Seminar Nasional Teknologi dan Multidisiplin Ilmu
Berkaitan Bidang Teknik/MIPA: Teknik Mesin, Teknik Informatika, Ilmu Komputer dan Teknik Sipil Berkaitan Bidang Pertanian: Agroteknologi, Budidaya Perairan Berkaitan Bidang Sosial Humaniora Berkaitan Bidang Seni: Ilmu Seni, Arsitek Berkaitan Bidang Ekonomi : Manajemen, Akuntansi dan Ekonomi Pembangunan Berkaitan Bidang Keguruan dan Ilmu Pendidikan: Matematika, Bahasa Inggris dan Bahasa Indonesia.
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<![CDATA[ANALISIS KEBUTUHAN PENGEMBANGAN MEDIA GUNA MENINGKATKAN MOTIVASI DAN HASIL BELAJAR MATEMATIKA KELAS VI SD ]]>
<![CDATA[Aji Budiarso]]>
<![CDATA[ Seminar Nasional Teknologi dan Multidisiplin Ilmu (SEMNASTEKMU) Vol 2 No 2 (2022): SEMNASTEKMU ]]>
Publisher : <![CDATA[Universitas Sains dan Teknologi Komputer ]]>
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DOI: 10.51903/semnastekmu.v2i1.177
<![CDATA[This activity is the beginning of efforts to develop learning media to provide a significant increase in motivation and success in learning grade VI mathematics in three elementary schools of Gajah Mada Sarwas Cluster 1, Pemalang District. For the method itself, it uses descriptive qualitative with several research tools, namely observation, interviews, questionnaires, the last one is document analysis from various assessments. Then the techniques used in data analysis include data reduction, data presentation, and conclusion making. Based on the results of the initial study, it can be seen that student motivation in learning and student learning outcomes in mathematics lessons are very low. The average class only reaches 68. The lack of facilities and infrastructure, inadequate learning environment conditions, and low support from parents are some of the causes of the lack of optimal application of learning media that can be said to be in accordance with the situation of students in general. This research activity can be a data on the initial needs of developing learning media in schools so that class VI students are more motivated in participating in teaching and learning activities at school so that learning outcomes are included in the good category.]]>
<![CDATA[STRATEGI GURU DALAM MENINGKATKAN KEAKTIFAN BELAJAR SISWA PADA MATA PELAJARAN IPAS ]]>
<![CDATA[Diah Susilowati]]>
<![CDATA[ Seminar Nasional Teknologi dan Multidisiplin Ilmu (SEMNASTEKMU) Vol 2 No 2 (2022): SEMNASTEKMU ]]>
Publisher : <![CDATA[Universitas Sains dan Teknologi Komputer ]]>
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DOI: 10.51903/semnastekmu.v2i1.178
<![CDATA[Teacher's Strategy in Increasing Student Learning Activeness in Natural and Social Studies Subjects. One of the problems in learning Natural and Social Sciences (Natural and Social Sciences) in elementary schools is the lack of student activity in participating in learning. This study aims to explore the most appropriate learning strategies used by teachers to increase student learning activeness. This student learning activity needs to be increased to improve student learning outcomes so that student learning objectives can be achieved optimally. The teacher's strategy used must be able to lure students to understand learning optimally and be able to participate actively in the learning process, unlike conventional lecture-based learning which tends to make students passive and feel boring. The strategy that can be used in science and social learning is the application of the discovery learning model and the Think-Talk-Write cooperative learning model which can require students not to be able to construct their own thoughts, remember material more firmly, convey the results of their thoughts, and implement them in life in nature. as well as social. This learning model is able to increase student effectiveness so that it can support the achievement of optimal learning outcomes.]]>
<![CDATA[ANALISIS KEBUTUHAN PENGEMBANGAN KOMPETENSI GURU DALAM MENULIS GUNA MENINGKATKAN MOTIVASI DAN KEBERHASILAN MENULIS BUKU ]]>
