Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran (JK) contains scientific articles from research in Education, Teaching and Learning which include : 1. Formal/School Education 2. Nonformal/Community Education 3. Informal/Family Education
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<![CDATA[Aktualisasi Pengetahuan Konten Pedagogi Guru Melalui Rencana Pelaksanaan Pembelajaran ]]>
<![CDATA[Ita Chairun Nissa]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 1, No 2: September 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v1i2.418
<![CDATA[What does it take to become a good teacher? This question if it was compared to the Act No. 14Year 2005 on Teachers and Lecturers, then what is needed is four competencies that pedagogical competence,personal competence, social competence, and professional competence. The fourth of these competencies,actually can be built from simple things related to teachers' daily tasks. One of them is the task of designing aLesson Plan. This task becomes mandatory duty for teachers before executing an instruction in the classroom.However, many teachers who do not wholeheartedly and is regarded as a liability solely educationaladministration. If we did so, many important lessons for teachers of design a Lesson Plan in developingPedagogical Content Knowledge which is the basic building block of all four professional competence ofteachers. Pedagogical Content Knowledge is knowledge of what and why the material was taught to students aswell as how to teach it. Perhaps this seems trivial and often done daily by teachers, but whether we haveactually done significantly ?. This article reveals how Pedagogical Content Knowledge can be built through theactivity of designing a Lesson Plans.]]>
<![CDATA[ELT Materials Designing and Evaluating ]]>
<![CDATA[Sahuddin Sahuddin]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 1, No 2: September 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v1i2.423
<![CDATA[Ada dua macam sumber materi ajar umumnya dipakai oleh guru bahasa Inggris mengajar di sekolah.Pertama, apa yang disebut materi „handed‟ dan materi „open-market‟. Akan tetapi sangat disarankan kepadapara guru bahasa Inggris mendisain materi sendiri. Ada beberapa alasan logis yang muncul seperti materi bisadisesuaikan dengan kebutuhan para siswa, bisa menyusuaikannya dengan kurikulum yang berlaku, dan bisamenghindari ketidak cocokan materi dengan situasi kelas atau menghindari penggunaan satu buku untuk semuakelas. Walaupun materi „handed‟ memiliki keunggulan tetapi manfaat dari mendisain materi sendiri lebihbanyak manfaatnya dari materi siap pakai atau materi „handed‟ seperti materi cocok dengan kebutuhan parasiswa, materi dapat dibuat sesuai dengan situasi stempat dan dapat pula disesuaikan dengan kemapuan siswadan latar belakang budaya mereka. Selanjutnya, mendisain materi sendiri bisa memberi manfaat untukmengevaluasi sumber atau buku di mana materi diambil. Buku-buku itu dapat dievaluasi dari external maupuninternal untuk meneliti kualitasnya dan pada ahirnya mendapatkan buku yang sesuai dengan para siswa.]]>
<![CDATA[Teaching Reading Strategies for Students at FPBS IKIP Mataram ]]>
<![CDATA[Lalu Gd Sumaryani]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 1, No 2: September 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v1i2.419
<![CDATA[Ini membahas analisis strategi bacaan untuk mahasiswa FPBS IKIP Mataram. Semoga bermanfaat pengembangan pendidikan dan materi dalam pemahaman bacaan dan siswa menjadi bahasa Inggris yang baik guru. Metode deskriptif kualitatif digunakan untuk mendapatkan dan menganalisis data; dan subjek penelitiannya adalah dua puluh siswa Data dikumpulkan melalui observasi dan wawancara. Akibatnya, dalam strategi kognitif Ada 19 siswa yang dipekerjakan sumber, 6 siswa yang dipekerjakan meringkas, 4 siswa dipekerjakan terjemahan. 1 pengelompokan yang dipekerjakan oleh siswa, 1 siswa menggunakan citra dan 1 siswa bekerja untuk pendengaran representasi, dan sisanya tidak menggunakan strategi apapun. Strategi Meta-kognitif terdiri dari tujuh bagian; 5 Siswa menggunakan evaluasi diri, 4 siswa menggunakan organisator canggih, dan 3 siswa menggunakan selfmonitoring dan sisanya tidak menggunakan strategi itu sama sekali. Strategi sosial atau afektif terdiri dari dua macam strategi pembelajaran; pertanyaan untuk klarifikasi dan kerjasama. Ada 12 siswa yang bekerja sama dan 2 siswa mengajukan pertanyaan untuk klarifikasi. Jadi evaluasi diri secara dominan digunakan sebagai subkategori Strategi meta-kognitif, sumber daya adalah yang paling dominan digunakan sebagai subkategori kognitif strategi, dan kerjasama secara dominan digunakan sebagai strategi sosial atau afektif. Artinya sebagian besar siswa masih membutuhkan lebih banyak strategi untuk mendapatkan pemahaman yang baik dalam pemahaman bacaan guna memecahkan masalah yang mereka hadapi dalam proses membaca belajar mereka.]]>
<![CDATA[Implementasi Metode Diskusi dan Resitasi dalam Meningkatkan Prestasi Belajar Mata Pelajaran PKn Siswa Kelas V SDN Ambat ]]>
