JURNAL TUNAS PENDIDIKAN
Jurnal Tunas Pendidikan merupakan jurnal di bawah naungan Prodi PGSD Universitas Muhammadiyah Muara Bungo, yang berisi tentang naskah artikel hasil kajian dan penelitian dalam bidang pendidikan dasar. Jurnal ini difokuskan untuk mewadahi publikasi ilmiah dari hasil penelitian dosen, mahasiswa dan guru baik pada jenjang SD, SMP, ataupun SMA. Jurnal ini diterbitkan dua kali dalam satu tahun, yakni setiap bulan Maret dan Oktober.
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<![CDATA[PEMANFAATAN HASIL PENGEMBANGAN VIDEO PEMBELAJARAN UNTUK MENINGKATKAN MINAT DAN PRESTASI BELAJAR SISWA DI SMAN 1 BUNGO ]]>
<![CDATA[rohmawati, yuli]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol. 4 No. 2 (2022): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v4i2.640
<![CDATA[This research is a research and development (Research and Development) in collaboration with Classroom Action Research (CAR) which aims to increase student interest and achievement through the use of learning media. The development model used by ADDIE is continued with the CAR stages, namely planning, implementation, observation and reflection. This research was conducted at SMAN 1 Bungo, with the subject of class X MIPA 2 students in the even semester of the 2019/2020 school year. The data was obtained from the results of material and media expert validation, interest questionnaires and student knowledge test results. The results of the validation of the media feasibility test obtained an average score of 3.27 with a very feasible category. Based on the results of observations of student interest there was an increase before and after using the media by 12.25%. Based on the results of the post test in the pre-cycle, the average student score was 74.75%, in the first cycle it was 75% and 79.68% in the second cycle. Based on completeness, the number of students who met the KKM in the first cycle was 62% and increased in the second cycle by 81%. These results indicate that the indicators of success are fulfilled, that 75% of students have completed. So it can be concluded that the application of video-based economic learning media can improve student achievement in class X MIPA 2 SMAN 1 Bungo.]]>
<![CDATA[UPAYA PENINGKATAN KOMPETENSI GURU DALAM PROSES PEMBELAJARAN MELALUI SUPERVISI AKADEMIK DI SMA NEGERI 19 BUNGO ]]>
<![CDATA[zulfahmi, zulfahmi]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol. 4 No. 2 (2022): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v4i2.641
<![CDATA[This research is a school action research (PTS) which aims to improve teacher competence in the learning process through academic supervision. PTS is carried out in four stages, namely planning, implementation, observation and reflection. These four activities take place repeatedly in the form of cycles. The subjects of this study were 7 teachers of SMAN 19 Bungo who met the criteria and needed to be given guidance through academic supervision. Data collection techniques were carried out by observation, literature study, and documentation. Direct observation to measure teacher competence in developing lesson plans and implementing classroom learning. The results of teacher competence in the first cycle of 74.1 increased to 86 in the second cycle. So it can be concluded that the competence of teachers in the learning process has increased through the application of academic supervision.]]>
<![CDATA[PENGEFEKTIFAN PEMBELAJARAN BIOLOGI MELALUI METODE STBCT GUNA MENINGKATKAN CAPAIAN BELAJAR SISWA DI SMAN 1 BUNGO ]]>
<![CDATA[sugihartini, sugihartini]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol. 4 No. 2 (2022): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v4i2.643
<![CDATA[This study aims to improve learning outcomes in biology through the application of the SQ3R (Survey, Question, Read, Recite, Review) learning method. This research is a classroom action research (CAR) which is carried out in four stages, namely planning, implementing actions, observing and reflecting. The subjects of this study were students of class XI MIPA 5 SMAN 1 Bungo. Data collection techniques were carried out by documentation, interviews, observations and tests. The success of CAR is seen from the increase in classical learning completeness in the discussion value from 76.67% in the first cycle to 90.9% in the second cycle. And classical learning completeness on the evaluation value from 75.75% in the first cycle to 93.93% in the second cycle. In addition, there was also an increase in the average student learning outcomes. With evidence that in the first cycle the average value of the class on the discussion value was 62.2, in the second cycle there was an increase of 75.72. While the average value of the evaluation of the first cycle of 66.25 has increased to 76.30. So it can be concluded that the SQ3R learning method can improve students' biology learning outcomes in class XI MIPA 5 SMAN 1 Bungo]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN LBD UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA SMAN 1 BUNGO ]]>
<![CDATA[wiji, wiji]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol. 4 No. 2 (2022): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v4i2.644
