FAGURU: Jurnal Ilmiah Mahasiswa Keguruan
FAGURU : Jurnal Ilmiah Mahasiswa Keguruan Universitas Nias Raya (UNIRA) berisikan artikel ilmiah dari skripsi mahasiswa strata satu (S1) Fakultas Keguruan dan Ilmu Pendidikan Universitas Nias Raya (UNIRAYA) yang merupakan kewajiban mahasiswa menggunggah karya ilmiah sebagai syarat wajib bagi seluruh mahasiswa yang mau menyelesaikan studinya. Kewajiban unggah tersebut tertuang dalam Peraturan Rektor No. 3 tahun 2021 tentang Pedoman Penerbitan Karya Ilmiah Sebagai Persyaratan Kelulusan Mahasiswa Strata Satu (S1) UNIRAYA.
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<![CDATA[ANALISIS KESULITAN SISWA KELAS VIII DALAM MENYELESAIAKN SOAL POLA BILANGAN DI SMP NEGERI 1 LAHUSA ]]>
<![CDATA[Zendrato, Yuliarman]]>
<![CDATA[ FAGURU: Jurnal Ilmiah Mahasiswa Keguruan Vol 5 No 1 (2026): FAGURU: Jurnal Ilmiah Mahasiswa Keguruan ]]>
Publisher : <![CDATA[Universitas Nias Raya ]]>
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DOI: 10.57094/faguru.v5i1.2094
<![CDATA[The problem of this research is the difficulty of class VIII students in solving pola bilangan problems. The aims of this research were 1) to determine the difficulties experienced by students in solving pola bilangan at SMP Negeri 1 Lahusa and 2) to find out the factors causing students' difficulties in solving pola bilangan at SMP Negeri 1 Lahusa. The approach and type of this research is a descriptive approach and a qualitative type. The subjects in this research were class VIII students at SMP Negeri 1 Lahusa, totaling 24 students. This research instrument used data reduction, data presentation (Data Display), drawing conclusions (verification). The results of the research showed that 9 students in class concepts, 13 students had difficulty in calculations, and 15 students had difficulty understanding questions. students who have difficulty in understanding questions with a percentage of 63%. It can be concluded that the results of the research show that class VIII students at SMP Negeri 1 Lahusa in the pola bilangan material are still experience difficulty in using concepts, calculating and understanding questions. by researchers are 1) Mathematics teachers should provide more frequently training for students in completing arithmetic operations and using solving methods, especially for pola bilangan. 2) It is hoped that students will be motivated in learning mathematics and eliminate wrong assumptions about mathematics so that they can focus more on studying mathematics so that they better understand the material being taught.]]>
<![CDATA[PERAN KEPALA SEKOLAH DALAM MENINGKATKAN KINERJA GURU DI SMP NEGERI 3 ONOLALU ]]>
<![CDATA[Laia, Ternis]]>
<![CDATA[ FAGURU: Jurnal Ilmiah Mahasiswa Keguruan Vol 5 No 1 (2026): FAGURU: Jurnal Ilmiah Mahasiswa Keguruan ]]>
Publisher : <![CDATA[Universitas Nias Raya ]]>
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DOI: 10.57094/faguru.v5i1.2098
<![CDATA[The goals of this study are to (1) find out how the principal can help teachers perform better at SMP Negeri 3 Onolalu; and (2) find out how well teachers perform at SMP Negeri 3 Onolalu. Descriptive qualitative research is the focus of this kind of study. This examination was led from April 6 to May 14, 2024. Primary data are the sources of the data used in this study. Information assortment procedures utilized in this study are meetings, perceptions, and documentation. Information examination strategies utilized in this study are information decrease, information show, and reaching determinations. It is possible to draw the conclusion based on the findings of the research and discussion that the principal's role in enhancing teacher performance at SMP Negeri 3 Onolalu is significant. The principal serves as an educator and must encourage teachers to work toward enhancing learning. Additionally, the principal can conduct quarterly supervision or observation in the classroom, guide teachers, and grant permission to enhance training activities in the teacher certification program. As a result, it can be concluded that the principal's role in improving teacher