This study aims to: (1) describe the learning planning in Cluster 1, Purwosari District, Pasuruan Regency. (2) To describe the implementation of bold learning in Cluster 1, Purwosari District, Pasuruan Regency. (3) To describe the evaluation of learning in Cluster 1, Purwosari District, Pasuruan Regency. (4) To describe the difficulties of teachers in learning Cluster 1, Purwosari District, Pasuruan Regency. (5) To describe the teacher's solution in learning Cluster 1, Purwosari District, Pasuruan Regency. Which is applied to research, the reason for choosing a qualitative approach is because the research studied is in the approach of a fact or reality in depth and detail. The results of this study indicate that in planning, it was found that the teacher did not plan according to bold learning. Learning is carried out boldly only through the WhatsApp application to deliver material and the Youtube application to search for learning media in the form of videos. The evaluation activities carried out by the teacher are only from the results of the evaluation with the daily assignment assessments that have been done by students. Distribution and assignments are also carried out via the WhatsApp application with a 1x24 hour time limit sent to the teacher's private chat in the form of photos or videos according to the instructions given. The difficulties found were the preparation of lesson plans, preparing instructional media, facilitating learning, completing material and production. The solutions found by attending seminars, holding discussions with fellow teachers, and communicating with parents. Abstrak: Penelitian ini bertujuan untuk : (1) Untuk mendeskripsikan perencanaan pembelajaran daring Gugus 1 Kecamatan Purwosari Kabupaten Pasuruan. (2) Untuk mendeskripsikan pelaksanaan pembelajaran daring Gugus 1 Kecamatan Purwosari Kabupaten Pasuruan. (3) Untuk mendeskripsikan evaluasi pembelajaran daring Gugus 1 Kecamatan Purwosari Kabupaten Pasuruan. (4) Untuk mendeskripsikan kesulitan guru dalam pembelajaran daring Gugus 1 Kecamatan Purwosari Kabupaten Pasuruan. (5) Untuk mendeskripsikan solusi guru dalam pembelajaran daring Gugus 1 Kecamatan Purwosari Kabupaten Pasuruan. Pendekatan yang diterapkan pada penelitian, alasan memilih pendekatan kualitatif adalah karena pada penelitian yang diteliti merupakan menggali suatu fakta atau realita secara mendalam dan detail dengan jenis penelitian studi kasus. Hasil penelitian ini menunjukkan bahwa pada perencanaan ditemukan guru tidak membuat perencanaan yang sesuai dengan pembelajaran daring. Hal itu dikarenakan masih belum ada pedoman baku untuk menyusun RPP daring. Pelaksanaan pembelajaran dilakukan secara daring hanya melalui aplikasi WhatsApp dan aplikasi Youtube. Kegiatan evaluasi yang dilakukan guru hanya dari hasil evaluasi dengan menilai penugasan sehari-hari yang telah dikerjakan siswa. Kesulitan yang ditemukan meliputi penyusunan RPP, menyiapkan media pembelajaran, fasilitas pembelajaran daring, ketuntasan materi dan penilaian. Solusi yang ditemukan dengan mengikuti seminar, melakukan diskusi dengan teman sejawat guru, dan melakukan komunikasi dengan orang tua.
