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PENGGUNAAN MODEL PEMBELAJARAN DIRECTED READING THINKING ACTIVITY UNTUK MENINGKATKAN KEMAMPUAN MEMBACA INTENSIF SISWA SD NEGERI 01 MARTAPURA KARJONO KARJONO
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 3 No. 1 (2023)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v3i1.2175

This study aims to improve intensive reading skills. The implementation of this Action Research includes planning, implementation, observation and reflection activities, which are carried out in 2 cycles, namely July and August 2021, with 12 students as the subject of class III students at SD Negeri 01 Martapura. The author focuses on improving learning on the use of Directed Reading Thinking Activity to improve intensive reading skills. From the results of the study it was found that Directed Reading Thinking Activity can improve intensive reading skills. This is evidenced by an increase in intensive reading skills in the implementation of learning before improvement (Pre-Cycle) only 5 students who passed or 41.67% with a class average of 68.42 and the highest score of 90 while the lowest score was 42, in improving learning Cycle 1 increased to 9 students who had completed or 75.00%, with a class average of 76.25 and the highest score was 90 while the lowest score was 60 and after improvement in cycle II learning reached 11 students who had completed or 91.67% with the class average was 83.75 and the highest score was 90 while the lowest score was 65. The conclusion from this study is that directed reading thinking activity can improve intensive reading skills, especially for class III at SD Negeri 01 Martapura. ABSTRAKPenelitian ini bertujuan meningkatkan kemampuan membaca Intensif. Pelaksanaan Penelitian Tindakan ini meliputi kegiatan perencanaan, pelaksanaan, observasi dan refleksi, yang dilaksanakan sebanyak 2 siklus, yaitu bulan Juli dan Agustus 2021, dengan subjek siswa kelas III SD Negeri 01 Martapura yang berjumlah 12 siswa. Penulis menitik beratkan perbaikan pembelajaran pada penggunaan Directed Reading Thinking Activity untuk meningkatkan kemampuan membaca intensif. Dari hasil penelitian diperoleh bahwa Directed Reading Thinking Activity dapat meningkatkan kemampuan membaca intensif. Hal ini dibuktikan dengan adanya peningkatan kemampuan membaca intensif pada pelaksanaan pembelajaran sebelum perbaikan (Pra-Siklus) hanya 5 siswa yang tuntas atau 41,67% dengan rata-rata kelas sebesar 68,42 dan nilai tertinggi 90 sedangkan nilai terendah 42, pada perbaikan pembelajaran Siklus 1 meningkat menjadi 9 siswa yang telah tuntas atau 75,00%,dengan rata-rata kelas sebesar 76,25 dan nilai tertinggi 90 sedangkan nilai terendah 60 dan setelah perbaikan pembelajaran siklus II mencapai 11 siswa yang telah tuntas atau 91,67% dengan rata-rata kelas sebesar 83,75 dan nilai tertinggi 90 sedangkan nilai terendah 65. Kesimpulan dari penelitian ini bahwa directed reading thinking activity dapat meningkatkan kemampuan membaca intensif khususnya kelas III di SD Negeri 01 Martapura.

BIMBINGAN KOLABORATIF MGMP SEKOLAH SEBAGAI ALTERNATIF SUPERVISI AKADEMIK YANG EFEKTIF DI SMP NEGERI 5 LAHAT ABDUL RAHIM
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 3 No. 1 (2023)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v3i1.2176

