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REFLEKSI EDUKATIKA
Published by Universitas Muria Kudus
ISSN : 20879385     EISSN : 2528696X     DOI : -
Core Subject : Education,
Education
Refleksi Edukatika : Jurnal Ilmiah Kependidikan menampung artikel ilmiah hasil penelitian dan/atau gagasan ilmiah dari Akademisi Perguruan Tinggi, Peneliti dan Guru-guru Sekolah Dasar dari seluruh Indonesia dan/atau dari luar negeri. Refleksi Edukatika : Jurnal Ilmiah Kependidikan terbit secara berkala dua kali dalam satu tahun pada bulan Juni dan bulan Desember.
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Articles 507 Documents
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TRADISI DANDANGAN SEBAGAI KAJIAN PEMBELAJARAN DALAM MENDUKUNG PENCAPAIAN VISI UNIVERSITAS KEBUDAYAAN (Studi pada Mata Kuliah Konsep Ilmu Pengetahuan Sosial) Erik Aditia Ismaya; Santoso Santoso
Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 10, No 1 (2019): Refleksi Edukatika : Jurnal Ilmiah Kependidikan (Desember 2019)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/re.v10i1.4202

Abstract

The purpose of this study is to analyze the Dandangan Tradition while simultaneously analyzing the meaning and value of the Dandangan Tradition as a study of learning in supporting the achievement of the vision of the University of Culture. This study uses qualitative descriptive research and field studies. The main data obtained directly through interviews with informants. observation, literature study and documentation.. The validity of the source triangulation technique is used. Data analysis was performed through inductive-descriptive-verivative analysis. The results of the study showed the Dalih Tradition from the sound of drum beating. The sound of the drum that reads "dang dang dang" compilation is hit in the middle and the sound "dug dug dug" compilation is hit on the edge of the drum then turns into the start of the month of Ramadan castle and is also known as Dandangan. Other opinions mention that Dandangan is taken from the word Ndang, which is obtained from the sound / sound of Bedhug beating, so that the sound of Ndang-Ndang (come on) which is heard by all the people of Kudus and also for Kudus to come and flock to be visited at Menara Mosque can be read from Sunan. Kudus came in order to welcome the Holy Month of Ramadan. The Meanings and Values of the Dandangan Tradition include 1) the early momentum of the holy month of Ramadan, 2) enthusiasm and joy, 3) regular and continuous patterns, 4) harmony, mutual support and the spirit of togetherness, 5) the momentum of the immediate rise, 6) the relationship between worldly life and the afterlife, 7) The inner atmosphere of the Holy community which is full of joy and joy to welcome the coming of Ramadan.
THE EFFECT OF STUDENT TEAM ACHIEVEMENT DIVISION COOPERATIVE LEARNING (STAD CL) IN TEACHING THE READING COMPREHENSION Ahmad Nur Syafiq; Amalia Rahmawati
Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 7, No 2 (2017): Refleksi Edukatika : Jurnal Ilmiah Kependidikan (Juni 2017)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/re.v7i2.1220

Abstract

This study aims at investigating the effects of Student Team Achievement Division Cooperative Learning (STAD CL) at eleventh grade students of Senior High School 1 Kudus and finding solutions and strategies to make teachers have a formed opinion of the use of STAD in delivering the subject matter while teaching to make more it effective.This study was experimental research. The population of this study was the eleventh year students of Senior High School 1 Kudus in the Academic Year 2015/2016. There were five classes from XI-A to XI -E. Each class had 35 students, so the total population were 175 students. Meanwhile the samples of this study were eighty students from four classes which were selected based on the historical factors and pre-existing ability. 80 students were choosen to be a sample, 40 as experimental group and 40 as control group. Both groups were given the pre-test to measure students' reading skill and after several times of treatments, both groups were given the post-test.The results of the study showed that there was significant difference between the means of experimental and control groups on the reading achievement. Hence, STAD CL was more effective than conventional in the way that mostly students developed their reading performance in the classroom. Further study may also be conducted to determine whether teachers’ use of STAD CL appears to reduce student anxiety and stress in the classroom to improve students’ reading or even other skills, retention, and student-teacher relationships.AbstractPenelitian ini bertujuan
GAME EDUKASI MOBILE "AKU SUKA SAYUR" BERBASIS AUGMENTED REALITY UNTUK ANAK USIA DINI Vivianti, Vivianti; Ratnawati, Dwi
Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 11, No 2 (2021): REFLEKSI EDUKATIKA : JURNAL ILMIAH KEPENDIDIKAN
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/re.v11i2.4917

