The results of the observation showed that there were still many students in histology subjects who did not yet have critical thinking competencies and maximum histology concept. The purpose of this study was to find out how project-based learning through blended learning can develop critical thinking skills and student histology concept. This type of research is classroom action research. The sample of this study was students of class C histology class 2018/2019 as many as 35 students of Malang Muhammadiyah University. The research method is in the form of observation, interviews, and tests. The learning management system used in this research blended learning uses Edmodo. The results showed that there was a change in the improvement of critical thinking skills and student histology concept from cycle I to cycle II. Critical thinking skills in the cycle I showed that 23% were complete and 77% were non-complete, while the cycle II was 80% complete and 20% non-compete. Critical thinking skills from cycle I to cycle II increased by 57%. Histology concept in the cycle I found 69% complete and 31% non-complete, while the cycle II was 100% complete and 0% non-complete. Histology concept from cycle I to cycle II increased by 31%. Based on this, project-based learning through blended learning can develop critical thinking skills and student histology concept.
Muhammadiyah Junior High School 02 of Batu city has implemented the Strengthening of Character Education (SBE) through community service program in 2017. It is analyzed that the proram has obstacles in its implementation of classroom-based (SBE), it is proved by the inability of teachers to integrate character values into subjects to match the curriculum content. Thus, it is projected that to improve classroom-based SBE can be done by integrating literacy activities. The classroom-based SBE approach can be implemented through developing instructional method, classroom management, and integrating literacy activities into lesson plan of 2013 Curriculum. This community service program aims to improve SBE through literacy movement at MJHS 02 of Batu City. The method implemented was participation-based method through training and mentoring of SBE, also mentoring to plan and practice the SBE implementation through literacy movement. This program involves school teachers and principle of SMP Muhammadiyah 02 Batu, as many of 16 personnel. Data collection was gathered through observation and document which then analyzed descriptively. Results show that there is an improvement on teachers’ competence in developing lesson plan using classroom-based SBE concept through literacy movement, and an improvement also shown on teachers’ skill in implementing class instruction which is based on 2013 Curriculum that applies SBE through literacy movement. This improvement simultaneously contributes to students’ achievement expected in the 2013 Curriculum, namely character improvement.
The purpose of this study is to improve poetry reading skill of 4th grade students at SDN Sumbersari 1 in Malang City, to know the activities of the teacher and students. This type of this research is classroom action research. This classroom action research model uses the Kemmis And Mc Taggart model which consist of four steps or stages in conducting classroom action research, namely: planning, action, observation, and reflection. The result of the study show an increasing activity of the teacher and students. The result of this study are flows. (1) Pre-action, from 25 students, only 5 students or 20% of the total students are able to read poetry well and correctly, while 20 students or 80% of students experience difficulty in reading poetry with an average poetry reading skill of 54.56%. (2) Cycle I, the percentage of teacher activity reached 83% with very good predicate, the percentage of teacher activity reached 83% with very good predicate, the percentage of student activity was 83% with very good predicate, and classical learning completeness was 78.8% (3) Cycle II, the percentage of teacher activity reached 86% with very good predicate, the percentage of students is 87% with
