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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
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GAME EDUKASI BAHASA INGGRIS DENGAN INPUT SUARA SEBAGAI MEDIA PEMBELAJARAN BAGI SISWA SMP/MTs Wibawanto, Wandah
Lembaran Ilmu Kependidikan Vol 42, No 1 (2013)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v42i1.2702

Abstract

Kompetensi bahasa adalah model yang mempersiapkan siswa untuk berkomunikasi dengan bahasa fungsional. Permasalahan yang muncul adalah metode pembelajaran, penyelenggara pendidikan dan kemampuan pengalihan siswa. Dari permasalahan tersebut maka kompetensi bahasa Inggris tujuan dapat dicapai tetapi belum optimal. Game pendidikan sebagai bentuk media pembelajaran memiliki konten yang secara tidak langsung dapat mengambil pemain ke dalam proses komunikasi. Desain game pendidikan dengan menggunakan pendekatan wacana kompetensi menampilkan representasi dari kondisi sosial di dunia nyata dan kemudian diadaptasi dalam bentuk virtual. Dengan menggunakan input suara sebagai pengendali utama, pemain diharapkan untuk meningkatkan keterampilan komunikasi mereka, termasuk mendengar, berbicara, dan membaca dalam konteks sosio-kultural seperti yang ditunjukkan dalam permainan. Language competence is a model that prepares students to communicate with the functional language. The problems that arise are the methods of learning, education providers and the ability diversion of the students. From these problems then the objective English language competence can be achieved but not yet optimal. Educational games as a form of learning media have a content that may indirectly take the players into a communication process. The design of educational games using discourse competence approach displays representations of social conditions in the real world and then adapted in virtual form. By using sound input as main controllers, players are expected to improve their communication skills, include listening, speaking, and reading in the socio-cultural context as shown in the game.
STUDI EVALUASI KOMPETENSI MENGAJAR MAHASISWA PRAKTEK PENGALAMAN LAPANGAN (PPL) JURUSAN AKUNTANSI UNIVERSITAS NEGERI SEMARANG Mukhibad, Hasan; Susilowati, Nurdian
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.v39i2.227

Abstract

This research is aimed at revealing the success of the Teaching Practice Program ofstudents of Accounting of Economics Faculty of Unnes in senior high schools andvocational high school in Semarang. The samples, 49 students out of 97, wereselected through a simple random sampling. The data were collected with aquestionairre and documentation. The data were analyzed using the percentagedescriptive analysis and multiple regression analysis. The result of the study showedthat most of accounting students were successful in doing the Teaching PracticeProgram with high criteria. The success of the program was influenced by the role ofthe mentor, the role of the advising lecturer, the quality of the orientation program, therole of peers, and the achievement on the educational subjects.Kata Kunci :keberhasilan PPL, guru pamong, dosen pembimbing, orientasi PPL,rekan sejawat dan hasil belajar kependidikan
The Implementation of Mind Mapping Strategy to Teach Writing in IELTS Preparation Class Pratiwi, Damar Isti; Faridi, Abdurrachman; Hartono, Rudi
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.v45i1.7640

Abstract

This study is aimed to investigate the implementation of mind mapping strategy to teach writing in IELTS preparation class. It was a descriptive qualitative study on 20 students of IELTS preparation classes. Those students were divided into 6 classes based on their level after taking IELTS placement test. There were 3 teachers who taught 2 classes each. The data were collected by using classroom observations, students’ questionnaire, teachers’ interview, and document analysis. The present study revealed four results. First, mind mapping strategy was implemented by grouping the visual data to find out main trends, large increase or decrease, consistent direction and the relationship between modes and percentages in task 1; whereas in task 2, it was implemented by building students’ critical thinking to list main ideas which later on give supporting details for each main idea. Second, the students enjoyed teaching learning process through mind mapping strategy which resulted in passing guarantee program of having score improvement minimum 1 point, improved their analysis of data, enlarged their knowledge in academic writing topic, built their critical thinking and managed time well. Third, the problems during the implementation of those two strategies were teachers’ schedule, students’ activities at school before joining IELTS preparation class, time management, repetition ideas and phrases, laziness and boredom, and also illegible hand writing. Fourth, the solutions were: managing teachers’ and students’ schedule well, doing the test in time as instructions, reading many articles related with IELTS writing to broaden students’ knowledge, giving free writing, and practicing more.
PENGEMBANGAN PERANGKAT PEMBELAJARAN DENGAN PENDEKATAN SCIENTIFIC SKILL TEKNOLOGI FERMENTASI BERBASIS MASALAH LINGKUNGAN Mulyono, Yatin; Bintari, Siti Harnina; Rahayu, Enni Suwarsi; Widiyaningrum, Priyantini
Lembaran Ilmu Kependidikan Vol 41, No 1 (2012)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v41i1.2225

