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 AKTIVITAS DAN HASIL BELAJAR BAHASA INGGRIS MELALUI PENERAPAN TEKNIK JIGSAW ]]>
<![CDATA[Lukman Hakim]]>
<![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.v9i1.4307
<![CDATA[Tujuan Penelitian ini adalah untuk mengetahui Pengaruh penerapan tehnik Jigsaw dalam meningkatkan aktifitas dan hasil belajar bahasa Inggris di kelas VII SMP Muhammadiyah 27 Paciran tahun pelajaran 2021/2022. Penelitian ini merupakan Penelitian Tindakan Kelas dengan subyek penelitian adalah siswa kelas VII SMP Muhammadiyah 27 Paciran tahun pelajaran 20201/2022. Penelitian ini dilaksanakan selama 2 (dua) siklus dimana setiap siklusnya terdiri dari : Perencanaan, Pelaksanaan, Pengamatan dan Refleksi, sedangkan instrumen yang digunakan dalam penelitian ini meliputi : Data aktifitas siswa melalui pengamatan, Data nilai siswa, dan Data angket yang merupakan tanggapan siswa. Data penelitian menunjukkan bahwa dengan tehnik Jigsaw dapat meningkatkan aktivitas dan hasil belajar bahasa Inggris.]]>
<![CDATA[UPAYA MENINGKATKAN PRESTASI DAN MOTIVASI BELAJAR MATEMATIKA MELALUI PEMBELAJARAN KOOPERATIF ]]>
<![CDATA[Cicik Minarni]]>
<![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.v9i1.4308
<![CDATA[Tujuan penelitian tindakan kelas ini adalah untuk meningkatkan kemampuan siswa Kelas IV semester II tahun ajaran 2017/2018 SD Negeri Sidorejo II Kecamatan Sugio Kabupaten Lamongan dalam membandingkan pecahan melalui pembelajaran kooperatif berbantuan benda-benda konkret. Penelitian ini menggunakan penelitian tindakan (action research) sebanyak dua siklus. Setiap siklus terdiri dari empat tahap, yaitu : perencanaan, plelaksanaan, pengamatan, dan refleksi. Sasaran penelitian ini adalah siswa kelas IV SDN Sidorejo II Kecamatan Sugio Kabupaten Lamongan Tahun Pelajaran 2017/2018. Data yang diperoleh berupa hasil tes formatif dan lembar observasi kegiatan belajar mengajar. Hasil analisis data menunjukkan bahwa prestasi belajar siswa mengalami peningkatan dari siklus I ke siklus II, yaitu siklus I nilai rata-rata mencapai 70 dan siklus II mencapai 79,17. Sedangkan untuk ketuntasan belajar juga meningkat dari 66,7% pada siklus I menjadi 91,67% pada siklus II.]]>
<![CDATA[IMPLEMENTASI METODE PEMBELAJARAN SQ3R DALAM UPAYA MENINGKATKAN HASIL BELAJAR BIOLOGI MATERI POKOK SISTEM PENCERNAAN MAKANAN ]]>
<![CDATA[Mohammad Ikhsan]]>
<![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.v9i1.4309
<![CDATA[Penelitian ini bertujuan untuk mengetahui dampak implementasi metode pembelajaran SQ3R terhadap peningkatan hasil belajar biologi materi sistem pencernaan makanan pada peserta didik kelas XI IPA di SMA Negeri 1 Paciran. Penelitian ini merupakan penelitian tindakan kelas (Classroom Action Research) yang dilaksanakan dalam 2 siklus.. Prosedur penelitian terdiri dari 4 tahap di setiap siklusnya, yakni perencanaan, pelaksanaan tindakan, observasi dan refleksi. Proses pembelajaran biologi dilaksanakan dengan menggunakan metode pembelajaran SQ3R. Indikator hasil belajar pada penelitian ini berupa tercapainya ketuntasan belajar secara individual maupun klasikal. Hasil penelitian menunjukkan bahwa: Hasil belajar biologi siswa melalui penerapan metode pembelajaran SQ3R mengalami peningkatan, khususnya pada materi pokok sistem pencernaan makanan. Pada siklus I diperoleh nilai diskusi individu < KKM sebanyak 7 anak sedangkan > KKM 22 anak dengan rata-rata 62,17 dan ketuntasan belajar 75,86% meningkat menjadi 75,62 dengan ketuntasan belajar 90,9% pada siklus II yaitu < KKM sebanyak 3 anak sedangkan > KKM 29 anak. Serta nilai evaluasi dengan rata-rata 65,84 dengan ketuntasan belajar 75% dan meningkat menjadi 76,56 dengan ketuntasan belajar 93,75% pada siklus II. Sehingga bisa disimpulkan bahwa terjadi peningkatan nilai rata-rata dari siklus I ke siklus II.]]>
<![CDATA[PENINGKATAN PRESTASI BELAJAR MENULIS TEKS EKSPLANASI DENGAN MENERAPKAN MODEL PEMBELAJARAN KOOPERATIF TIPE INDEX CARD MATCH ]]>
<![CDATA[Darsono Darsono]]>
<![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.v9i1.4310
<![CDATA[Penelitian ini brtujuan untuk mengetahui apakah penerapan model pembelajaran kooperatif tipe index card match efektif dalam peningkatan prestasi belajar menulis teks eksplanasi siswa kelas XI-PMS SMK Negeri 1 Lamongan tahun 2016/2017 ditinjau dari tingkat : ketuntasan belajar siswa, tingkat aktivitas guru, tingkat aktivitas siswa, dan respon siswa terhadap inovasi pembelajaran .Setelah dilakukan analisa data penelitian terjadi peningkatan terhadap prosentase ketuntasan hasil belajar pada siklus 1 =72 % dan siklus 2 = 86 %, hasil pengamatan aktivitas guru siklus 1 = 84,8 dan siklus 2= 87,5 hasil pengamatan aktivitas siswa siklus 1 = 77,8 dan siklus 2= 84 ,dan respon siswa terhadap inovasi pembelajaran juga meningkat siklus 1 = 81 % ( 29 siswa menyatakan menerima ) dan siklus 2 =90 % (32 siswa menyatakan menerima).Hasil penelitian menunjukan terjadi peningkatan terhadap tes hasil kemampuan menulis teks eksplanasi siswa dengan penerapan model pembelajaran kooperatif tipe index card match efektif dalam peningkatan prestasi belajar menulis teks eksplanasi.]]>