School action research (PTS) has been carried out with the intention of exploring the benefits of collaborative mentoring in school MGMPs, forming professional learning communities, and achieving effective academic supervision. The research was conducted at SMP Negeri 5 Lahat with a total of 15 teachers, starting from January to February 2022. This research used collaborative guidance on the school's MGMP through two cycles. The factors observed included teacher activity, teacher interest attitudes, school MGMP products, and student interest attitudes. The results of the research cycle II generally experienced an increase when compared to cycle I. The teacher's activity in cycle II was on average good 43% and very good 36.67% while cycle I was quite average 42% and good 47%. The attitude of the teacher's interest after the second cycle of activities experienced a very good increase on average 55.99%, and 33.13% good, while the first cycle was very good on average 40.59%, and 43.24% good. The results of the school MGMP in cycle II for the syllabus averaged 85.36% complete and in accordance with the guidelines, while in cycle I it was only 30.93%, as well as the RPP in cycle II, which averaged 78.23% according to the guidelines. and complete, whereas in cycle I it was only 54.69%. Another aspect in cycle II is the implementation of the learning design in the teacher's class facilitating active students including the very good category average 13.31% and the good category average 36.43% and student learning activities including the good category average 51.11% and very good average 19.66%. Students' attitudes and interests after the learning process were very good on average 38.73% and good on average 33.26%. Based on the results of research in cycle II MGMP/school community collaborative guidance can improve the quality and quantity of learning designs and the implementation of educational learning. This is accompanied by increased activity, attitude, interest of teachers and students. This academic supervision becomes effective through collaborative guidance of the MGMP/school community and the formation of a professional learning community ABSTRAKPenelitian tindakan sekolah (PTS) telah dilaksanakan dengan maksud untuk mengetahui manfaat bimbingan kolaboratif di MGMP sekolah, membentuk komunitas pembelajaran profesional, dan mencapai supervisi akademik yang efektif. Penelitian dilaksanakan di SMP Negeri 5 Lahat dengan jumlah total guru sebanyak 15 orang, dimulai bulan Januari sampai bulan Februari 2022. Penelitian ini menggunakan bimbingan kolaboratif pada MGMP sekolah melalui dua siklus. Faktor-faktor yang diamati meliputi aktifitas guru, sikap minat guru, produk MGMP sekolah, dan sikap minat siswa. Hasil penelitian siklus II umumnya mengalami peningkatan jika dibandingkan dengan siklus I. Aktifivtas guru pada siklus II rata-rata baik 43% dan sangat baik 36,67% sedangkan siklus I katagori cukup rata-rata 42% dan baik 47%. Sikap minat guru setelah kegiatan siklus II mengalami peningkatan sangat baik rata-rata 55,99%, dan baik 33,13%, sedangkan disiklus I sangat baik rata-rata 40,59%, dan baik 43,24%. Produk hasil MGMP sekolah pada siklus II untuk silabus rata-rata 85,36% lengkap dan sesuai rambu-rambu, sedangkan siklus I hanya 30,93%, begitu pula dengan RPP pada siklus II rata-rata 78,23% sesuai rambu-rambu dan lengkap, sedangkan pada siklus I hanya 54,69%. Aspek lainnya pada siklus II implementasi rancangan pembelajaran di kelas guru memfasilitasi siswa aktif termasuk katagori sangat baik rata-rata 13,31% dan katagori baik rata-rata 36,43% serta aktivitas belajar siswa termasuk katagori baik rata-rata 51,11% dan sangat baik rata-rata 19,66%. Sikap dan minat siswa setelah proses pembelajaran sangat baik rata-rata 38,73% dan baik rata-rata 33,26%. Berdasarkan hasil penelitian pada siklus II bimbingan kolaboratif MGMP/komunitas sekolah dapat meningkatkan kualitas dan kuantitas rancangan pembelajaran serta implementasi pembelajaran yang mendidik. Hal ini disertai juga dengan meningkatnya aktivitas, sikap, minat guru dan siswa. Supervisi akademik ini menjadi efektif melalui bimbingan kolaboratif MGMP/komunitas sekolah dan terbentuknya komunitas pembelajaran profesional

PENERAPAN PENDEKATAN SUPERVISI EDUKATIF KOLABORATIF UNTUK MENINGKATKAN KOMPETENSI PROFESIONAL GURU KELAS DI SD NEGERI 1 MARTAPURA NIRWANA NIRWANA
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 3 No. 1 (2023)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v3i1.2177

The purpose of this research was to describe the increase in the ability of class teachers in managing learning at SD Negeri 1 Martapura after supervision/coaching was carried out. The results showed that teacher performance increased after taking action in the form of periodic collaborative educative supervision from cycle I to cycle II. This increase includes improvements in preparing lesson plans, carrying out learning, assessing learning achievement, carrying out follow-up assessments of student achievement. Based on the results of educational supervision cycle I and cycle II teacher performance increased, namely professional competence in pre-cycle by 52.27% increased to 70 .45% in cycle I, and increased again to 88.64% in cycle II. Thus the average cycle II action has increased. Based on the results of this action research, it can be concluded that teacher performance has increased in preparing lesson plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of teacher learning achievement. For this reason, researchers suggest that educational supervision in schools carry out periodic collaborative educational supervision ABSTRAKTujuan dilakukan penelitian ini adalah untuk mendeskripsikan peningkatan kemampuan guru kelas dalam pengelolaan pembelajaran SD Negeri 1 Martapura setelah dilakukan tindakan supervisi/pembinaan. Hasil penelitian menunjukkan bahwa kinerja guru meningkat setelah dilakukan tindakan yang berupa supervisi edukatif kolaboratif secara periodik dari siklus I ke siklus II. Peningkatan tersebut meliputi peningkatan dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa Berdasarkan hasil supervisi edukatif siklus I dan siklus II kinerja guru meningkat, yakni kompetensi profesional pada pra siklus sebesar 52,27% meningkat menjadi 70,45% pada siklus I, dan meningkat lagi menjadi 88,64% pada siklus II. Dengan demikian tindakan siklus II rata-rata sudah mengalami peningkatan. Berdasarkan hasil penelitian tindakan tersebut dapat disimpulkan bahwa kinerja guru meningkat dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar guru Untuk itu, peneliti menyarankan agar supervisi edukatif di sekolah-sekolah melaksanakan supervisi edukatif kolaboratif secara periodik