Abstract

Penelitian ini bertujuan mendeskripsikan proses pembelajaran biologi di SMA 1 Kandangserang, mengembangkan perangkat pembelajaran dengan pendekatan scientific skill berbasis masalah lingkungan pada limbah produksi tempe-tahu, dan mengevaluasi validitas, efektivitas, serta kepraktisan perangkat pembelajaran tersebut. Metode yang digunakan adalah Research and Development dengan menganalisis kebutuhan kemudian mengembangkan produk dan diuji validitas, efektivitas, dan kepraktisanya hingga diperoleh produk final. Produk yang dikembangkan adalah perangkat pembelajaran dengan pendekatan scientific skill teknologi fermentasi berbasis masalah lingkungan pada limbah produksi tempe-tahu, yaitu meliputi silabus, RPP, bahan ajar, lembar diskusi peserta didik (LDPD), dan lembar penilaian scientific skill. Hasil analisis menunjukkan perangkat pembelajaran sangat valid, efektif, dan praktis diterapkan. Guru hendaknya menerapkan perangkat pembelajaran dengan pendekatan scientific skill teknologi fermentasi berbasis masalah lingkungan pada limbah produksi tempe-tahu. The research aims to describe biology learning process in SMA 1 Kandangserang detaily, expand learning process with scientific skill approach problem based learning, and evaluate the validity, effectivity, and practical the learning equipment. The method in this research is Research and Development, by analyzing the need and then developing a product and find the validity, effectivity, practically until gets the final product. The product that been developed is learning equipment with scientific skill technology of fermentation that principle with surrounding problems, consist of the syllabi, lesson plan, teaching materials, student discussion papers, and scientific skill’s evaluation  paper. The learning equipment is valid, efective and has been used. Learning equipment using scientific skill inenvironment problem based should be applied in making of tempe-tahu by the teacher.
MULTIGRADE TEACHING: UPAYA MENGATASI MASALAH PENDISTRIBUSIAN GURU YANG TIDAK MERATA DI INDONESIA Hendikawati, Putriaji
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.v37i1.516

Abstract

One of classic education‘s problem in Indonesia is the teacher distribution is notspread evenly. This problem that happened mainly at isolated area, had emphasizedteacher to teach more than one lesson, moreover to teach more than one class. Thiskind of teaching called multi grade teaching (MGT) or it was known as multi classteaching in Indonesia. The characteristic of this teaching identified when teacherteached two or more different class grade in the same room, also in the same time.MGT can be applied for the several reasons, such as geography position is difficult tobe reached, limition of class room, lack of teacher, small number of student, the absentof teacher, or maybe because of the safety factor and emergency situation that happenlike on evacuation area that impacted by disaster. The development of this modelneeds to be handled careful, starts from curriculum development and also materialdevelopment, therefore advice, examine and deep perfection by education expert stillneed to be done continuously.Kata kunci: multigrade teaching, pendistribusian, guru, tidak merata.
Evaluasi Pelaksanaan Pembelajaran Daring di Indonesia Selama Masa Pandemi Covid-19 Budiman, Jumardi
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.v50i1.29364

Abstract

Tujuan penelitian ini yakni mengevaluasi pelaksanaan pembelajaran daring di Indonesia pada masa pandemi covid-19. Metode penelitian menggunakan studi kepustakaan dengan sumber data berupa artikel ilmiah yang membahas tentang pelaksanaan pembelajaran daring selama masa pandemi covid-19. Teknik analisa data menggunakan analisa kualitatif yakni reduksi data, penyajian data dan verifikasi/ penarikan kesimpulan. Temuan dalam penelitian ini bahwa mekanisme pembelajaran daring memiliki dampak positif berupa kemandirian siswa dalam belajar, peningkatan aktivitas mencari sumber belajar dan inovasi gaya belajar. Dampak negatif pembelajaran daring berupa rasa jenuh serta penurunan minat belajar akibat kegagalan siswa dan guru dalam mengatasi kendala seperti sarana penunjang yang tidak memadai, ketiadaan kuota internet dan sinyal internet yang buruk. Tantangan yang dihadapi oleh siswa dan guru selama pembelajaran daring yakni ketersediaan sarana penunjang, strategi pembelajaran yang inovatif dan sinergisitas antara komponen pendidikan. Pembelajaran daring berpeluang untuk terus dilaksanakan dengan system blended learning guna menciptakan ekosistem pembelajaran digital yang efektif dan efisien
PENERAPAN PEMBELAJARAN IPA TERPADU DI SMP MENJELANG IMPLEMENTASI KURIKULUM 2013 Noeraida, Noeraida
Lembaran Ilmu Kependidikan Vol 43, No 1 (2014): April 2014
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v43i1.3168

