JPT : Jurnal Pendidikan Tematik
Focus and Scope JPT primary focus is on current themes within the scope of elementary education. The scope of the manuscripts includes research results, reflections, and critical reviews on: Education policies and regulation Curriculum Learning innovations, including: Study of teaching materials Learning approaches Learning models Learning methods Learning media Learning evaluation
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247 Documents
<![CDATA[Penerapan Media Benda Konkrit Untuk Meningkatkan Hasil Bela-jar Matematika Peserta Didik Kelas 1A SD Negeri 219 Bengkulu Utara ]]>
<![CDATA[Ritamah, Ritamah]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 1 No 3 (2020): Desember ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v1i3.126
<![CDATA[This research is a Classroom Action Research (CAR) which aims to improve the learning outcomes of class I A students of SD Negeri 219 Bengkulu Utara. The research was carried out in 2 cycles, each cycle consisting of 4 stages, namely planning, implementing the action, observing and reflecting. The time for conducting the research starts from July 2019 to March 2020 with an agenda from planning to preparing reports. Meanwhile, the research site was conducted at SD Negeri 219 Bengkulu Utara. The results of the research on the Application of Concrete Object Media to Improve the Learning Outcomes of Class 1 A Students of SD Negeri 219 Bengkulu Utara for the 2019/2020 academic year can improve learning outcomes. This can be seen from the increasing percentage of students who have completed it. The learning outcomes of students in the complete cycle I reached 34.4%, while in cycle II students who completed reached 86.2%, there was an increase of 51.8%.]]>
<![CDATA[The Influence Of A Socio-Emotional Approach In The Learning Process Of Student Affairs ]]>
<![CDATA[Yusuf, Yusuf]]>;
<![CDATA[Hakim, Lukman]]>;
<![CDATA[Khumayah, Khumayah]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 1 No 3 (2020): Desember ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v1i3.131
<![CDATA[The research location at MI NU Manafiul Ulum I using a questionnaire method and supported by the results of documentation to students as many as 30 people and data analysis techniques using a simple regression test formula. The results of this study are: (1) The socio-emotional approach technique in the Akidah Akhlak Subject at MI NU Manafiul Ulum I is in the good category, it can be seen from the analysis that shows an average value (mean) of 85.3 which is included in the interval 75-86, meaning that the socio-emotional approach to the Akidah Akhlak Subject is carried out effectively. (2) Students 'moral abilities in the Akidah Akhlak Subject at MI NU Manafiul Ulum I are in the good category, it can be seen from the analysis that the mean value of students' Morals is 86.33 which is included in the 84- 95. So, the better the Students' Morals in the Akidah Akhlak Subject, the easier it is for the teacher to deliver the learning material being taught. (3) There is a positive and significant relationship between the Relationship between the Socioemotional Approach and the Students' Morals in the kidah Akhlak Subject. This is evident from the results of the regression analysis which shows that at the 5% significant level there is r table = 0.361 while ro = 0.721 which means that ro is greater than rt (ro> rt) so Ho is rejected and Ha is accepted.]]>
<![CDATA[Efektivitas Peran Kepala Sekolah sebagai Instructional Leader ]]>
<![CDATA[Haeriyah, Haeriyah]]>;
<![CDATA[Arafat, Yasir]]>;
<![CDATA[Sari, Artanti Puspita]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 1 No 3 (2020): Desember ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v1i3.132
<![CDATA[Tujuan penelitian ini adalah untuk mengetahui efektivitas peran kepala sekolah sebagai instructional leader. Penelitian ini kuantitatif dengan pendekatan deskriptif. Sampel dalam penelitian ini berjumlah 76 guru SD di 20 SD Negeri Rayon I Kecamatan Pulau Rimau. Adapun hasil penelitian menyatakan: 1) total skor keseluruhan dari indikator peran kepala sekolah dalam menerapan visi dan misi sekolah diperoleh total skor 2472 dan skor ideal diperoleh nilai 3.800 dengan kriteria efektivitas sebesar 65% berada di antara skor 52.01%-68.00%; 2) total skor keseluruhan indikator efektivitas peran kepala sekolah sebagai penataan pembelajaran diperoleh sebesar 3091 dan skor ideal sebesar 4560 dengan kriteria efektivitas sebesar 68%; 3) total skor keseluruhan indikator peran kepala sekolah dalam meningkatkan praktik pembelajaran diperoleh sebesar 4669 dan skor ideal sebesar 5700 dengan kriteria efektivitas sebesar 82%, dan 4) total skor keseluruhan indikator peran kepala sekolah dalam menciptakan iklim pembelajaran diperoleh sebesar 1736 dan skor ideal sebesar 2280 dengan kriteria efektivitas sebesar 76%.]]>
<![CDATA[Implementasi Model Pembelajaran Inovatif Pada SMP Negeri 8 Prabumulih ]]>
<![CDATA[Andriani, Yeni]]>;
<![CDATA[Fitria , Happy]]>;
<![CDATA[Martha, Alfroki]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 1 No 3 (2020): Desember ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v1i3.134
