcomes because understanding of the subject matter is better with the cybernetic theory. Era 5.0 learning is very helpful for learning that is carried out because of the extensive support of information technology in providing information to students. In general, the value of student learning outcomes is good and meets the established criteria of completeness.]]>
<![CDATA[Impelementasi Kurikulum Merdeka Belajar Pada Pembelajaran Projek Penguatan Profil Pelajar Pancasila Di MTsS Madinatul Ilmi Kecamatan Brandan Barat ]]>
<![CDATA[Layli Muqarramah, Usmaidar, Nurmisda Ramayani]]>
<![CDATA[ Ability: Journal of Education and Social Analysis Volume 4 No 2 April 2023 ]]>
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DOI: 10.51178/jesa.v4i2.1193
<![CDATA[This study aims to determine the planning of independent learning curriculum in learning projects to strengthen students' Pancasila profiles at MTsS Madinatul Ilmi Brandan District. To find out the process of implementing the self-learning curriculum in learning projects to strengthen students' Pancasila profiles at MTsS Madinatul Ilmi Brandan District. To find out the implementation of the self-learning curriculum in learning projects to strengthen students' Pancasila profiles at MTsS Madinatul Ilmi Brandan District. To obtain the data needed in this research, field research is used, namely by using data collection tools through observation, interviews or structured interviews, and documentation. . The data obtained is then processed and analyzed. In this research, qualitative research with a descriptive approach is used, namely by describing the research results obtained through in-depth interviews with research sources. Research Results Planning is something that is very urgent in every action, because planning is a compass as well as a map in traveling towards actions that are in accordance with the expected goals. As a formal educational institution, MTsS Madinatul Ilmi certainly also has a strong desire to produce the expected graduates. For this reason, MTsS Madinatul Ilmi aims to create graduates who are knowledgeable, morally good and have the spirit of Pancasila. The application of independent learning through the profile of Pancasila students through Islamic Religious Education learning at MTsS Madinatul Ilmi Brandan District, the first is to create a pleasant learning environment. The key to implementing project activities is student involvement in the learning process. In the implementation of the Pancasila Student Profile Strengthening Project, students, educators, and education units must both have sufficient space and opportunities to develop themselves in accordance with the spirit of independent learning. At MTsS Madinatul Ilmi Brandan District, the facilitator always accompanies students and provides a safe room so that students are always comfortable in carrying out the project learning process.]]>
<![CDATA[Meningkatkan Hasil Belajar Siswa Pada Pelajaran Matematika Di Kelas VIII-2 Melalui Strategi Pembelajaran Mean And Analysis Di SMP Negeri 1 Tanjung Morawa Tahun Pelajaran 2019/2020 ]]>
<![CDATA[Duena Maritha Sihotang]]>
<![CDATA[ Ability: Journal of Education and Social Analysis Volume 4 No 2 April 2023 ]]>
Publisher : <![CDATA[Pusdikra Publishing ]]>
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DOI: 10.51178/jesa.v4i2.1200
<![CDATA[The purpose of this research is to: (1). Improving student learning outcomes, (2). Increase student learning activities. (3). Increase student understanding and learning using the Mean and Analysis learning strategy. The method used in this research is the Classroom Action Research Method using 2 cycles. The subjects of this study were 33 class VIII-2 students of SMP Negeri 1 Tanjung Morawa. Because the number of subjects was under 100 people, all subjects were sampled in this study. The instruments used to obtain data are tests, questionnaires and observations. The data analysis technique used is the assessment