Abstract

Penelitian ini bertujuan untuk memperoleh gambaran penerapan pembelajaran IPA Terpadu di SMP menjelang implementasiKurikulum 2013. Penelitian ini merupakan studi kasus tentang penerapan pembelajaran IPA Terpadu di salahsatu SMP di Kota Bandung. Obyek penelitian terdiri dari 1 orang guru IPA SMP dan 75 siswa kelas IX (2 kelas). Data penelitian yang dikaji peneliti terdiri atas perangkat pembelajaran (silabus, RPP, bahan ajar) yang dibuat, proses pembelajaran IPA di kelas, serta tanggapan guru dan siswa terhadap pembelajaran IPA. Berdasarkan studi ini diperoleh informasi bahwa pelaksanakan pembelajaran IPA Terpadu belum dilaksanakan dengan optimal. Sementara itu siswa lebih berminat melaksanakan pembelajaran IPA secara kontekstual dan terpadu dengan metode eksperimen/praktek.Guru kurang siap melaksanakan pembelajaran IPA Terpadu pada Kurikulum 2013 karena beberapa faktor yaitu terbatasnya pemahaman guru tentang pembelajaran IPA Terpadu dan model pembelajaran yang sesuai dengan pembelajaran IPA Terpadu; bahan ajar IPA Terpadu (buku dan LKS) yang belum menunjukkan keterpaduannya; dan motivasi guru yang kurang. Dari hasil temuan tersebut perlu dilakukan suatu tindak lanjut terkait dengan pelaksanaan pembelajaran IPA Terpadu di SMP yaituberupa pelatihan bagi guru IPA SMP tentang pembelajaran IPA Terpadu dan model-model pembelajaran yang sesuai dengan pembelajaran IPA Terpadu, dan perlu adanya media pendukung pembelajaran IPA Terpadu berupa media dan bahan ajar IPA Terpadu yang mampu mengembangkan 4 kompetensi inti dalam Kurikulum 2013.This research aims to get the description of implementing of integrated science learning in junior high school in facing of Curriculum 2013. This is a case study about integrated science learning implementation in a Junior High School in Bandung. The object of study is 1 junior high science teacher and 75 ninth junior high students (in 2 classes). The collected data as follow: syllabi, lesson plans, learning materials (textbook and worksheet) which conducted by the teacher, science learning process in class, and the opinion of the teacher and the students related to science integrated learning. Based on this study, the science integrated learning in junior high school has not been implemented well, yet. While the students are more interested to contextual and integrated science by experiments or practical exercises. The teacher is less ready to implement the integrated science learning in Curriculum 2013. It is because of such factors: the teacher’s understanding of integrated science learning is low; the current learning material of integrated science which has not showed the integrity; and teacher’s motivation is weak. Based on this results, it is needed to conduct an action plan related to implementation of integrated science in junior high school, i.e. conducting of teacher training of integrated science learning and the suitable models of integrated science learning; the need for developing supporting learning material of integrated science which able to develop the 4 Core Competences in Curriculum 2013.
IMPLEMENTASI MANAJEMEN BERBASIS SEKOLAH (Case Study Pelaksanaan Program MBS Rintisan di SD Negeri 2 Karangsari Kecamatan Pejawaran Banjarnegara) Sholeh, Muh
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.v38i2.484

Abstract

The research is aimed at understanding the school management, teaching andlearning processes, community involvement, students activity outside the teachingand learning processes. The focus of the study is to understand the implementationprocess of of the school-based management at State Elementary School 2 ofKarangsari including the school management, teaching and learning processes,community involvement, students' activity outside class and the implementation ofthe pilot project of school-based management. The research adopted a qualitativeapproach through a case study of the implementation of the pilot project of schoolbasedmanagement at State Elementary School 2 of Karangsari, SubdistrictPejawaran, Banjarnegara. The study showed that a) State Elementary School 2 ofKarangsari had implemented school management based on equality, transparency,awareness, accountability, participation, vision, and simplicity; b) the teaching andlearning process at State Elementary School 2 of Karangsari had adopted active,creative, and joyful learning; c) Karangsari villagers showed a serious attention to theschool development as seen from their true participation in making decision in variousaspects, d) outside the class, students study religion, playing musical instrumentskentongan/thek-thek, and broadcasting atSUPELFM.Kata kunci: manajemen barbasis sekolah, peranserta masyarakat, dan PAKEM
PENGEMBANGAN MOVABLE BOOK BERBASIS PENDIDIKAN MULTIKULTURAL UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KREATIF SISWA KELAS IV SEKOLAH DASAR
Lembaran Ilmu Kependidikan Vol 47, No 1 (2018): April
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v47i1.15107