<![CDATA[MENINGKATAN PRESTASI BELAJAR IPS TENTANG PEMAHAMAN PERMASALAHAN SOSIAL MELAUI PENERAPAN METODE PEMECAHAN MASALAH ]]>
<![CDATA[Nur Rujiati]]>
<![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.v9i1.4311
<![CDATA[Penelitian ini bertujuan untuk mengetahui pelaksanaan pembelajaran Ilmu Pengetahuan Sosial tentang pemahaman permasalahan sosial dengan menggunakan metode pemecahan masalah (problem solving) dan mengetahui peningkatan prestasi belajar IPS tentang pemahaman permasalahan sosial melalui metode pemecahan masalah (problem solving). Subjek penelitian ini adalah seluruh siswa kelas IV SD Negeri Kaliwates Kecamatan Kembangbahu Kabupaten Lamongan tahun pelajaran 2015/2016 yang berjumlah 20 orang. Penelitian ini menggunakan metode penelitian tindakan kelas yang terdiri dari beberapa siklus dengan setiap siklus terdapat perencanaan, tindakan, pengamatan, dan refleksi. Instrumen yang digunakan berupa RPP, LKS, dan penilaian kelas. Analisis data digunakan untuk memperoleh data tentang ketuntasan belajar perorangan dan klasikal didapatkan dari penilaian kinerja. Hasil penelitian menunjukkan bahwa pembelajaran dengan menggunakan metode pemecahan masalah (problem solving) dapat meningkatkan prestasi belajar IPS tentang pemahaman permasalahan sosial siswa yang ditandai dengan peningkatan ketuntasan belajar klasikal siswa dalam siklus I (75%) dan siklus II (90%).]]>
<![CDATA[PEMBELAJARAN BAHASA INDONESIA DI SEKOLAH:KAJIAN ASPEK KEBAHASAAN ]]>
<![CDATA[Syamsul Ghufron]]>
<![CDATA[ MEDIA DIDAKTIKA Vol 5 No 2 (2019): November 2019 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Darul `Ulum Lamongan ]]>
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<![CDATA[Linguistic aspects of learning Indonesian in one curriculum with another curriculum experiencing dynamics. In the 1975 curriculum, linguistic aspects are taught in a separate (separate) manner. In the 1984 curriculum, linguistic aspects are contained in the structure learning unit in each chapter. In the 1994 and 1999 curriculums, linguistic aspects are still contained in the structure contained in the appendix. In 2004, 2006 and 2013 curriculum, linguistic aspects are not explicitly listed. From the study of linguistic aspects in each period of curriculum change, it appears that linguistic aspects must still be taught by the teacher even though they are not explicitly listed in the curriculum. This is based on the fact that the communicative approach aims that students have communicative competencies, one of which is linguistic or grammatical competence.]]>
<![CDATA[PENINGKATAN KOMPETENSI PEDAGOGIK GURU DALAM MENYUSUN PERANGKAT PEMBELAJARAN MELALUI WORKSHOP KKG MINI DI SDN SEPANDE KECAMATAN CANDI KABUPATEN SIDOARJO ]]>
<![CDATA[Anis Mufidah]]>
<![CDATA[ MEDIA DIDAKTIKA Vol 5 No 2 (2019): November 2019 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Darul `Ulum Lamongan ]]>
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<![CDATA[This research is motivated by the low pedagogical competence of Sepande Elementary School teachers in developing learning tools. The reason is that learning devices are still incomplete, some teachers in compiling learning devices only copy and paste from friends and the internet. Alternative solutions to problems through the KKG Mini Workshop. The purpose of this study was to determine the increase in pedagogical competence of teachers at Sepande elementary School in the Temple District of Sidoarjo Regency in developing learning tools through the Mini KKG workshop. This study uses the PTS approach. The research subject were 10 Sepande Elementary School teachers. Data collection techniques using observation techniques, interviews, and photo documentation. The result of the study were analyzed with quantitative and qualitative techniques. The result showed the teachers pedagogical competence had increased after conducting a mini KKG workshop on the preparation of learning tools. In cycle I it was 68 (20%), in cycle II it was 74 (70%), in cycle III it was 91 (90%). This is evident that the Mini KKG workshop can improve the pedagogical competence of Sepande elementary school teachers in developing learning tools.]]>
<![CDATA[PENINGKATAN HASIL BELAJAR IPS MATERI BENUA MELALUI MODEL QUIZ TEAM DIPADU MEDIA PETAKUMPET PADA SISWA KELAS VI SDN SIDOKARE 3 SIDOARJO ]]>
<![CDATA[Sunarsih Sunarsih]]>
<![CDATA[ MEDIA DIDAKTIKA Vol 5 No 2 (2019): November 2019 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Darul `Ulum Lamongan ]]>