PENINGKATAN KEMAMPUAN GURU DALAM MENGEFEKTIFKAN PEMBELAJARAN MELALUI PROGRAM PEMBINAAN PROFESSIONAL GURU DAN SUPERVISI KELAS DI SD NEGERI 1 SABAHLIOH RISMAWATI RISMAWATI
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 3 No. 1 (2023)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v3i1.2178

Based on the results of limited discussions with teachers at SD Negeri 1 Sabahlioh it is known that the low professionalism of teachers is possible for several reasons, including: (1) low awareness of teachers to update their knowledge even though they have been appointed teachers for a long time, (2) opportunities for teachers to attend training -professional training is very limited, both in terms of quantity and intensity, (3) teacher meetings are less active, (4) educational supervision aimed at improving the learning process tends to focus on administrative aspects, and (5) credit for functional teacher positions which is intended to spur teacher performance in practice is only a formality. Based on the background of the problems above, the formulation of the problem in this research is: How to Improve Teachers' Capabilities in Making Learning Effective through the Teacher Professional Development Program and Class Supervision at SD Negeri 1 Sabahlioh. The aims of this study were: to improve teachers' ability to make learning effective through a teacher professional development program and class supervision at SD Negeri 1 Sabahlioh. The research was conducted at SD Negeri 1 Sabahlioh, Academic Year 2022/2023 with 12 class teachers as subjects. This research is a school action research conducted for three cycles. The application of a combination of the professional approach and the author's approach to teaching supervision using formal meeting techniques and techniques using student opinions can optimally increase the commitment of Sabahlioh 1 Public Elementary School teachers in carrying out the teaching and learning process. Through descriptive analysis, the results showed that 91.67% of teachers experienced an increase in commitment (from C to B or from B to A). ABSTRAKBerdasarkan hasil diskusi terbatas dengan para guru di SD Negeri 1 Sabahlioh diketahui bahwa rendahnya wawasan profesionalisme guru dimungkinkan karena beberapa alasan antara lain: (1) rendahnya kesadaran guru untuk memperbaharui pengetahuannya meskipun telah lama diangkat menjadi guru, (2) kesempatan bagi guru untuk mengikuti pelatihan-pelatihan profesional sangat terbatas, baik dari segi jumlah maupun dari intensitasnya, (3) pertemuan-pertemuan guru sejenis kurang aktif, (4) supervisi pendidikan yang bertujuan memperbaiki proses pembelajaran cenderung menitikberatkan pada aspek administrasi, dan (5) pemberian kredit jabatan fungsional guru yang ditunjukan untuk memacu kinerja guru pada prakteknya hanya bersifat formalitas. Berdasarkan latar belakang masalah di atas, maka rumusan masalah dalam penelitian adalah: Bagaimana Peningkatan Kemampuan Guru Dalam Mengefektifkan Pembelajaran Melalui Program Pembinaan Professional Guru Dan Supervisi Kelas Di SD Negeri 1 Sabahlioh. Tujuan Penelitian ini adalah: untuk meningkatkan kemampuan guru dalam mengefektifkan pembelajaranmelalui program pembinaan professional guru dan supervisi kelas di SD Negeri 1 Sabahlioh. Penelitian dilaksanakan di SD Negeri 1 Sabahlioh, Tahun Pelajaran 2022/2023 dengan jumlah guru sebagai subjek 12 orang guru kelas. Penelitian ini merupakan penelitian tindakan sekolah yang dilaksanakan selama tiga siklus. Penerapan kombinasi pendekatan profesi dan pendekatan penulis pada supervisi pengajaran dengan menggunakan teknik pertemuan formal dan teknik menggunakan pendapat siswa dapat meningkatkan secara optimal komitmen guru-guru SD Negeri 1 Sabahlioh dalam melaksanakan proses belajar mengajar. Melalui analisis deskriptif didapat hasil sebanyak 91,67% guru mengalami peningkatan komitmen (dari nilai C ke nilai B atau dari nilai B ke nilai A).