Abstract

This research aims to develop a mobile based educational game application "I like vegetable" for preschoolers. The research method used in developing educational games is the research and development (RD) method adapted from Borg Gall with several stages, namely needs analysis, identification of product specifications, product development, product validation, product revision and product testing. This study involved 8 research respondents with the object of research being the mobile educational game "Aku Suka Sayur" with the Augmented Reality feature. Data was collected using a questionnaire filled out by the guardian of the respondent. This study uses descriptive analysis data analysis techniques.The final product is a mobile educational game application with the title "I Like Vegetables". Augmented Reality technology in the form of live coloring is applied in this educational game to increase children's attractiveness. The calculation results show that the feasibility score of the Augmented Reality-based educational game application developed is 93.75%, including the very feasible category. Augmented Reality technology allows interaction between applications and the environment. In other words, children do not only focus on smartphones, but also do other activities and interact with the environment.
PENGEMBANGAN MAGIC CROSSWORD PUZZLE SEBAGAI MEDIA PEMBELAJARAN IPA UNTUK SISWA KELAS V SEKOLAH DASAR Ifa Seftia Rakhma; Unik Widyaningsih; Lilik Mawartiningsih
Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 7, No 1 (2016)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/re.v7i1.1817

Abstract

The purpose of this research is to develop magic crossword puzzle media in the material ofnatural phenomena. This research is a Research and Development. Implementation magiccrossword puzzle media using one group pretest-posttest control design with the subjects are fifthgrade students SDN 2 Gedong Mulyo Mulyo academic year 2016/ 2017. The results magiccrossword puzzle media consists of two parts, front page and back page. The front page iscrossword puzzle and the back page is pieces of pape. The results validate from two validatorsare media developed by the researchers included in the category of valid use in the fiftth grade ofelementary school. Magic crossword puzzle effective in material natural phenomena from thepretest result is 55,56 % posttest result is 94,4 %. Students activity is 32 % and teacher activity is38 %. Students also give good respon to magic crossword puzzle meda.
IMPLEMENTASI SETS (Sceince, Environment, Technology, Social) TERHADAP LITERASI SAINS SISWA SDN 02 MOJOREJO MADIUN Raras Setyo Retno; Diyan Marlina
Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 9, No 1 (2018): Refleksi Edukatika : Jurnal Ilmiah Kependidikan (Desember 2018)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/re.v9i1.2806

Abstract

This sresearch aims to apply the SETS approach (Sceince, Environment, Technology, and Social) to improve scientific literacy through understanding science concepts, basic science process skills and scientific work on science learning for fifth grade students of SDN 02 Mojorejo Madiun City. The method used in this study is Classroom Action Research (CAR) which consists of 2 cycles. each cycle has 4 stages, namely planning, implementing, observing, and reflecting. the subjects in this study are fifth grade students of SDN 02 Mojorejo. The results of the study using the SETS approach (Sceince, Environment, Technology, and Social) in natural science learning showed an increase in scientific literacy, namely the maintenance of the science concept in terms of an increase in the class average value with a cycle value of 76.71 and an increase in 77 in cycle II. 81, there are basic process skills in students in the first cycle 30% and second cycle 60% and the scientific attitude of students in the second cycle that shows high categories, namely very good. Based on the results of the above study it can be concluded that the use of the SETS approach (Sceince, Environment, Technology, and Social) can improve scientific literacy through understanding the science concept, basic process skills and scientific work of students at SDN 02 Mojorejo Madiun in science learning with green plant matter.
PENINGKATAN HASIL BELAJAR PKn SISWA KELAS VI SD 3 JEKULO KUDUS MELALUI MODEL PROBLEM BASED LEARNING Santoso -; Ika Oktavianti
Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 5, No 1 (2015)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/re.v5i1.450

