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INDONESIA
MAJALAH ILMIAH PEMBELAJARAN
Published by Universitas Negeri Yogyakarta
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Core Subject : Education,
Education
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Articles 162 Documents
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KONSEKUENSI PEMBELAJARAN TEMATIK DI TK DAN SD Waluyo Adi
MAJALAH ILMIAH PEMBELAJARAN No 2 (2010): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2010
Publisher : MAJALAH ILMIAH PEMBELAJARAN

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Abstract

Consequence in tematic study application has not optimal in early age education either in kindergarten and initial class of elementary school less optimal of planning, execution and valuation. To maximize the education hence the executors claimed to comprehend the conception and actual condition. By comprehending the current underlying principles of tematic education and tematic education characteristic, then all this things can be practiced by forming plan and practiced in integral and holistic execution with intact assessment.
PEMBELAJARAN WACANA DALAM BAHASA INDONESIA SEKOLAH DASAR Murtiningsih Murtiningsih
MAJALAH ILMIAH PEMBELAJARAN No 2 (2009): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2009
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Abstract

Problem that mainly discussed in this paper is about discourse in Bahasa Indonesia. The aim of this writing is to explain the learning of discourse in bahasa indonesia. On the disscusion author only discusing a simple scoope of it, so that the reader could easily understood. Range of discussion will be the learning of discourse in bahasa Indonesia, element of discourse, kind of fine discourse and it’s example.Discourse are differ in to two, they were oral and anal discourse. Oral discourse is a comment that present in the communication process between the communicator and the communican. Anal or written discourse is an idea from the communican and communicator that expressed in a note. Discourse were formed by words, sentences and paragraph. Those three element were fused and concerned to form a unity of words that intact, complete and harmony.Fine discourse was determined by its prelude and closing sentences, topic, aim, theme, title, cohession and coherence. Several example of discourse in bahasa Indonesia are dialog discourse, monolog discourse, naration discourse, exposition discourse, argumentation and persuation discourse.
STRATlGI PEMANFAATAN ANIMAS! SEBAGAl ALAT DAN MEDIA PEMB:gLAJARAN Pujiriyanto Pujiriyanto
MAJALAH ILMIAH PEMBELAJARAN No 2 (2005): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2005
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Abstract

Perkembangan teknologi infonnasi membawa banyak impli~idan peiubahan terhadap jenis dan variasi media pembelaja~,khususnya media-media berbasis visual. Dalam dunia pendidi~animasi media komunikasi visual dapat menjadi media altem~tjfyang ·interaktif dalam pe111beJajaran. Perkembangan animasi saqgai· dipengaruhi oleh perkembangan teknologi informasi teru~komputer. Kemajuan teknologi komputer pada animasi membawabanyak. manfaat tetapi pemanfaatannya sebagai media pembelaj~belum tentu dapat meningkatk.an kinerja pembelajaran jika ti~~dipersiapkan. Animasi komputer sebagai salah satu bentuk ~ed~akomunikasi visual tcmyata memiliki ·karakteristik, kelebihan clanketerbatasan tersendiri. Efisiensi, cfektifitas dan kinerja anin\1"$idalam penyajiannya memerlukan pra syarat dan kondisi tertentu agarpemanfaatannya mencapai basil optimal dalam pembelajaran. fak4r~faktor apa saja yang penting dan dalarn pra syarat serta kondisi y~gbagaimana animasi komputer etektif digunakan? PemahaQ:ianterhadap strategi pemanfaatan, kondisi-kondisi yang diperlukan sefuiimplikasi-implikasi yang muncul dari konfigurasi berbagai faktotyang direncanakan · dan dilibatkan dalam pemanfaatannya h~$diketahui. Tujilan utamanya mendapatkan · manfaat optimal di;tipenyajian animasi dalam pembelajaran.
METODE PENGENALAN MEMBACA YANG MENYENANGKAN PADA ANAK USIA DINI Mutmainah Mutmainah
MAJALAH ILMIAH PEMBELAJARAN No 1 (2009): Jurnal Majalah Ilmiah Pembelajaran Edisi Mei 2009
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Abstract