PENINGKATAN KOMPETENSI GURU DALAM MENGEMBANGKAN MODEL PEMBELAJARAN MELALUI PELAKSANAAN SUPERVISI KLINIS DI TK NEGERI NUSA BAKTI SRI ISLAMIATI
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 3 No. 1 (2023)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v3i1.2179

This research was conducted with the aim of knowing (1) a description of the implementation of clinical supervision in Nusa Bakti State Kindergarten to improve the competence of teachers in Nusa Bakti State Kindergarten in competence in developing learning models; (2) Description of the increasing competency of Nusa Bakti State Kindergarten teachers in determining quality learning models. This research is a school action research (PTS) which will be carried out at the Nusa Bakti State Kindergarten in the odd semester of 2021. The research method uses a qualitative method. Based on the results of the research, the following conclusions were drawn: a) Implementation of clinical supervision was developed by: (1) Building an agreement for direct observation points in the process of developing a new learning model by the teacher; (2) Carrying out class observations with observation sheets based on points agreed upon when building teacher-student agreements, and using a recorder to record important activities; Observing students' responses to teachers and feedback from teachers when learning models were developed; Observing student learning outcomes in the pre-test and post-test; (3) Supervisors provide direct feedback for important and difficult parts by providing examples of real procedures, and do not do so for uncomplicated parts; (4) Conducting feed back meeting I to respond to the principal's findings, (5) Conducting feedback meeting II, b) Implementation of clinical supervision is able to increase teacher competency in developing learning models in Nusa Bakti State Kindergarten. The conclusion from this study is that clinical supervision can improve teacher competence in developing learning models. ABSTRAKPenelitian ini dilaksanakan dengan tujuan untuk mengethui (1) Deskripsi pelaksanaan supervisi klinis di TK Negeri Nusa Bakti untuk meningkatkan kompetensi guru di TK Negeri Nusa Bakti dalam kompetensi mengembangkan model pembelajaran; (2) Deskripsi peningkatan kompetensi guru TK Negeri Nusa Bakti dalam menentukan model pembelajaran bermutu. Penelitian ini merupakan penelitian tindakan sekolah (PTS) yang dilaksanakan di TK Negeri Nusa Bakti pada semester ganjil tahun 2021. Metode penelitian menggunakan metode kualititaif. Berdasarkan atas hasil penelitian, dibuat simpulan sebagai berikut: a) Pelaksanaan supervisi klinis dikembangkan dengan cara: (1) Membangun kesepakatan untuk poin observasi secara langsung dalam proses pengembangan model pembelajaran baru oleh guru; (2) Pelaksanaan observasi kelas dengan lembar observasi berdasarkan poin-poin yang disepakati saat membangun kesepakatan guru-siswa, serta menggunakan rekaman recorder untuk merekam aktivitas penting; Melakukan observasi respon siswa terhadap guru dan respon balik dari guru saat dikembangkan model pembelajaran; Melakukan observasi hasil belajar siswa pre test dan post test; (3) Supervisor melakukan feed back langsung untuk bagian-bagian yang penting dan sulit dnegan memberikan contoh prosedur yang riil, dan tidak melakukannya untuk bagian yang tidak rumit; (4) Melakukan pertemuan feed back I untuk merespon temuan kepala sekolah, (5) Melakukan pertemuan feed back II, b) Pelaksanaan supervisi klinis mampu meningkatkan kompetensi guru mengembangkan model pembelajaran di TK Negeri Nusa Bakti. Kesimpulan dari penelitian ini supervisi klinis dapat meningkatkan kompetensi guru dalam mengambangkan model pembelajaran.

