Media Didaktika
The journal is published by the Postgraduate Program of Universitas Islam Darul Ulum Lamongan as a medium of information and dissemination of research results, classroom action research, theoretical developments, scientific papers on education and learning, and best practice from any field of education.
Articles
136 Documents
<![CDATA[UPAYA MENINGKATKAN HASIL BELAJAR SISWA DENGAN MENGGUNAKAN METODE MIND MAPPING PADA MATA PELAJARAN PKN DI KELAS V SD NEGERI 2 SOKO KECAMATAN TIKUNG KABUPATEN LAMONGAN ]]>
<![CDATA[Ruslan Ruslan]]>
<![CDATA[ MEDIA DIDAKTIKA Vol 8 No 1 (2022): Mei 2022 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Darul `Ulum Lamongan ]]>
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DOI: 10.52166/didaktika.v8i1.3684
<![CDATA[The aims of the study: (1) To find out how students' learning outcomes in Civics subjects were before using the Mind Mapping method (2) To find out how the Mind Mapping method was applied (3) To find out how students responded after applying the Mind Mapping method. Based on the results of the study it can be concluded that: (1) Student learning outcomes before using the Mind Mapping method, namely 4 students who complete or with a percentage of 33.3%. (2) The ability of students after using the Mind Mapping method, namely in the first cycle, there were 7 students who completed or with a percentage of 58.3%. Furthermore, in cycle II, 11 students who completed it or with a percentage of 91.2%. This shows that the ability of students in learning has reached a mastery level of classical learning of 75%. (3) Student responses using the Mind Mapping method in Civics learning were positive. Thus, it can be concluded that using the Mind Mapping method can improve students' abilities in learning Civics.]]>
<![CDATA[PENINGKATAN KETERAMPILAN GURU NONKEPENDIDIKAN DALAM MEMBUKA PELAJARAN MELALUI SUPERVISI KLINIS PADA SMK BINAAN KABUPATEN BOJONEGORO ]]>
<![CDATA[Imam Sujianto]]>
<![CDATA[ MEDIA DIDAKTIKA Vol 8 No 1 (2022): Mei 2022 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Darul `Ulum Lamongan ]]>
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DOI: 10.52166/didaktika.v8i1.3685
<![CDATA[This study aims to improve the skills of non-educational teachers in opening lessons through clinical supervision at Foster Vocational Schools in Bojonegoro Regency. This research was conducted at Foster Vocational Schools in Bojonegoro Regency. The school is a school fostered by researchers who serve as supervisors. The subjects in this study were productive teachers at SMK Taruna Mandiri Ngasem, Wali Songo Sugihwaras Vocational School, and Al Kyai Sukosewu Vocational School. This research was carried out for two months, from September to October 2021. From the results of the research it can be concluded that the effectiveness of clinical supervision was able to improve the skills of non-educational teachers at Foster Vocational Schools in Bojonegoro Regency in opening lessons to expedite the learning process. The results achieved in cycle I averaged 77.50, and in cycle II achieved an average score of 91.67 according to the researcher's target, namely the average score of 86 and above. By increasing the skills of non-educational teachers in opening lessons, the learning process becomes more effective and efficient.]]>
<![CDATA[IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI TERINTEGRASI PEMBELAJARAN SOSIAL DAN EMOSIONAL UNTUK MEWUJUDKAN PROFIL PELAJAR PANCASILA ]]>
<![CDATA[Ana Ana]]>
<![CDATA[ MEDIA DIDAKTIKA Vol 8 No 1 (2022): Mei 2022 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Darul `Ulum Lamongan ]]>
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DOI: 10.52166/didaktika.v8i1.3686
<![CDATA[The students we have in class are of course very diverse. So that differentiated learning that is integrated with social and emotional learning is needed. However, the learning carried out by this writer has not been able to accommodate the learning needs of various students so that the learning atmosphere is not conducive and the learning objectives, namely realizing the Pancasila student profile, have not been realized. Departing from this, the author implements differentiated learning that integrates social and emotional learning for students in class VI Theme 1 Sub Theme 1 Learning 2, with the hope that learning is more conducive and able to realize the profile of Pancasila students. The results of the learning activities turned out to be very good, namely learning was more conducive and the creativity of students also increased. The practice of differentiated learning that integrates social and emotional learning which works well, the authors conclude as a best practice (good practice) that is able to realize the Pancasila Student Profile.]]>