Abstract

Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa pada mata pelajaran PKn melalui model Problem Based Learning. Model Problem Based Learning merupakan pembelajaran dengan mengahadapkan siswa pada permasalahan-permasalahan praktis sebagai pijakan dalam belajar atau dengan kata lain siswa belajar melalui masalah. Siswa dalam model ini dituntut untuk aktif memecahkan suatu masalah. Hasil belajar adalah perubahan tingkah laku siswa yang dilihat dari aspek kognitif, afektif, maupun psikomotorik setelah mengikuti pembelajaran. Hipotesis tindakan yang diajukan adalah hasil belajar PKn melalui model Problem Based Learning siswa kelas VI SD 3 Jekulo Kudus dapat meningkat. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan di kelas VI SD 3 Jekulo Kudus dengan subjek penelitian 20 siswa yang berlangsung selama dua siklus masing-masing siklus terdiri dari dua pertemuan. Variabel bebas dalam penelitian ini adalah model Problem Based Learning, sedangkan variabel terikatnya yaitu hasil belajar PKn. Metode pengumpulan data berupa wawancara, observasi, tes, catatan lapangan, dan dokumentasi. Data yang diperoleh dari tindakan yang dilakukan dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa melalui model Problem Based Learning dapat meningkatkan hasil belajar PKn. Hal ini dapat dilihat dari tercapinya indikator keberhasilan sebagai berikut. Persentase ketuntasan hasil belajar klasikal pada ranah kognitif tes evaluasi siklus I 60% meningkat menjadi 85% pada tes evaluasi siklus II dengan peningkatan nilai rata-rata kelas pada siklus I 75,75 menjadi 80,50 pada siklus II. Hasil belajar siswa pada ranah afektif pada siklus I rata-rata memperoleh nilai 67% dengan kualifikasi baik meningkat pada siklus II menjadi 82 dengan kualifikasi baik. Hasil belajar siswa pada ranah psikomotorik pada siklus I rata-rata memperoleh nilai 60% dengan kualifikasi baik meningkat pada siklus II menjadi 85% dengan kualifikasi sangat baik Simpulan dalam penelitian ini yaitu melalui model Problem Based Learning dapat meningkatkan hasil belajar PKn siswa kelas VI SD 3 Jekulo Kudus. Saran dalam penelitian ini, siswa hendaknya aktif dan menumbuhkan sikap positif dalam belajar agar dapat meraih hasil belajar yang baik. Bagi guru, hendaknya merencanakan model pembelajaran dan media yang dapat meningkatkan partisipasi siswa dalam kegiatan pembelajaran.
EKSPERIMENTASI PENDEKATAN CTL BERBANTUAN MEDIA IJS DALAM MENGOPTIMALKAN KECERDASAN LINGUISTIK SISWA SEKOLAH DASAR Dwiana Asih Wiranti; Fitria Novita Sarie
Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 10, No 1 (2019): Refleksi Edukatika : Jurnal Ilmiah Kependidikan (Desember 2019)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/re.v10i1.3846

Abstract

An experimental research has been successfully carried out in grade I at SD AL-Islam Pengkol and SDN 1 Pengkol Jepara. The implementation of CTL approach by IJS (Innovative Javanese Song) media is used to optimize linguistic abilities and learning outcomes in science learning. This research applies an experimental method to the type of non-equivalent control group design. The results showed a percentage of linguistic ability scores seen from the development of CTL learning by IJS media. Student learning outcomes have also increased. Cognitive test results show an average classical completeness of 90-95%. The gain score test results are 0.75 with a high category. The t-test results showed that the t-test was 8.619, greater than the t-table, 2.021. Affective learning outcomes show an average classical completeness of 80-82%. Psychomotor learning outcomes show an average classical completeness of 82%. It can be concluded that there are significant differences in linguistic abilities and learning outcomes in science learning with the CTL approach using IJS media. Therefore the teacher can develop this media on learning other material
PENERAPAN METODE INQUIRY TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN IPS TERPADU DALAM MATERI KERAGAMAN FLORA DAN FAUNA DI INDONESIA DI KELAS VII SMP NEGERI 1 TEBAS Agus Suwarno
Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 6, No 1 (2016)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/re.v7i1.907

Abstract

Masalah dalam penelitian ini adalah Penerapan Metode Inquiry Terhadap Hasil Belajar SiswaPada Mata Pelajaran IPS Terpadu Dalam Materi Keragaman Flora Dan Fauna Di Indonesia DiKelas VII Sekolah Menengah Pertama Negeri 1 Tebas, dengan sub masalah penelitian yakni(1) Hasil belajar siswa kelas kontrol yang tidak menerapkan metode inquiry pada matapelajaran IPS Terpadu dalam materi keragaman flora dan fauna di Indonesia di kelas VII SMPNegeri 1 Tebas. (2) Hasil belajar siswa kelas eksperimen yang menerapkan metode inquirypada mata pelajaran IPS Terpadu dalam materi keragaman flora dan fauna di Indonesia di kelasVII SMP Negeri 1 Tebas. (3) Perbedaan hasil belajar siswa kelas kontrol dengan kelaseksperimen yang menerapkan metode inquiry pada mata pelajaran IPS Terpadu dalam materikeragaman flora dan fauna di Indonesia di kelas VII SMP Negeri 1 Tebas. Variabel dalampenelitian ini terdiri dari variabel terikat dan variabel bebas, variabel bebas data penelitian iniadalah hasil belajar dan variabel bebasnya adalah metode inquiry. Penelitian ini menggunakanmetode eksperimen, dengan bentuk penelitiannya adalah penelitian eksperimen semu atauquasy experiment dengan rancangan penelitian two-group post-test only design. Populasi dalampenelitian ini yakni seluruh siswa kelas VII yang berjumlah 196 orang. Teknik pengambilansampel menggunakan cluster sampling. Teknik pengumpul data yang digunakan dalampenelitian ini adalah teknik observasi langsung, teknik pengukuran, dan teknik dokumenter.Dan alat yang digunakan adalah lembar observasi (IPKG 2), tes hasil belajar, dan dokumentasi.Berdasarkan analisis data dan pembahasan diperoleh: (1) rata-rata hasil belajar siswa pada kelaskontrol sebesar 69.62 yang tergolong cukup. (2) Hasil perhitungan diperoleh rata-rata hasilbelajar siswa pada kelas eksperimen sebesar 73.23 yang tergolong baik. (3) berdasarkan hasilperhitungan menggunakan uji t di peroleh nilai thitung ? ttabel , 2.27 ? 2.00 maka terdapatperbedaan hasil belajar siswa kelas kontrol dengan kelas eksperimen yang menerapkan metode inquiry.
IMPLEMENTASI KOTA LAYAK ANAK DI KABUPATEN DEMAK Moh. Rohmat Said; Murtono Murtono; Sri Utaminingsih
Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 8, No 1 (2017): Refleksi Edukatika : Jurnal Ilmiah Kependidikan (Desember 2017)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/re.v8i1.1795