<![CDATA[This research is a class action research / CAR (Classroom Action Research) which aims to improve the activities and learning outcomes of students in class XI MIPA SMA N 1 Bungo through the application of the LBD learning model. This research was conducted at SMAN 1 Bungo, with the subjects being students of class XI MIPA 4 in the even semester of the 2019/2020 school year. The data in the study were obtained based on the results of questionnaires, interviews, learning observations and final learning outcomes. From the results of the student activity observation sheet, the percentage of student participation increased from the first cycle of 69.98% to 79.37% in the second cycle and has met the indicator of student participation, namely 75%. Based on the average value of learning outcomes obtained by students in the first cycle of 68.09, it increased to 74.81 in the second cycle and the percentage of classical completeness from 12.12% increased to 87.88% and this met the indicators of success, namely classical mastery reaching 85% with a KKM of 75. So it can be concluded that learning chemistry using the Laboratory Based Discovery (LBD) learning model can increase the activity and learning outcomes of students' chemistry on the colloid system concept.]]>
<![CDATA[PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA MENGGUNAKAN METODE DRILL/LATIHAN DENGAN BANTUAN MEDIA VISUAL PADA MATAKULIAH KONSEP TEKNOLGI INFORMASI ]]>
<![CDATA[Hakiki, Muhammad]]>;
<![CDATA[Sefriani, Rini]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol. 4 No. 2 (2022): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v4i2.710
<![CDATA[This research is motivated by the low critical thinking ability of students in the learning process and the low desire of students to improve their thinking skills to explore information. The purpose of this study was to describe students' critical thinking skills using the Drill/exercise method with the help of visual media in the information technology education study program. This research is a type of classroom action research which is carried out in two cycles, one cycle with two meetings. Each cycle consists of planning, implementing, observing and reflecting. This research was conducted in the odd semester of the 2020/2021 academic year in the information technology concept course. The research data were collected through qualitative and quantitative data analysis techniques. The results of data analysis showed that the drill/practice method with the help of visual media in learning could improve students' critical thinking skills in the information technology concept course. the results of the teacher's observations in the first cycle of the first meeting with a percentage of 75% for the second meeting 83.33% and in the second cycle of the first meeting 83.33% for the second meeting 91.66% with a very good category. The results of student observations in the first cycle at the first meeting with a percentage of 40% for the second meeting 66.66% and the second cycle of the first meeting 73.33% for the second meeting 80%. While classical completeness in the first cycle obtained the average value of students' critical thinking skills of 46.66% increased to 53.33% in the second cycle. It is concluded that the use of the Drill/exercise method with the help of visual media can improve students' critical thinking skills in the information technology concept course.]]>
<![CDATA[EVALUASI KEBERHASILAN KURIKULUM PERGURUAN TINGGI MENGACU KKNI MENGGUNAKAN SISTEM PAKAR ]]>
<![CDATA[tujantri, harkam]]>;
<![CDATA[Wulandari, Titis]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol. 4 No. 2 (2022): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v4i2.712
<![CDATA[Based on the Mandate of Law Number 12 of 2012 Article 35 paragraph 2 concerning Higher Education, Regulation of the Ministry of Research, Technology and Higher Education of the Republic of Indonesia Number 44 of 2015 and Amendment to the Indonesian Minister of Research, Technology and Higher Education Number 50 of 2018 concerning National Standards for Higher Education. Curriculum development must refer to the National Higher Education Standards. This development includes aspects of intellectual intelligence, noble character and skills that refer to the Indonesian National Qualifications Framework (KKNI) contained in Government Regulation no. 08 of 2012 and the Law on Higher Education No 12 of 2012 regarding the undergraduate curriculum based on the learning outcomes of the graduate profile. The aim of this development is to achieve quality graduates. For this reason, an expert system is needed in testing the success of the Higher Education curriculum. This study aims to evaluate the success in implementing the curriculum referring to the KKNI appropriately in accordance with learning outcomes (CPL) using an expert system. The expert system created applies the web-based Forward Chaining method with PHP programming. The data processed in this study is the Higher Education Curriculum data referring to the KKNI in the Elementary School Teacher Education Study Program (PGSD) at the Muara Bungo Muhammadiyah Teacher Training and Education College. The results of this study can test the accuracy of the curriculum application referring to the KKNI appropriately, so that it can be used as a recommendation in curriculum preparation by study programs.]]>
<![CDATA[PENINGKATAN PROSES DAN HASIL PEMBELAJARAN IPA MENGGUNAKAN PENDEKATAN KONTEKSTUAL DI SEKOLAH DASAR ]]>
<![CDATA[Zunarti, Rita]]>;
<![CDATA[Subhanadri, Subhanadri]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol. 4 No. 2 (2022): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v4i2.717