<![CDATA[PENERAPAN SUPERVISI KUNJUNGAN KELAS UNTUK MENINGKATKAN KEMAMPUAN GURU MATEMATIKA DALAM MELAKSANAKAN PEMBELAJARAN DI SMA BINAAN KABUPATEN LAMONGAN ]]>
<![CDATA[Salamun Salamun]]>
<![CDATA[ MEDIA DIDAKTIKA Vol 2 No 1 (2016): Mei 2016 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Darul `Ulum Lamongan ]]>
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DOI: 10.52166/didaktika.v2i1.784
<![CDATA[The purpose of this research is to improve the ability of Mathematics teachers in preparing learning plans, in Developing Target Schools at KabupatenLamongan on Odd Semester, 2015/2016 Academic Year. The research design of school action consisted of 3 cycles. Subjects/research respondents are twenty high schoolmathematics teachers scattered in Developing Target Schools. Methods of data analysis using descriptive statistical analysis techniques scoring which is then converted intovalue. Indicators of success of this research to cycle 1, cycle 2 and cycle 3 is a minimum of 85% of respondents reached a value of at least 75. The results showed, in the firstcycle of many teachers who have reached a value of 75 there are as many as 17 people or reaches 85%. In the second cycle of many teachers who have reached a value of 75there are as many as 18 people or 90%. While in the third cycle of many teachers who have reached a value of 75 there are as many as 17 people or reaches 85%. Whencompared with the success indicators in cycle 1, cycle 2 and cycle 3, then three cycles may be said to be successful. It can be concluded that, implementation of supervisionclassroom visits can improve math teachers in implementing the learning plans.]]>
<![CDATA[MENINGKATKAN PRESTASI BELAJAR MATEMATIKA MELALUI MODEL PEMBELAJARAN TGT (TEAM-GAME-TOURNAMENTS ) ]]>
<![CDATA[Afiyah Afiyah]]>
<![CDATA[ MEDIA DIDAKTIKA Vol 2 No 1 (2016): Mei 2016 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Darul `Ulum Lamongan ]]>
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<![CDATA[The purpose of this study was to determine the increase of mathematic achievement through TGT (Team-Games-Tournaments ) learning model in the fourth graders of SD The Second State Elemetary School of Pelang, Kembangbahu District Lamongan in the academic year of 2015/2016. This study used classroom action research which consisted of several cycles with each cycle there are planning, action, observation, and reflection. The result showed that the mathematics achievement of students increased by using the learning model of TGT (Team Game Tournament).]]>
<![CDATA[PENERAPAN MOTODE PEMBELAJARAN KOOPERATIF MODEL JIGSAW DAPAT MENINGKATKAN HASIL BELAJAR IPA ]]>
<![CDATA[Sakri Sakri]]>
<![CDATA[ MEDIA DIDAKTIKA Vol 2 No 1 (2016): Mei 2016 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Darul `Ulum Lamongan ]]>
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<![CDATA[Jigsaw learning model application research in improving learning outcomes IPA do students of class VI SDN Gintungan I district. Kembangbahu Kab. Lamongan School Year 2014/2015, with the aim that students can improve their learning outcomes. This study uses action research (action research) as much as two rounds. Each round consists of four phases: design, activities and observations, reflections, and refisi. Goal of this research is the students of class VI SDN Gintungan I district. Kembangbahu Kab. Lamongan. The data obtained as the result of formative tests, observation sheet teaching and learning activities. From the analysis it was found that student achievement has increased from cycle I to cycle II ie, Cycle 1 (71.00%), the second cycle (86.00%). The conclusion of the study is the Implementation Method in Cooperative Learning Jigsaw Model to Improve Learning Outcomes IPA positive effect on students' motivation. So that this model can be used as an alternative learning at school.]]>
<![CDATA[MENINGGKATKAN PRESTASI BAHASA INDONESIA DALAM KEMAMPUAAN MEMECAHKAN SUATU MASALAH MELALUI METODE PEMECAHAN MASALAH (PROBLEM SOLVING ) ]]>
<![CDATA[Sri Rahayu]]>
<![CDATA[ MEDIA DIDAKTIKA Vol 2 No 1 (2016): Mei 2016 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Darul `Ulum Lamongan ]]>
