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Jurnal Tematik
Published by Universitas Negeri Medan
ISSN : 19796633     EISSN : 24607738     DOI : 10.24114
Core Subject : Education,
Education
Jurnal Tematik merupakan media komunikasi para akademisi, guru dan pemerhati dunia pendidikan dalam perspektif kependidikan. Jurnal tematik merupakan hasil penelitian, refleksi dan kajian kritis yang aktual berkenaan dengan tema-tema pendidikan, seperti kebijakan atau regulasi pendidikan, kurikulum, inovasi pembelajaran (kajian materi, pendekatan, model, metode, media dan evaluasi belajar) dalam ruang lingkup pendidikan dasar. Terbit tiga kali dalam setahun yakni April, Agustus dan Desember. Terbit pertama kali untuk edisi April 2012. Jurnal Tematik adalah jurnal berkala ilmiah berisi tulisan yang diangkat dari hasil penelitian pendidikan dasar pada fokus aspek-aspek yang berkaitan dengan kependidikan. Jurnal tematik merupakan jurnal nasional bermitra bestari yang diterbitkan tiga kali setahun dalam bentuk cetak dan online oleh Program Studi Pendidikan Dasar Pascasarjana, Universitas Negeri Medan, Indonesia. Pernyataan ini menjelaskan perilaku etis seluruh pihak yang terlibat dalam penerbitan artikel dalam Jurnal Tematik, termasuk penulis, dewan penyunting, mitra bestari, dan penerbit. Pernyataan ini didasarkan pada COPE’s Best Practice.
Arjuna Subject : Umum - Umum
Articles 6 Documents
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Search results for , issue "Vol 5, No 01 (2015): JURNAL TEMATIK" : 6 Documents clear
PENGEMBANGAN MEDIA PEMBELAJARAN SISTEM RANGKA MANUSIA BERBASIS MULTIMEDIA INTERAKTIF DI SD NEGERI 060876 MEDAN TIMUR Noera Sururi
JURNAL TEMATIK Vol 5, No 01 (2015): JURNAL TEMATIK
Publisher : JURNAL TEMATIK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jt.v5i01.3202

Abstract

The objective of this study: (1) Developing multimedia interactive learning which can be used as a learning medium human skeletal system; (2) Knowing the students' responses regarding the quality of multimedia interactive learning as a learning medium human skeletal system; and (3) Determine student learning outcomes in human skeletal system materials using interactive multimedia in primary school of public 060876 at east medan. The subjects of this study were all students in grade five public elementary schools 060876 at east medan in the second semester of the academic year 2014/2015 amounting to 30 students. Male students were twenty one people and women amounted to thirteen people. This studi was using the quantitative approach. The mothod of this study was (research and development/R&D), Borg and Gall model. The steps that had been done were; (1) Analyze the needs and characteristics of students; (2) Formulate instructional purposes; (3) Writing and designing media manuscript media science learning; (4) Validation experts; (5) Revision; (6) Testing the final product. The result of this study showing show that (1) Test IPA subject matter experts conducted by two experts were in very good criteria (89%); (2) Test the instructional design experts conducted by two experts are in very good criteria (84%); individual testing is in very good criteria (83%); small group trial is in very good criteria (86%); field trials on the criteria very well (86%), as well as student achievement test trials using the control class and experimental class. That the learning outcomes of students who use interactive multimedia on the matter of human skeletal system is higher than the class that only use the textbook as a medium of learning.
PENERAPAN PEMBELAJARAN KOOPERATIVE TIPE JIGSAW UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA PELAJARAN EKONOMI DI KELAS VII NEGERI 37 MEDAN Rosliana Maria
JURNAL TEMATIK Vol 5, No 01 (2015): JURNAL TEMATIK
Publisher : JURNAL TEMATIK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jt.v5i01.3218

