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Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan
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Articles 8,827 Documents
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PENGARUH LATIHAN KNEE TUCK JUMP TERHADAP POWER OTOT TUNGKAI PADA SISWI EKSTRAKURIKULER BOLA VOLY PUTRI SMA N 11 PEKANBARU M.Farid '; Ramadi '; Ni putu Nita Wijayanti
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 4, No 2 (2017): Wisuda Oktober 2017
Publisher : Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan

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Abstract: The problem in this research it still a lack of explosive power of leg muscle when they smash and block in student extracurricular volleyball women’s SMA N 11 pekanbaru.based on the researchers training provide Knee Tuck Jump. The research to determine whether there is effect Reactive Jump Over Hurdles exercises to the leg muscle of explosive power of student extracurricular volleyball women’s sma n 11 pekanbaru, so that when a jump smash and block to get the maximum lea. This research is the experimental treatment (Experimental), with a population of student extracurricular volleyball women’s SMA N 11 pekanbaru, the data in this research is the entire population of 14 people. The instruments used in this research is Vertical Jump Test, which aims to measure the explosive power leg muscle. After that, the data is processed with statistical, normality test with lilifors test at significance level α (0.05). The hypothesis is the effect Knee Tuck Jump exercises to the explosive muscle power. Based on the analysis of statistical data, there are an average Pree-test of 31,14 and an average post-test 32,64, then the data is normal with an increase of 1,22. Based on the test analysis produces Ttabel = 1,771and Thitung =3,66, meaning Thitung> Ttabel. Thus, there Effect of Exercise Knee Tuck Jump on Explosive Power on a Leg Muscle student extracurricular volleyball women’s SMA N 11 pekanbaruKeywords : Knee Tuck Jump, the explosive muscle power.
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE CO-OP CO-OP UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS V-D SD NEGERI 163 PEKANBARU Yuli Handayani; Lazim N Lazim N; Eddy Noviana
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 5, No 1 (2018): WISUDA APRIL 2018
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Abstract: This research was carried out because of the lowlearning outcomes of social studies of grade V-D in SD Negeri 163 Pekanbaru, KKM that is 72. The class consist of 30 students, who reached the KKM is just 14 students (46.67%), whereas students who have not yet reached the KKM is 16 students (53.33%) with average rating of class 59.83. To solve these problems then the researchers implement co-op co-op cooperative learning model. The purpose of this research is to improve the learning achievement of social studies with the implementation of the co-op co-op cooperative learning model. The result of this research shows that the average value of basic score is 59.83 and increased in cycle I from 22.59% become 73.52. In cycle II, the average value of the students also increase 33.47% become 79.86. On a basic score of students classical success criteria of social studies is 46.67%. After implementation of scramble cooperative learning model on cycle 1, number of success criteria of students classical learning increased become 66.67%. And on cycle II, success criteria of students classical learning increased by 90%. Then, the activity of the teacher on the first meeting of the cycle 1 got was 70.83% by category is enough. The second meeting was increased become 79.16% with category of good. on the first meeting of the cycle II teacher activity increased become 837.5% by category of very good. At the second meeting increased become 95.83% with the very good category. The activity of the students at the first meeting of the cycle I got was 66.66% by category of enough. The second meeting was increased become 75% with category of enough. At the first meeting of the cycle II activity of students increased become 83.33% with category of good. At the second meeting increased become 91.66% by very good category. From this research it can be concluded that by implementation of the co-op co-op cooperative learning model can improve students learning outcomes of social studies of grade V-D in SD Negeri 163 Pekanbaru.Keywords: Co-op co-op Cooperative Type, Social Studies Outcomes
HUBUNGAN KOORDINASI MATA-KAKI DAN KELINCAHAN TERHADAP HASIL DRIBBLING SEPAKBOLA SSB TAMA PUTRA PEKANBARU Dedy kurniawan; Drs.Saripin, M.Kes, AIFO '; Kristi Agust, S.Pd, M.Pd
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 4, No 1 (2017): Wisuda Februari 2017