performance at SMP Negeri 3 Onolalu as an educator must be fulfilled in order to enhance teacher learning. Every quarter, provide supervision and observation in the classroom. The idea in this review is that the chief ought to focus on tasks and think about working on the nature of training in the school climate by further developing ability and abilities and advancing to assist with further developing educator execution to acknowledge proficient instructors. For educators, they ought to continuously advance in improving and fostering the most recent learning models in executing the educational experience. for researchers who wish to investigate the same issues or variables in a variety of ways concerning the function of principal leadership and teacher performance.]]>
<![CDATA[UPAYA MENINGKATKAN HASIL BELAJAR SISWA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK PADA MATA PELAJARAN KEWIRAUSAHAAN KELAS IX TKJ DI SMK NEGERI 1 LAHUSA ]]>
<![CDATA[Maduwu, Roslinda Yupita]]>
<![CDATA[ FAGURU: Jurnal Ilmiah Mahasiswa Keguruan Vol 5 No 1 (2026): FAGURU: Jurnal Ilmiah Mahasiswa Keguruan ]]>
Publisher : <![CDATA[Universitas Nias Raya ]]>
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DOI: 10.57094/faguru.v5i1.2110
<![CDATA[The problem with this research is that students are less interested in the methods used by teachers in teaching, teachers dominate learning too much, and student learning outcomes do not meet the expected KKM criteria. The aim of this research is 1) to find out how the learning process in the Entrepreneurship subject in class This type of researchis Classroom Action Research (PTK). The research instruments are observation sheets, documentation, learning outcomes tests. The research subjects were 13 students in class XI TKJ SMK Negeri 1 Lahusa. The research resuits in cycle I averaged learning outcomes of 71,76 with a percentage of 76.92% and cycle II increased with average learning outcomes of 87,69 with a percentage of 92,30%. Conclusions, namely: 1) The Talking Stick Type Cooperative Leraning Type can improve student learning outcomes, because by implementing the Talking Type Cooperative Learning Model students are more active in learning activities, have courage and confidence in expressing opinions, are able to understand the material questions with the material that material that has been studied. 2) Student leraning outcomes in entrepreneurship subjects increased from an average of 71,76 to 87,69. Suggestions for school, especially teachers, to apply the Talking Stick Type Cooperative learning type to other subjects in accordance with this learning. Researchers who will use the Talking Stick Type Cooperative learning should be able to collaborate well with observers so as to improve the learning process to get optimal results. Teachers should always encourage students to be more active in learning.]]>
<![CDATA[THE PRESERVATION OF HOMBO BATU TRADITION IN RELATION TO STUDENT ATTITUDES AND INTERESTS AT SMA NEGERI 1 TELUK DALAM ]]>
<![CDATA[Harefa, Darmawan]]>
<![CDATA[ FAGURU: Jurnal Ilmiah Mahasiswa Keguruan Vol 5 No 1 (2026): FAGURU: Jurnal Ilmiah Mahasiswa Keguruan ]]>
Publisher : <![CDATA[Universitas Nias Raya ]]>
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DOI: 10.57094/faguru.v5i1.4457
<![CDATA[This study aims to analyze the preservation of the Hombo Batu tradition in relation to the attitudes and interests of students at SMA Negeri 1 Teluk Dalam, South Nias Regency. The study employed a quantitative approach with a correlational descriptive method. The population consisted of all students at SMA Negeri 1 Teluk Dalam, with a sample of 120 students selected through proportional random sampling. Data were collected using a Likert-scale questionnaire, which was first tested for validity and reliability. The data were analyzed using descriptive statistics, Pearson correlation, and multiple linear regression. The results indicate that most students have a positive attitude (mean = 3.85) and a high level of interest (mean = 3.78) toward the Hombo Batu tradition. Both attitude and interest variables showed a