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<![CDATA[The problem in social studies in the 4th students of Sidokare 3 Elementary School shows that students learning outcomes on the continent material have not yet reached the KKM. The incomplete achievement of student learning outcomes is caused that most of students do not understand abaut the names and locations of coutries and have not been able to mention the characteristics of large countries on each continent. That is caused by the teachers are still oriented by textbooks, the lessons are still focus on memorization, the methods applied by teachers tend to be teacher activities not students activities and also less use of leaning media. An alternative solution to the problem is using the Team Quiz model combined with Petak Umpet Media. This study used CAR model. The research subject were 4th Sidokare 3 students of 35. The result showed that in the pre-cycle of 46%, the first cycle was 71%, and the second cycle was 94%. The conclusion is that the Team Quiz model combined with Petak Umpet Media can improve the learning outcomes of continental social studies material in 4th Sidokare Elementary School students of Sidoarjo.]]>
<![CDATA[MENINGKATKAN PRESTASI BELAJAR PPKn TENTANG BELA NEGARA, MELALUI PENERAPAN STRATEGI ADVOKASI ]]>
<![CDATA[Sumarwoto Sumarwoto]]>
<![CDATA[ MEDIA DIDAKTIKA Vol 5 No 2 (2019): November 2019 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Darul `Ulum Lamongan ]]>
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<![CDATA[PPKn is needed in everyday life to fulfill human needs through solving identifiable problems. The implementation of PPKn needs to be done wisely so that it does not have a negative impact on oneself and the environment. But the reality on the ground, this has not been achieved. Student learning outcomes are still far from the percentage of completeness. Seeing the problems and the importance of the PPKn material as well as the large amount of time allocated in the curriculum in each class, it is necessary to conduct action research by implementing an advocacy learning strategy. This classroom action research was conducted in class IX-B of SMP Negeri 1 Pule Trenggalek. The research was conducted by a PPKn teacher with a collaborator of a class VIII PPKn teacher. The research subjects were all students of class IX-B as many as 30 people consisting of 12 boys and 18 girls. This two-cycle action research study yielded significant results. Through advocacy learning strategies, students' ability to understand state defense can be improved. This can be seen from the results of the post test. The application of an advocacy learning strategy in PPKn lessons begins with forming a group to discuss a problem. The results of the small group are presented to the large group, before being presented in front of the class.]]>
<![CDATA[IMPLEMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) KURIKULUM 2013 UNTUK MENINGKATKAN HASIL BELAJAR DAN AKTIVITAS SISWA PADA MATERI SISTEM PERSAMAAN LINIER DUA VARIABEL KELAS VIII.8 SMP NEGERI 21 BATAM ]]>
<![CDATA[Indrawati Indrawati]]>
<![CDATA[ MEDIA DIDAKTIKA Vol 9 No 2 (2023): November 2023 ]]>
Publisher : <![CDATA[Program Pascasarjana Universitas Islam Darul `Ulum Lamongan ]]>
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DOI: 10.52166/didaktika.v9i2.5181
<![CDATA[The purpose of this study is to improve student learning outcomes and activities in the implementation of the 2013 curriculum Problem Based Learning (PBL) Learning Model in grade VIII.8. The author conducted research at SMP Negeri 21 Batam grade VIII.8 Mathematics subject for the 2020/2021 academic year. This Classroom Action Research uses qualitative Descriptive Techniques in two learning cycles through observation and tests of the ability to solve SPLDV problems Mastery of the Two Variable Linear Equation System material in grade VIII.8 SMP Negeri 21 Batam shows an increase, this can be shown by the average daily test results, but in cycle 1 (before using the PBL model) which is 63 and 69 and after using the PBL model to 70 in the cycle, While in cycle 2 it becomes 78. Based on the study of theory and frame of mind proposed by researchers, as well as the results of research conducted on grade VIII.8 students, it can be concluded that the Problem Base Learning (PBL) Learning Model can improve learning outcomes and student activeness in class during learning. Based on observations, student activities in implementing the PBL learning model have increased, namely the good category. In the initial data of activity observations of 50% sufficient quality, in cycle 1 it rose to 54% sufficient quality, and for cycle 2 it increased but not significantly by 67%.]]>
