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Vidya Karya
Published by Universitas Lambung Mangkurat
ISSN : 02159619     EISSN : 26147149     DOI : http://dx.doi.org/10.20527
Core Subject : Education,
Education
Vidya Karya terbit dua kali setahun pada bulan April dan Oktober, berisi artikel hasil penelitian dan kajian analitis krtitis setara dengan hasil penelitian di bidang teori dan atau praktik kependidikan
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
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Search results for , issue "Vol 36, No 1 (2021)" : 7 Documents clear
MENINGKATKAN AKTIVITAS DAN MOTIVASI MELALUI PEMBERIAN PEKERJAAN RUMAH UNTUK PENCAPAIAN HASIL BELAJAR FISIKA SISWA Muhamad - Nuryadin
Vidya Karya Vol 36, No 1 (2021)
Publisher : FKIP ULM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (199.328 KB) | DOI: 10.20527/jvk.v36i1.10594

Abstract

Penelitian Tindakan Kelas ini dilatarbelakangi oleh rendahnya motivasi belajar fisika siswa SMK Muhammadiyah Masohi. Berdasarkan pengamatan guru, siswa menganggap fisika adalah bukan mata pelajaran utama yang harus diikuti, seperti halnya pelajaran kejuruan lainnya, sehingga pencapaian hasil belajar fisika siswa rendah. Oleh karena itu, penelitian ini dilaksanakan, untuk meningkatkan aktivitas dan motivasi belajar dengan pemberian Pekerjaan Rumah untuk meningkatkan “pencapaian” hasil belajar fisika siswa. Subyek penelitian sebanyak 17 siswa, Kelas X Kompetensi Keahlian Nautika Kapal Penangkap Ikan Semester 2, Tahun Pelajaran 2018/2019, sebanyak 14 laki-laki dan 3 perempuan. Teknik pengumpulan data adalah pengamatan, angket, dan tes. Lama penelitian enam bulan, Juli – Desember 2019, terbagi atas dua siklus. Setiap siklus mengikuti langkah-langkah sebagai berikut: identifikasi, perencanaan,  pelaksanaan, observasi, interpretasi, dan refleksi. Data dianalisis dengan teknik tabulasi. Hasil analisis data menunjukkan bahwa terjadi peningkatan peubah yang diteliti, yaitu: (1) aktivitas belajar fisika siswa pada Siklus I berada pada kategori cukup, meningkat menjadi kategori sangat baik pada Siklus II, (2) motivasi belajar fisika siswa pada Siklus I berada pada kategori cukup, meningkat menjadi kategori baik pada siklus II, dan (3) pencapaian hasil belajar fisika siswa pada Siklus I hanya 65 persen, meningkat menjadi 100 persen pada Siklus II.
IMPLEMENTASI SUPERVISI KLINIS KEPALA SEKOLAH DALAM PEMBELAJARAN DI SD NEGERI COA KAIMANA PAPUA BARAT Ridwan Fadli; Yulius Mataputun; Indah Slamet Budiarti
Vidya Karya Vol 36, No 1 (2021)
Publisher : FKIP ULM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (187.548 KB) | DOI: 10.20527/jvk.v36i1.10313