PENERAPAN PENDEKATAN SUPERVISI KOLABORATIF UNTUK MENINGKATKAN KOMPETENSI PROFESIONAL GURU DI SMP NEGERI 4 LAHAT GUNAWAN GUNAWAN
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 3 No. 1 (2023)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v3i1.2180

The purpose of the school action research that has been carried out is to describe: 1) The development of the collaborative supervision process in improving the professional competence of teachers at SMP Negeri 4 Lahat. 2) Improving the professional competence of teachers at SMP Negeri 4 Lahat after applying a collaborative supervision approach. This research is a school action research, which was carried out in 2 cycles. Each cycle goes through 4 stages, namely planning, action, observation, and reflection. The subjects of this school action research were teachers at SMP Negeri 4 Lahat. The results of this study indicate that there is an increase in the professional competence of teachers at SMP Negeri 4 Lahat, namely from Pre-cycle to Cycle 1 of 18.18 points with an average score of teacher professional competence in Pre-cycle of 52.27 with less criteria. In cycle 1, the teacher's professional competence average score was 70.45 with sufficient criteria. And in the second cycle, the teacher's professional competence increased from cycle 1 to cycle II, namely 18.19 points with an average score of teacher professional competence in cycle II of 88.64 with good criteria. The conclusion of this study is that the professional competence of teachers at SMP Negeri 4 Lahat can be improved through the application of a collaborative supervision approach. ABSTRAKTujuan penelitian tindakan sekolah yang telah dilaksanakan ini adalah untuk mendeskripsikan: 1) Perkembangan proses supervisi kolaboratif dalam meningkatkan kompetensi profesional guru di SMP Negeri 4 Lahat. 2) Meningkatkan kompetensi profesional guru di SMP Negeri 4 Lahat setelah diterapkan pendekatan supervisi kolaboratif. Penelitian ini merupakan penelitian tindakan sekolah, yang dilaksanakan dalam 2 siklus. Setiap siklusnya melalui 4 tahapan, yaitu perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian tindakan sekolah ini adalah guru-guru di SMP Negeri 4 Lahat. Hasil penelitian ini menunjukkan bahwa adanya peningkatan kompetensi profesional guru di SMP Negeri 4 Lahat yaitu dari Prasiklus ke Siklus 1 sebesar 18,18 poin dengan nilai rata-rata kompetensi profesional guru pada Prasiklus sebesar 52,27 dengan kriteria kurang. Pada siklus ke 1 mendapatkan nilai rata-rata kompetensi profesional guru sebesar 70,45 dengan kriteria cukup. Dan pada siklus ke II kompetensi profesional guru mengalami peningkatan dari siklus 1 ke siklus II yaitu sebesar 18,19 poin dengan nilai rata-rata kompetensi profesional guru pada siklus II sebesar 88,64 dengan kriteria baik. Kesimpulan dari penelitian ini adalah bahwa kompetensi profesional guru di SMP Negeri 4 Lahat dapat ditingkatkan melalui penerapan pendekatan supervisi kolaboratif.

PENINGKATAN HASIL BELAJAR SISWA PADA MATA PELAJARAN BAHASA INGGRIS MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DI KELAS IX.B SMP NEGERI 1 JAYAPURA EKO SUPRAYITNO
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 3 No. 1 (2023)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v3i1.2181