significant positive correlation with tradition preservation, with correlation coefficients of r = 0.62 and r = 0.57, respectively (p < 0.05). Multiple linear regression analysis revealed that 56% of the variance in tradition preservation can be explained by students’ attitudes and interests, with attitude contributing more strongly than interest. These findings confirm that positive attitudes and high interest are key psychological factors in promoting students’ active involvement in local cultural preservation. Based on these results, it is recommended that schools and communities implement education programs based on local cultural values and extracurricular activities that foster students’ positive attitudes and interest in the Hombo Batu tradition, thereby ensuring the sustainability of this cultural heritage among younger generations.]]>
<![CDATA[ANALISIS GAYA BAHASA PERBANDINGAN DALAM SYAIR LAGU-LAGU NIAS ]]>
<![CDATA[Gulo, Serli Liana]]>
<![CDATA[ FAGURU: Jurnal Ilmiah Mahasiswa Keguruan Vol 5 No 1 (2026): FAGURU: Jurnal Ilmiah Mahasiswa Keguruan ]]>
Publisher : <![CDATA[Universitas Nias Raya ]]>
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DOI: 10.57094/faguru.v5i1.1966
<![CDATA[This research is motivated by the uniqueness of the use of language style, particularly comparison language style, which can make the presentation of song lyrics more interesting and create an emotional atmosphere that attracts listeners to enjoy and internalize the songs. Comparison language style is figurative language characterized by the use of words to compare, differentiate, and describe something. The purpose of this research is to describe the comparison language style in the lyrics of Nias songs. This research uses a qualitative approach with content analysis methods. The data sources in this research are fifteen Nias song lyrics. The data collection technique used in this research is documentation. The data analysis technique in this research is content analysis. Based on the research results, it is found that there are comparison language styles in the lyrics of Nias songs, namely personification and simile. The dominant comparison language style in the lyrics of Nias songs is simile. In conclusion, the research findings in the lyrics of Nias songs can serve as an illustration or example for the community and as a learning tool in schools, particularly for students. This research suggests that it can be applied in Indonesian language learning, especially in literature lessons, for teachers and prospective teachers of Indonesian language and literature. It is recommended that Indonesian language teachers use Nias song lyrics as a learning resource in literature lessons. Songwriters should use more figurative language to make the lyrics more unique and interesting. Future researchers should use this research as a reference for conducting relevant studies.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN NUMBER HEAD TOGETHER (NHT) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN EKONOMI KELAS X SMA NEGERI 1 SOMAMBAWA ]]>
<![CDATA[Gea, Oniati]]>
<![CDATA[ FAGURU: Jurnal Ilmiah Mahasiswa Keguruan Vol 5 No 1 (2026): FAGURU: Jurnal Ilmiah Mahasiswa Keguruan ]]>
Publisher : <![CDATA[Universitas Nias Raya ]]>
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DOI: 10.57094/faguru.v5i1.2068
<![CDATA[This study was motivated by low student engagement in the learning process, which resulted in low achievement in economics learning outcomes among Grade X students at SMA Negeri 1 Somambawa. The purpose of this study was to examine the implementation of the Numbered Heads Together (NHT) learning model in economics classes and to determine the improvement in students’ learning outcomes after applying the model. This research employed a Classroom Action Research (CAR) design conducted in two cycles. The research subjects were 25 students of class X-III, consisting of 9 male and 16 female students. Data were collected through observations of teacher activities, student activities, and learning outcome tests. The results indicated improvement in each cycle. Teacher activity increased from 61.3% in Cycle I to 84% in Cycle II, while student activity increased from 60.22% to 94.3%. Student learning mastery improved from 64% in Cycle I to 100% in Cycle II, meeting the predetermined minimum mastery criteria. Therefore, it can be concluded that the implementation of the Numbered Heads Together learning model effectively improved students’ economics learning outcomes. Teachers are encouraged to continuously innovate in instructional strategies to enhance both the learning process and outcomes.