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<![CDATA[This study was aimed to determine the increase of Indonesian achievement in the ability of solving a problem through the learning method of resolution (problem solving) and the implementation of learning using learning method of resolution (problem solving) to the Indonesian achievement in the ability of solving a problem at the fifth graders of the state elementary school of Mangkujajar, Kembangbahu District, Lamongan in the academic year of 2015/2016. The research used classroom action research method which consisted of several cycles with each cycle there are planning, action, observation, and reflection. The data was all the fifth graders of the state elementary school of Mangkujajar, Kembangbahu District, Lamongan in the academic year of 2015/2016 in the sum of 20 students. The result of this study indicated that there was a significant problem-solving learning method to increase the ability of students responding to a question.]]>
<![CDATA[MENINGKATKAN PRESTASI BELAJAR MATEMATIKA TENTANG PECAHAN SEDERHANA DAN PENGGUNAANNYA DALAM PEMECAHAN MASALAH MELALUI PENGGUNAAN MEDIA MANIPULATIF ]]>
<![CDATA[Parti Parti]]>
<![CDATA[ MEDIA DIDAKTIKA Vol 2 No 1 (2016): Mei 2016 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Darul `Ulum Lamongan ]]>
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<![CDATA[The purpose of this study was to determine the increase of mathematics achievement of simple fractions and it’s use in solving problem through manipulation media. This study used classroom action research that consisted of several cycles with each cycle there are planning, action, observation, and reflection. The subjects were the third graders of The State Elementary School of Doyomulyo, Kembangbahu District, Lamongan in the academic year of 2015/2016, which has 21 students. The result showed that the use of manipulative media objects can improve the quality of teacher’s learning and improve the students’ learning completeness of third graders of The State Elementary School of Doyomulyo, Kembangbahu District, Lamongan. The number of students who complete the first cycle was 13 students to 18 students in the second cycle. The learning Mastery increased from 66.66% in the first cycle to 88.88% in the second cycle.]]>
<![CDATA[PENGEMBANGAN BUKU AJAR BAHASA INDONESIA KELAS VI DENGAN PENDEKATAN SKEMATA ]]>
<![CDATA[Endah Nur Kholifah]]>
<![CDATA[ MEDIA DIDAKTIKA Vol 2 No 1 (2016): Mei 2016 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Darul `Ulum Lamongan ]]>
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DOI: 10.52166/didaktika.v2i1.3741
<![CDATA[By the developing of textbook of Bahasa Indonesia using schemata approach for the sixthe graders, hopefully it could be a main guide for students in learning, and the teacher in doing the learning activities in the class, the expected final competence and centered to the students. The process of developing the textbook of Bahasa Indonesia for the sixth graders using schemata was the reasearch and development. The research was aimed to gain the description of the development of textbook for the sixth graders in the first semester using schemata approach. This appeared from the validation result of textbook of Bahasa Indonesia using schemata approach about appropriateness of content, presentation feasibility, and feasibility of languages, are eligible to use. While the result of implementation to the students and the teacher, textbook of bahasa Indonesia using schemata approach also showed the maximum result. By the developing of textbook and implementation of learning model which use schemata approach, pay attention to the selection of meaningful teaching materials, considering the criteria of a good preparation of textbook in accordance with the instructional objectives and expected learning outcomes (final competencies).]]>
<![CDATA[PENINGKATAN AKTIFITAS DAN HASIL BELAJAR SISWA MATERI BANGUN RUANG SISI LENGKUNG SMP NEGERI 21 BATAM MODEL PEMBELAJARAN DISCOVERY ]]>
<![CDATA[Indrawati Simanjuntak]]>
<![CDATA[ MEDIA DIDAKTIKA Vol 9 No 1 (2023): Mei 2023 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Darul `Ulum Lamongan ]]>
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DOI: 10.52166/didaktika.v9i1.4306
<![CDATA[Penelitian ini dilaksanakan di SMP Negeri 21 Batam di kelas IX-8 yang kemampuan siswanya untuk mata pelajaran Matematika cukup rendah. Tujuan penulisan penelitian tindakan kelas ini adalah untuk mengetahui apakah model pembelajaran Discovery dapat meningkatkan aktifitas dan hasil belajar siswa. Metode pengumpulan datanya adalah tes hasil belajar. Metode analisis datanya adalah deskriptif. Hasil yang diperoleh dari penelitian ini adalah model pembelajaran Discovery dapat meningkatkan aktifitas dan hasil belajar siswa. Ini terbukti dari hasil yang diperoleh pada awalnya 51.73, pada siklus I menjadi 58.33 dan pada siklus II menjadi 72.20. Kesimpulan yang diperoleh dari penelitian ini adalah model pembelajaran Discovery dapat meningkatkan aktifitas dan hasil belajar siswa.]]>
