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<![CDATA[KONSEP MERDEKA BELAJAR PENDIDIKAN INDONESIA DALAM PERSPEKTIF FILSAFAT PROGRESIVISME ]]>
<![CDATA[Faiz, Aiman]]>;
<![CDATA[Kurniawaty, Imas]]>
<![CDATA[ Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 12 No 2 (2020): Juli 2020 ]]>
Publisher : <![CDATA[Universitas Islam Balitar ]]>
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DOI: 10.35457/konstruk.v12i2.973
<![CDATA[The purpose of this study is to describe the phenomena associated with the needs of Indonesian education in facing the challenges of the 21st century. The main thing in this article is the concept of John Dewey's philosophy of progressivism which is integrated with the concept of Indonesian education. In this study using library research to explore relevant concepts. The research approach used is descriptive qualitative method, the aim is to observe the phenomenon of education in Indonesia. The results showed that the Indonesian education system currently conceptualized by the Minister of Education and Culture (Nadiem Makarim) refers to John Dewey's concept of philosophical thought progressivism. The main thing in this concept emphasizes that humans must keep abreast of the times as well as the education system. This is in line with the concept of live long education. Another aspect is the importance of skill development and character performance. Character development is important to balance intelligence and character abilities. Besides character, education must be able to develop critical and creative thinking, so that it can discover new things and be able to produce graduates with an entrepreneurial spirit who is able to manage the country and all its potential. With this research being the first step for researchers and practitioners in the field of education to develop the concept of Indonesian education based on educational concepts that are in accordance with the conditions of the times and the current challenges.]]>
<![CDATA[ANALISIS KARAKTERISTIK GAYA BELAJAR MAHASISWA PGSD UM PALANGKARAYA ]]>
<![CDATA[Zannah, Fathul]]>;
<![CDATA[Sari Dewi, Indah]]>
<![CDATA[ Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 12 No 2 (2020): Juli 2020 ]]>
Publisher : <![CDATA[Universitas Islam Balitar ]]>
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DOI: 10.35457/konstruk.v12i2.976
<![CDATA[Learning style is a learning characteristic that is closely related to a person's way of absorbing knowledge. Information related to the characteristics of learning styles is very useful for lecturers to improve the quality of learning. The purpose of this study was to analyze the characteristics of learning styles (auditory, visual and kinesthetic) students of the Elementary School Teacher Education University of Muhammadiyah Palangkaraya by using descriptive qualitative research methods. The subjects in this study were 55 fourth semester students who took the Basic Concept Science course. The results showed that students had learning styles that varied between auditory, visual and kinesthetic learning styles but with the frequency of learning style tendencies that were more dominant in the kinesthetic learning style (75.1%). These findings can be one of the references for lecturers in the course to adjust their lecture activities with the characteristics of their students.]]>
<![CDATA[PRAKTIKALITAS LEMBAR KERJA MAHASISWA BERBASIS KPS TERHADAP HASIL BELAJAR KOGNITIF MAHASISWA ]]>
<![CDATA[Sari Indriyani]]>;
<![CDATA[Ita, Ita]]>
<![CDATA[ Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 12 No 2 (2020): Juli 2020 ]]>
Publisher : <![CDATA[Universitas Islam Balitar ]]>
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DOI: 10.35457/konstruk.v12i2.986
<![CDATA[This research is a development research to develop student worksheets. The aim of this study is develop LKM based on KPS in virus and bactery concept toward the cognitive learning outcomes and find out the practicality level. This development research refers to the 4D development model which includes the stages of define, design, develop. Instruments for data collection were questionnaire sheets and essay questions. The analysis was carried out based on the practicality questionnaire of LKM and the score of students' cognitive learning outcomes. The results of this development research indicate that LKM is considered practical by students in terms of attractiveness, usage and time. In addition, the developed LKM can improve students' cognitive skills with grades above the graduation average]]>
<![CDATA[USING WORD WALL TO IMPROVE ENGLISH VOCABULARY MASTERY: SYSTEMATIC REVIEW ]]>
<![CDATA[Latifah, Warda]]>;
<![CDATA[Saputri, Tiyas]]>
<![CDATA[ Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 12 No 2 (2020): Juli 2020 ]]>
Publisher : <![CDATA[Universitas Islam Balitar ]]>
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DOI: 10.35457/konstruk.v12i2.1041