<![CDATA[Penelitian ini bertujuan untuk menganalisis implementasi model pembelajaran inovatif pada SMP Negeri 8 Prabumulih Penelitian ini adalah menggunakan pendekatan kualitatif, dengan metode analisis deskriptif. Sumber utama penelitian ini adalah informan kunci. Fokus penelitian ini dijalankan melalui: 1) kompetensi dan jumlah guru; 2) rentang dan derajat pengendalian; 3) dukungan politik yang dimiliki; 4) kekuatan organisasi; 5) derajat komunikasi dan kebebasan komunikasi dan 6) keterkaitan dengan kebijakan. Analisis data yang digunakan adalah analisis dengan menggunakan model interaktif yang meliputi tiga komponen analisis, yaitu reduksi, sajian data, penarikan kesimpulan. Teknik pengumpulan data dilakukan dengan tiga cara yaitu wawancara, observasi dan dokumentasi. Dari permasalahan yang ada dari penelitian ini, maka dapat diambil kesimpulan sebagai berikut: 1) tidak hanya dilakukan pada mata pelajaran tertentu saja tapi untuk semua warga sekolah melalui berbagai mekanisme; 2) implementasi dapat meningkat setelah dilakukannya sosialisasi kurikulum 2013 dengan model pembelajaran inovatif IPS, dan 3) pelaksanaan program didukung oleh seluruh warga sekolah, pengambilan keputusan dilakukan secara partisipatif.]]>
<![CDATA[Teori Perkembangan Kognitif Jean Piaget dan Implementasinya Dalam Pembelajaran di SD/MI ]]>
<![CDATA[Mifroh, Nazilatul]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 1 No 1 (2020): April ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v1i1.144
<![CDATA[Every human being will always feel the development, including the basic age children aged between 7 and 12 years. In its development there are several aspects that are urgent, including cognitive development or the development of knowledge of the mind. Cognitive development is something that is always increasing or developing which is related to thoughts such as reasoning, ideas, imagination and creative memories. In elementary age children who sit in elementary school experience 2 stages of cognitive development, namely the concrete operational stage and formal operational stage. Although there are at the same stage, cognitive development in primary age children at each age level has a different cognitive development. This needs to be understood in the educational environment with the need for teaching and learning activities in the classroom. Understanding the importance of the ability of cognition in children is nothing but for the needs in the selection of materials, strategies, models and methods that are appropriate. In this study using a qualitative approach and data analysis using descriptive methods. The aim of this research is to create an effective teaching and learning activity in the classroom and students understand easily the material presented by the teacher optimally based on the cognitive stage they experience.]]>
<![CDATA[Evaluasi Implementasi Pembelajaran Saintifik Kurikulum 2013 Pada Mata Pelajaran Pendidikan Agama Islam Kelas VIII Di SMP Negeri 2 Merapi Barat Kabupaten Lahat ]]>
<![CDATA[Istapra, Eva]]>;
<![CDATA[Hadiwinarto, Hadiwinarto]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 1 No 1 (2020): April ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v1i1.145
<![CDATA[The implementation of the 2013 curriculum scientific learning is the application of a student-oriented or student-centered learning approach (Student centered approach). Learning with a scientific approach makes students construct knowledge for themselves. Learning in the 2013 curriculum uses a scientific approach or a scientific process-based approach and the scientific approach also uses several strategies such as contextual learning. The purpose of this study is to determine the implementation of scientific learning curriculum 2013 in Islamic religious education subjects, especially to find out the implementation of Islamic religious education teachers in implementing scientific learning curriculum 2013 in Islamic religious education subjects class VIII at SMP Negeri 2 Merapi Barat regency. Lahat. This type of research is field research (field research) where the research will go directly to the field to conduct research using qualitative descriptive, data sources, primary data and secondary data, using data collection techniques which include observation, interviews, documentation and data analysis techniques using descriptive namely by describing the results of the data obtained in the research field. The results of this research, namely, the implementation of scientific learning curriculum 2013 in Islamic religious education subjects class VIII at SMP Negeri 2 Merapi Barat Lahat Regency has been running according to the theory put forward by Sudarwan in chapter II and covers three aspects, namely knowing, understanding, and practicing.]]>
<![CDATA[Peningkatan Kemampuan Berpikir Kreatif Matematis : Dampak Flipped Classroom Berbantuan Audio Visual Dan Gaya Belajar ]]>
<![CDATA[Suliawati, Pita]]>;
<![CDATA[Fakhri, Jamal]]>;