Lembar Kegiatan Siswa (LKS) berbasis saintifik merupakan panduan kegiatan yang menuntun siswa untuk menemukan konsep secara ilmiah. Hal ini sangat mendukung penerapan pendekatan saintifik sebagaimana ditetapkan dalam Kurikulum 2013. Menurut Sudarwan (dalam Kemendikbud, 2013, dinyatakan bahwa pendekatan saintifik bercirikan penonjolan dimensi pengamatan, penalaran, penemuan, pengabsahan, dan penjelasan tentang suatu kebenaran. Apabila semenjak dini siswa dibimbing untuk terampil mengamati, menanya, menalar, melakukan eksperimen serta menyimpulkan dan mengkomunikasikan maka secara tidak langsung karakter ilmiah siswa akan terbentuk.Karakter ilmiah merupakan pencerminan sikap yang dimiliki oleh para ilmuwan. Hal ini sebagaimana diketahui bahwa para ilmuwan dalam upaya mempelajari fenomena alam selalu dilakukan PENGEMBANGAN LKS BERBASIS SAINTIFIK Abstract:The study aims at producing students' worksheet as teaching aid to raise proper scientific character for students in accordance with material experts, media expert, and users appraisement. Product's validation was attained from the experts of material and media. The result of try-out was used as the base of product revision. From the result of trying out, we found that: the accuracy of the concept; the proper content and implementation; the proper format, content, and presentation; the proper application and legibility; in addition, the students stated that they were delighted in doing the try-out. In applying the students' worksheet, teachers should read technical instructions for implementation before doing try-out and giving relevant alternative activities.Keywords: students' worksheet, scientific, scientific character, primary school students.Abstrak: Penelitian ini bertujuan untuk menghasilkan LKS sebagai alat bantu guru dalam menumbuhkan karakter ilmiah siswa yang layak berdasarkan penilaian ahli materi, ahli media, dan pengguna. Penelitian pengembangan ini menggunakan model Dick, Carey dan Carey. Validasi produk diperoleh dari ahli materi dan ahli media. Uji coba produk skala kecil dilakukan pada siswa kelas IV SDN Madyopuro 3 Malang. Hasil temuan uji coba digunakan dasar revisi produk. Dari hasil uji coba ditemukan: aspek keakuratan konsep, isi dan keterlaksanaan dinilai layak; format, isi. dan tampilan dinilai sangat layak; keterterapan dan keterbacaan dinilai layak; siswa menyatakan sangat senang melakukan percobaan. Mereka memberi masukan untuk waktu dan ruang jawaban perlu ditambah. Dalam menerapkan LKS hendaknya guru membaca petunjuk teknis pelaksanaan sebelum melakukan percobaan dan memberikan contoh alternatif kegiatan percobaan yang relevan.
The aim of this study is to describe the profile of PGSD student questions in terms of type and quality. The study was conducted with a quantitative descriptive design. Samples are PGSD students in 2014 and 2015. Samples from 7 offerings totaling 264 students consisting of 56 men and 208 women were determined by stratified non proportional random sampling technique. Data were collected through observation with observation guidance instrument. The collected data is analyzed with descriptive statistics, presented in the form of tables and diagrams. The results show that most of the questions are asked by what question, how, and why. Most of the questions asked by students are low level and submitted by female students. High-level questions raised between male students and women appear balanced. There are still students who ask but do not use the word question. It is suggested to lecturers to give opportunity to ask in writing so that less courageous students ask to participate actively. In addition, lecturers should give examples and train students to ask productive questions that demand answers in the form of proof.
This study aims to: (1) describe the roles played by principals and teachers in conducting learning innovations to strengthen higher-order thinking skills; (2) describe learning innovations that have been successfully developed by Laboratory Elementary Schools of Universitas Negeri Malang (LES-UM) to strengthen higher-order thinking skills; and (3) describe the strategies of principals and teachers in conducting learning innovations to strengthen higher-order thinking skills. This study uses qualitative research with a phenomenological approach. This study also uses a case study design that attempts to analyze learning innovations in strengthening higher-order thinking skills at the LES-UM. Research findings, among others: (1) principals act as planners, implementers, and evaluating superior programs in the context of the successful implementation of facilitation of higher-order thinking skills of students; (2) three innovations developed by LES-UM, including: group acceleration, ICP, and Bilingual. Group acceleration program is the most dominant innovation; (3) the principal"s strategy in facilitating the implementation of high-thinking skills-based learning innovations, including: (1) involving all teachers and staff in empowerment activities, especially in learning clinics that are fostered by the school development team; (2) intensification of supervision activities; (3) developing of bilingual textbooks independently; (4) establish intensive communication with parents of students, especially those related to the innovation of group acceleration programs; (5) conduct regular meetings in the beginning of the semester in preparing the semester program; (6) strengthen exemplary programs, both in the form of school attendance and the creation of a bilingual interaction climate; and (7) organizing a picket teacher program (co-teacher).
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