The first three years in children’s life is the most sensitive period whichwould determine children’s brain development and their future life. The introductionof alphabetical for children could be better done non formally by story telling. Themore complex of alphabetical can be introduced for children by the age of 2 years.We can ask the children to name the alphabetical that we showed them. Then, we canimprove this exercise by asking them to read word by word. In order to make theexercises (alphabetical introduction and reading the words) are easy to be followed bychildren, parents should understand how to deliver the exercises properly to thechildren.Mothers have a significant role to optimize children’s development. Theyneed to give a special attention and time everyday to interact with children usingsome activities which are effective for children intelligence’s development, withoutbeing interrupted with any other activities. One of the example of those activities isby cutting some interesting pictures, could be animal, from magazines or books, thenmake those pictures as flash cards to be showed to the children. This would have ahuge impact for the children’s learning. A working parent needs to monitor and givethe correct direction to their nanny or baby sitter about the learning activities whenthey are not home. It’s simply by making the list of activities so that the baby sittersknow what to do everyday to stimulate children’s intelligence development, bothintellectual, emotional and their social and physical development. Don’t let the babysitters to baby sit the children without giving them the stimulations which aresignificant for children.Some technique that could be used for the reading introduction are using thealphabetical, introducing through things, Montessori School, Finger Painting, GamesFor Learning, Kinderland method, Flash Card, Story Telling, alphabetical carpet,learning to typing, finishing the incomplete words, and alphabetical posters as thedecoration.
PERAN BENDA ASLI (REAL OBJECT) DAN PEMANFAATANNYA DALAM PROSES PEMBELA.JARAN DI SEKOLAH DASAn Sungkono Sungkono
MAJALAH ILMIAH PEMBELAJARAN No 1 (2007): Jurnal Majalah Ilmiah Pembelajaran Edisi Mei 2007
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Abstract

Study in elementary school would be effective if instructionalmaterial discussion takes place concretely, remembers thecognitive development of elementary school student stays atconcrete level. Presentation of instructional material will haveconcrete characteristic when the study using or exploits realobject. Real object can be classified in two that is object andspecimen.Real object has vital importance role in study activity atelementary school. The role seems lo starling ji-om pre-studyactivity that is stimulating and motivates student in followinglesson; al study core activity, original object ha.i role that isassisting to watch over attention and grows active activity; and therole of utilization real object al follow-up study activity, studentwould more free lo do enrichment material which has been studiedUtilization of real object in study ac:ivily can be through in twotechniques that are bringing class to external world and bringsworld into class. So the utilization can run effective, ejpeciallyteacher need to go through phases and utilization stages oft he realobject.
PENGUASAAN KOSAKATA ANAK TUNARUNGU DALAM PEMBELAJARAN MEMBACA MELALUI PENERAPAN METODE MATERNAL Hermanto Hermanto
MAJALAH ILMIAH PEMBELAJARAN No 2 (2011): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2011
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Abstract

Mastery of vocabulary is one of the fundamental skills that arecritical to the implementation of the communication process.Communication is both verbal communication or writtencommunication or reading. Persons with hearing impairment to thecondition causing the loss of auditory function process controlupgrades vocabulary can not evolve naturally and result in limitedcommunication capabilities. For that, the increase in vocabularymastery for them must continue to be made and pursued in particular.One effort that can be done to improve the mastery of the vocabularyof children with hearing impairment through reading instructional withmaternal reflective approach. There are two steps in readinginstructional with maternal reflective method, that is ideo-visualreading, and receptive reading. But reading the receptive itself isdivided into two phases, namely reading stage receptive vocabulary,and reading the receptive stage of the structure. Thus to improve themastery of the vocabulary of children with hearing impairmentthrough the maternal method, the ideo-visual literacy, and readingshould be instilled early receptive. This instructional must beimplemented correctly, systemic-systematic, programmed, andsustainable of all the teachers.
PENINGKATAN HASIL BELAJAR SISWA DALAM MENYELESAIAN SOAL-SOAL MATERI SPLDV MELALUI IMPLEMENTASI PEMBELAJARAN KOOPERATIF TUTOR SEBAYA BAGI SISWA VIIID SMP N 5 SRAGEN SEMESTER 1 TH 2008/2009 ., SUKAMTI, SPD
MAJALAH ILMIAH PEMBELAJARAN No 1 (2012): Jurnal Majalah Ilmiah Pembelajaran Edisi Mei 2012
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Abstract

Dalam pembelajaran Sistem Sistem Persamaan Linear Dua Variabel (SPLDV)Matematika siswa kelas VIII SMP Negeri 5 Sragen masih banyak yang di bawahKKM( KKM 65) terutama dalam menyelesaikan soal-soal. Oleh karena itu perlusuatu upaya untuk meningkatkan hasil belajar Matematika tersebut yaitumelalui implementasi pembelajaran kooperatif dengan tutor sebaya.Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar siswa kelasVIIIDSMP Negeri 5 Sragen tahun pelajaran 2008/2009 dalam menyelesaikansoal-soal pada materi pokok SPLDV melalui implementasi pembelajarankooperatif dengan tutor sebaya.Subyek penelitian adalah siswa kelas VIIID SMP Negeri 5 Sragen jumlah 40 anak,seorang guru Matematika dan seorang pengamat. Data yang dikumpulkan meliputihasil belajar siswa, hasil observasi guru, hasil observasi siswa. Penelitian inimerupakan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus.Tiap siklus meliputi 4(empat) tahap yaitu perencanaan, pelaksanaan tindakan,pengamatan (observasi) dan refleksi. Pada penelitian ini dikatakan berhasil apabilasekurang-kurangnya 85% siswa memperoleh nilai ≥ 6 5 .Hasil penelitian menunjukkan: (1) Ketuntasan belajar siswa pada siklus I sebesar62,50% dengan nilai rata-rata 67,13 dan pada siklus II sebesar 87,50% dengan nilairata-rata 77,88 (2) Skor aktivitas siswa pada siklus I sebesar 70% dan pada siklus IIsebesar 82,50%. Dari data tersebut di atas jelas menunjukkan bahwa pada siklus Ihasil belajar belum sesuai harapan yang berarti indikator keberhasilan belumtereapai sedangkan pada siklus II hasil belajar sudah sesuai harapan yang berartiindikator keberhasilan sudah tercapai.
PEMBELAJARAN TEMATIK DAN IMPLEMENTASINYA DI SEKOLAH DASAR Sungkono Sungkono
MAJALAH ILMIAH PEMBELAJARAN No 1 (2006): Jurnal Majalah Ilmiah Pembelajaran Edisi Mei 2006
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Abstract