AbstrakPenelitian ini bertujuan untuk mendeskripsikan implementasi pendidikan karakter dalam pembelajaran IPA di SMPN XY Kota Malang. Penelitian ini menggunakan metode deskriptif kualitatif. Teknik pengumpulan data dengan cara wawancara, observasi, dan dokumentasi. Kredibilitas data yang digunakan dalam penelitian ini dengan cara perpanjangan keikutsertaan, ketekunan pengamatan, dan triangulasi metode. Data yang diperoleh kemudian dianalisis menggunakan model analisis Miles dan Huberman untuk selanjutnya diperoleh kesimpulan. Hasil penelitian ini adalah pendidikan karakter sudah diimplementasikan dalam pembelajaran IPA di SMPN XY Kota Malang, Implementasi pendidikan karakter dalam pembelajaran IPA dilakukan melalui a) mengintegrasikan pendidikan karakter dalam kurikulum sekolah dengan cara guru melakukan analisis KD melalui identifikasi nilai-nilai yang terkandung dalam materi pembelajaran IPA dan guru mendesain RPP mata pelajaran IPA yang memuat fokus pendidikan karakter, b) melalui pilihan dan penggunan metode pembelajaran untuk mengembangkan karakter peserta didik, hal tersebut dapat dilihat dalam proses belajar mengajar guru selalu menciptakan suasana belajar dengan langkah kegiatan mulai dari merumuskan masalah, merumuskan hipotesis, mengumpulkan data, menganalisis data dan menarik kesimpulan, c) melalui pengelolaan kelas, guru membentuk kelas menjadi kelompok untuk menumbuhkan sikap kerjasama dan toleransi antar teman sebaya. Abstract This research aims to describe the implementation of character education in science lesson in SMPN XY of Malang City. This research uses qualitative method. Data collection techniques is done by interview, observation and documentation. Thedata credibility test used in this research is extension of participation, observation persistence, and triangulation method. The data which is obtained then analyzed using Miles and Huberman analysis model to obtain the conclusion. The result of this research is character education actually has been implemented in science lesson in SMPN XY of Malang City. Implementation of character education in science lesson is done through; a) integrating character education in school curriculum by doing basic competence analysis from teacher through identification of values contained in learning materials of science, designing lesson plans of science subjects that focus on character education; b) through choice and use of learning methods to develop the character of learners, which can be seen in the process of teaching and learning, teachers always create an atmosphere of learning with activity steps ranging from formulating problems, formulating hypotheses, collecting data, Analyze data and draw conclusions; c) through classroom management, teachers form classes into groups to foster attitudes of cooperation and tolerance among student.
ABSTRAKGuided inquiry atau inkuiri terbimbing adalah salah satu pembelajaran inkuiri yang dalam pelaksanaannya guru menyediakan bimbingan atau petunjuk cukup luas kepada siswa. Sebagaian perencaannya dibuat oleh guru, siswa tidak merumuskan problem atau masalah. Permasalahan yang dihadapi adalah semangat siswa masih kurang ketika proses pembelajaran berlangsung, kurangnya keinginan dan keberanian bertanya ketika ada permasalahan terhadap materi yang akan disampaikan. Tujuan penelitian ini adalah untuk (1) Mendeskripsikan penerapan pembelajaran Guided Inquiry untuk meningkatkan motivasi dan hasil belajar IPA pada siswa kelas VIII-A SMP Muhammadiyah 2 Batu (2) Mendeskripsikan peningkatan motivasi pada siswa kelas VIII-A Muhammadiyah 2 Batu (3) Mendeskripsikan peningkatan hasil belajar IPA pada siswa kelas VIII-A SMP Muhammadiyah 2 Batu.Jenis penelitian ini merupakan penelitian tindakan kelas (PTK). Penelitian ini dilaksanakan dalam dua siklus. Tempat dan waktu penelitian dilaksanakan pada tanggal 25 Nopember- 12 Desember 2013 di SMP Muhammadiyah 2 Batu. Sasaran dalam penelitian ini adalah siswa kelas VIII-A yang berjumlah 21 siswa. Metode pengumpulan data menggunakan lembar observasi, tes dan hasil belajar, sedangkan motivasi belajar siswa dianalisis menggunakan teori ARCS yang terdiri dari 4 aspek Attention (perhatian), Relevance (keterkaitan), Self condition (kepercayaan diri), Satisfaction (kepuasan). Hasil belajar dianalisis dengan menggunakan ketuntasan belajar. Ketuntasan belajar masing-masing siswa disesuaikan dengan KKM sekolah yaitu 75.Hasil penelitian pada siklus I menunjukkan persentase rata-rata dari hasil belajar siswa yang meliputi penyajian masalah, membuat hipotesis, melakukan percobaan, menjelaskan hasil data, membuat kesimpulan adalah 70,26%. Setelah dilakukan perbaikan tindakan siklus II rata-rata dari hasil belajar siswa 80,72%. Jadi meningkat sebesar 10,46%. Berdasarkan angket motivasi, dari siklus I ke siklus II terdapat peningkatan pada aspek attention sebesar 10,78%, relevance 13,09%, self condition 7,13% dan satisfaction meningkat sebesar 12,41%. Kata Kunci: Pembelajaran Guided Inquiry, Motivasi, Hasil Belajar.