<![CDATA[Sugiharta, Iip]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 1 No 1 (2020): April ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v1i1.147
<![CDATA[The purpose of this study is to analyze to find out the influence of Flipped Classroom learning ad learning style on mathematical thinking skills. As well as To know the insteraksi between flipped classroom users with visual, auditorial, and kinesthetic learning styles towards mathematical thinking ability. The type of research used by researchers is Quasi Experiment Design. Sampling techniques used cluster random sampling technique which is a sampling strategy that is done randomly seebagai representative of the population. Data collection techniques include tests (essays) to measure students' mathematical creative thinking ability, interviews, questionnaires for auditorial, visual and kinestic information data And homogeneity test is Bartlet test, and hypothesis test using R program with post-anava test two roads is Scheffe test. The results of that analysis: There is an influence of Flipped Classroom on mathematical creative thinking skills and there is no influence of student learning styles on mathematical creative thinking skills. And there is no intraction between the treatment of learning and the category of learning styles.]]>
<![CDATA[Penerapan Model Pembelajaran Kooperatif Tipe Think,Talk,Write Untuk Meningkatkan Kemandirian Dan Prestasi Belajar Peserta Didik ]]>
<![CDATA[Susanto, Hasperi]]>;
<![CDATA[Hadiwinarto, Hadiwinarto]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 1 No 1 (2020): April ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v1i1.151
<![CDATA[The research purpose is to describe the cooperative type learning model Think,Talk,Write to increase the students’ independence and achievement of the student learning at English subject of the first class SMA Negeri 1 Merapi Selatan Lahar Regency. The subjects of the research are the students of X IPA at the second semester of the academic year 2019/2020 SMA Negeri 1 Merapi Selatan. The research design used is classroom action research and quotient experiment. The instuments used are the tes instruments of objective questions given ti the students at every cycle.Non test instruments used are the observation sheet of teacher’s activity and the observation sheet of students’ independence. The data of test result is analized by using descriptive statistics and the data of on test result is analized by using quantitative description. From the result of this research shows that the cooperative type learning model Think,Talk and Write can increase independece and achievement of the students learning of X IPA class SMA Negeri 1 Merapi Selatan Lahat regency.]]>
<![CDATA[Supervisi Kepala Sekolah Terhadap Kinerja Guru SD Negeri 219 Bengkulu Utara Untuk Meningkatkan Kualitas Pembelajaran ]]>
<![CDATA[Mugiyono, Mugiyono]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 2 No 1 (2021): April ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v2i1.193
<![CDATA[This research was conducted to improve the quality of learning in the classroom. The data obtained in this research is from without giving treatment to the variables studied. So this research is included in the ex post facto research. The subjects in the study were all 12 teachers of SD Negeri 219 Bengkulu Utara, totaling 12 people. Data collection techniques using instruments and observation. Collecting data through a questionnaire instrument to obtain teacher performance data through the supervision of the principal, while data collection is through observation to obtain data on the quality of learning in class. Descriptive analysis is used to analyze data by describing the data that has been collected. The results of the research on the implementation of principal supervision on the performance of teachers at SD Negeri 219 Bengkulu Utara for the 2016/2017 academic year obtained a score of 882 with a percentage of 89.6% which was included in the Good category. While the results of research on the quality of learning in the classroom obtained a value of 1.316 with a percentage of 85.6% which is included in the Good category.]]>
<![CDATA[Faktor-Faktor Yang Mempengaruhi Keterampilan Motorik Dalam Pembelajaran ]]>
<![CDATA[Bahridah, Puspita]]>;
<![CDATA[Neviyarni, Neviyarni]]>
<![CDATA[ JPT : Jurnal Pendidikan Tematik Vol 2 No 1 (2021): April ]]>
Publisher : <![CDATA[Yayasan Darussalam Bengkulu ]]>
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DOI: 10.62159/jpt.v2i1.194
<![CDATA[This article discusses learning motor skills using references from relevant studies, learning motor skills is a process of changing motion resulting from experience to achieve a quality goal of motion consisting of gross motor and fine motor development. There are three factors that influence learning motor skills, namely: (1) feedback, (2) distribution of practice, (3) stress and fatigue (stress and fatigue). Learning motor skills has several characteristics, namely: (1) response sequences, (2) perceptual motor coordination, (3) response settings (organization response), (4) feedback]]>