<![CDATA[Ery Maritim]]>
<![CDATA[ Seminar Nasional Teknologi dan Multidisiplin Ilmu (SEMNASTEKMU) Vol 2 No 2 (2022): SEMNASTEKMU ]]>
Publisher : <![CDATA[Universitas Sains dan Teknologi Komputer ]]>
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DOI: 10.51903/semnastekmu.v2i1.179
<![CDATA[This study aims to analyze the initial needs of developing the competence of elementary school teachers as an effort to increase motivation and success in writing books. The target of this study was a teacher at SD Hang Tuah Cluster, Pemalang District, Pemalang Regency. The method used in this research activity is descriptive qualitative with research instruments in the form of questionnaires and interviews. The use of data analysis techniques includes three stages, namely data reduction, data presentation, and drawing conclusions. Based on the analysis of the instrument, data was produced that the motivation and success of teachers in writing books is very low. The total number of teachers targeted for the study was 36 people. The percentage of teacher motivation in writing books is only 31% and success in writing books is at 3%. The low motivation and success of teachers in writing books is caused by internal conditions that are not conducive (limited knowledge about authorship) and inadequate facilities and infrastructure (time and capital). The results of this study are useful as an initial analysis of the need for teacher competency development in writing in order to have a strong motivation to start work so that teachers who are skilled in writing and productive in creating books as one of the published works.]]>
<![CDATA[STRATEGI PEMBELAJARAN MENGATASI KESULITAN ANAK SEKOLAH DASAR DALAM MENGERJAKAN SOAL CERITA MATEMATIKA ]]>
<![CDATA[Maya Damayanti]]>
<![CDATA[ Seminar Nasional Teknologi dan Multidisiplin Ilmu (SEMNASTEKMU) Vol 2 No 2 (2022): SEMNASTEKMU ]]>
Publisher : <![CDATA[Universitas Sains dan Teknologi Komputer ]]>
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DOI: 10.51903/semnastekmu.v2i1.180
<![CDATA[Learning Strategies in Overcoming Difficulties of Elementary School Children Working About Mathematics Story Problems. The problem that often occurs in learning mathematics in elementary schools is the difficulty of working on word problems. For this reason, this study aims to find out the appropriate learning strategies to overcome these problems. The difficulty in working on math word problems is due to students' reasoning that has not been honed and learning strategies that are less effective in reaching all student characteristics. Therefore, an effective learning method is needed, one of which is by implementing a learning strategy in the form of a problem-based learning model. This learning model is an effective approach so that students are able to improve reasoning about problems in everyday life that can be solved with material, concepts, and knowledge from a field of study. In learning mathematics, this learning model can familiarize students with solving problems in everyday life with mathematical concepts and operations. With this learning strategy, the learning process can run effectively and support an active class atmosphere so that it can support student learning outcomes.]]>
<![CDATA[DEVELOPING A SUPPLEMENTARY READING TEXT BASED ON KARO LOCAL CULTURE ]]>
<![CDATA[Windosari F. Sitorus]]>;
<![CDATA[Yenita Br Sembiring]]>;
<![CDATA[Theresia Dwi Siwi C.]]>
<![CDATA[ Seminar Nasional Teknologi dan Multidisiplin Ilmu (SEMNASTEKMU) Vol 2 No 2 (2022): SEMNASTEKMU ]]>
Publisher : <![CDATA[Universitas Sains dan Teknologi Komputer ]]>
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DOI: 10.51903/semnastekmu.v2i1.181