Abstract

This study purpose  to determine the role and implementation of Child Friendly City  in Demak District from an educational point of view. This research is done in the school environment in Demak District with the object of research are principals, students, parents and school committee. Qualitative approach with qualitative descriptive technique used in this research. Data analysis was obtained from interviews conducted on education and culture offices, social offices, principals, school committees, students as well as parents and student questionnaires and observations from researchers. The result of the research (1) the KLA implementation indicator in education of two of the eight indicators is appropriate ie non-smoking areas that have been applied in public places and the implementation of child-friendly schools whereas there are six indicators that include: , early childhood education, 12-year compulsory education, means of traveling from and to school and recreation and recreation facilities. (2) the implementation of KLA in schools of six of the seven indicators is not yet optimal: business involvement in the fulfillment of children's rights, information facilities, non-smoking areas, 12-year compulsory education, means of traveling for children to and from schools as well as, child friendly school  and facilities creation and recreation  that is right.
IMPLEMENTASI PERANAN EKOSISTEM PENDIDIKAN DALAM PENGUATAN PENDIDIKAN KARAKTER PESERTA DIDIK Novrian Satria Perdana
Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 8, No 2 (2018): Refleksi Edukatika : Jurnal Ilmiah Kependidikan (Juni 2018)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/re.v8i2.2358

Abstract

Akhir-akhir ini kita sering melihat beberapa aksi kenakalan yang dilakukan oleh peserta didik. Bermacam-macam bentuk kenakalan peserta didik semakin mewarnai kehidupan saat ini, membuat orang tua, guru, tokoh masyarakat dan bahkan Pemerintah resah. Sebagai salah satu alternatif solusi permasalahan, pemerintah menetapkan kebijakan penguatan pendidikan karakter bagi seluruh masyarakat, termasuk bidang pendidikan. Mengingat pentingnya penguatan pendidikan karakter, sangat menarik untuk mendalami bagaimana implementasi penguatan pendidikan karakter di sekolah, sehingga penulis melakukan penelitian yang bertujuan untuk mengkaji apa saja peran ekosistem pendidikan dalam mengimplementasikan penguatan pendidikan karakter kepada peserta didik di sekolah. Penelitian ini menggunakan metode kualitatif dengan melakukan wawancara dan survey ke beberapa sekolah sampel yaitu jenjang SD dan SMP di kota Semarang tahun 2017. Berdasarkan hasil analisis, diperoleh hasil bahwa implementasi nilai-nilai karakter oleh: 1) kepala sekolah, dalam dalam bentuk: mensosialisasikan kebijakan sekolah tentang pendidikan karakter,memberikan keteladanan dalam mengimplementasikan nilai-nilai karakter kepada peserta didik, dan sebagainya, 2) guru, dalam bentuk: guru sebagai pusat peradaban sekolah, memberi kesempatan berpendapat secara merata kepada siswa, menilai dan melaporkan hasil belajar secara adil dan transparan khususnya yang berhubungan dengan penanaman nilai-nilai karakter, membentuk pribadi peserta didik, dan sebagainya, 3) staf/tenaga kependidikan dalam bentuk: berpenampilan rapi, berkata sopan, dan sebagainya, dan 4) orangtua/masyarakat dalam bentuk: sebagai mediator (membangun jejaring) dengan lembaga atau komunitas lain dalam aksi penanaman nilai-nilai karakter di sekolah, berpartisipasi aktif dalam adiwiyata sekolah, mengadakan pelatihan di sekolah dengan mengundang para ahli, dan sebagainya. Dengan adanya sinergitas dalam penguatan pendidikan karakter di sekolah, maka secara langsung akan tercipta suasana kondusif di lingkungan sekolah.

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