Abstract

This study aimed to analyze the planning, implementation, and feedback stages of clinical supervision of principals in learning at SD Negeri Coa Kaimana. This study used a descriptive method with a qualitative analysis approach. The subject of the research were the principal, teachers, and school staff, about 16 people. This study indicated that the principal of SD Negeri Coa Kaimana had implemented a clinical supervision program in learning with three stages. Before implementing the clinical supervision program, the principal by involving the vice principal, the curriculum section, senior teachers and classroom teachers to plan what they wanted to be supervised according to the needs and needs of the teacher, such as compiling a schedule of supervision, goals, objectives, steps, and time. The principal supervised the implementation of clinical supervision such as coming to the classroom to see classroom learning activities, preparing learning equipment such as lesson plans, syllabus, Prota, Prosem, assessment, teaching aids, handbooks, and learning media. Based on research, it was known that the principal's clinical supervision research in learning was clinical supervision feedback such as calling the supervised teacher to be fostered and followed up. However, some were a little difficult to foster. The teachers also increasingly understood their duties as educators.Keywords: Clinical Supervision; Learning; PrincipalPenelitian ini bertujuan untuk menganalisis implementasi tahap perencanaan, pelaksanaan, dan umpan balik supervisi klinis kepala sekolah dalam pembelajaran di SD Negeri Coa Kaimana. Penelitian ini menggunakan metode deskriptif dengan pendekatan analisis kualitatif. Subjek penelitian supervisi ini adalah kepala sekolah, guru, dan tenaga kependidikan sebanyak 16 orang. Hasil penelitian ini menunjukkan bahwa kepala SD Negeri Coa Kaimana telah melaksanakan program supervisi klinis dalam pembelajaran dengan tiga tahapan. Sebelum melaksanakan program supervisi klinis, kepala sekolah dengan melibatkan wakil kepala sekolah, bagian kurikulum, guru senior, dan guru kelas untuk merencanakan parameter yang hendak disupervisi berdasarkan kebutuhan guru seperti menyusun jadwal dan tujuan supervisi. Kepala sekolah melakukan supervisi pelaksanaan supervisi klinis, seperti visitasi ruang kelas untuk melihat kegiatan pembelajaran, aktualisasi RPP, silabus, Prota, Prosem, penilaian, alat alat peraga, buku pegangan, dan media pembelajaran. Berdasarkan hasil penelitian diketahui bahwa supervis klinis kepala sekolah dalam pembelajaran adalah umpan balik supervisi klinis seperti memanggil guru yang disupervisi untuk dibina dan ditindaklanjuti. Kendati demikian, ada sebagian guru yang sedikit sulit untuk dibina. Mereka juga perlahan memahami tugas sebagai pendidik.Kata Kunci: Supervisi Klinis; Pembelajaran; Kepala Sekolah 
IMPLEMENTASI SUPERVISI KUNJUNGAN KELAS KEPALA SEKOLAH DALAM MENINGKATKAN KINERJA GURU SDN KROOY KABUPATEN KAIMANA PAPUA BARAT Amatus Mikhael Rumlus; Yulius Mataputun; Indah Slamet Budiarti
Vidya Karya Vol 36, No 1 (2021)
Publisher : FKIP ULM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (110.66 KB) | DOI: 10.20527/jvk.v36i1.10314

Abstract

This study aimed to analyze the implementation of classroom visit supervision to improve teacher performance at SD Negeri Krooy, Kaimana Regency, West Papua Province. This research is qualitative research using the descriptive method. The informants are the principal, teacher supervisor. To obtain data, in-depth interviews, participatory observations, and documentation studies were conducted. The research instrument used was an observation interview guide and a documentation checklist. The results of this study are: 1) The principal prepares the program, and determines the schedule for the implementation of supervision through class visits by informing, the principal prepares administration, and prepares mastery materials; 2) Supervision of class visits without prior notification, supervisors suddenly come to class and check the lesson plans, and syllabus; 3) Implementation of class visit supervision at the invitation of the teacher, the principal fulfills the invitation of the teacher supervision teacher by checking the lesson plans, and syllabus; 4) Implementation of the supervision of the principal's class visits to overcome the obstacles of lack of confidence, lack of scientific spirit, weak creativity, and lack of facilities; and 5) The impact can improve the quality of teacher performance, increase the effectiveness of the curriculum, increase the effectiveness and efficiency of facilities and infrastructure, improve the quality of school management.Keywords: Classroom Visit Supervision; Principal; Teacher PerformanceTujuan dari penelitian ini adalah menganalisis pelaksanaan supervisi kunjungan kelas dalam rangka meningkatkan kinerja guru di SD Negeri Krooy Kabupaten Kaimana, Provinsi Papua Barat. Penelitian ini merupakan penelitian kualitatif dengan menggunakan metode deskriptif. Informannya adalah kepala sekolah, pengawas guru. Untuk memperoleh data dilakukan wawancara mendalam, observasi partisipatif, dan studi dokumentasi. Instrumen penelitian yang digunakan ialah pedoman wawancara observasi dan checklist dokumentasi. Hasil dari penelitian ini adalah: 1) Kepala sekolah menyusun program, dan menentukan jadwal pelaksanaan supervisi melalui kunjungan kelas dengan memberitahukan, kepala sekolah menyiapkan administrasi, dan menyusun materi penguasaan; 2) Pelaksanaan supervisi kunjungan kelas tanpa adanya pemberitahuan awal, pengawas tiba-tiba datang ke kelas dan mengecek RPP, dan silabus; 3) Pelaksanaan supervisi kunjungan kelas atas undangan guru, kepala sekolah memenuhi undangan guru supervisi guru dengan memeriksa RPP, dan silabus; 4) Pelaksanaan supervisi kunjungan kelas kepala sekolah mengatasi kendala kurang percaya diri, kurang semangat keilmuan, lemah kreativitas, dan minim fasilitas; dan 5) Dampaknya dapat meningkatkan kualitas kinerja guru, meningkatkan efektivitas kurikulum, meningkatkan efektivitas dan efisiensi sarana dan prasarana, meningkatkan kualitas manajemen sekolah.Kata Kunci: Supervisi Kunjungan Kelas; Kepala Sekolah; Kinerja Guru
PENGEMBANGAN BAHAN AJAR IPA SMP TOPIK KLASIFIKASI MATERI DAN PERUBAHANNYA UNTUK MENUNJANG LITERASI SAINS Inke Permataningsih; Maya Istyadji; Ellyna Hafizah
Vidya Karya Vol 36, No 1 (2021)
Publisher : FKIP ULM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (746.553 KB) | DOI: 10.20527/jvk.v36i1.10389

