<p>Teachers and students have very important roles in the learning process. The teacher's role is planning and conducting the learning process. Students are required to be actively involved in learning. The success of a teacher in teaching will be determined by how active students are in participating in learning. Students' active learning will show that they really follow the learning process. The results of field observations indicate that student activity is still very low. Students very rarely ask questions, are less enthusiastic, unfocused, and sleepy when the teacher teaches. The purpose of this study is to discuss the role of Christian teachers in increasing student activity in the learning process. The results showed that Christian teachers play a role in increasing student activity in the learning process. Teachers are advised to create learning that is fun and not boring by creating varied learning methods, making teaching aids, and using ice breakers or games.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Guru dan siswa memiliki peran yang sangat penting dalam proses pembelajaran. Guru berperan dalam merencanakan dan melakukan proses pembelajaran. Siswa dituntut untuk dapat terlibat aktif dalam belajar. Keberhasilan seorang guru dalam mengajar ditentukan seberapa aktif siswa dalam mengikuti pembelajaran. Siswa belajar aktif menunjukkan bahwa mereka sungguh-sungguh mengikuti proses pembelajaran. Hasil observasi di lapangan menunjukkan bahwa keaktifan siswa masih sangat rendah. Siswa sangat jarang mengajukan pertanyaan, kurang bersemangat, kurang antusias, tidak fokus, dan mengantuk ketika guru mengajar. Tujuan penulisan ini adalah membahas mengenai peran guru Kristen dalam meningkatkan keaktifan siswa dalam proses pembelajaran. Hasil penelitian menunjukkan bahwa guru Kristen berperan dalam meningkatkan keaktifan siswa pada proses pembelajaran. Peran guru Kristen dalam proses pembelajaran adalah menggunakan metode pembelajaran yang bervariasi, membimbing siswa ketika mengalami kesulitan dalam memahami materi, dan membuat <em>ice breaking</em>. Guru-guru disarankan untuk menciptakan pembelajaran yang menyenangkan dan tidak membosankan dengan membuat metode pembelajaran yang bervariasi, membuat alat peraga, dan membuat <em>ice breaking</em> ataupun <em>games</em>. </p>
In Mathematics learning, the learning outcomes that are most often measured are the cognitive outcomes because they can be used as an object fir evaluation to know the students' achievement in the things they have learned. This research aimed to see whether the implementation of a drill method can improve the learning outcomes. The method used in this research is Classroom Action Research (CAR) using Kemmis & McTaggart's model. This research was done in two cycles at SMP Kristen Rantepao in October 2016. The subjects were grade IX students at the school. The instruments used in this research were mentor and peer observations, student's questionnaire, and test. The research concluded that the implementation of the drill method improved the cognitive learning outcomes of grade 9 students in SMP Kristen Rantepao. Keywords: Cognitive learning outcomes, drill method ABSTRAKDalam pelajaran matematika, hasil belajar yang paling sering diukur adalah hasil belajar kognitif karena itu dapat dijadikan bahan evaluasi untuk mengetahui pencapaian siswa akan hal yang sudah dipelajari. Penelitian ini bertujuan untuk melihat apakah penerapan metode drill dapat meningkatkan hasil belajar kognitif siswa. Metode penelitian yang digunakan adalah metode Penelitian Tindakan Kelas (PTK) model Kemmis dan Taggart. Penelitian dilakukan di SMP Kristen Rantepao pada kelas IX pada Oktober 2016 dalam dua siklus. Instrumen yang digunakan yaitu lembar observasi mentor dan teman sejawat, lembar angket siswa, dan tes. Hasil penelitian menyimpulkan bahwa penerapan metode drill dapat meningkatkan hasil belajar kognitif siswa kelas IX materi Statistika di SMP Kristen Rantepao. Kata Kunci: Hasil belajar kognitif, metode drill PENDAHULUANPendidikan merupakan suatu hal yang terpenting dalam kehidupan manusia. Di Indonesia sendiri mendapatkan pendidikan merupakan suatu hak yang harus didapatkan oleh setiap anak Indonesia. Hal ini pun diatur dalam Undang-Undang Dasar (UUD) 1945 pasal 31 ayat 1, yang berbunyi "Tiap-tiap warga negara berhak mendapatkan pengajaran". Pendidikan merupakan aspek utama dalam membangun bangsa. Romlah (2004, hal.28) dalam bukunya juga menyatakan bahwa "pendidikan merupakan suatu usaha dari para pendidik untuk memberikan bantuan dalam memberikan arahan terhadap anak didik,
