cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
Sekaran, Gunungpati, Semarang, Central Java, Indonesia
Location
Kota semarang,
Jawa tengah
INDONESIA
Lembaran Ilmu Kependidikan
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 02160847     DOI : 10.15294/lik
Core Subject : Education,
Education
Arjuna Subject : -
Articles 681 Documents
 34   35   36   37   38 
PENGEMBANGAN PERKULIAHAN KIMIA LINGKUNGAN BERBASIS MASALAH UNTUK MENINGKATKAN NILAI-NILAI KARAKTER MAHASISWA Nuswowati, Murbangun
Lembaran Ilmu Kependidikan Vol 41, No 2 (2012)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v41i2.2346

Abstract

Tujuan penelitian ini mengembangkan model perkuliahan kimia lingkungan berbasis masalah untuk meningkatkan karakter mahasiswa.  Penelitian dilakukan pada mahasiswa S1 pendidikan kimia yang mengambil mata kuliah kimia lingkungan di FMIPA UNNES pada semester genap tahun 2011-2012. Kelas eksperimen dilakukan perkuliahan dengan tahap-tahap pendekatan berbasis masalah. Kelas Kontrol dilakukan perkuliahan seperti biasa. Pre-tes dan pos-tes penanda nilai-nilai karakter kelas kontrol mengalami peningkatan N-gain nya 22,00 % tergolong rendah.  Kelas eksperimen pre-tes dan pos-tes penanda nilai-nilai karakter N-gain nya 48,00 % tergolong sedang. Rerata pre-tes dan pos-tes penguasaan materi kelas kontrol didapatkan N-gain nya 33 % tergolong sedang. Kelas eksperimen skor rerata pre-tes dan pos-tes  penguasaan materi didapatkan  N-gain nya 40,00 % tergolong sedang.  Model PKLBM dengan open-ended masalah dapat dikembangkan lebih lanjut pada mata kuliah yang lain. The purpose of this study developed a model of  Environmental Chemistry Problem Based Learning to enhance the character of students. The study was conducted on chemical education students taking courses in environmental chemistry at FMIPA UNNES the second semester in 2011-2012.  Class learning experiment with stages based approach to the problem. Control class learning conducted as usual. Pre-test and post-test marker values increased control class character N-gain its 22.00% is low. While the experimental class pre-test and post-test marker values his character N-gain 48.00% classified as moderate. The mean pre-test and post-test mastery of class material obtained  N-gain control of its 33% classified as moderate. As for the experimental class mean score of pre-test and post-test mastery of the material obtained its N-gain 40.00% classified as moderate. Model Environmental Chemistry Problem Based Learning with open-ended problems can be further developed in other subjects.
PENERAPAN METODE COOPERATIVE LEARNING MODEL STAD UNTUK PERBAIKAN KUALITAS PEMBELAJARAN DI JURUSAN TJP FT UNNES Putri, Meddiati Fajri
Lembaran Ilmu Kependidikan Vol 36, No 2 (2007)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v36i2.532

Abstract

This research is aimed to improve lecture quality of food hygiene and sanitationat TJP Boga of FT Unnes. At least 75% students got score seven for their mid test andat least 75% got score seven for final test. Research is conducted by applying 2research cycles consist of class discussion. There are 4 groups with a STAD studentand a lecturer in each group. The cycle consist of seven action. Most of students, i.e.66% got score above 70. Students are getting happier, more enthusiastic, active, andbrave, in lecturer.Kata kunci: Cooperative Learning, model STAD, kualitas pembelajaran
PENGEMBANGAN KOMPETENSI MENYIMAK DENGAN MODEL CD PEMBELAJARAN INTERAKTIF Yuwono, Agus
Lembaran Ilmu Kependidikan Vol 37, No 2 (2008)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v37i2.500

