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<![CDATA[TEACHING LISTENING SKILL TO FIFTH GRADE STUDENTS OF SD NEGERI GEUMPANG KABUPATEN PIDIE BY WATCHING YOUTUBE CHANNEL PRACTICAL PSYCHOLOGY ]]>
<![CDATA[Ayu Azizah]]>;
<![CDATA[Siti Mayang Sari]]>;
<![CDATA[Akmaluddin]]>;
<![CDATA[Rita Novita]]>
<![CDATA[ International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH ]]>
Publisher : <![CDATA[International Conference on Education, Science, Technology and Health (ICONESTH) ]]>
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DOI: 10.46244/iconesth.vi.140
<![CDATA[The goal of this study is to determine whether students in SD Negeri Geumpang's fifth grade who receive listening instruction via YouTube Channel Practical Psychology do better than those who receive listening instruction without it. In the case of the experiment research method, quantitative research is used to conduct this study. The research's design is a pre-experiment with one group that underwent pre- and posttesting. One class is used in this arrangement, and pre- and post-tests are administered before and after treatment. The purpose of this treatment is to test the effects of a certain treatment. The kids of SD Negeri Geumpang's fifth grade during the academic year 2022/2023 make up the study's population. 28 students make up the entire student body, which is divided into one class. Only 28 pupils in the fifth grade are used in this study's sample because there are so few of them. N-Gain Score was used to analyze the data that was obtained. The study's findings indicate that fifth-grade students at SD Negeri Geumpang perform better when listening skills are taught via YouTube Channel Practical Psychology than when listening skills are taught without it. This is supported by It is demonstrated by the N-Gain score calculation result, which is 0.58. Utilizing the Practical Psychology YouTube channel to teach listening skills is not sufficient or effective enough.]]>
<![CDATA[THE USE OF YOUTUBE CHANNEL PRACTICAL PSYCHOLOGY AS MEDIA IN TEACHING VOCABULARY TO SIXTH GRADE STUDENTS OF SD NEGERI BANGKEH KABUPATEN PIDIE ]]>
<![CDATA[Yuny Jafriany]]>;
<![CDATA[Siti Mayang]]>;
<![CDATA[Akmaluddin]]>;
<![CDATA[Zahraini Zainal]]>
<![CDATA[ International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH ]]>
Publisher : <![CDATA[International Conference on Education, Science, Technology and Health (ICONESTH) ]]>
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DOI: 10.46244/iconesth.vi.141
<![CDATA[The purpose of this study is to determine whether or not using the YouTube channel Practical Psychology to help sixth-grade pupils learn vocabulary is helpful. In the instance of the experiment research approach, quantitative research is used in this study. The research's design is a pre-experiment with one group that underwent pre- and post-testing. One class is used in this arrangement, and pre- and post-tests are administered before and after treatment. The purpose of this treatment is to test the effects of a certain treatment. The pupils of SD Negeri Bangkeh's sixth grade during the academic year 2022/2023 make up the study's population. There are 25 pupils in all, all of them were in the same class. Only 25 kids were enrolled in the sixth grade, thus that group was chosen as the sample group for this study. N-Gain Score was used to analyze the data that was obtained. According to the study's findings, the sixth-grade pupils' proficiency with vocabulary can be improved by using the YouTube channel Practical Psychology. This is supported by It is demonstrated by the N-Gain score calculation result, which is 0.58. The use of the Practical Psychology YouTube channel to teach listening skills is sufficient/effective enough.]]>
<![CDATA[UNDERSTANDING THE PRINCIPLES OF DIFFERENTIATE LEARNING: OPTIMIZING THE POTENTIAL OF EVERY STUDENT IN CLASS ]]>
<![CDATA[Ernati]]>;
<![CDATA[Siti Mayang Sari]]>;
<![CDATA[Akmaluddin]]>;
<![CDATA[Lili Kasmini]]>
<![CDATA[ International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH ]]>
Publisher : <![CDATA[International Conference on Education, Science, Technology and Health (ICONESTH) ]]>
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DOI: 10.46244/iconesth.vi.144
<![CDATA[There are differences in each individual student, so different learning is needed to meet different learning needs. The purpose of this study is to explain differentiation learning in optimizing students' potential. This study uses the historical research method with data sources in the form of research journals that have been published and have relevance to the title of this article. Literature study data collection techniques by searching online related to relevant journals. Data analysis was carried out in a qualitative descriptive manner. Differentiated learning is an attempt to condition the learning process in the classroom so that it meets the individual learning needs of each student. The teacher must adapt the needs of students to the learning process. There are three strategies for implementing differentiated learning, namely content differentiation, process differentiation and product differentiation. These three strategies must be adapted to aspects of learning readiness, interests and student learning profiles. The application of differentiated learning results in an increase in student learning activities, both activeness and the level of student participation during the learning process. Some of the obstacles to the implementation of differentiated learning are when grouping students according to learning interests, profiles and learning readiness, the application of content differentiation in learning, and in the assessment process, and time management in the learning product projects that are made]]>