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Abstract: The problem in this study is the lack of dribbling skill it is presumably because the ankle coordination and the agility are not maximized. This study was conducted to find out the correlation between the ankle coordination and the agility towards the skill of soccer dribbling of SSB Tama Putra Pekanbaru. The sample of this research was 20 soccer players of SSB Tama Putra Pekanbaru. In order to get the sample, the researcher used total sampling. The instrument in this research was ankle coordination test which aimed to measure the students’ ankle coordination in moving, the agility of dogging run test which aimed to measure the skill of changing the direction of running and dribbling test used soccer dribbling. Before analyzing the data, the normality test should be conducted in advance by using liliefors test and regression linearity test at significant level 0,05. The hypotheses are 1. The correlation of ankle coordination towards the skill of soccer players dribbling of SSB Tama Putra. 2. The correlation of the agility towards the skill of soccer players dribbling of SSB Tama Putra Pekanbaru. 3. The correlation between ankle coordination and the agility toward the skill of soccer payers dribbling of SSB Tama Putra Pekanbaru. Ankle coordination (X) to dribbling skill (Y) obtained result rcount = 0,198 when compared with the critical value rtable= 0,456, then the result is rcount<rtable at the level of significant testing = 0, 05. The result obtained that there is no significant correlation between the ankle coordination to dribbling skill. The product moment correlation analysis between the ankle coordination (X2) to the dribbling skill (Y) obtained the result rcount = 0,264 which compared with the critical value rtable = 0,456 obtained the result rcount<rtable at the level of significant testing 0, 05. The result obtained that there is no significant correlation to the agility of dribbling skill. The analysis of multiple correlation between the ankle coordination (X1) and the agility (X2) of the dribbling skill (Y) obtained value rcount= 0,398 and when compared with the critical value rtab=0,456 then obtained rcount<rtable at the level of significant testing = 0,05. Based on these the result, there is no significant correlation between the ankle coordination to dribbling skill. In conclusion, there is a correlation between the ankle coordination and the agility to dribbling skill even though there is no significant result of this orrelation.Key Word: Ankle coordination and agility to dribbling skill2HUBUNGAN
PENERAPAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IV SD NEGRI 001 KECAMATAN SINABOI Kamarianto Kamarianto; Eddy Noviana; Mahmud Alpusari
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 5, No 1 (2018): WISUDA APRIL 2018
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Abstract: This study is based on the low of IPS study result of fourth grade students of SDN 001 Sinabaoi of academic year 2015/2016. Preliminary data received by the researchers, from 28 students who achieved the value of KKM only 7 students (25%). This research is a classroom action research conducted collaboratively and participatively in collaboration with fourth grade IPS teacher SDN 001 Sinaboi. The instrument of this study consists of learning devices used in this study based on Education Unit Level Curriculum (KTSP). Learning tools consist of syllabus, lesson plans, student worksheets and observation sheets. The result of research got the activity of teacher at first cycle of meeting I that is 60% with enough category, second meeting of cycle I that is 75% with good category. At siklu II meeting 1 is 80% with good category and second meeting second cycle is 95% with very good category. Then the student activity is also getting better. The result of the first activity percentage of first cycle cycles is 55% with enough category, in the second meeting of the first cycle is 75% with good category. In the second cycle of meeting I is 85% with good category, and meeting II is 90% with very good category. As for the result of student learning that complete before held action only 7 student (25%) with average value 64,5. In the daily test I cycle I the number of completed students increased to 13 students or (46.43%) with an average value of 75.2. Furthermore, in the second cycle II repetition increased again with a total number of students who complete 25 students or (89.28%) with an average score of 83.93. The increase that occurred on student learning outcomes between the basic score of one cycle with an average of 16.58 and between the basic score of the second cycle with an average of 30.12 This means that the classical value obtained by students has been above the predefined KKM.Keywords: Problem-based leraning model, Learning outcomes IPS
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS III SDN 42 PEKANBARU Sere Perawati Samosir; Lazim N Lazim N; Hendri Marhadi
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 5, No 1 (2018): WISUDA APRIL 2018
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Abstract: The background in this research is the low social achievement of third grade students SDN 42 Pekanbaru. The KKM determined by the school is 73. Out of 36 students, only 14 students (38.88%) reach KKM and 22 students (61.12%) who have not reached KKM with grade 61.47 grade average. This study aims to improve the learning outcomes of social achievement of third grade students SDN 42 Pekanbaru by applying cooperative type model of talking stick. This study presents the learning results obtained from daily test scores before the action with an average of 61.47 increased to 71.66 in cycle I, and increased again to 76.52 in cycle II. Teacher activity in the first cycle of the first meeting gained a percentage of the percentage of 66.66% good category, at the second meeting increased by the percentage of 75.00% with good category. Next cycle II first meeting