The aims of this action research were: (a) to improve the learning process in the classroom (b) to find out how English learning outcomes increased after the STAD cooperative learning model was implemented. (c) Want to know the effect of the STAD cooperative learning model in increasing learning motivation towards English subject matter. This study used three rounds of classroom action research. Each round consists of four stages: design, activity and observation, reflection, and revision. The target of this research was class IX.B students of SMP Negeri 1 Jayapura in 2022. The data obtained was in the form of formative test results, observation sheets of teaching and learning activities. From the results of the analysis, it was found that student learning outcomes increased from cycle I (52.00%) with the highest score of 80 and the lowest score of 50, cycle II (72.00%) with the highest score of 86 and the lowest score of 58, cycle III ( 92.00%) with the highest score of 92 and the lowest score of 70. While the class average value in cycle I was 71.60, Cycle II was 74.48 and Cycle III was 81.04. The conclusion of this study is that the STAD cooperative learning model can affect the learning motivation of Jayapura 1 Public Middle School students in 2022, and this learning model can improve student learning outcomes in class IX.B of Jayapura 1 Public Middle School ABSTRAKTujuan penelitian tindakan ini adalah: (a) Memperbaiki proses pembelajaran di kelas (b) Ingin mengetahui bagaimanakah peningkatan hasil belajar Bahasa Inggris setelah diterapkannya model pembelajaran kooperatif STAD. (c) Ingin mengetahui pengaruh model pembelajaran kooperatif STAD dalam meningkatkan motivasi belajar terhadap materi pelajaran Bahasa Inggris. Penelitian ini menggunakan penelitian tindakan kelas (classroom action research) sebanyak tiga putaran. Setiap putaran terdiri dari empat tahap yaitu: rancangan, kegiatan dan pengamatan, refleksi, dan refisi. Sasaran penelitian ini adalah Siswa kelas IX.B SMP Negeri 1 Jayapura Tahun 2022. Data yang diperoleh berupa hasil tes formatif, lembar observasi kegiatan belajar mengajar. Dari hasil analis didapatkan bahwa hasil belajar siswa mengalami peningkatan dari siklus yaitu siklus I (52,00%) dengan nilai tertinggi 80 dan nilai terendah 50, siklus II (72,00%) dengan nilai tertinggi 86 dan nilai terendah 58, siklus III (92,00%) dengan nilai tertinggi 92 dan nilai terendah 70. Sedangkan nilai rata-rata kelas pada siklus I 71,60, Siklus II 74,48 dan Siklus III 81,04. Kesimpulan dari penelitian ini adalah model pembelajaran kooperatif STAD dapat berpengaruh terhadap motivasi belajar Siswa SMP Negeri 1 Jayapura tahun 2022, serta model pembelajaran ini dapat mengingkatkan hasil belajar siswa kelas IX.B SMP Negeri 1 Jayapura

PENINGKATAN KINERJA GURU DALAM PEMBELAJARAN DI KELAS MELALUI SUPERVISI EDUKATIF KOLABORATIF SECARA PERIODIK DI SD NEGERI 6 PULAU PINANG RASNIANAH RASNIANAH
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 3 No. 1 (2023)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v3i1.2182

The purpose of this study was to describe the increase in the ability of class teachers in managing learning at SD Negeri 6 Pulau Pinang after supervision/coaching was carried out. This School Action Research was conducted at SD Negeri 6 Pulau Pinang. The type of action in this study is in the form of concrete actions, namely guiding teachers in carrying out learning activities through academic supervision. The research was conducted in semester I, from January to February 2022 to be precise. The subjects of this school action research were class teachers at SD Negeri 6 Pulau Pinang with a total of 6 teachers. The results showed that teacher performance increased after taking action in the form of periodic collaborative educative supervision from cycle I to cycle II. These improvements included improvements in preparing lesson plans, carrying out learning, assessing learning achievement, implementing follow-up assessments of student achievement. Based on the results of educational supervision cycle I and cycle II teacher performance increased, namely cycle I Teacher performance in preparing learning plans cycle I reached 71, 98% while the second cycle 92.44%. The teacher's performance in carrying out learning cycle I reached 75.49% while cycle II reached 93.81%. The teacher's performance in assessing the learning achievement of the first cycle reached 81.3% while the second cycle was 90.56%. Teacher performance in carrying out follow-up assessments of student achievement in the first cycle reached 54%, while the second cycle was 59.76%. Thus the average cycle II action is above 83%. Based on the results of this action research, it can be concluded that teacher performance has increased in preparing lesson plans, implementing learning, assessing learning achievement, carrying out follow-up assessments of student achievement. For this reason, researchers suggest that educational supervision in schools carry out periodic collaborative educational supervision. ABSTRAKTujuan dilakukan penelitian ini adalah untuk mendeskripsikan peningkatan kemampuan guru kelas dalam pengelolaan pembelajaran SD Negeri 6 Pulau Pinang setelah dilakukan tindakan supervisi/pembinaan. Penelitian Tindakan Sekolah ini dilakukan di SD Negeri 6 Pulau Pinang. Jenis tindakan dalam penelitian ini adalah berupa tindakan nyata yaitu membimbing guru dalam melaksanakan kegiatan pembelajaran melalui supervisi Akademik. Penelitian dilakukan pada semester I, tepatnya pada bulan Januari – Februari 2022. Subjek penelitian tindakan sekolah ini adalah guru kelasdi SD Negeri 6 Pulau Pinang dengan jumlah 6 guru. Hasil penelitian menunjukkan bahwa kinerja guru meningkat setelah dilakukan tindakan yang berupa supervisi edukatif kolaboratif secara periodik dari siklus I ke siklus II. Peningkatan tersebut meliputi peningkatan dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa Berdasarkan hasil supervisi edukatif siklus I dan siklus II kinerja guru meningkat, yakni siklus I Kinerja guru dalam menyusun rencana pembelajaran siklus I mencapai 71,98 % sedangkan siklus II 92,44 %. Kinerja guru dalam melaksanakan pembelajaran siklus I mencapai 75,49 % sedangkan siklus II mencapai 93,81 %. Kinerja guru dalam menilai prestasi belajar siklus I mencapai 81,3 % sedangkan siklus II 90,56 %. Kinerja guru dalam melaksanakan tindak lanjut penilaian prestasi belajar siswa pada siklus I mencapai 54 % sedangkan siklus II 59,76 %. Dengan demikian tindakan siklus II rata-rata sudah di atas 83 %. Berdasarkan hasil penelitian tindakan tersebut dapat disimpulkan bahwa kinerja guru meningkat dalam menyusun rencana pembelajaran, melaksanakan pembelajaran, menilai prestasi belajar, melaksanakan tindak lanjut penilaian prestasi belajar siswa. Untuk itu, peneliti menyarankan agar supervisi edukatif di sekolah-sekolah melaksanakan supervisi edukatif kolaboratif secara periodik.