Abstract

Correct reading news represent one of the interest correct reading at KTSPJavanese SMP. At its execution of attainment of interest correct reading student still isoften met with klasikal method, so that study read lose looks. Therefore require tocreate atmosphere management of pleasant study and as according to abilitystorey;level or student interest in correct reading. Therefore this research aim to todevelop study media in the form of CD interaktif as media study of interest correctreading news. This Development CD interaktif is gone through to pass/through 6development phase, start teoretis analysis test use of product. Source of data researchof this development entangle 5 people learn Javanese and 40 student people. ValidasiResearch of development entangle 5 items expert people as items validasi and mediaexpert as items validasi. yielded Product type in the form of CD interest interaktifcorrect reading news, in presentation format. Respon to CD interaktif developmentstudy of interest correct reading news obtained by result 2,5% disagree and rest isagreing and very agree. Result of research can be exploited as one of the alternativerepair of study media development as according to provided by facility school.Kata Kunci : kompetensi, menyimak, dan interaktif
DRAMA SEBAGAI MEDIA PENGAJARAN BAHASA INGGRIS BAGI YL (YOUNG LEARNERS) Widayanti, Maria Johana Ari
Lembaran Ilmu Kependidikan Vol 39, No 2 (2010)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v39i2.234

Abstract

Drama for teaching English for elementary school students is a real communicationinvolving ideas, emotions, feelings, and adaptations. Drama in young learners (YL)classrooms allows shy students to “hide behind” the character when they speakEnglish. There are some reasons underlying the use of drama for teaching English toyoung learners: (a) Drama helps children to activate language and have fun. Itencourages children to speak and allows to communicate, even with limited language,using nonverbal communication, such as body movements and facial expressions; (b)Drama is familiar to children. Dramatizing has been a part of children's lives sincetheir early age. They pretend to be adults in situations that are close to the reality. Theyalso behave as adults when they play their roles; (c) Drama helps children build theirconfidence. It means that by taking on a role, children can escape from everydayidentity. This is useful for children who are reluctant to use English or who do not likeworking in groups; (d) Drama dynamically nurtures children's cooperative ability in agroup.Kata Kunci : drama, media pengajaran, young learners
APLIKASI PEMBELAJARAN CHEMOEDUTAINMENT DENGAN PENDEKATAN GAME SIMULATION UNTUK MENINGKATKAN KECAKAPAN HIDUP Pita Rengga, Wara Dyah; Wijayati, Nanik
Lembaran Ilmu Kependidikan Vol 40, No 1 (2011)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v40i1.2250

Abstract

Selama ini pendidikan berjalan dengan verbalistik dan berorientasi pada penguasaan mata pelajaran. Praktek pendidikan masih difokuskan agar siswa menguasai informasi yang terkandung dalam materi pelajaran dan kemudian dievaluasi dari seberapa jauh penguasaan siswa. Tujuan penelitian adalah mengaplikasikan Chemoedutainment dengan pendekatan  game simulation agar dalam pembelajaran siswa dibekali dengan kecakapan hidup. Penelitian tindakan kelas ini pada jumlah siswa 38 orang yang terdiri dari 15 siswa laki-laki dan 23 siswa perempuan. Teknik pengumpulan data berupa observasi, tes akhir siklus, dan angket. Berdasarkan analisa data hasil penelitian, rata-rata kecakapan hidup (life skill) siswa pada siklus I adalah 64,86% dan pada siklus II 71,52%, selanjutnya mengalami peningkatan 3,5% dengan rata-rata kecakapan hidup (life skill) 75,02% pada siklus III. Hasil belajar siswa dengan rata-rata 71,05 pada siklus I, dan pada siklus II mengalami peningkatan dengan rata-rata 75,27, selanjutnya pada siklus III dengan rata-rata 82,24.   This character education during verbalistik and oriented solely to the mastery of subjects. Practice education is still focused so that students master the information contained in the subject matter and then evaluated by how much control students. The research objective was to apply the Chemoedutainment with the approach of simulation games in teaching students to be equipped with life skills. This classroom action research based on the analysis of survey data, the average life skills students increased in the first cycle was 64.86% and 71.52% on the second cycle, then increased 3.5% with an average life skills 75 , 02% in cycle III. Student learning outcomes increased by an average of 71.05 in the first cycle, and on the second cycle was increased by an average of 75.27, then on the third cycle with an average of 82.24. (Total 138 kata),
KOMIK SEBAGAI MEDIA PENGAJARAN BAHASA YANG KOMUNIKATIF BAGI SISWA SMP Johana, Maria; Widayanti, Ari
Lembaran Ilmu Kependidikan Vol 36, No 1 (2007)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v36i1.523