<![CDATA[This study began with the low learning outcomes of science students in grade V SDN 223 /II Rantau Embacang. This study aims to improve the science learning outcomes by using a contextual approach. This type of research is classroom action research. This research was conducted in two cycles. Every cycle there are activities of planning, implementation, observation and reflection. The results of this study indicate that the use of contextual approaches can improve the learning outcomes of science students in grade V SDN 223 / II Simp. Rantau Embacang. The results showed that the Natural Science Learning using the contestant approach class V SDN 223 /II Simp. Rantau Embacan at the implementation stage of the action on the teacher aspect in accordance with observers' observations achieved good success and aspects of students achieving good success. The average value of student learning outcomes at meeting 1 is 79, 48 and meeting II is 80.63. Student learning outcomes in the second cycle reached an average value of 80%. Based on that, this study ended in cycle II.]]>
<![CDATA[PERAN WANITA KARIR DALAM MEMBENTUK KARAKTER ANAK DI IAIN KERINCI ]]>
<![CDATA[Kusayang, Titin titin]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol. 4 No. 2 (2022): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v4i2.721
<![CDATA[This research is qualitative research. It has the purpose to explain the roles of career mothers in forming her children characters and the children’s character of career mother in State Islamic Institute of Kerinci. The informants were selected through purposive sampling. Then, the informants were interviewed to collect the data. The data were analyzed through data reduction, data display, and conclusion. The research findings showed that the roles of career mother in forming the characters of children were educating children by modeling, applying early education system for children, doing habituations and giving advice for children. Then, the children’s characters of career mothers are honest, responsible and independent.]]>
<![CDATA[PENERAPAN MODEL DISCOVERY LEARNING UNTUK MENINGKATKAN PROSES DAN HASIL BELAJAR IPA SEKOLAH DASAR ]]>
<![CDATA[Wiyoko, Tri]]>;
<![CDATA[Putra, Randi Eka]]>;
<![CDATA[Epriyani, Neta]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol. 4 No. 2 (2022): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v4i2.723
<![CDATA[Science learning is declared successful if the predetermined learning objectives can be achieved. However, the results of the pre-observation show that there are problems in the process and learning outcomes of science in class IV SDN 17/II Tanah Grow. This research is a classroom action research (CAR) which was carried out in 2 cycles. Each cycle consists of planning, implementation, observation and reflection. The research instrument used to collect data consisted of observation sheets and learning outcomes test questions. The results showed an increase in the learning process carried out by educators from cycle I to cycle II with a good category, and the learning process of students increased from cycle I to cycle II with a good category. Furthermore, for the learning outcomes obtained by students after participating in learning with the discovery learning model, it showed an increase from the first cycle of 68% to 87.5% with a good category in the second cycle. So the discovery learning model can improve the process and learning outcomes of fourth grade students for science learning content.]]>
<![CDATA[PELAKSANAAN IN HOUSE TRAINNING (IHT) PEMBUATAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) SATU LEMBAR UNTUK MENINGKATKAN KOMPETENSI GURU DI SMP ]]>
<![CDATA[Gafari, Abuzar]]>
<![CDATA[ Jurnal Tunas Pendidikan Vol. 4 No. 2 (2022): JURNAL TUNAS PENDIDIKAN ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Muara Bungo ]]>
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DOI: 10.52060/pgsd.v4i2.727
<![CDATA[This study departs from the results of the quality report cards for SMP Negeri 4 Muara Bungo and the results of observations in the classrooms, it is concluded that most teachers have not made RPP optimally in accordance with national standards. In House Training Activities are one of the self-development activities carried out in schools, namely the RPP Component according to the Regulation of the Minister of Education and Culture Number 22 of 2016 concerning the Standards for the Primary and Secondary Education Process consisting of 13 RPP Components and the Making of 1 Sheet RPP in accordance with the Circular of the Minister of Education and Culture No. 14 of 2019 concerning the making of one-sheet RPP, which is still guided by the 2013 Curriculum RPP. In this IHT Activity, the achievement of making RPP with 13 assessment components from cycle 1 to cycle 2 has increased. In cycle one, the average attainment of participants' attitudes was 82.7% (good) while in cycle 2 it was 88.09% (very good). The achievement of making lesson plans in cycle 1 is 84.74% (Good) while Cycle 2 is worth 93.7 (very good). This increase shows that the implementation of IHT can improve teacher competence both from the achievement of activities/attitudes and the achievement of competence in making lesson plans. Of the thirteen good RPP components based on Curriculum 13 according to the Regulation of the Minister of Education and Culture Number 22 of 2016 and the Circular Letter of the Minister of Education and Culture No. 14 of 2019 concerning the Making of one-sheet RPP Cycle one and cycle two, the lowest is the Making of one-sheet RPP, namely 1. Suitability of Learning Objectives, 2. Learning Media, 3. Learning Steps and 4. Learning Assessment. This is because these four components require broad insight and knowledge, and are in accordance with class/student conditions.]]>