Penelitian ini bertujuan untuk mendeskripsikan penerapan dan peningkatan keterampilan menulis kalimat efektif melalui model TTW. Aktivitas guru pada siklus I mencapai 89,28% meningkat pada siklus II menjadi 93,75%, aktivitas siswa pada siklus I mencapai 82,14% meningkat pada siklus II menjadi 90,62%. Ketuntasan klasikal hasil keterampilan menulis kalimat efektif siswa pada siklus I mencapai 34,28% dan pada siklus II 68,57%.
The independent curriculum begins to take effect in the 2022/2023 school year which requires a project to strengthen the profile of Pancasila students which is allocated around 25% of the total lesson hours per year. The partners for this community service activity are SMP Muhammadiyah 2 Batu City teachers, where they do not yet understand, design, document, report, and evaluate and follow up on projects. This service activity aims to assist the implementation of a project to strengthen the profile of Pancasila students in implementing the independent learning curriculum at SMP Muhammadiyah 2 Batu City. The method of implementing this service consists of 2 major activities, namely training and mentoring. The activities carried out as a solution for partners are: (1) Understanding of projects to strengthen Pancasila student profiles, (2) Designing implementation of projects to strengthen Pancasila student profiles, both in content and in terms of implementation time, (3) Implementing projects to strengthen Pancasila student profiles, and (4) Evaluate and follow up the project. All stages were carried out well, so it can be concluded that this service activity was able to increase teacher competence in implementing projects to strengthen Pancasila student profiles, which consisted of understanding, designing, documenting, reporting, and evaluating and following up on projects.
ABSTRAKProses pembelajaran pada Kurikulum 2013 untuk semua jenjang dilaksanakan dengan menggunakan pendekatan ilmiah (scientific approach). Pada pembelajaran IPA pendekatan scientific dapat diterapkan melalui keterampilan proses sains. Pendekatan scientific akan berhasil melalui penerapan keterampilan proses pada pembelajaran IPA yang disajikan dengan strategi dan metode yang tepat. Untuk itu perlu usaha guru dalam penerapannya. Hal ini bisa dilakukan dengan menggunakan kegiatan Lesson Study.Kegiatan ini bertujuan untuk pendampingan pembuatan perencanaan dan pelaksanaan Hasil Kegiatan Pengabdian di SMP Muhammadiyah 6 Kabupaten Malang adalah: Guruguru IPA di SMP Muhammadiyah 6 Kabupaten Malang, yang pada awalnya belum memahami dan belum pernah melaksanakan kegiatan pembelajaran menggunakan Lesson Study, dengan pendampingan yang intensif akhirnya dapat menerapkan Lesson Study sebagai wahana untuk meningkatkan kapasitas penyelenggaraan pembelajaran IPA dengan menggunakan pendekatan scientific. Disamping itu, guru-guru IPA SMP Muhammadiyah 6 Kabupaten Malang dapat menyusun rencana pelaksanaan pembelajaran (RPP) yang mencerminkan pendekatan scientific, keterampilan untuk menyelenggarakan pembelajaran IPA yang menggunakan pendekatan scientific, dan dapat melakukan pengamatan pelaksanaan pembelajaran, serta dapat menemukan permasalahan pelaksanaan Lesson Study dan alternatif solusinya. Selain itu, bagi mahasiswa jurusan Pendidikan Biologi yang sedang melaksanakan PPL di SMP Muhammadiyah 6 Malang juga memperoleh pengalaman secara langsung penerapan Lesson study dalam pelaksanaan pembelajaran, karena mereka terlibat secara aktif dalam pembelajaran, baik sebagai guru model maupun sebagai observer. Kata Kunci: Lesson Study, Pendekatan Scientific ABSTRACTThe learning process in the curriculum 2013 for every level is implemented by using scientific approach. The scientific approach on the teaching activity of science class can be applied through the science processing skill. Scientific approach will successfully implemented through the application of processing skill on the science class teaching presented with accurate strategy and methods. To reach that point, the teachers' effort is
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