Abstract

English has been learned since elementary school up to some semesters atuniversities. As a foreign and second language, communicative language teaching(CLT) could be done. The problem is: How comic can be used to teach readingcommunicatively at Junior High School? There are four teaching skills at Junior HighSchool’s level: reading, listening, speaking, and writing. Reading is one of four skillsthat is very important to be mastered by students. As a kind of reading text, comics arebrief and easy to understand. Comics as the teaching media can be used to motivatestudents enjoy in reading. At the communicative language teaching, the role of teacheris as a facilitator and allowing students involves in this learning process. Although ateacher is a facilitator, teacher still gives some assignments and instructions at class. Ateacher motivates students in speaking to reveal their thoughts. Students canparticipate actively in the language teaching process.Kata kunci: pembalajaran bahasa komunikatif, komik, media, definisi membaca
PERKEMBANGAN REPRESENTASI MENTAL MAHASISWA DALAM MENYELESAIKAN MASALAH ALJABAR Soedjoko, Edy
Lembaran Ilmu Kependidikan Vol 38, No 1 (2009)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v38i1.491

Abstract

General Linguitics subject is a fundamental subject offered to semester 1students hoping to be the foundation for the students to understand other linhuisticsubjects. However, the students’ achievement in the subject was not yet optimum. Thesubject of the study was 400 freshmen of Indonesian language and literature studyprogram of Indonesian Language and Literature Department of Semarang StateUniversity who took general linguistic class. The study applied classroom actionresearch with two cycles. The results of the research were that the assessment andacademic tutorial for students in general linguistic could improve the students’ gradeand knowledge. This was shown from the improvement of the the pretest, formativetest, and posttest at the end of cycles 1 and II. The sum of the score of the pretest,formative test, and posttest at the end of cycle I are subsequently 1810, 2875, and2981. The average score of the three assements improved from 50.3 to 71.9 and 74.5.At the end of the cycle II the score improved from 3196 to 3384 with the averagescore improving from 81.7 to 84.6. Besides, the assessment and student academictutorial could change the behavior of the students who attended general linguisticclass. This was seen from the more positive change of the students’ behavior. With theplanned activities and obtained result, the writer suggests/recommends that thisactivity is applied to other subjects.Kata kunci : asesmen, tutorial, linguistik umum
PENERAPAN DENGAN KEGIATAN KOMUNIKATIF DI KELAS UNTUK MENINGKATKAN KELANCARAN BERBICARA Trisanti, Novia
Lembaran Ilmu Kependidikan Vol 39, No 2 (2010)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v39i2.224

Abstract

This study has an objective to increase the fluency of English Language and Literaturestudents of Unnes in speaking class by using the materials which can be incorporatedby the stages of critical thinking and communicative activities. The research methodwas classroom action research (CAR). The research was conducted in two cycles.Each cycle consisted of four meetings. In the first cycle, the students appliedcommunicative activity such as group and class discussion. In the cycle 2, the studentshad debate simulation. The research revealed that the use of materials which could beincorporated with critical thinking process could lead the students to think critically incommunicative activities. Those activities improved the students' fluency in speakingEnglish, especially students of English Department, Faculty of Languages and Arts,Unnes. The improvement was proven by the improvement of students' score betweenpretest with 63 total score and posttest with 72 total score. Furthermore, the students'attitude dealing with the ability to solve the critical problem, expressing criticalopinion, and of course their speaking fluency in giving critical solution improved.critical thinking, kegiatan komunikatif, kelancaran berbicara
PENGARUH MODEL PEMBELAJARAN MATEMATIKA CREATIVE PROBLEM SOLVING (CPS) BERBANTUAN CD INTERAKTIF TERHADAP KEMAMPUAN PEMECAHAN MASALAH PADA SISWA SMA KELAS X Asikin, Moh; Pujiadi, -
Lembaran Ilmu Kependidikan Vol 37, No 1 (2008)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v37i1.514

Abstract

This research is aimed to find out whether students’ activity in learning processwith CPS model assisted with interactive CD positively influences their problemsolving ability. Secondly, it is aimed to find whether or not the problem solving abilityof students joining this program is better than those joining the conventional one.Thirdly, the study is aimed to know whether there is a difference in the problemsolving ability among upper, middle, and lower students. This research is a trueexperimental research. Research variable consists of students’ activity (independentvariable) and students’ problem solving ability (dependent variable). The measuringinstruments used were students’ activity observation sheets and problem solving tests.The data were analyzed by the use of regression analysis, independent sample t test,and comparison of means of one way anova. The results of the research show thatstudents’ activity in learning with CPS model assisted with interactive CD has positiveinfluence on their problem solving ability, problem solving ability of the studentsjoining the model is better than those joining the conventional one, and there is adifference of problem solving ability among upper, middle, and lower group studentsin the learning.Kata Kunci: Problem Solving, CPS, CD Interaktif, Pemecahan Masalah, Kreatif
PENGKLASIFIKASIAN SISWA BERDASARKAN PRESTASI BELAJAR DENGAN MENGGUNAKAN LOGIKA FUZZY CLUSTERING Pribadi, Feddy Setio
Lembaran Ilmu Kependidikan Vol 38, No 2 (2009)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v38i2.482