IMPLEMENTASI METODE MIND MAPPING UNTUK MENINGKATKAN KOMPETENSI MENULIS DI KELAS IX SMPN 1 MALUK ROHANA ROHANA
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 3 No. 2 (2023)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v3i2.2367

At SMP Negeri 1 Maluk, there are many students in grade IX who find it difficult to write monologue texts in the form of descriptive text. This is due to the lack of vocabulary that is memorized and its meaning understood and the lack of mastery of grammar. This happens because most students are less interested in Indonesian subjects, because they consider Indonesian as an uninteresting subject. This is evidenced by the results of the research questionnaire, which showed differences in results, before and after the action was taken. That's why the researchers tried the mind mapping method to overcome them. This method is quite interesting, because it uses pictures created by students, which can be colored and decorated at will by students and can generate ideas in writing. Observations during the study showed that students seemed enthusiastic when the mind mapping method was introduced and applied to writing. When working on assignments, both group and individual assignments, all can collect assignments. The results of cycle 1 repetition, there are 4 students who have not been able to reach the KKM. While in cycle 2, there were only 2 students who had not reached the KKM. Based on the results of this study, the researchers suggested that junior high school Indonesian teachers try using the mind mapping method for learning aspects of writing as well as other learning aspects. Researchers believe that the extraordinary creativity of students will be seen in the results or mind mapping images. Besides being able to foster creativity and interest, this method also contains various methods and can generate ideas. ABSTRAKDi SMP Negeri 1 Maluk banyak siswa kelas IX yang merasa kesulitan dalam menulis teks monolog berbentuk deskriptif. Ini disebabkan karena sedikitnya kosakata yang dihafal dan dimengerti maknanya.serta kurangnya penguasaan tata bahasa. Hal ini terjadi karena kebanyakan siswa kurang berminat terhadap mata pelajaran Bahasa Indonesia, karena menganggap Bahasa Indonesia sebagai mata pelajaran yang tidak menarik. Hal ini dibuktikan dengan hasil angket penelitian, yang menunjukkan perbedaan hasil, sebelum dan sesudah tindakan dilakukan. Karena itulah peneliti mencoba metode mind mapping untuk mengatasinya. Metode ini cukup menarik, karena menggunakan gambar-gambar hasil kreasi siswa, yang dapat diwarnai dan dihiasi sekehendak siswa serta dapat memunculkan ide dalam menulis. Hasil pengamatan selama penelitian, menunjukkan bahwa siswa nampak antusias begitu metode mind mapping diperkenalkan hingga diterapkan untuk menulis. Waktu mengerjakan tugaspun, baik tugas kelompok maupun individu, semua dapat mengumpulkan tugas. Hasil ulangan siklus 1, ada 4 siswa yang belum dapat mencapai KKM. Sedang pada siklus 2, tinggal 2 siswa yang belum mencapai KKM. Berdasarkan hasil penelitian tersebut, peneliti menyarankan agar guru Bahasa Indonesia SMP mencoba menggunakan metode mind mapping untuk pembelajaran aspek menulis maupun aspek-aspek pembelajaran yang lain. Peneliti percaya, kreatifitas siswa yang luar biasa akan terlihat pada hasil atau gambar mind mappingnya. Selain dapat menumbuhkan kreatifitas dan menarik, metode ini juga memuat berbagai metode dan dapat memunculkan ide.

