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Sekaran, Gunungpati, Semarang, Central Java, Indonesia
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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
 47   48   49   50   51 
PENERAPAN MODEL PEMBELAJARAN NHT DENGAN PENDEKATAN SETS PADA MATERI CAHAYA UNTUK MENGEMBANGKAN KREATIVITAS SISWA Kartikasasmi, H.; Khanafiyah, S.; -, Sutikno
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.v41i2.2349

Abstract

Penelitian ini bertujuan untuk mengetahui perkembangan kreativitas dan hasil belajar siswa setelah diterapkan model pembelajaran NHT (Number Head Together) dengan menggunakan pendekatan SETS. Metode penelitian yang digunakan adalah penelitian tindakan kelas. Penelitian dilakukan di SMP Negeri 3 Pemalang. Subjek penelitian adalah kelas VIII E tahun pelajaran 2011/2012 dengan jumlah siswa 38 orang. Data kreativitas siswa didapatkan melalui angket. Data hasil belajar kognitif siswa didapatkan melalui tes evaluasi yang berupa soal pilihan ganda dan uraian. Hasil belajar psikomotorik didapatkan melalui lembar observasi. Perkembangan kreativitas dan hasil belajar siswa dilakukan dengan analisis uji gain. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model pembelajaran NHT dengan pendekatan SETS dapat mengembangkan kreativitas dan hasil belajar siswa. The aim of this research was to find out the development of student creativities after   the NHT learning model  applied using SETS approach. The method used in this research was class action research. This research was done in SMP Negeri 3 Pemalang. The subjects of this research are 38 students of class VIII E in the academic year 2011/2012. Data obtained through the questionnaire students creativity. Students cognitive learning outcomes data obtained through evaluation tests in the form of multiple choice questions and a description. Psychomotor learning results obtained through observation sheet. The development of creativity and learning achievement  done by gain test analysis. Based on these results it can be concluded that the application of  learning NHT with SETS approach model can develop creativity and learning achievement.
Realization of Promises in an English as a Foreign Language Conversation Class Kartikasari, Kartikasari
Lembaran Ilmu Kependidikan Vol 45, No 1 (2016): April 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v45i1.7635

Abstract

This study was aimed at analyzing kinds of promise strategies realized by the students of an EFL conversation class at LBPP LIA Semarang Candi. The objectives were to find out whether the promise strategies are realized by the respondents, to describe the kinds of promise strategies applied by the students, to find out the probable factors influencing the realization of promise and to explain the reasons behind it. This research is qualitative, descriptive. The data was gathered by two methods: DCT and role play. In conducting the research, the steps were transcribing the data, coding the data, classifying the data, interpreting the data, describing the finding and drawing the conclusions. In this research, I analyzed two kinds of data from from ten students, consisting 12 DCT situations and 12 role play situations with integrated probable factors (dominance, relationship and imposition). Future-action is the most realized promise strategy. Non-strategy and promise-to-act came after that, while predictive-assertion is the least realized promise strategy. In conclusion, students’ schemata resulting from the language learning process and their mother tongue, language transfer and their maturity influence the realization of promise strategy more than dominance, distance and imposition.
Pengembangan Karakter Konservasi untuk Mahasiswa Program Pendidikan Profesi Guru Sarjana Mengajar di Daerah Terluar, Terdepan, dan Tertinggal (PPG-SM3T) Ridlo, Saiful
Lembaran Ilmu Kependidikan Vol 43, No 2 (2014): September 2014
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v43i2.3175