Abstract

The scientific literacy of students in Indonesia was based on the results of the 2018 PISA survey with a value of 392 points which was included in the low category. Therefore, in this study, the development of science teaching materials for junior high school, the topic of material was classification and its changes, contained 4 aspects of scientific literacy in teaching materials and contained local wisdom of the Kalimantan community. This research used the 4D development model to the development stage, namely validation by five experts to determine the validity of the module so that data on the aspects of content, presentation, language, graphic and scientific literacy in the module got a validity value> 0.80 with a very valid category. Based on the results, the module developed had met the validity criteria.Keywords: Integrated Science; Literacy Science; Local Wisdom; Teaching Materials Literasi sains peserta didik di Indonesia berdasarkan hasil survei lembaga PISA tahun 2018 dengan nilai sebesar 392 point yang mana termasuk ke dalam kategori rendah. Oleh karena itu, dalam penelitian ini dilakukan pengembangan bahan ajar IPA SMP topik klasifikasi materi dan perubahannya yang memuat 4 aspek literasi sains pada bahan ajar serta memuat kearifan lokal masyarakat Kalimantan. Penelitian ini menggunakan model pengembangan 4D sampai pada tahap develop yaitu validasi oleh lima orang ahli untuk mengetahu kevalidan modul sehingga didapatkan data  pada aspek penilaian isi, penyajian, bahasa, kegrafisan dan literasi sains dalam modul mendapat nilai kevalidan > 0,80 dengan kategori sangan valid. Berdasarkan hasil itu modul yang dikembangkan sudah memenuhi kriteria validitas.Kata Kunci: IPA terpadu; Literais Sains; Kearifan Lokal; Bahan Ajar
PENERAPAN NUMBER HEAD TOGETHER UNTUK MENINGKATKAN SIKAP SOSIAL SISWA PADA MATERI ELEKTROLIT DAN NON ELEKTROLIT DI SMA Syailani Syailani
Vidya Karya Vol 36, No 1 (2021)
Publisher : FKIP ULM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (235.321 KB) | DOI: 10.20527/jvk.v36i1.10498