Abstract

Analyzing data of students' evaluation is often a difficult work for a lecturer.The analysis is aimed to know the students' ability in mastering materials so that thelecturer can classify the students based on their ability. This article provides a methodcalled  fuzzy clustering which is used for classifying students based on theirachievement. This method is an algorithm that was adopted from human reasoning sothat in determining a decision it is expected to more humane. Fuzzy clustering usesmember function to classify students according to value which shares common characteristics. The experiment revealed that the most optimum result to classify 40students' marks comprises 3 groups. The central cluster is 34.7365 (cluster 1),58.1670 for cluster 2, and 85.1248 for cluster 3. The three cluster centers were used tocalculate the students' marks which are close to each cluster. With this methodgrouping students based on learning achievement of is more flexible and has a hightolerance value.Kata kunci : logika fuzzy, fuzzy clustering, klasifikasi, dan prestasi belajar

Page 36 of 69 | Total Record : 681

 34   35   36   37   38 

Filter by Year

2007 2023


Reset
Filter By Issues
All Issue Vol 52, No 2 (2023): September: Technology and Innovation in Education, Inclusive Education and Equi Vol 52, No 1 (2023): April: Curriculum and Learning, Technology and Innovation in Education Vol 51, No 2 (2022): September: Curriculum and Learning, Inclusive Education and Equity Vol 51, No 1 (2022): April: Technology and Innovation in Education, Leadership, Policy, and Educatio Vol 50, No 2 (2021): September Vol 50, No 2 (2021): September: Leadership, Policy, and Educational Governance Vol 50, No 1 (2021): April: Curriculum and Learning, Technology and Innovation in Education Vol 50, No 1 (2021): April Vol 49, No 2 (2020): September Vol 49, No 1 (2020): April Vol 48, No 2 (2019): September Vol 48, No 1 (2019): April Vol 47, No 2 (2018): September Vol 47, No 1 (2018): April Vol 46, No 2 (2017): September 2017 Vol 46, No 1 (2017): April 2017 Vol 46, No 1 (2017): Lembaran Ilmu Kependidikan: April 2017 Vol 45, No 2 (2016): September 2016 Vol 45, No 2 (2016): Lembaran Ilmu Kependidikan: September 2016 Vol 45, No 1 (2016): Lembaran Ilmu Kependidikan: April 2016 Vol 45, No 1 (2016): April 2016 Vol 44, No 2 (2015): Lembaran Ilmu Kependidikan: September 2015 Vol 44, No 2 (2015): September 2015 Vol 44, No 1 (2015): April 2015 Vol 44, No 1 (2015): Lembaran Ilmu Kependidikan: April 2015 Vol 43, No 2 (2014): Edisi September 2014 Vol 43, No 2 (2014): September 2014 Vol 43, No 1 (2014): Edisi April 2014 Vol 43, No 1 (2014): April 2014 Vol 42, No 2 (2013) Vol 42, No 2 (2013) Vol 42, No 1 (2013) Vol 42, No 1 (2013) Vol 41, No 2 (2012) Vol 41, No 2 (2012) Vol 41, No 1 (2012) Vol 41, No 1 (2012) Vol 40, No 1 (2011) Vol 40, No 1 (2011) Vol 39, No 2 (2010) Vol 39, No 2 (2010) Vol 39, No 1 (2010) Vol 39, No 1 (2010) Vol 38, No 2 (2009) Vol 38, No 2 (2009) Vol 38, No 1 (2009) Vol 38, No 1 (2009) Vol 37, No 2 (2008) Vol 37, No 2 (2008) Vol 37, No 1 (2008) Vol 37, No 1 (2008) Vol 36, No 2 (2007) Vol 36, No 2 (2007) Vol 36, No 1 (2007) Vol 36, No 1 (2007) More Issue