Abstract

Jurusan Biologi Universitas Negeri Semarang (Unnes) telah dipercaya sebagai salah satu penyelenggara PPG-SM3T angkatan pertama tahun 2013. Universitas berketetapan untuk menyelenggarakan perkuliahan menggunakan Kurikulum Berbasis Kompetensi dan Konservasi (KBKK). Terdapat 11 nilai karakter konservasi yang ingin dikembangkan Unnes sebagai penciri profil lulusannya. Nilai prakondisi karakter yang telah dimiliki universitas konservasi ini adalah takwa, bersih, rapih, nyaman, dan santun. Penelitian ini ditujukan untuk mendeskripsikan pengembangan nilai karakter konservasi bagi mahasiswa PPG-SM3T melalui pembelajaran berbasis strategi Jelajah Alam Sekitar (JAS). Data diambil melalui observasi saat pembelajaran pada semester 1 dan angket, kemudian dipaparkan untuk dinarasikan melalui pendekatan kualitatif. Hasil penelitian menunjukkan bahwa melalui inisiatif mahasiswa telah berkembang nilai nasionalis tetapi hanya 36% yang menyatakan ingin kembali ke daerah 3T, itupun dengan syarat setelah 3-5 tahun dapat kembali ke Jawa. Program studi telah mendidik melalui pembiasaan dalam pembelajaran SSP sehingga berkembang sikap demokratis, peduli, dan santun. Department of Biology, University of Semarang (Unnes) has been appointed as one of the organizers of the PPG-SM3T University in 2013. The first generation was determined to hold lectures using competency based curriculum and Conservation (KBKK). There are 11 conservation value of a character who wants to be developed as an identifier Unnes graduates profile. Value preconditions character who has owned this conservation university is piety, clean, neat, comfortable, and well mannered. This study aimed to describe the development of the character of the conservation value for students PPG-based learning strategies SM3T through Natural Roaming Around (JAS). Data retrieved through observation while learning in the 1st half and the questionnaire, and then exposed to narrated through a qualitative approach. The results showed that through the initiative of students has grown nationalist value but only 36% who said they wanted to return to the area 3T, and even then the condition after 3-5 years can go back to Java. The study program has been educating through habituation in learning so that the developing CNS democratic attitude, caring, and polite.
ANALISIS TERHADAP PENTINGNYA PEMBELAJARAN SENI (RUPA) DI TINGKAT PENDIDIKAN DASAR Hayati, Sri Nur
Lembaran Ilmu Kependidikan Vol 39, No 1 (2010)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v39i1.245

Abstract

Art education in pre-school and primary education is not intended for childrento be excellent in performing arts, or be a champion in the art of dance, music, literaryarts, visual arts and so on. It is clear that art education in elementary school level is notsolely aimed at producing artists. The important thing is to make children sensitive todistinguish beauty and badness, honesty and falsehood in accordance with the truth. Infact, art education (especially visual arts) in the level of primary education has not hadadequate position or portion when it is compared to other subjects. It can be seen in thepractice of learning that has not been in accordance with the substance of the true artseducation, e.g. teaching and learning strategies, availability of facilities, studentmotivation, time allocation stated in the curriculum, evaluation systems, and humanresources. Based on the results of that analysis and the important role of arts learningat primary school level, it is necessary to consider and seek breakthrough which givesthe subject of art the same position and portion as any other subjects. Moreover, it isnecessary to realize that learning arts in primary education can give positive effects tothe holistic increase of children's ability: cognitive, affective and psychomotor.Kata kunci: analisis, pembelajaran seni rupa, pendidikan dasar
Peningkatan Profesionalisme Guru melalui Pelatihan Inovasi Pembelajaran: Program Rintisan bagi Guru di Kabupaten Semarang Haryono, Haryono; Stanislaus, Sugiyarta; Budiyono, Budiyono; Widhanarto, Ghanis Putra
Lembaran Ilmu Kependidikan Vol 46, No 2 (2017): September 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v46i2.12031

Abstract

Memperkuat kerangka profesionalisasi guru terutama dalam praksis pembelajaran di kelas, diperlukan program pelatihan bagi guru yang relevan dengan kebutuhan dan sekaligus dapat diimplementasikan untuk memberikan dampak langsung pada perolehan belajar siswa. Tujuan dari program kegiatan pengabdian kepada masyarakat ini adalah terbentuknya model profesionalisasi guru dalam praktik pembelajaran di kelas/sekolah guna memperbaiki kualitas perolehan hasil belajar siswa. Metode diterapkan dalam hal ini adalah pendidikan masyarakat (yang dalam hal ini guru di beberapa kecamatan di Kabupaten Semarang) dalam upaya meningkatkan pengetahuan dan keterampilan pembelajaran inovatif. Hasil yang dicapai secara umum adalah guru yang berkualitas dan mampu berinovasi melalui penguatan bidang ilmu. Program pelatihan menjadi upaya dalam memberikan bekal pengetahuan dan wawasan tentang berbagai inovasi pembelajaran baik yang bersifat konsep maupun yang bersifat praktik dalam kerangka meningkatkan profesionalisme guru dan perolehan hasil belajar siswa. Strengthening teacher's professionalism framework especially in classroom teaching praxis, teacher training programs are needed for teachers who are relevant to the needs and can be implemented to have a direct impact on the learning achievement of the students. The purpose of this program of community service activities is the formation of teacher professionalization model in the practice of learning in the classroom / school to improve the quality of student learning outcomes. The method applied in this case is community education (in this case teachers in some sub-districts in Semarang) in an effort to improve knowledge and innovative learning skills. The results achieved are generally qualified teachers and able to innovate through strengthening the field of science. The training program is an effort to provide knowledge and insight into the various innovative learning both conceptual and practical in the framework of improving the professionalism of teachers and the achievement of student learning outcomes.
PENGELOLAAN PEMBIAYAAN PENDIDIKAN BERSUMBER DARI PARTISIPASI MASYARAKAT -, Muhajirin
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.v41i2.2339