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN INKUIRI TERBIMBING TERHADAP HASIL BELAJAR SISWA KELAS VII MATA PELAJARAN IPA TERPADU PADA MATERI SEL DI SMP NEGERI 1 TOMA ]]>
<![CDATA[Lawuna, Misheria]]>
<![CDATA[ FAGURU: Jurnal Ilmiah Mahasiswa Keguruan Vol 5 No 1 (2026): FAGURU: Jurnal Ilmiah Mahasiswa Keguruan ]]>
Publisher : <![CDATA[Universitas Nias Raya ]]>
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DOI: 10.57094/faguru.v5i1.1934
<![CDATA[Penelitian ini bertujuan untuk meningkatan hasil belajar siswa melalui penerapan model pembelajaran Inkuiri terbimbing. Jenis penelitian ini digolongkan pada penelitian kuantitatif dengan dengan metode quasi eksperimen. Adapun hasil penelitian yaitu adanya pengaruh yang signifikan antara model pembelajaran Inkuiri terbimbing (varibel X) dengan hasil belajar siswa (Y) dalam keberlangsungan kegiatan belajar mengajar di dalam kelas. Adapun hasil belajar siswa yang diperoleh yaitu dengan menggunakan rumus analisis regresi linear sederhana sehingga memperoleh nilai dari hasil perhitungan di atas diketahui bahwa Fhitung = 88,57 lebih besar dari Ftabel pada taraf 5% (0,396) Dengan demikian hipotesis diterima karena Fhitung > Ftabel, pada taraf signifikansi 5%. Hal ini terlihat dari hasil analisis pengolahan data nilai koefisien determinasi sebesar 79%. Dengan kata lain, model pembelajaran Inkuiri terbimbing memberikan kontribusi atau mempengaruhi secara positif motivasi belajar siswa sebesar 79%. Kesimpulan dalam penelitian ini adalah pembelajaran dengan menggunakan model pembelajaran Inkuiri terbimbing dapat meningkatkan hasil belajar siswa pada mata pelajaran IPA Terpadu kelas VII SMP Negeri 1 Toma. Rekomendasi dalam penelitian ini adalah (1) Guru hendaknya dapat menggunakan model inkuiri terbimbing sebagai alternatif dalam proses pembelajaran karena model inkuiri terbimbing mempunyai pengaruh positif terhadap peningkatan hasil belajar siswa. (2) Sebaiknya bahan diskusi tidak dibuat terlalu banyak karena terlalu memakan waktu siswa dalam menyelesaikan tugas diskusi. Artinya, sebaiknya guru mengutamakan kualitas bahan diskusi dibandingkan kuantitas bahan diskusi.]]>
<![CDATA[ANALYSIS OF LEARNING STRATEGIES IN SPEAKING ENGLISH AT THE TENTH GRADE STUDENTS OF SMA NEGERI 1 MANIAMOLO ]]>
<![CDATA[Zagoto, Ries Clara Alverin]]>
<![CDATA[ FAGURU: Jurnal Ilmiah Mahasiswa Keguruan Vol 5 No 1 (2026): FAGURU: Jurnal Ilmiah Mahasiswa Keguruan ]]>
Publisher : <![CDATA[Universitas Nias Raya ]]>
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DOI: 10.57094/faguru.v5i1.1969
<![CDATA[This study dealt some students in tenth grade have a wide variety and uniqueness in speaking English. The purpose of this study is to find out the learning strategies in speaking English. This research used qualitative research. The data was taken from questionnaire filled out by students. The data source is the tenth grade Cut Nyak Dien class students of SMA Negeri 1 Maniamolo Academic Year 2023/2024. The researcher used questionnaire of strategy inventory of language learning (SILL) and interview to collect data of the research. The finding shows that, language learning strategies based on six strategies divided into memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies. The content component with an average score and rating qualities cognitive strategies 4.91, metacognitive strategies 3.15, and memory strategies 3.14 including high and medium level used by students. Component with an average score compensation strategies 2.09, affective strategies 2.10 and social strategies 2.10 including low level used by students. From the result of the data, only 3 learning strategies are classified as a dominant used by students. Lastly, the result of data analysis of students learning strategies in speaking English tenth grade cut nyak dien class students of SMA Negeri 1 Maniamolo used cognitive strategies, metacognitive strategies and memory strategies in speaking English. It is suggested that can applied are learning strategy appropriately for themselves in speaking.]]>