<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan dinding kata sebagai media yang efektif untuk meningkatkan kosa kata bahasa Inggris dan untuk mengumpulkan beberapa informasi yang berkaitan dengan penggunaan dinding kata pada pengajaran dan pembelajaran Bahasa Inggris. Metode penelitian ini menggunakan tinjauan sistematis. Sumber dalam penelitian ini, berasal dari 10 sumber yang terdiri dari 6 skripsi dan 4 jurnal.Teknik pengumpulan data dalam penelitian ini ialah dokumentasi melalui Google Cendekia. Artikel dan skripsi dipilih melalui kriteria inklusi dan eksklusi.Teknik analisis data yang digunakan dalam penelitian ini adalah metode analisis deskriptif. Hasil penelitian ini adalah media dinding kata sebagai media yang efektif untuk meningkatkan penguasaan kosakata berdasarkan sumber yang diperoleh. Hal tersebut dapat dilihat dari hasil para peneliti, ada perbedaan yang signifikan dalam nilai tes siswa sebelum dan sesudah menggunakan dinding kata. Skor post-test lebih baik daripada skor pre-test. Selanjutnya, media dinding kata dapat diterapkan pada kelas lima di sekolah dasar, kelas satu dan kelas dua di Sekolah Menengah Pertama. Hal tersebut menunjukkan bahwa dinding kata dapat diterapkan di semua tingkatan pendidikan, terutama di SMP.]]>
<![CDATA[PERSEPSI MAHASISWA PGSD UNIVERSITAS NUSANTARA PGRI KEDIRI TERHADAP PERKULIAHAN DARING SELAMA MASA PANDEMI ]]>
<![CDATA[Zunaidah, Farida Nurlaila]]>
<![CDATA[ Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 12 No 2 (2020): Juli 2020 ]]>
Publisher : <![CDATA[Universitas Islam Balitar ]]>
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DOI: 10.35457/konstruk.v12i2.1047
<![CDATA[The purpose of this research was to knowing the perceptions of Prodi PGSD subject Universitas Nusantara PGRI Kediri about online lectures during the pandemic. This perception is related to students 'knowledge of online lectures, students' feelings when they first took online lectures, various online media used to support online lectures and the most effective online media obtained and assisted in online lectures. This research method uses descriptive qualitative which is processing data from the survey results using Google forms. Based on survey data, it is known that 69.1% of students quite understand the concept of online lectures, 62.4% of students feel confused when they first do online lectures, 78.9% of students choose WhatsApp Group as a online lectures media and 75.9% of students consider WhatsApp Group is very easy and effective to use in supporting online lectures.]]>
<![CDATA[THE INFLUENCE OF USING MIND MAPPING TECHNIQUE TO IMPROVE WRITING SKILL IN DESCRIPTIVE TEXT AT JUNIOR HIGH SCHOOL (META-ANALYSIS) ]]>
<![CDATA[Nurani, Atika Ayu]]>;
<![CDATA[Saputri, Tiyas]]>
<![CDATA[ Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 12 No 2 (2020): Juli 2020 ]]>
Publisher : <![CDATA[Universitas Islam Balitar ]]>
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DOI: 10.35457/konstruk.v12i2.1077
<![CDATA[This study is aimed to analyze the influence of mind mapping technique on learning outcomes of writing skills in descriptive text of Junior High Schoolstudents. The method used in this research was meta-analysis. The first step, researcher formulated the problem and then continue the collecting research data through google scholar search. From the search results, it is obtained 6 articles from journals and 4 relevant theses. The data obtained is reprocessed using quantitative methods. Based on the analysis results, Mind mapping technique is effective to improve learning outcomes in writing skills in descriptive text of Junior High Schoolstudents. Score of before and after learning using mind mapping technique presented significant difference score from the lowest 8.03% to the highest 67.68% with an average increase of 27.36%.]]>
<![CDATA[AN ANALYSIS OF TENSES USED IN FINDING NEMO MOVIE SCRIPT: THE RELEVANCE TO 2013 CURRICULUM FOR TEACHING TENSES TO JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Khozin HS, Nada Rona Amiroh]]>;
<![CDATA[Muflihah, Tatik]]>
<![CDATA[ Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 12 No 2 (2020): Juli 2020 ]]>
Publisher : <![CDATA[Universitas Islam Balitar ]]>
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DOI: 10.35457/konstruk.v12i2.1103
<![CDATA[This research aims to find out types of tenses used in Finding Nemo movie script and the relevance to 2013 curriculum for teaching tenses to junior high school students. The 2013 curriculum is used as the standard guideline to determine the sentences’ appropriateness. This study was a descriptive qualitative method by employing content analysis technique to analyze the data. The data resources were documented from the script movie and 2013 English curriculum. The findings are presented in the form ofthe sentences that were analyzed and classified into six types of tenses. These six tenses matched for the curriculum, they were Simple Present Tense, Simple Past Tense, Present Continuous Tense, Past Continuous Tense, Present Perfect Tense, and Present Future Tense.The result indicated there was a high frequency of the tenses in the sentences with total number 96%.This study concluded that Finding Nemomovie script can be used as supporting material by English teachers to teach tenses for junior high school students, particularly Simple Present Tense which is the most used tense in the movie.]]>