<![CDATA[Selamet Riyadi]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 1, No 2: September 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v1i2.424
<![CDATA[This research is aimed to know (1) How is the implementation of Discussion and Recitation methodin improving students’ activeness in learning PKn? and (2) is the application of Discussion and Recitationmethod able to improve students’ achievement in learning PKn?. This research uses Classroom ActionResearch. Data of the research are collected by using observation and field note and are analysed through datareduction, inference, follow up, and conclusion drawing. The result of the research shows that Discussion andRecitation method is able to improve students’ activeness in learning PKn. The students’ activeness in learningPKn is stimulated through giving appreciation as well as giving additional scores to active students during thediscussion proses. this condition is proved by the fluency of the students in learning, writing, memorizing PKnlearning materials being discussed in settled groups. Thus, it can be concluded that application of Discussionand Recitation method can improve students’ activeness and students’ achievement in learning PKn in SDNAmbat Kecamatan Janapria Kabupaten Lombok Tengah in academic year 2015/2016. Therefore, it issuggested that teachers implement Discussion and Recitation method in teaching PKn towards studentselementary]]>
<![CDATA[Penerapan Model Pembelajaran Kooperatif Make a Match pada Materi Sifat Bangun Ruang untuk Meningkatkan Respon dan Prestasi Belajar Siswa Kelas V SDN Penambong ]]>
<![CDATA[Mahyuni Astuti]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 1, No 2: September 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v1i2.420
<![CDATA[This study aims to determine the response and increase student achievement after implementation ofcooperative learning Make A Match in the subjects of Mathematics material properties of Build Space in classV SDN Penambong. This research is a classroom action research. The results of data analysis for each cycle asfollows: First cycle the learning outcome with an average score of 56.17, with classical completenessamounted to 52.78%, and the average of 66 student responses to both categories are good. In the second cyclethe learning outcome of students has increased, where classical completeness score of 75% with an averagescore of 72.03, and the average score of the students' responses also increased, 69.36 in good category either.And, the third cycle student the learning outcome has increased significantly, in which classical completenessof 94.44% with an average score of 48.88, and the average score student responses by 77 with excellentcategory. This indicates that students enjoy learning Mathematics after the application of learning models, inparticular models of cooperative learning Make A Match. It can be concluded that the response and studentsMathematics achievement has increased after the implementation of cooperative learning model of Make AMatch.]]>
<![CDATA[Studi Kemampuan Berkomunikasi Anak Usia Dini di TK Nurul Huda Selayar Sakra Barat Kabupaten Lombok Timur ]]>
<![CDATA[Ani Endriani]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 1, No 2: September 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v1i2.389
<![CDATA[The purpose of this study is to determine the ability of communicating early childhood in kindergarten Nurul Huda Selayar Sakra West Lombok Timur. The population in this study were all students who aged 5-6 years in kindergarten Nurul Huda Selayar which amounted to 30 students. Data collection technique using observation techniques as the principal method, and documentation as a complementary method. while the data analysis techniques using the formula percentage. From the analysis result that ability Communicating Early Childhood at Nurul Huda Kindergarten Selayar Sakra West Lombok Timur is in the category "Enough" with 65.33% percentage.]]>
<![CDATA[Efektivitas Senyawa Bioaktif Ekstrak Kencur (Keampferia galanga Linn) Menggunakan Berbagai Metode Ekstraksi ]]>
<![CDATA[Sri Novita Primawati]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 1, No 2: September 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v1i2.425
<![CDATA[The secondary metabolite content of Keampferia galanga i.e essential oil, sesquiterpenoid,flavonoid, fenolic compound, and alkaloid were used as an antibacterial agent. The aimed of this researchwere to isolated Keampferia galanga’s anti bacterial compound using various extraction methods i.e stew,infuse, and maseration using ethanol as solvent. The research was laboratory experimental and designed usingcompletely randomized method with 75 μl volume extract and 3X repetition. The antibacterial activity testwere used wall diffusion methods. The inhibition zone were tabulated and analyzed using one way analysis ofvariance (ANAVA). The result showed that there were signifant differences on S. typhimurium growthbetween stew, infuse, and maseration methods on 5 % significant level, but the the inhibition zone were weak(less than 15 mm in diameter). So it can be concluded that the maseration method using ethanol as a solventshowed weak inhibition activity on S. typhimurium growth.]]>