method, namely: the data obtained is evaluated based on student learning outcomes. Evaluation of student learning outcomes is given a range of values ??from 0 – 100. Then the data is calculated from the average student score, the percentage of students who have completed and the percentage of students who have not completed meeting the minimum completeness criteria. (1). The results of this study indicate that there is an increase in learning outcomes by applying the Mean and Analysis learning strategy with the following results: (1) there is an increase in the average student learning outcomes, where in the initial test the average student learning outcomes is 49.39%, in the second cycle I increased to 62.73% then in cycle II it increased again to 72.42%, there was an increase in the number of students who completed, where in the initial test the number of students who passed was only 0%, increased to 48.48% in cycle I then increased again to 87.88% in cycle II, there was a decrease in the number of students who did not complete, where in the initial test the number of students who did not complete reached 100%, in cycle I it became 51.52% then in cycle II it decreased again to 12.12% with In other words, only 4 students scored 60 and the rest (29) students scored 70 and above 70.]]>
<![CDATA[Meningkatkan Prestasi Belajar Siswa Melalui Model Pembelajaran Berdasarkan Masalah (Problem Based Learning) Pada Mata Pelajaran Kimia Di Kelas XI IPA 6 SMA Negeri 19 Medan Tahun Ajaran 2018/2019 ]]>
<![CDATA[Lasrin Hisarma Siregar]]>
<![CDATA[ Ability: Journal of Education and Social Analysis Volume 4 No 2 April 2023 ]]>
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DOI: 10.51178/jesa.v4i2.1201
<![CDATA[Meningkatkan Prestasi Belajar Siswa Melalui Model Pembelajaran Berdasarkan Masalah (Problem Based Learning) Pada Mata Pelajaran Kimia Di Kelas XI Ipa 6 SMA Negeri 19 Medan Tahun Ajaran 2018/2019”. Masalah penelitian : 1). Apakah Model Pembelajaran Berbasis Masalah (Problem Based Learning) dapat meningkatkan prestasi belajar siswa dalam pembelajaran Kimia di Kelas XI Ipa 6 SMA Negeri 19 Medan. 2). Bagaimana Model Pembelajaran Berbasis Masalah (Problem Based Learning) dapat meningkatkan prestasi belajar siswa dalam pembelajaran Kimia di Kelas XI Ipa 6 SMA Negeri 19 Medan. Tujuan Penelitian: Meningkatkan prestasi belajar siswa dalam pembelajaran Kimia di Kelas X-4 SMA Negeri 19 Medan. Manfaat Penelitian: 1). Meningkatkan kualitas pengajaran Kimia di Kelas XI Ipa 6 SMA Negeri 19 Medan. 2). Sebagai dasar untuk penelitian lanjutan. 3). Memperbaiki prestasi belajar siswa di Kelas XI Ipa 6 SMA Negeri 19 Medan. 4). Membiasakan guru untuk melaksanakan penelitian dalam memperbaiki kualitas pengajaran. 5). Sebagai kelengkapan usul peneliti untuk kenaikan pangkat ke golongan IV b. Prosedur penelitian terdiri dari tiga tahapan yaitu tahap kerja kelompok memecahkan masalah berupa kasus selama dua kali siklus dan tahap pemantapan melalui tes dan uji kemampuan secara individu. Hasil analisis siklus I dan siklus II ternyata: 1). Model Pembelajaran Berbasis Masalah (Problem Based Learning) dapat meningkatkan prestasi belajar siswa dalam pelajaran Kimia di Kelas XI Ipa 6 SMA Negeri 19 Medan. 2). Model Pembelajaran Berbasis Masalah (Problem Based Learning) dapat meningkatkan aktivitas siswa selama mengikuti pembelajaran. Karena itu disarankan: 1). Agar guru-guru dapat menerapkan Model Pembelajaran Berbasis Masalah (Problem Based Learning) dalam pembelajaran Kimia maupun mata pelajaran lainnya 2). Guru-guru agar melaksanakan Penelitian Tindakan Kelas sebagai suatu kebutuhan untuk menanggulangi berbagai persoalan aktual yang dihadapinya terkait pembelajaran.]]>
<![CDATA[Upaya Penerapan Model Pembelajaran Team Games Tournament (TGT) Dalam Meningkatkan Hasil Belajar Biologi Di Kelas XI SMK Negeri 3 Medan ]]>
<![CDATA[Hotmarisda Sitanggang]]>
<![CDATA[ Ability: Journal of Education and Social Analysis Volume 4 No 2 April 2023 ]]>