Proses pembelajaran diharapkan dapat berlangsung dengan menarik,sehingga akan memusatkan perhatian siswa, rasa senang, danmemudahkan siswa dalam mengikuti pembelajaran, dan bermaknabagi siswanya. Kondisi pembelajaran yang deniikian dapat diciptakandengan pendekatan pembelajaran tematik.Pembelajaran tematik memiliki karakteristik berpusat pada siswa,memberikan pengalaman langsung kepada siswa, pemisahrn matapelajaran tidak begitu jelas, menyajikan konsep dari berbagai matapelajaran dalam suatu proses pembelajaran., bersifat fleksibel, hasilpembelajaran dapat berkembang sesuai dengan minat, dan kebutuhansiswaLangkah pelaksanaan pembelajaran tematik meliputi perencanaan,pencrapan Jan evaluasi. Pelaksanaan pembelajaran tematik .disuatusekolah akan memberikan keuntungan seperti lebih menyenangkansiswa karena hertolak c:a~i minat dan kebutuhan siswa, pengalamandan kegiatan belajar relevan dengan tingkat perkembangan dankebutuhan siswa, hasil belajar akan bertahan lebih lama karena lebihberkesar. dan bermakna, dan menumbuhkan keterampilan sosial,seperti bekerja sama, toleransi, kom•mikasi dan tanggap terhadapgagasan orang lain. Nrunun pembelajaran ini juga masih terdapatkekurangan yang ditimbulkan yakni tidak setiap guru mampumengintegrasikan kurikulum dengan konsep-konsep yang ada dalammata pelajaran secara tepat.
PENJAMIN MUTU PENDIDIKAN GURU BIMBINGAN KONSELING DALAM MENINGKATKAN MUTU PEMBELAJARAN DI SEKOLAH MENENGAH KEJURUAN (SMK) Diana Septi Purnama
MAJALAH ILMIAH PEMBELAJARAN No 1 (2011): Jurnal Majalah Ilmiah Pembelajaran Edisi Mei 2011
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Abstract

In the constellation of global education one of the vital areas of thefield of guidance and counseling. Strategis strata occupy this area as amainstay of the global competitive ability of a country because it isclosely related to human resource development hegemony superiorschools in a variety of scales. Guidance and counseling field related toquality have logical consequences that are very heavy, because it mustwork in both worlds. Campus as a center of education, training,personality development, management ability and communicationskills. On the other hand, graduates/school counselor produced byLPTK to be completely coherent, insight and eligible with the existingschool environment. Based on the thought of two things above thefield of guidance and counseling specifically for teacher educationpattern which should be developed is set multy entry-exit systemmodel. This model puts environmental school as an integral part inthe learning process, so it will act as a technical academic widerlaboratory. And process quality guarantee automatically attacheddirectly to the user that is educational industry itself.
SUMBANGAN TEKNIK INFORMATIKA DALAM MEWUJUDKAN SEKOLAH EFEKTIF Lantip Diat Prasojo
MAJALAH ILMIAH PEMBELAJARAN No 2 (2006): Jurnal Majalah Ilmiah Pembelajaran Edisi Oktober 2006
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Abstract

The growth of information technology had followed by a school so that can face the global emulation. Information technology gave the contribution which enough mean in realizing effective school like: in the field of study, school publication, School leadership, school administration. Implementation of information technology in a school very assisting like: exploiting internet, LAN (Local Area Network), multimedia, e-learning, mailing list, and others.Effective school is a success school it’s meaning an institute of education organizer which have owned the good independence so that can upgrade the education. Effective school characteristic cover three elements, that is: input, process, and output which are the each element elaborated to become some characteristic. Effective school more focused at independence owned so that can challenge and always developed of self in order to reaching its target.

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