Abstract

Karya tulis ini merupakan laporan penelitian tindakan kelas yang dilakukan  oleh peneliti dengan kegiatan yang terdiri dari 2 siklus dengan menerapkan model  pembelajaran Koperatif Tipe Jigsaw. Untuk  ini dilakukan penelitian di kelas VII (TUJUH)  SMP Negeri 37 Medan dengan  memilih kelas tindakan, yaitu kelas VII-2 dengan siswa yang berjumlah 34 orang. Pembelajaran berlangsung secara baik dan menggembirakan, siswa aktif mengikuti pembelajaran, sehingga hasilnya pun cukup signifikan. Penelitian ini dilakukan dalam upaya untuk meningkatkan kemampuan belajar dan kemandirian para siswa di sekolah. Setelah dilakukan pembelajaran dengan menggunakan medel pembelajaran Koperatif Tipe Jgsaw terdapat peningkatan hasi belajar yang cukup signifikan. Nilai rata-rata siswa sebelum dilaksanakannya tindakan adalah 50,55. Setelah dilakukan tindakan pada siklus I nilai rata-rata hasil belajar siswa terjadi penurunan yaitu 65,29. Kemudian pada siklus II yaitu setelah dilaksanakannya tindakan sebagai refleksi dari siklus I nilai rata-rata hasil belajar siswa naik menjadi 77,64. Tingkat ketuntasan belajar siswa sebelum dilakukan tindakan adalah 10,10 %, setelah tindakan pada siklus I turun menjadi 49,11 % dan pada siklus II naik sehingga menjadi 81,23 % Demikian pula perubahan aktifitas siswa, terjadi peningkatan terhadap minat dan kemauan siswa untuk belajar. Tingkat kehadiran rata-rata siswa pada siklus I adalah 90 %, pada siklus II menjadi 97,5 %. Dalam melakukan aktivitas pembelajaran telah terjadi perubahan tingkah laku yang cukup baik..
PENERAPAN MODEL PROBLEM BASED LEARNING (PBL) DALAM MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR PPKN PADA SISWA KELAS IV MIN MEDAN TAHUN 2014/2015 Dinda Yarshal
JURNAL TEMATIK Vol 5, No 01 (2015): JURNAL TEMATIK
Publisher : JURNAL TEMATIK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jt.v5i01.3198

Abstract

Abstract: The application of the model of Problem Based Learning (PBL) to increase the activity and learning outcomes of PPKn subject in grade IV PPKn MIN Medan in 2014/2015. Thesis, Graduate Program, State University of Medan (UNIMED).      This study aims to determine the increase of the activity and learning students outcomes of PPKn subject, in the material PPKn globalization, material with methods Problem Based Learning in 2014/2015. This research is a class act who use procedures for implementing the action research by model Hopkins, research was conducted in two cycle includes four stages for each cycle, namely: (1) planning; (2) implementation; (3) observation; (4) reflection. Subjects in this study were students of class IV, amounting to 31 students, consisting of 15 girls and 16 boys. Data collection techniques using achievement test in the form of essays by 10 matter and observation of student activity sheets. The data collected were analyzed by using qualitative and quantitative analysis. Results of research conducted concluded that the application of the Problem Based Learning (PBL) is proven to improve student learning outcomes of PPKn subject on globalization material in class IV, it is proved from: 1) an increase in students' learning activity by 23% through the application of the method of Problem Based Learning ( PBL) on globalization in the fourth grade material that is in the first cycle are 58.06% of students were classified as active learning and the second cycle increased to 80.65% of students were classified as active learning. 2) an increase in student learning outcomes by 54.8% after the first cycle measures implemented than before the action value is the average pretest before the given action at 13.94 with classical completeness percentage of 0% and after the first cycle of action, learning outcomes PPKn increased with an average value of 60.29 with the percentage posttest completeness 54.8%; The next after repair in the second cycle, student learning outcomes increased by 32.3% compared to the first cycle, the average value posttest second cycle of 73.61 with a percentage of 87.1% completeness. From these data we can conclude learning theory proposed by Dewey that students are given a stimulus in the form of the problem and then the students were asked to respond to that aims to solve problems raised Dewey's theory underlying an act of the model problem based learning. Vigotsky Lev theory and Piaget is a theory that supports the activities of the activities of the student, they argue bahwasannya where children have the innate potential to become familiar with the environment which raises the curiosity of children to new experiences that challenge them to provide solutions. This is evident in the improvement of student learning activities each cycle. Grand theories put forward by Bruner is a theory that became the cornerstone of the instrument is given to the students' achievement test using cognitive domains C1-C6; proven to improve student learning outcomes. As the conclusion of this study, by using a model of problem-based learning could improved the activity and learning outcomes of PPKn subject in grade IV  MIN Medan school Year 2014/2015
UPAYA MENINGKATKAN MINAT BELAJAR DAN HASIL BELAJAR SISWA MELALUI PENERAPAN STRATEGI PEER LESSON DI KELAS V SD NEGERI 34 BANDA ACEH TAHUN PELAJARAN 2013/2014 Maisarah Maisarah
JURNAL TEMATIK Vol 5, No 01 (2015): JURNAL TEMATIK
Publisher : JURNAL TEMATIK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jt.v5i01.3200