<![CDATA[THE IMPACT OF USING CANVA AS MEDIA IN TEACHING NATURAL SCIENCE FIELD TO THE FIFTH GRADE STUDENTS OF SD NEGERI PUCOK LUPU KABUPATEN PIDIE ]]>
<![CDATA[Salminawati]]>;
<![CDATA[Siti Mayang]]>;
<![CDATA[Akmaluddin]]>;
<![CDATA[Mhd Syafii]]>
<![CDATA[ International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH ]]>
Publisher : <![CDATA[International Conference on Education, Science, Technology and Health (ICONESTH) ]]>
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DOI: 10.46244/iconesth.vi.145
<![CDATA[This research aims to find out if there is a significance difference between the students who are taught science natural field by using canva and the students who are taught science natural field without using canva. This research is conducted by using quantitative research. The design used in this research is quasi experiment. In this design, experimental group is given treatment meanwhile control group is not given treatment. This treatment is made for experiment to determine the effects of a given treatment. The population of this study is the fifth-grade students of SD Negeri Pucok Lupu in academic year 2022/2023. The total population is 52 students who were composed of two classes; class VA and class VB . Since there were only two classes of the fifth-grade students thus they were taken as the sample of this research and the students of class VB as experiment group meanwhile the students of class VA as control group. The data gotten were analyzed by using Mann-Whitney test. The result of Mann-Whitney test shows that Sig. (2-tailed) value of Mann-Whitney U test is 0.000. It means teaching natural science field to the fifth-grade students of SD Negeri Pucok Pulu by applying canva as media is successful to increase the students’ ability in mastering the subject.]]>
<![CDATA[THE IMPACT OF USING ICT IN TEACHING SOCIAL SCIENCE FIELD TO THE FIFTH GRADE STUDENTS OF SD NEGERI KEUNE KABUPATEN PIDIE ]]>
<![CDATA[Andayani]]>;
<![CDATA[Siti Mayang Sari]]>;
<![CDATA[Akmaluddin]]>;
<![CDATA[Rahmattullah]]>
<![CDATA[ International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH ]]>
Publisher : <![CDATA[International Conference on Education, Science, Technology and Health (ICONESTH) ]]>
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DOI: 10.46244/iconesth.vi.146
<![CDATA[This study aims to determine whether there is a statistically significant difference between students who get social science field instruction using ICT and those who receive science natural field instruction without using ICT. Quantitative research is used in the conduct of this study. This study's methodology is a quasi-experiment. This design treats the experimental group while doing nothing for the control group. The purpose of this treatment is to test the effects of a certain treatment. The pupils at SD Negeri Keune in fifth grade during the academic year 2022–2023 make up the population of this study. There are 48 students in total, divided into the courses V1 and V2, which total 48. Since there were only two fifth grade classes, those pupils were used as the sample for this study, with class V2 students serving as the experiment group and class V1 children serving as the control group. Each cohort included 24 pupils. The Mann-Whitney test was used to examine the obtained data. The Mann-Whitney test result reveals that the Mann-Whitney U test's Sig. (2-tailed) value is 0.000. It indicates that using ICT to teach social science to SD Negeri Pucok Pulu fifth graders has been successful in enhancing the students' capacity to master the subject.]]>
<![CDATA[IMPLEMENTATION OF CANVA IN SCIENCE STUDY AT UJONG PULO CUTSTATE ELEMENTARY SCHOOL ININDUSTRY REVOLUTION ERA 4.0 ]]>
<![CDATA[Heri Salmita]]>;
<![CDATA[Akmaluddin]]>;
<![CDATA[Siti Mayang Sari]]>;
<![CDATA[Musdiani]]>
<![CDATA[ International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH ]]>
Publisher : <![CDATA[International Conference on Education, Science, Technology and Health (ICONESTH) ]]>
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DOI: 10.46244/iconesth.vi.147
<![CDATA[In the application of Canva to science subjects in elementary schools and during the 4.0 industrial revolution, this was very continuous or related because during the 4.0 industrial reform era, technology was more prioritized. To achieve a science learning goal in elementary school, we need to use technology in the form of the Canva application in making learning media. In science learning, the Canva application is referred to as the parent or auxiliary tool for those in grade 5, such as those relating to humans, animals and inanimate objects. are around our environment. This data is obtained through qualitative research where data is obtained by direct observation or the opinions of several people who play an important role in educational institutions. And we can use the results of this research as a basis or example which will refer to what the benefits of applying Canva to science subjects in elementary schools during the industrial reform 4.0 period]]>
<![CDATA[CHARACTER EDUCATION MANAGEMENT IN EDUCATIONAL INSTITUTIONS ]]>
<![CDATA[Zulaikha]]>;
<![CDATA[Akmaluddin]]>;
<![CDATA[Siti Mayang Sari]]>;
<![CDATA[Munawar]]>
<![CDATA[ International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH ]]>
Publisher : <![CDATA[International Conference on Education, Science, Technology and Health (ICONESTH) ]]>
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DOI: 10.46244/iconesth.vi.148