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DOI: 10.51178/jesa.v4i2.1209
<![CDATA[Hasil belajar siswa dengan menerapkan model pembelajaran tipe TGT (Team Games Tournament) telah terjadi peningkatan cukup baik. Sebelum dilaksanakan tindakan kelas nilai rata-rata mata pelajaran Fisika siswa di kelas XI adalah 60,00 dengan rentang nilai 40 dan simpangan baku 10,58. Setelah dilakukan tindakan kelas pada siklus I nilai hasil belajar siswa rata-ratanya menjadi 66,30, dengan rentang nilai 30 dan standar deviasi 11,61. Pada siklus II rata-rata hasil belajar siswa telah terjadi peningkatan, yaitu menjadi 73,25 dengan rentang nilai 25 dan simpangan bakunya 13,55. Tingkat ketuntasan hasil belajar siswa sebelum dilaksanakan tindakan adalah 20 % (Dari 40 orang siswa hanya 8 orang yang tuntas belajar). Kemudian pada siklus I (pertama), tingkat ketuntasan siswa menjadi 40 % (tuntas sebanyak 18 orang dari 40 orang jumlah). Selanjutnya pada siklus ke II (dua) setelah dilaksanakan tindakan lebih lanjut sebagai hasil dari refleksi pada siklus I presentase tingkat ketuntasan siswa menjadi 75 %.]]>
<![CDATA[Peningkatan Hasil Belajar Fisika Dengan Menerapkan Model Pembelajaran Kooperatif Nht (Number Head Together) Di Kelas X SMK Negeri 1 Balige ]]>
<![CDATA[Jenton Munthe]]>
<![CDATA[ Ability: Journal of Education and Social Analysis Volume 4 No 2 April 2023 ]]>
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DOI: 10.51178/jesa.v4i2.1215
<![CDATA[Hasil belajar siswa dengan menerapkan model pembelajaran Power Two menjadi meningkat. Sebelum dilaksanakan tindakan kelas nilai rata-rata mata pelajaran FISIKA siswa di kelas X adalah 60,01 dengan simpangan baku 12,80. Setelah dilakukan tindakan pada siklus I nilai hasil belajar siswa rata-ratanya menjadi 71,50 dan standar deviasi 7,25. Demikian pula pada siklus II rata-rata hasil belajar siswa terjadi peningkatan, yaitu 80,07 berada pada kategori baik dengan simpangan bakunya 7,21. Sebelum dilakukan tindakan kategori rata-rata hasil belajar siswa berada pada kategori rendah dengan tingkat ketuntasan 37,5 % (Dari 40 orang siswa ada 15 orang yang tuntas). Pada siklus I setelah dilakukan tindakan hasil belajar siswa berada pada kategori sedang dengan tingkat ketuntasan 85 % (34 orang yang tuntas dari 40 siswa). Pada siklus II setelah dilaksanakan tindakan lebih lanjut sebagai hasil dari refleksi siklus I hasil belajar siswa berada pada kategori tinggi (nilai rata-rata 80,07) dengan presentase tingkat ketuntasan 97,5 %.]]>
<![CDATA[Peran Guru Dalam Membimbing Ibadah Sholat Pada Anak Usia Dini Di Ra Darul Ikhlas ]]>
<![CDATA[Nurlaili, Alya Zahro Azhari, Ria Handayani, Dhea Safira, Fennika]]>
<![CDATA[ Ability: Journal of Education and Social Analysis Volume 4 No 2 April 2023 ]]>
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DOI: 10.51178/jesa.v4i2.1217
<![CDATA[Educators have a responsibility to instill religious values in a child to receive prayers, because it is prayer that will account for all the deeds done in the world. Teach children about the importance of prayer and what are the benefits of prayer for themselves so that children understand and absorb better to become a refraction for a child in carrying out prayers. This research was conducted to find out how the role of teachers in guiding prayer services in early childhood at RA Darul Ikhlas. This type of research uses qualitative methods and the result of this research is that in teaching prayers to children, teachers of course need to do several methods as well as: 1) Exemplary, exemplary itself is a very powerful or effective method that can be applied by teachers or parents in a teaching and learning process. 2) Habituation, this habituation method itself is a method that is carried out regularly and continuously to train children in discipline, independence, good ethics, and self-adjustment in religion 3) Good advice, good advice will make the child think well and vice versa bad advice will make the child think badly too.and so on.]]>