Abstract

This study aims to determine whether the strategy of eye Lessons can improve learning and learning outcomes PAI in class V SDN 34 in Banda Aceh. This study uses a study of action (action research) in the fifth grade students of SDN 34 in Banda Aceh. So for Islamic Education student learning outcomes in class V SDN 34 in Banda Aceh in the second cycle is 90.82. Thus it can be said that learning to recognize indicators of the messenger of Allah, the value obtained is very satisfactory. Improve student learning outcomes after the second cycle is done due to improvements in learning strategies used subjects.
PENGEMBANGAN PENILAIAN AUTENTIK BERBASIS KURIKULUM 2013 DI KELAS IV SEKOLAH DASAR NEGERI KOTA PEKANBARU Zaka Hadikusuma
JURNAL TEMATIK Vol 5, No 01 (2015): JURNAL TEMATIK
Publisher : JURNAL TEMATIK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jt.v5i01.3201

Abstract

This study aimed to 1) determine whether there was an authentic assessment in teacher and student grade book IV, 2) develop an authentic assessment tool that does not exist in the book of teachers and students based on curriculum assessment in 2013 to the theme of hero in the fourth grade elementary school Pekanbaru , 3) determine how the accuracy of authentic assessment tool developed in accordance with the hero theme based Jugdment experts, and 4) determine how the validity and reliability of authentic assessment tool developed. This study was conducted from December to February 2015, this type of research is the development of research that uses the type of formative research. The subjects in this study consists of five subject matter experts, one expert Thematic, and one expert evaluation in order to assess the accuracy of the assessment instruments developed. Data on quality of product development were collected by observation sheet and questionnaire validation. The data collected was analyzed by qualitative descriptive analysis techniques. assessment instrument that does not exist in the book of teachers and students on the theme of "hero" is the attitude assessment instruments. The results of the expert validation overall scoring average was 95.63 very good category. The results of the validation of five components 1) objectivity, 2) systematic, 3) construction, 4) language, 5) Practicality. This suggests that authentic assessment instrument based curriculum developed in 2013 based on the results of the validation performed by experts can be expressed Excellent and are appropriate to be used or worn for menilaian student attitudes during the learning process in the classroom. The test is a test of the validity and reliability of assessment instruments developed. The validity test with 2 way teachers are given instruments and assigned to assess students simultaneously. On the validity of the test is performed 2 trials, namely small-scale trials 2 and 6 teachers of students and large-scale trials 2 teachers and 20 students. Assessment instrument as valid if two teachers give the same assessment on students. Experimental results show that the same two teachers in assessing students. Thus be valid assessment instrument.
PENERAPAN PEMBELAJARAN KOOPERATIVE TIPE JIGSAW UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA PELAJARAN EKONOMI DI KELAS VII NEGERI 37 MEDAN Rosliana Maria
JURNAL TEMATIK Vol 5, No 01 (2015): JURNAL TEMATIK
Publisher : JURNAL TEMATIK

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jt.v5i01.3219

Abstract

Karya tulis ini merupakan laporan penelitian tindakan kelas yang dilakukan  oleh peneliti dengan kegiatan yang terdiri dari 2 siklus dengan menerapkan model  pembelajaran Koperatif Tipe Jigsaw. Untuk  ini dilakukan penelitian di kelas VII (TUJUH)  SMP Negeri 37 Medan dengan  memilih kelas tindakan, yaitu kelas VII-2 dengan siswa yang berjumlah 34 orang. Pembelajaran berlangsung secara baik dan menggembirakan, siswa aktif mengikuti pembelajaran, sehingga hasilnya pun cukup signifikan. Penelitian ini dilakukan dalam upaya untuk meningkatkan kemampuan belajar dan kemandirian para siswa di sekolah. Setelah dilakukan pembelajaran dengan menggunakan medel pembelajaran Koperatif Tipe Jgsaw terdapat peningkatan hasi belajar yang cukup signifikan. Nilai rata-rata siswa sebelum dilaksanakannya tindakan adalah 50,55. Setelah dilakukan tindakan pada siklus I nilai rata-rata hasil belajar siswa terjadi penurunan yaitu 65,29. Kemudian pada siklus II yaitu setelah dilaksanakannya tindakan sebagai refleksi dari siklus I nilai rata-rata hasil belajar siswa naik menjadi 77,64. Tingkat ketuntasan belajar siswa sebelum dilakukan tindakan adalah 10,10 %, setelah tindakan pada siklus I turun menjadi 49,11 % dan pada siklus II naik sehingga menjadi 81,23 % Demikian pula perubahan aktifitas siswa, terjadi peningkatan terhadap minat dan kemauan siswa untuk belajar. Tingkat kehadiran rata-rata siswa pada siklus I adalah 90 %, pada siklus II menjadi 97,5 %. Dalam melakukan aktivitas pembelajaran telah terjadi perubahan tingkah laku yang cukup baik.

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