<![CDATA[Reading is one of the 4 critical language talents regarding the potential to interpret the words that are expressed. This research relates to the development of locally based teaching materials culture. According to data presented by UNESCO in 2020 the State of Indonesia ranks second lowest in terms of Literacy. During the Covid-19 pandemic, Indonesia experienced a learning loss. The situation experienced increasingly makes students have no interest in reading. To overcome this problem, the researcher took action in order to foster students' interest in reading by developing reading texts based on Folklore. Method in the researcher is Descriptive Qualitative, results and discussion in accordance with field conditions. This research focuses on one of the people from Karo, namely the story of Lake Lau Kawar. The researcher took data from SMP Smart School Swari Class VII SMP. The conclusion of this study is that culture-based learning materials are appropriate for use based on design experts and material experts.]]>
<![CDATA[Meningkatkan Kreativitas Anak Melalui Bahan Loose Part pada Kelompok B TK IT Almawaddah ]]>
<![CDATA[Murgiyanti Murgiyanti]]>
<![CDATA[ Seminar Nasional Teknologi dan Multidisiplin Ilmu (SEMNASTEKMU) Vol 2 No 2 (2022): SEMNASTEKMU ]]>
Publisher : <![CDATA[Universitas Sains dan Teknologi Komputer ]]>
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DOI: 10.51903/semnastekmu.v2i1.182
<![CDATA[This study aims to describe the increase in children's creativity through loose part materials in group B TK IT Almawaddah. The form of this research is classroom action research using descriptive methods. The research subjects were children aged 5-6 years, totaling 5 people. Data collection is done through observation and interviews. The results showed that children's creativity increased after being given action through activities using loose part materials which gave children the freedom to explore, choose suitable materials and colors, free to cut, tear, cut and roll materials according to their wishes and use the tools provided in accordance with child's needs.]]>
<![CDATA[Proses pembelajaran melibatkan l Upaya Memenuhi Kebutuhan Belajar Peserta Didik Melalui Pembelajaran Berdiferensiasi ]]>
<![CDATA[Umi Isrotun]]>
<![CDATA[ Seminar Nasional Teknologi dan Multidisiplin Ilmu (SEMNASTEKMU) Vol 2 No 2 (2022): SEMNASTEKMU ]]>
Publisher : <![CDATA[Universitas Sains dan Teknologi Komputer ]]>
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DOI: 10.51903/semnastekmu.v2i1.184
<![CDATA[Proses pembelajaran melibatkan lebih dari sekadar menyampaikan informasi kepada peserta didik dan membuat mereka menyelesaikan evaluasi. Untuk mencapai tujuan pembelajaran, harus ada proses yang bermakna dan dapat memenuhi semua kebutuhan peserta didik. Setiap individu memiliki kemampuan kodrat sebagai pengembangan dirinya, oleh karenanya pembelajaran tidak bisa dilaksanakan secara monoton. Pembelajaran berdiferensiasi merupakan upaya melakukan pembelajaran dengan mengakomodasi semua kebutuhan belajar peserta didik, termasuk profil belajar, minat, dan kesiapan belajar mereka. Selain itu dalam pembelajaran diferensiasi terdapat empat komponen yaitu, isi, proses, produk, dan lingkungan belajar. Guru diharapkan mampu untuk menganalisis kebutuhan belajar peserta didiknya yang kemudian dapat digunakan dalam melakukan pembelajaran sesuai dengan empat komponen tersebut. Di semua tingkat pendidikan, pembelajaran yang berdiferensiasi dapat digunakan agar peserta didik dapat belajar sesuai dengan kebutuhan belajarnya masing-masing.]]>
<![CDATA[PEMETAAN KEBUTUHAN BELAJAR BERDASARKAN GAYA BELAJAR PESERTA DIDIK ]]>
<![CDATA[Ediyanto Ediyanto]]>
<![CDATA[ Seminar Nasional Teknologi dan Multidisiplin Ilmu (SEMNASTEKMU) Vol 2 No 2 (2022): SEMNASTEKMU ]]>
Publisher : <![CDATA[Universitas Sains dan Teknologi Komputer ]]>
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DOI: 10.51903/semnastekmu.v2i1.187