Abstract

Partisipasi masyarakat dalam penyelenggaraan pendidikan, telah diamanatkan dalam UU RI No 20 Tahun 2003 oleh karena itu diperlukan pengelolaan pembiayaan yang bersumber dari partisipasi masyarakat/orang tua siswa. Fokus penelitian adalah pengelolaan pembiayaan pendidikan dana dari masyarakat, sedangkan rumusan masalah penelitian adalah bagaimanakah proses perencanaan anggaran pendapatan dan belanja sekolah (RAPBS), proses penggalian dana dari masyarakat, proses pembelanjaan pembiayaan pendidikan, proses pengawasan pembiayaan pendidikan, dan  proses pelaporan pembiayaan pendidikan. Tujuan penelitian untuk mengumpulkan informasi guna mendiskripsikan dan menganalisis tentang pengelolaan pembiayaan pendidikan yang bersumber dari partisipasi masyarakat. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Pengumpulan data dilakukan dengan menggunakan teknik wawancara, observasi dan dokumentasi. Hasil penelitian yaitu proses penyusunan RAPBS termasuk katagori partisipatif, proses penggalian dana dari orang tua siswa melalui komunikasi secara intensif dengan orang tua siswa. Sumber pembiayaan yang berasal dari orang tua siswa, Infaq pengembangan sekolah dan wakaf, sumbangan pengembangan pendidikan, uang POMG, uang komputer, uang kegiatan, uang ekstrakurikuler, dan uang ZIS. Simpulannya adalah proses penyusunan rencana anggaran pendapatan dan belanja sekolah (RAPBS)  telah dilakukan secara partisipatif. Public participation in education, has been mandated by Law No. 20 of 2003 is therefore necessary financing management resulting from participation in community / parents. Research focus is the management of funds from public education funding, while the formulation of the research problem is how the process of planning the school budget revenues and expenditures (RAPBS), the process of extracting funds from the public, the education expenditure finance, education finance process monitoring, and reporting processes of education financing. The purpose of research to gather information in order to describe and analyze the management of the education funding comes from community participation. This study uses descriptive qualitative approach. The data was collected using interview techniques, observation and documentation. The results of the research process including the preparation of School Budget category participatory process of extracting funds from the parents of students through intensive communication with parents. Source of funding comes from the student’s parents and school development Infaq endowments, donations of education, PTA money, computer money, money activities, extracurricular money, and money ZIS. Conclusion is the process of planning the budget revenue and expenditure of schools (RAPBS) have been conducted in a participatory manner.
PETA KONSEP SEBAGAI UPAYA UNTUK MENINGKATKAN MAKNA PEMBELAJARAN IPS GEOGRAFI DI SEKOLAH Tjahyono, Heri
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.v37i1.511

Abstract

The aplication of curricullum which is based on Competence Standart (SK) andCompetence Based (KD) demands the student to be independent, in order for them tobe able to develop their ability in their ways of thinking and to be independenly active.There fore, teachers as motivators need to create a condusive atmosphere in teachingand learning activities. For example they may apply new teaching methods whichallow the student to think creatively, actively and independently. The newest teachingand learning methods or models suggest the teachers to apply a conceptual map withinthe material given. Through a conceptual map, both the students and the teacher willbe assisted to get the “meaning” of the related material. Besides, it can also give asystematical guidance based on geography subject according to the topic, sub topicand other related topics in order to keep the material going on the right track. Theconcept map may be applied to analyze students acquisition toward the learnedconcept in more detailed than a test, such as the amount of the acquired concept, thedepth, the extention, and the entive of acquisition of a topic. The point is, the conceptmap may function as an effective evaluation device.Kata kunci: peta konsep, makna pembelajaran, geografi.
Kurikulum Integrasi : Mengoptimalkan Kecerdasan Majemuk Anak Arini, Shoofi Dwi; Roesminingsih, Erny
Lembaran Ilmu Kependidikan Vol 50, No 1 (2021): April: Curriculum and Learning, Technology and Innovation in Education
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v50i1.28074