<![CDATA[Character education is a system of very important values that must be applied in everyday life, starting from within the family, school, community and country so that they can make a positive contribution to their environment. The era of globalization has had both positive and negative impacts on everyone's lives, including those in the family. In the era of globalization, the family has a big role in shaping the character of children because all the time children have is with the family. Character education is developed through the stages of knowledge (knowing), implementation (acting), and habits (habit). Character education is not limited to knowledge, but reaches into the realm of emotions as well as self-habits.]]>
<![CDATA[THE IMPORTANCE OF CHARACTER EDUCATION IN ELEMENTARY SCHOOL CHILDREN IN A DIGITAL AGE ]]>
<![CDATA[Aminan]]>;
<![CDATA[Akmaluddin]]>;
<![CDATA[Siti Mayang Sari]]>;
<![CDATA[Muhammad Kaulan Karima]]>
<![CDATA[ International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH ]]>
Publisher : <![CDATA[International Conference on Education, Science, Technology and Health (ICONESTH) ]]>
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DOI: 10.46244/iconesth.vi.149
<![CDATA[Character education is an attempt to apply religious, moral, ethical values to students through science, assisted by parents, teachers, and society which is very important in the formation and development of students' character. Every child has good potential from birth, but this potential must continue to be honed and socialized properly so that the character of each child is formed and develops optimally. In this all-digital era, children can easily use digital media. The digital age, which not only has positive impacts, but also negative impacts, is a task for educators, parents and adult society in guiding and monitoring what children do with their digital media, so that children are able to make the best use of their digital media and get the maximum benefits. both for himself and his life.]]>
<![CDATA[EFFORTS TO IMPROVE TEACHER COMPETENCE IN MEDIA DEVELOPMENTLEARNING APPLICATION BASED CANVA VIA ACTIVITY KKG MINI ]]>
<![CDATA[Noralita]]>;
<![CDATA[Akmaluddin]]>;
<![CDATA[Siti Mayang Sari]]>;
<![CDATA[syarfuni]]>
<![CDATA[ International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH ]]>
Publisher : <![CDATA[International Conference on Education, Science, Technology and Health (ICONESTH) ]]>
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DOI: 10.46244/iconesth.vi.150
<![CDATA[This study emphasizes increasing teacher competency in media development canva-based learning with the implementation of Mini KKG activities at SDN 2 Tijue. Study This is Study Action School (PTS) with four step tree, that is: action planning, action implementation, observation and reflection. The research subjects were 10 Class teacher at SDN 2 Tijue . Data collection techniques using observation and documentation techniques. Deep data analysis method study This use analysis data qualitative. Based on results study can conclusion that implementation of the Mini KKG proven capableincreasing teacher competence in developing Canva-based learning media. Matter this is evidenced by the increase in the results of the competency assessment of teachers at SDN 2 Tijue in development media learning based canvas in where on condition beginningthe average value is 45.60 and is included in the Less (K) category, increasing in the first cycle with average mark 70,47 And enter in category Enough © And on cycle second with average mark91.58 and included in the Good category (B). As for increasing the competence of teachers at SDN 2 Tijue in developing Canva-based learning media individually in the initial conditions there were no teachers who were declared complete, in the first cycle 10 teachers or 91.58%stated complete And on cycle second 10 teachers or 100% declared complete.]]>
<![CDATA[ANALYSIS OF DIFFICULTY LEVEL AND DIFFERENT POWER OF PROBLEMS IN CLASS VIII SOCIAL STUDIES SMP NEGERI 1 KLUET UTARA ]]>
<![CDATA[MuhasBaili]]>;
<![CDATA[Akmaluddin]]>;
<![CDATA[Siti Mayang Sari]]>;
<![CDATA[Mhd. Syafii]]>
<![CDATA[ International Conference on Education, Science, Technology and Health (ICONESTH) 2023: ICONESTH ]]>
Publisher : <![CDATA[International Conference on Education, Science, Technology and Health (ICONESTH) ]]>
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DOI: 10.46244/iconesth.vi.151
<![CDATA[The research entitled "Analysis of Difficulty Level and Differentiation of Class VIII IPS Subject Questions at SMP N 1 Kluet Utara" aims to analyze the level of difficulty of the questions and the differentiating power of questions in Social Studies subject in the even semester of the 2022/2023 academic year. The research used a quantitative approach, using descriptive methods. The population in this study were all students of class VIII who took the even semester test. While the sample is class VIII-2 students consisting of 34 students. To collect data, documentation and data analysis techniques were used using the formula P=N_P/N to find the difficulty level of the questions and the formula DP = (RH-RL)/(0.5 N) to calculate discriminatory power. Based on the results of the analysis of the questions made by the social studies teacher for class VIII-2, when viewed from the level of difficulty, the item items are classified as moderate or sufficient. It can be seen that of the 40 items there are 3 (7.5%) items classified as difficult, 24 (60%) items classified as moderate and 13 (32.5%) classified as easy. Meanwhile, when viewed from the difference power of the questions, it can be categorized as sufficient (moderate). This can also be seen from the results of the analysis of 40 items, showing 10 (25%) belonging to the bad category, 17 (42.5%) and questions including the sufficient category, 12 (30%) being in the good category and only 1 (2.5%) question that belong to the very good category.]]>