<![CDATA[Memetakan gaya belajar peserta didik perlu dilakukan oleh guru. Setiap peserta didik memiliki kelebihan dan kekurangan, serta preferensi bagaimana sebuah informasi diproses berbeda pada setiap peserta didik. Dengan memetakan gaya belajar maka guru akan mengetahui gaya belajar peserta didik sehingga dapat mempermudah guru untuk menyediakan lingkungan yang mendukung dan mempermudah peserta didik menerima informasi materi pembelajaran secara maksimal. Selain mengetahui gaya belajar peserta didik, guru pun harus tahu gaya belajar dirinya sendiri agar tidak salah paham menanggapi cara belajar peserta didik. Ide dasar untuk menemukan gaya belajar, untuk membantu mempermudah peserta didik ketika belajar. Setiap peserta didik mempunyai cara yang paling mudah untuk belajar dan untuk menyerap suatu materi dari kegiatan pembelajaran. Tugas guru adalah memaksimalkan gaya belajar peserta didik yang paling menonjol dan memperkenalkan gaya belajar lainnya agar peserta didik belajar secara maksimal. Ada tiga jenis gaya belajar, yaitu: (1) gaya belajar visual; (2) gaya belajar auditorial; dan (3) gaya belajar kinestetik. Peserta didik dengan gaya belajar visual belajar melalui apa yang mereka lihat, peserta didik auditorial belajar melalui apa yang mereka dengar dan peserta didik kinestetik belajar lewat gerak dan sentuhan.]]>
<![CDATA[ANALISIS KEBUTUHAN AWAL PENGEMBANGAN BAHAN AJAR PEMBELAJARAN BERDIFERENSIASI BERBASIS KEARIFAN LOKAL KABUPATEN PEKALONGAN MATA PELAJARAN IPAS KELAS IV SEKOLAH DASAR ]]>
<![CDATA[Umi Isrotun]]>
<![CDATA[ Seminar Nasional Teknologi dan Multidisiplin Ilmu (SEMNASTEKMU) Vol 2 No 2 (2022): SEMNASTEKMU ]]>
Publisher : <![CDATA[Universitas Sains dan Teknologi Komputer ]]>
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DOI: 10.51903/semnastekmu.v2i1.188
<![CDATA[Penelitian ini bertujuan untuk menganalisis kebutuhan awal pengembangan bahan ajar dalam pelaksanaan pembelajaran berdiferensiasi berbasis kearifan lokal di Kabupaten Pekalongan pada mata pelajaran IPAS kelas IV Sekolah Dasar. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif dengan instrument penelitian berupa observasi, angket, dan wawancara. Berdasarkan hasil analisis awal yang dilakukan di tiga SD Muhammadiyah gugus AR Fakhrudin guru belum melaksanakan pembelajaran berdiferensiasi karena kurangnya pemahaman guru dalam pelaksanaan pembelajaran berdiferensiasi, bahan ajar yang digunakan juga belum berbasis kearifan lokal di Kabupaten Pekalongan. Penelitian ini dapat digunakan sebagai analisis awal kebutuhan pengembangan bahan ajar yang dapat digunakan guru sebagai pedoman pelaksanaan pembelajaran berdiferensiasi yang berbasis kearifan lokal]]>
<![CDATA[Metode K-Nearest Neighbor dan Ekstraksi Fitur GLCM untuk Mengklasifikasikan Biji Kopi Robusta dan Arabika Lokal ]]>
<![CDATA[Cahaya Jatmoko]]>;
<![CDATA[Daurat Sinaga]]>
<![CDATA[ Seminar Nasional Teknologi dan Multidisiplin Ilmu (SEMNASTEKMU) Vol 2 No 2 (2022): SEMNASTEKMU ]]>
Publisher : <![CDATA[Universitas Sains dan Teknologi Komputer ]]>
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DOI: 10.51903/semnastekmu.v2i1.189
<![CDATA[Beberapa produk kopi yang cukup terkenal adalah Kopi Robusta dan Kopi Arabika. Memanfaatkan teknologi untuk membantu mengidentifikasi bagaimana perbedaan penampilan biji kopi menjadi salah satu isu yang perlu di uji coba, bahkan, pengidentifikasian menggunakan data citra juga dapat dilakukan dengan optimal. Proses pengidentifikasian tersebut dilakukan dengan cara memanfaatkan teknik pengolahan citra digital. Pada penelitian ini, telah digunakan Algoritma K-Nearest Neighbor (K-NN) dan Ekstraksi Fitur Gray Level Co-occurrence Matrix (GLCM) untuk melakukan proses pengklasifikasian biji kopi Robusta dan Arabika. Digunakan dataset gambar sebanyak 194 gambar biji kopi yang merupakan gabungan dari 97 data citra dari biji kopi Robusta, dan 97 data citra dari biji kopi Arabika. Dari keseluruhan dataset tersebut, digunakan sebanyak 174 data sebagai data latih, dan 20 data sisanya sebagai data uji. Akurasi tertinggi yang dihasilkan dari eksperimen ini sebesar 95% dengan ketentuan jarak piksel = 1, nilai K = 1, dan besar sudur = 45o.]]>