of teacher activity also increase with percentage of 83,33% good category and at second meeting increase again with percentage equal to 91,67% very good category. While the activity of student in cycle I meeting one get percentage of student activity equal to 62,50% with less, at second meeting increase with percentage 75,00% with good category. Next on the second cycle of the first meeting of student activity increased with the percentage of 83.33% good category and at the second meeting increased with a very good 91.66% category percentage. Based on the results of this study, it can be proved that the appliement of cooperative type talking stick learning model to improve the learning student’s social subject learning result at third grade SDN 42 Pekanbaru.Key Words: Cooperative learning model type talking stick, learning outcomes social
MENINGKATKAN AKTIVITAS BELAJAR PESERTA DIDIK PADA POKOK BAHASAN KOLOID MELALUI PENGGUNAAN LEMBAR KEGIATAN PESERTA DIDIK (LKPD) BERBASIS IDEAL PROBLEM SOLVING DI KELAS XI MIA 3 SMAN 1 PEKANBARU Ermei Hijjah Handayani; Elva Yasmi Amran; Rini &#039;
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 3, No 2 (2016): Wisuda Oktober 2016
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Abstract: Classroom action research had been done on student learning activity on Colloid subject in XI MIA 3 of SMAN 1 Pekanbaru. This research was conducted by using student worksheet that is based on IDEAL Problem Solving. Student learning activity which is repaired the activity of asking question, submit answers or opinions, doing student worksheet is based on IDEAL Problem Solving and group discussion. This research consisted of two cycles. Each cycle consisted of two meetings that went through four stages of implementation: planning, action, observation, and reflection. Data collection technique use observation test and questionnaire . The result of action showed that learning activity percentage of student improved and reached the success indicator. The learning activity of student percentage in first cycle is 61,33% with enough category and second cycle is 73,86% with good category. Based on the result obtained, it can be concluded the using of student worksheet that is based on IDEAL Problem Solving can improve student learning activity.Keyword :Student Worksheet That is Based On IDEAL Problem Solving, Student Learning Activity, Colloid
THE CORRELATION BETWEEN READING COMPREHENSION AND WRITING ABILITY ON DESCRIPTIVE TEXTS OF THE SECOND YEAR STUDENTS OF SMAN 2 BATAM Yenni Rahmayani; Atni Prawati; Novitri &#039;
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 4, No 1 (2017): Wisuda Februari 2017
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Abstract: The objective of this research is to find out the correlation between reading comprehension and writing ability on descriptive texts of the second year students of SMA 2 Batam. The sample of this research was class XI IPA, which consist of 30 students. The data were collected by using two kinds of test, reading comprehension test and writing test. The result of this research showed that the second year students of SMAN 2 Batam got good level with the average score of 74.06 in reading comprehension and in writing test, the students got adequate level with average score 68.43. The result of this research proved that there is a positive correlation between reading comprehension and writing ability on descriptive texts. The rxy distribution of the coefficient correlation is 0.69. It means that the correlation was in moderate level. So, Ha (alternative hypothesis) of this research is accepted and null hypothesis (Ho) is rejected. In other words, it can be concluded that this correlation cannot prove that students who are good in reading will also have the same ability in writing. This can be seen on the students’ score of reading and writing. There are some students who got good scores in reading test, but got bad scores in writing. There is a tendency where the students’ reading score was in accordance with their writing score and vice versa. Key Words: Correlation, Reading Comprehension, Writing Ability
PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE MAKE A MATCH UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS VB SD NEGERI 21 BALAI MAKAM DURI KECAMATAN MANDAU KABUPATEN BENGKALIS Witmailen Witmailen; Mahmud Alpusari; Zariul Antosa
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 4, No 1 (2017): Wisuda Februari 2017
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Abstract: Based on the observation that researchers do in the first semester of the school year 2015/2016, learning social studies test results found to identify the problem as follows: Low levels of student ability, the inability of students to complete the task, students are less able to appear in front of the class present the results of the group work and the lack of learning media as a supporter in the delivery of material. Subjects in this study is teacher and fifth grade students of SD Negeri 21 Balai Makam Saber Duri District of Bengkalis in the academic year 2016/2017, amounting to 32 students. In addition, the researchers used a type of classroom action research conducted in two cycles during 4 meetings. Each cycle is carried out through four stages, namely planning, action, observation, and reflection. The data collection technique is carried