<![CDATA[THE USE OF GROUP DISCUSSION METHOD TO IMPROVE STUDENTS’ SPEAKING ABILITY AT THE TENTH GRADE OF SMA NEGERI 1 LOLOWAU ]]>
<![CDATA[Laia, Damari]]>
<![CDATA[ FAGURU: Jurnal Ilmiah Mahasiswa Keguruan Vol 5 No 1 (2026): FAGURU: Jurnal Ilmiah Mahasiswa Keguruan ]]>
Publisher : <![CDATA[Universitas Nias Raya ]]>
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DOI: 10.57094/faguru.v5i1.1970
<![CDATA[Speaking is one of the important language skills. However, many students at SMA Negeri 1 Lolowau got weaknesses in speaking. So, this research aimed at improving students' speaking skills through the Group Discussion method. This research was designed using the classroom action research (CAR) method. The research subject was class X MIPA 1 which consisted of 22 students. The instruments of data collection were observation paper and test. Based on data analysis, the results of the researcher's observations in cycle I at the first meeting was 77% and at the second meeting was 85%. In cycle II, the first meeting was 85% and the second meeting was 92%. Meanwhile, the result of student observation in cycle I of the first meeting was 62% and the second meeting was 75%. Then in cycle II the first meeting was 83% and the second meeting was 88%. Furthermore, the student test results in cycle I showed that 9 students passed or 41% and 13 students failed or 59% with an average score of 57. Then the test results in cycle II experienced an increase where 19 students passed or 86% and 3 people or 14% failed with an average score of 71. Based on these findings, it can be concluded that the Group Discussion method is the right method to apply in teaching speaking. It is suggested for English teachers to apply the Group Discussion method in teaching speaking because this method can improve students’ speaking ability.]]>
<![CDATA[PENGEMBANGAN LEMBAR KEGIATAN PESERTA DIDIK BERBASIS DISCOVERY LEARNING PADA PEMBELAJARAN IPA DI KELAS VII SMP NEGERI 3 AMANDRAYA ]]>
<![CDATA[Laia, Defi Lusiana]]>
<![CDATA[ FAGURU: Jurnal Ilmiah Mahasiswa Keguruan Vol 5 No 1 (2026): FAGURU: Jurnal Ilmiah Mahasiswa Keguruan ]]>
Publisher : <![CDATA[Universitas Nias Raya ]]>
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DOI: 10.57094/faguru.v5i1.1978
<![CDATA[Penelitian ini bertujuan untuk mengembangkan lembar kerja peserta didik berbasis discovery learning pada materi virus di SMP kelas VII SMP Negeri 3 Amandraya yang valid, praktis dan efektif. Jenis penelitian ini adalah pengembangan model pengembangan four-D dengan metode penelitian pengembangan (researvh and development). Hasil validasi yang dilakukan oleh validator nilai rata-rata 3,2 dan nilai persentase 87.8% kategori sangat valid, respon guru terhadap lembar kegiatan peserta didik berbasis discovery learning dengan nilai rata-rata 3,5 kategori sangat praktis, hasil uji praktikalitas 3,5 katergori sangat praktis, hasil pengamatan motivasi siswa dengan nilai rata-rata 3,5 kategori sangat tinggi dan ranah kognitif sebelum menggunakan lembar kegiatan peserta didik berbasis discovery learning nilai rata-rata 65/lulus sedangkan ranah kognitif menggunakan lembar kegiatan peserta didik berbasis discovery learning nilai rata-rata 81/lulus, maka melalui hasil tersebut disimpulkan bahwa pengembangan lembar kegiatan peserta didik berbasis discovery learning valid, praktis dan efektif untuk menunjang hasil belajar siswa. Saran peneliti yaitu hendaknya guru mata pelajaran IPA biologi dapat menggunakan lembar kegiatan peserta dalam proses belajar mengajar, bagi peneliti selanjutnya agar penelitian ini dapat dijadikan sebagai bahan referensi dalam penelitian yang relevan.]]>