Abstract

The purpose of this study is to improve social attitudes such as honesty, cooperation, lending materials and care; and student learning outcomes in learning electrolyte and non-electrolyte solutions through the Numbered Head Together (NHT) model. This research is classroom action research. The subjects of this study were students of class X A 2 with 36 students—data collection techniques through non-test (observation, interviews, and documentation) and tests. The study results are as follows: (1) students' social attitudes have increased from cycle I to cycle II, both in the aspects of honesty, cooperation, lending materials, and caring. (2) classical learning outcomes also increased from cycle I to cycle II from 55% to 91%. It was concluded that the application of the NHT model could improve social attitudes and student learning outcomes.Keywords:  Electrolytes and Non Electrolytes; NHT; Social Attitudes Tujuan penelitian ini ialah meningkatkan sikap sosial seperti jujur, kerjasama, meminjam bahan dan peduli serta hasil belajar siswa pada pembelajaran larutan Elektrolit dan non Elektrolit melalui model Numbered Head  Together (NHT). Penelitian ini  merupakan penelitian tindakan kelas. Subjek penelitian ini ialah siswa kelas X A 2 sejumlah 36 siswa. Teknik pengumpulan data melalui non tes (observasi, wawancara, dan dokumentasi) dan tes. Adapun hasil penelitian sebagai berikut: (1) sikap sosial siswa mengalami peningkatan dari siklus I ke siklus II, baik pada aspek kejujuran, kerjasama, meminjamkan bahan, dan  peduli. (2) hasil belajar secara klasikal juga mengalami peningkatan dari siklus I ke siklus II dari nilai 55% menjadi 91%. Diperoleh simpulan bahwa penerapan model NHT dapat meningkatkan sikap sosial dan hasil belajar siswa.Kata kunci: Eletrolit dan Non Elektrolit; NHT; Sikap Sosial
LESSON STUDY: A MODEL OF RECONSTRUCTION OF TEACHER’S PEDAGOGICAL EXPERIENCE Sudirman Sinring
Vidya Karya Vol 36, No 1 (2021)
Publisher : FKIP ULM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (4549.328 KB) | DOI: 10.20527/jvk.v36i1.9528

Abstract

The teacher's pedagogical experience is the basis for improving the quality of learning. This study aims to reconstruct the pedagogical experience for elementary school teachers through the Lesson Study (LS) Model. A quasi-qualitative approach explored this study. A total of 20 teachers, a principal and a school supervisor were directly involved.  The activities were identification of problems, brainstorming, designing, modelling, reflection, re-designing and re-modelling. The data was collected by class observation, questionnaire, and interview. Data is analyzed by percentage and qualitatively. The results found, as many as 80,63% of participants stated that LS agreed, and 19,37% positively agreed to reconstruct the teacher's pedagogical experiences. Thus, the LS model was very effective in reconstructing more qualified pedagogical experience of elementary school teachers in Bone Regency. The main advantage of LS was desired change by directly events.  Keywords:  Collaborative; Experience; Lesson Study; Pedagogy; Reconstruct
DEVELOPMENT OF MICROTEACHING LEARNING MODEL BASED ON EXPERIENTIAL LEARNING THROUGH ROLE OF MODELS AND GROUPS Yudi Supiyanto; Heny Sulistyaningrum; Henny Sri Astuty
Vidya Karya Vol 36, No 1 (2021)
Publisher : FKIP ULM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (285.871 KB) | DOI: 10.20527/jvk.v36i1.10281

Abstract

One learning model that prioritizes direct experience is experiential learning. Experiential learning orientates learning to direct experience. This follows the objectives of microteaching courses. The purposes of the study were:  1. Developing a microteaching learning model based on experiential learning through models and groups to improve qualified teaching skills/practical and effective, 2. Developing supporting the administration of microteaching learning model based on experiential learning through the role of models and groups to improve qualified teaching skills /practical, and effective.  This research used a developmental study using Plomp model, which consisted of five stages. Furthermore, to assess the quality of microteaching learning models based on experiential learning, Nieveen criteria was used to fulfil the practicality and effectiveness. The study results were based on the practical aspects of management, lecturer and student activities on learning using microteaching learning models based on experiential learning through the role of models and groups with an overall average of 3.5 with very good indicators. It had very practical implementation. The result of the effectiveness data analysis from student learning outcomes, lecturer response questionnaire, and student response questionnaire to microteaching learning, had good average learning outcomes. The effectiveness data analysis from student learning outcomes, lecturer response questionnaire, and student response questionnaire to microteaching learning model based on experiential learning through the role of models and groups had good average learning outcomes.Keywords: Experiential Learning; Micro Teaching; Teaching Skills

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