UPAYA MENINGKATKAN PRESTASI BELAJAR MATEMATIKA MATERI POKOK KAIDAH PENCACAHAN MELALUI PENERAPAN STRATEGI PEMBELAJARAN TEAM TEACHING PADA SISWA KELAS XII IPA 3 SMA NEGERI 2 TENGGARONG SEBERANG ARBANI EFFENDI
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 3 No. 2 (2023)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v3i2.2368

The main need in one's life is education. Education is a very important factor in human life. Therefore the world of education is required to improve the quality and quality of education. Education is basically a conscious effort to develop the potential of human resources by encouraging and facilitating learning activities. This study aims to determine the increase in student learning outcomes in class XII IPA 3 at SMA Negeri 2 Tenggarong Seberang. Team teaching is basically a learning method carried out by two or more teachers who work together to teach groups of students which are carried out jointly by several teachers. The team or teacher who presents lesson material with this team teaching method presents the same lesson material at the same time and for the same purpose. This type of research is a type of classroom action research with the model developed by Kemmis and Mc. Taggart. The research subjects were students of class XII IPA 3 at SMA Negeri 2 Tenggarong Seberang with a total of 36 students. Data collection techniques in this study used observation, learning achievement tests, and documentation. This study consisted of two cycles with two meetings in each cycle. The data analysis technique uses descriptive qualitative analysis. The research success criteria set for student learning outcomes were ? 71 reaching 80%. based on KKM at school. The results showed that the application of the team teaching learning method could improve student learning outcomes in class XII IPA 3 at SMA Negeri 2 Tenggarong Seberang. The number of students who finished studying in cycle I was 28 people or equivalent to 77.78%. In cycle II the number of students who have completed their studies is 36 students or equivalent to 100%. Based on these results, the research hypothesis is accepted. ABSTRAKKebutuhan utama dalam kehidupan seseorang ialah pendidikan. Pendidikan merupakan faktor yang sangat penting dalam kehidupan manusia. Oleh karena itu dunia pendidikan dituntut untuk meningkatkan mutu dan kualitas pendidikannya. Pendidikan pada dasarnya adalah usaha sadar untuk menumbuhkembangkan potensi sumber daya manusia dengan cara mendorong dan memfasilitasi kegiatan belajar. Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar siswa kelas XII IPA 3 di SMA Negeri 2 Tenggarong Seberang. Team teaching pada dasarnya adalah metode pembelajaran yang dilakukan oleh dua orang guru atau lebih yang saling bekerjasama mengajar kelompok siswa yang dilaksanakan secara bersama oleh beberapa guru. Tim atau guru yang menyajikan bahan pelajaran dengan metode mengajar beregu ini menyajikan bahan pelajaran yang sama dalam waktu dan tujuan yang sama pula. Jenis penelitian ini merupakan jenis penelitian tindakan kelas dengan model yang dikembangkan oleh Kemmis dan Mc. Taggart. Subjek penelitian adalah siswa kelas XII IPA 3 SMA Negeri 2 Tenggarong Seberang dengan jumlah 36 siswa. Teknik pengumpulan data pada penelitian ini menggunakan observasi, tes hasil belajar, dan dokumentasi. Penelitian ini terdiri dari dua siklus dengan dua kali pertemuan pada tiap siklus. Teknik analisis data menggunakan analisis deskriptif kualitatif. Kriteria keberhasilan penelitian yang ditetapkan untuk hasil belajar siswa adalah ? 71 mencapai 80 %. berdasarkan KKM di sekolah. Hasil penelitian menunjukkan bahwa penerapan metode pembelajaran team teaching dapat meningkatkan hasil belajar siswa kelas XII IPA 3 di SMA Negeri 2 Tenggarong Seberang. Jumlah siswa yang tuntas belajar di siklus I sebanyak 28 orang atau setara dengan 77,78%. Pada siklus II jumlah siswa yang tuntas belajar sebanyak 36 siswa atau setara dengan 100%. Berdasarkan hasil tersebut maka hipotesis penelitian diterima.

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INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email jurnal.P4I@gmail.com

Phone +6289681071805

Journal Mail Official jurnal.P4I@gmail.com

Editorial Address Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah

Location Unknown, Unknown INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
jurnal.P4I@gmail.com

Phone
+6289681071805

Journal Mail Official
jurnal.P4I@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah

Location
Unknown,

Unknown

INDONESIA