out through tests, observations, and documentation. The observation of the first meeting of the first cycle of teacher activity category of "enough" and at the meeting of the two categories "Good". Meanwhile, the first meeting of the second cycle of teacher activity categories "Good" and at the meeting of the two categories of "Very Good". While student activity categorized the first meeting of the first cycle is less, at the second meeting categorized enough. While in the first meeting of the second cycle categorized well, the second meeting of the excellent category. The results of the average value of the basic score is 66.56 students increased to 76.13 at the end of the cycle I. replay at end of cycle II replicates increased again to 81.88. Mastery learning in the first cycle and increased 68.72% in Cycle II with 90.62%.Key Words: Make a Match, learning outcomes IPS
PENERAPAN MODEL PEMBELAJARAN INKUIRI UNTUK MENINGKATKAN HASIL BELAJAR IPA SISWA KELAS III SD NEGERI 037 TAPUNG KECAMATAN TAPUNG Nurjamal Nurjamal; Hendri Marhadi; Jesi Alexander Alim
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Vol 3, No 1 (2016): Wisuda Februari 2016
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Abstrak : The background of this research is the implementation of IPA student learning outcomes Class III Elementary School 037 Tapung unsatisfactory it is known from 35 students only 18 or 51.43% that reach a predetermined school KKM is 75. Subjects in this study were students of class III SD Negeri 037 Tapung 2014/2015 the number of students 35 people consisting of 15 men and 20 women. Data collection techniques in this study consisted of observation, and documentation. While the techniques of data analysis in this study are: the activities of teachers and students, learning outcomes IPA, IPA increase in the value of learning outcomes, as well as mastery learning science students. These results indicate that the implementation of inquiry learning model can improve the activity of teachers and students at each meeting of cycle I and II in the learning process. Teacher activity at the first meeting of the first cycle is only 54.17%. Then increased at the second meeting of the first cycle as much as 8.33% be 62.50%. While at the third meeting of the second cycle of teacher activity increased again as much as 12.50% be 75% and in the fourth meeting of the second cycle increased again as much as 20.83% be 95.83%. While the activities of students at the first meeting of the first cycle the percentage is only 50%. Then at the second meeting happened an increase of 12.50% to 62.50%. In the second cycle of the third meeting of student activity increased by 12.50% to 75% and in the fourth meeting increased by 16.67% to 91.67%. Science learning outcomes completeness third grade students of SD Negeri 037 Tapung individually and classically also increased in each cycle. At the base score only 18 students who completed individually with the percentage of 51.43% classical completeness, the repeat first cycle increased to 25 students who completed individually with classical completeness percentage of 71.43%, and the repeat second cycle increased to 32 those students who completed individually with a percentage of 91.43% classical completeness. The average value of student learning outcomes also increased, where the base score is only 66.86%. Then at the first cycle increased by 7.69% to 72 and the second cycle the average value of student learning outcomes increased by 19.86% to 80.14.Keywords: inquiry learning, learning outcomes
PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN INKUIRI PADA MATERI BARISAN DAN DERET UNTUK KELAS XI SMA/MA Nur Aziela; Elfis Suanto; Sehatta Saragih
Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan VOL 6 : EDISI 2 JULI - DESEMBER 2019
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Abstract: Learning in schools must be well planned, one of which is to create learning tools that refer to the 2013 curriculum. This research produces learning tools (syllabus, Learning Implementation Plan, and Student Worksheets) using the inquiry model in the progression and series material. This research is a research and development (R&D) using the 4-D model. The research instrument was an instrument of validity in the form of a validation sheet to assess the feasibility of the syllabus, RPP and LKPD and practical instruments in the form of a teacher's questionnaire response to the Syllabus, RPP and LKPD, a questionnaire for students' responses to LKPD, and an observation sheet on the implementation of learning.Validation data analysis results obtained an average value for the syllabus is 3.53 in the category of very valid which means that the syllabus is feasible to use; and the average value for the RPP is 3.61 and LKPD is 3.53 in the very valid category which means that the RPP and LKPD are worth testing. The results of practicality data analysis in small group trials were 3.61; Large group trials found that the teacher response questionnaire was 3.79; student response questionnaire was 3.62; and the implementation of the learning process is 3.76 in the very practical category which means that the Syllabus, RPP and LKPD are appropriate to be used in schools.Key Words: Mathematics Learning Tools, Inquiry Model, Development Research, 4-D Development Model

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