Abstract

Kemampuan berpikir kreatif menjadi salah satu kemampuan yang digalakkan pada abad 21 dan pendidikan Indonesia ikut andil dengan diterapkannya Kurikulum 2013. Pengembangan berpikir kreatif mengalami kendala di lapangan salah satunya dikarenakan bahan ajar yang kurang mendukung, kurang menarik dan tidak interaktif.  Untuk itu dikembangkanlah sebuah penelitian dengan tujuan untuk menghasilkan movable book berbasis pendidikan multikultural yang valid untuk meningkatkan kemampuan berpikir kreatif siswa kelas IV sekolah dasar. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model pengembangan Borg Gall (1983: 772) dengan sepuluh langkah. Subjek dalam penelitian ini adalah siswa dan guru kelas IV di lima sekolah. Pengumpulan data dilakukan melalui wawancara, angket, dan tes. Teknik analisis data menggunakan uji independent sample t-test. Hasil penelitian menunjukkan bahwa produk dinyatakan valid dan layak digunakan berdasarkan validasi ahli dan uji coba pada siswa. Kelayakan pada aspek media memperoleh skor 255 dengan kategori “baik”, aspek materi memperoleh skor 95 dengan kategori “baik”. Perolehan skor respon guru pada uji coba diperluas sebesar 116 dengan kategori “sangat baik”, perolehan skor respon siswa sebesar 37,95 dengan kategori “sangat baik”. Produk yang dikembangkan efektif meningkatkan kemampuan berpikir kreatif berdasarkan hasil uji independent sample t-test menunjukkan taraf signifikansi 0,00 yang berarti 0,05. Hasil ini menunjukkan bahwa movable book berbasis pendidikan multikultural valid dan efektif digunakan sebagai suplemen pembelajaran untuk meningkatkan kemampuan berpikir kreatif siswa kelas IV sekolah dasar.
PENINGKATAN KEMAMPUAN MENGAPRESIASI PROSA DENGAN LITERATURE CYCLES UNTUK MAHASISWA SASTRA UNNES Asianti, Dwi Anggara
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.v41i2.2344

Abstract

Penelitian ini bertujuan untuk meningkatkan kemampuan mengapresiasi dan menganalisis prosa mahasiswa Program Studi di Sastra Unnes. Sumber data adalah 23 mahasiswa Prodi Sastra FBS Unnes. Metode pengumpulan data adalah interview, observasi partisipasi, portofolio. Data selanjutnya diberi kode L (literature circle) dan H (portofolio). Setelah itu dilakukan klasifikasi, tabulasi dan ditulis dalam tabel untuk selanjutnya data diinterpretasi. Temuan dari penelitian ini adalah lebih dari 50% mahasiswa menganggap kelas analisis prosa menarik dan 87% mahasiswa aktif bekerjasama dalam kelompok. Dengan kata lain kelompok-kelompok belajar menyumbang terciptanya motivasi belajar mahasiswa sastra, terbukti mereka menjadi aktif karena suasana kelas yang menarik. Pada kondisi penambah motivasi, hampir 90% mahasiswa  semangat belajar dalam menganalisis prosa. Pada akhir semester 97% mahasiswa mampu mencapai nilai yang berkisar antara 70-100. Pada kondisi pertahankan motivasi, penguasaan beragam isi prosa diakui oleh hampir 80% mahasiswa. 19 dari 23 orang mahasiswa mengaku diskusi merupakan sarana belajar yang efektif untuk analisis prosa. The aim of this research was to maximazing the analysis skill of literature students of Semarang State University. The sample of the research was one class which consisted of 23 students. The methods of  data collection were interviews, participative observation, and individual paper. The identified data were written specific codes such as L which stands for literature circle and H is for the individual paper. Data were classified, tabulated and written to the table and interpreted. Students were divided into four groups consist of six member with six different roles that they had to discuss in group. Findings are class of prose analysis class was interesting for more than half of students, and 87% were actively involved in group discussion. 90% students were enthusiastic in learning analysis, so 97% students reached 70-100. 80% students could understand various stories. 19 out of 23 students admitted that discussion was the effective way of learning prose analysis subject.

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