Abstract

Kurikulum memiliki peran penting dalam mendukung keberhasilan tujuan dari tiap-tiap komponen pendidikan. Pengembangan kurikulum secara dinamis perlu dilakukan guna menyikapi perubahan yang terjadi di masyarakat. Oleh karena itu kurikulum integrasi hadir sebagai bentuk pengembangan kurikulum yang memadukan antara kurikulum nasional dengan kurikulum yang dimiliki oleh sekolah. Pengembangan kurikulum integrasi tersebut sangat baik diterapkan pada jenjang pendidikan anak usia dini (PAUD) guna menyeimbangkan kompentensi pengetahuan, keterampilan, dan karakter anak.Tujuan penelitian adalah mendeskripsikan dan menganalisis integrasi kurikulum mengoptimalkan kecerdasan majemuk anak di PAUD. Metode penelitian:  kualitatif deskriptif dengan rancangan studi kasus. Teknik pengambilan data dilakukan dengan wawancara, observasi, serta dokumentasi. Data yang sudah diperoleh di analisis lalu di cek keabsahan datanya menggunakan teknik triangulasi dan member check.Hasil penelitian menunjukkan bahwa kecerdasan anak dapat dioptimalkan dengan baik melalui proses pembelajaran yang mengintegrasikan nilai-nilai tauhid pada setiap pengembangan enam aspek yaitu: nilai agama moral, kognitif, bahasa, fisik-motorik, sosial-emosiaonal dan seni. Model pembelajaran yang digunakan sekolah adalah kelas sentra dengan metode pembiasaan diri.
MODEL IMPLEMENTASI KULIAH KERJA NYATA TEMATIK PENUNTASAN BUTAAKSARA UNIVERSITAS NEGERI SEMARANG TAHUN 2008 DI KECAMATAN BANDAR KABUPATEN BATANG Setiaji, Khasan
Lembaran Ilmu Kependidikan Vol 39, No 1 (2010)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v39i1.236

Abstract

TheKKNTematik PBA(illiteracy eradication field program) is a collaborativeprogram between provincial governments and universities to irradicate illiteracy inCentral Java. Semarang State University was one of the universities taking a part inthe program. The program was conducted among other in Bandar Batang.participants' responses and their achievement in basicmath, reading, and writing. The subject of the study was the implementation of themodels the program in Bandar Batang in 2008. The models consisted of three: private,small group, and large group. The population (226 people) was selected through adisproportionate stratified random sampling of 5 villages. The variables of theresearch were participants' responses and their achievement. The data were collectedwith a questionnaire and document analysis. The data were analyzed with descriptiveanalysis of the percentage and chi-square analysis. It was revealed that the response ofthe participants fell under good category. The achievement of the participants in basicmath, reading, and writing fell under low category.kata kunci: KKNtematik, buta aksara, warga belajar
Peningkatan Hasil Belajar Siswa IPS Menggunakan Model Inkuiri Sekolah Dasar Surya, Yenni Fitra
Lembaran Ilmu Kependidikan Vol 46, No 1 (2017): April 2017
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v46i1.10155

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar IPS siswa kelas IV SD negeri 002 Langgini. Penelitian ini bertujuan untuk meningkatkan hasil belajar IPS dengan menggunakan model Inquiri. Jenis penelian ini adalah penelitian tindakan kelas dengan persentase ketuntasan hasil belajar siswa pada siklus I dengan kategori cukup (67,5%) dan pada siklus II dengan kategori baik (90%). Hasil belajar siswa juga mengalami peningkatan yaitu pada siklus I, siswa yang tuntas 45% sedangkan siklus II, semua siswa tuntas (100%). Berdasarkan hasil penelitian bahwa penerapan model pembelajaran inkuiri dapat meningkatkan hasil belajar IPS siswa kelas IV SDN 002 Langgini.This research is motivated by the low of IPS study result of fourth graders of state elementary school of 002 Langgini. This study aims to improve the learning outcomes of IPS by using the Inquiri model. This type of research is classroom action research with the percentage of mastery of students' learning outcomes in cycle I with enough category (67,5%) and on cycle II with good category (90%). Student learning outcomes also experienced an increase that is in cycle I, students who complete 45% while cycle II, all students complete (100%). Based on the results of research that the application of inquiry learning model can improve the learning outcomes of IPS students grade IV SDN 002 Langgini

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