<![CDATA[Penerapan Teknik Vokal yang Baik dan Benar dengan Menggunakan Metode Demonstrasi untuk Meningkatkan Kemampuan Bernyanyi Mata Pelajaran Seni Budaya pada Siswa Kelas VII Bilingual di SMPN 4 Mataram ]]>
<![CDATA[Endang Srininsih]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 1, No 2: September 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v1i2.416
<![CDATA[Action Research This class examines "The Application of Good and True Vocal Techniques by Using Demonstration Methods to Increase Singing Ability of Art Subjects Culture on VII Bilingual Grade Students of SMP Negeri 4 Mataram ". Action planning in this study is a learning material and learning scenario, while in the implementation of the action is implementing the learning process in the classroom with the preparation of several instruments, while the cycle action in this research is activity cycle which include planning, execution, observation, and reflection. The results showed that the application of vocal technique is good and correct with using demonstration methods can improve students' ability to sing. Result data teacher observation in cycle I shows the acquisition of 3.9 and in cycle II 4.6 means an increase 7%. Data on the acquisition of the students at the time of the individual written tests of cycle I obtained an average score of 71, and in cycle II get an average value of 89, means an increase of 18%. Data on acquisition results students at the time of the classical oral test of cycle I get the average value of 71, and in cycle II get the value an average of 87, means an increase of 16%]]>
<![CDATA[Upaya Meningkatkan Kompeteni Guru Kelas dalam Proses Pembelajaran Melalui Supervisi Akademik di Kelas Senyatanya SDN 41 Mataram ]]>
<![CDATA[Mar Aeni]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 1, No 2: September 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v1i2.421
<![CDATA[The purpose of this study is to determine the effectiveness of academic supervision in efforts to improve the competence of teachers Classroom in learning in the classroom, which benefits to the Head school is to know the improvement of teachers in the learning process. This study was conducted during two cycles, each cycle activity there are four stages of planning, implementation, observation, and reflection. The indicators of success in this study are; 1) the principal's observation or teacher observation during the mentoring process has been successful score average> 4.0, 2) average teachers in the learning process reached> 85% with an average score> 70.00 (good category). Results research on first cycle principal principal observation (3.80), average teacher observation (3.33) and outcomes academic supervision in the average class (63.67). In cycle II the average principal's observation (4.40) with percentage of achievement (100%), average teacher observation (4.33) with percentage of achievement (100%) and the results of academic supervision in the average class (81.22) with the percentage of achievement (100%). The success indicator has been reached, the research stated successful and the slowing in cycle II. Results research on the second cycle shows an increase in the competence of classroom teachers in the learning process real class It is recommended that other principals conduct similar research in an effort improving teacher competence, and for other classroom teachers to make the learning process appropriate with well-planned scenarios, responsibilities, backsliding improvement of learning achievement of learners in accordance with the class that is the responsibility.]]>
<![CDATA[Upaya Meningkatkan Aktivitas dan Hasil Belajar PKn Siswa Kelas VIII-B SMPN 18 Mataram Melalui Penerapan Pendekatan Cooperative Learning Tipe Jigsaw ]]>
<![CDATA[Pratini Pratini]]>
<![CDATA[ Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 1, No 2: September 2015 ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jk.v1i2.417
<![CDATA[This study aims to determine the effectiveness of cooperative learning approach (CL) type Jigsaw in an effort to improve the activities and learning outcomes Civics Learners class VIII-B SMP Country of 18 Mataram. The benefits of this research are as a study material and findings material in the implementation the actual learning process in the classroom. For teachers to improve competence in the process learning and for learners to increase learning activities that result in increased outcomes learners learn. This research is conducted two cycles, each cycle activity is; planning, execution, observation and reflection. The final result of action in cycle II shows that results teacher observation got average score (4,18) and result of observation of student reach average score (4.22). While the result of increased learning activities of learners is the increase of the results learners achieve average score (87.15), meaning that the success indicator (> 75,00) has been exceeded. Because the success indicator has been proven that the research is successful and stopped in cycle II]]>