<![CDATA[STRATEGI PENGEMBANGAN KEMAMPUAN SOSIAL EMOSIONAL BERBASIS KEARIFAN LOKAL DI TK MUSLIMAT NU 089 KEPATIHAN PONOROGO ]]>
<![CDATA[Rohmad Arkam]]>;
<![CDATA[Mulyono]]>
<![CDATA[ Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 12 No 2 (2020): Juli 2020 ]]>
Publisher : <![CDATA[Universitas Islam Balitar ]]>
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DOI: 10.35457/konstruk.v12i2.1106
<![CDATA[The purpose of this study was to determine strategies for developing social emotional skills based on local wisdom in TK Muslimat NU 089 Kepatihan Ponorogo. This research is a descriptive study, a case study in TK Muslimat NU 089 Kepatihan Ponorogo. In collecting data, the authors use the interview, observation, and documentation methods, while the data analysis techniques used are data reduction, data display and conclusion drawing or verification. The results of the research that has been done are found, that; strategy of developing emotional social skills based on local wisdom in TK Muslimat NU 089 Kepatihan Ponorogo is to use organizational and collaborative strategies, organizational strategy can be seen by picking up some local wisdom around the institution and then taking one of the local wisdoms in the form of dolanan song then made into dolphin song the basis of development while the usual collaboration strategy is evidenced by the collaboration between TK Muslimat NU 089 Kepatihan Ponorogo and the Education Office of the Regency of Ponorogo by holding mass dance and dolanan song.]]>
<![CDATA[PERMAINAN HAPPY BALL UNTUK MENGEMBANGKAN KEMAMPUAN MEMBACA PERMULAAN ANAK USIA DINI ]]>
<![CDATA[Yuliani, Dewi]]>;
<![CDATA[Imani Khan, Rosa]]>;
<![CDATA[Hadi Nugroho, Isfauzi]]>
<![CDATA[ Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 12 No 2 (2020): Juli 2020 ]]>
Publisher : <![CDATA[Universitas Islam Balitar ]]>
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DOI: 10.35457/konstruk.v12i2.1114
<![CDATA[During the early age range, children experience rapid development in various aspects. Seeing the importance of this period, appropriate stimulation efforts from the environment are needed to optimize the development of all abilities of children, including the ability to begin reading. Kindergarten children have begun to be taught to read the beginning but must be in accordance with the stages of child development, without coercion, in a fun way and should be guided by the teacher because it basically provides learning to start reading in early childhood must be with a playful atmosphere pleasant and no pressure. But in reality the process of learning to begin reading in kindergarten is still rampant using reading learning strategies that are too academic and rigid like in Elementary Schools. Therefore, researchers designed an educational game called Happy Ball that uses picture word cards. Through this Happy Ball game, it is hoped that the atmosphere of early reading learning activities for young children will be interesting and fun, the ability to read the beginning of the child is expected to be directed and develop better in a happy atmosphere. It is hoped that this game can also be used by educators to develop early reading skills in early childhood.]]>
<![CDATA[PENERAPAN MODEL PEMBELAJARAN INKUIRI MELALUI PENDEKATAN KONTEKSTUAL (CONTEXTUALTEACHINGLEARNING) UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA KELAS X MIPA 2 SMA NEGERI 1 TALUN ]]>
<![CDATA[Purwanto, Sayudi]]>
<![CDATA[ Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 12 No 2 (2020): Juli 2020 ]]>
Publisher : <![CDATA[Universitas Islam Balitar ]]>
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DOI: 10.35457/konstruk.v12i2.1384
<![CDATA[The present study is a classroom action research which is designed in two cycles. Each cycle consists of 4 stages, namely: planning, acting, observing, and reflecting. The data analysis used qualitative-quantitative analysis. The subjects of this study were 39 students of class X MIPA 2 at SMA Negeri 1 Talunwho were taughtthe waste and waste recycling. The results reveal that: 1) the application of the inquiry learning model through a contextual approach (contextual teaching learning) can increase the students’ learning motivation. The motivation aspects, which include attention, connection, self-confidence, and satisfaction, have increased from 1.55% to 4.98%. The highest increase was found in the in confidence aspect; that is,3.73%; 2) the application of the inquiry learning model through a contextual approach (contextual teaching learning) can improve the students’ learning outcomes which involve cognitive, affective, and psychomotor domains.]]>