Abstrak. Keyakinan adalah faktor penting dalam mempengaruhi praktek pembelajaran matematika di dalam kelas. Keyakinan belajar kalkulus diasumsikan memiliki korelasi dengan pemahaman konseptual kalkulus. Penelitian ini bertujuan untuk menguji hubungan antara keyakinan belajar kalkulus dan pemahaman konseptual kalkulus. Penelitian menggunakan metode survei dengan desain cross-sectional terhadap 65 orang calon guru matematika yaitu mahasiswa pendidikan matematika pada semester tiga dan lima. Data keyakinan belajar kalkulus dikumpulkan dengan kuisioner. Data pemahaman konseptual kalkulus dikumpulkan dengan menggunakan instrumen Calculus Concept Inventory. Analisis data dilakukan secara kuantitatif dengan memakai statistik deskriptif dan inferensial. Statistik deskriptif yang digunakan adalah rata-rata, maksimum, minimum dan standar deviasi. Statistik inferensial yang digunakan adalah korelasi product-moment. Hasil penelitian menunjukkan tidak terdapat korelasi signifikan antara keyakinan belajar kalkulus dan pemahaman konseptual kalkulus calon guru matematika, calon guru matematika cenderung memegang keyakinan campuran mengenai belajar kalkulus, dan kemampuan pemahaman konseptual calon guru matematika berada pada kategori rendah. Implikasinya adalah pentingnya menerapkan berbagai pendekatan dalam pembelajaran kalkulus karena kecenderungan calon guru matematika memegang keyakinan campuran serta mempertimbangkan faktor lain diluar keyakinan mengenai belajar kalkulus. Kata Kunci: Keyakinan belajar kalkulus, Pemahaman konseptual kalkulus, Calculus concept inventory
In learning Mathematics, conceptual understanding is a primary competency that the students must acquire, because through understanding the concept the students would understand what is being learned and are able to apply them thus they can pursue toward the next materials. However, in the reality of a learning process, the students have not yet understood the concept correctly. Therefore, the researcher tried to implement the peer tutoring method. Thus this research is aimed to know that the implementation of peer tutoring method can improve the conceptual understanding on multiple multiplication of the grade III B students in SDN Inpres Harapan. The research method used in this research was Classroom Action Research methodology (CAR) of Kemmis and Taggart spiral model. This research was conducted upon the students of grade III B in SDN Inpres Harapan on August 2017 until October 2017 within three cycles. Instruments used in this research were teacher mentor observation sheet, teacher mentor and peer teacher interview sheet, students’ questionnaire, as well as students’ comprehension test sheet. Based on the research result, it can be concluded that the implementation of peer tutoring method can improve the conceptual understanding on multiple multiplication of the grade III B students in SDN Inpres Harapan.
<p class="abstrak"><span>Mathematical communication skills are important for students </span><span lang="IN">to </span><span>be able to present strategies </span><span lang="IN">to solve</span><span> questions with the right procedures and principles. Based on observations at Lentera Harapan Way Pengubuan school, it was found that students </span><span lang="IN">were not able to write down the</span><span> strategy </span><span lang="IN">to solve</span> statements or questions with clear and complete procedures. Several details were missed and<span> some </span>symbols and equations were<span> inappropriately used</span><span>. Students</span><span lang="IN"> were</span><span> also </span><span lang="IN">unable to </span><span>draw</span> the correct graphics<span> equation. </span><span lang="IN">T</span><span>hese</span><span lang="IN"> indicated that </span>students lacked<span> in </span><span lang="IN">their</span><span> mathematical communication skills. </span><span lang="IN">Therefore, the </span><span>researcher implemented the drill method to enhance their mathematical communication skills. </span><span>The method used was Classroom Action Research (CAR). </span>The research was conducted from<span> July 17, 2017 </span><span>to </span><span>October 4, 2017. </span><span>The subjects of this research were 11 grade </span><span>8 students. Instruments used were observation sheet, questionnaire sheet, </span><span lang="IN">and rubric. </span><span>The data gathered were analyzed using descriptive statistics and qualitative descriptive methods. </span><span>The findings show</span><span lang="IN">ed an increase in the </span><span>indicators of students’ mathematical communication skills from </span><span lang="IN">the </span><span>first cycle to</span><span lang="IN"> the</span><span> second cycle. Therefore, </span><span lang="IN">it </span><span>could be conclude</span><span lang="IN">d</span><span> that the implementation of the drill method could increase students’ mathematical communication skills.</span></p><p class="abstrak"><strong>BAHASA INDONESIA ABSTRAK: </strong>Kemampuan komunikasi matematis pada pembelajaran matematika penting untuk siswa mampu menyajikan strategi sebagai solusi akan pernyataan maupun pertanyaan sesuai dengan prosedur dan prinsip yang benar. Berdasarkan observasi yang dilakukan pada SMP Lentera Way Pengubuan, ditemukan bahwa siswa belum mampu menuliskan strategi penyelesaian suatu pernyataan atau pertanyaan sesuatu prosedur penyelesaian dengan tepat dan lengkap. Selain itu, siswa masih keliru dalam menuliskan persamaan dan simbol dengan tepat dan belum mampu menyajikan representasi visual berupa grafik berdasarkan pernyataan yang ada. Oleh karena itu, peneliti melakukan penelitian yang bertujuan untuk menyelidiki bagaimana implementasi metode drill meningkatkan kemampuan komunikasi matematis siswa. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK). Penelitian dilakukan pada 17 Juli 2017 sampai 04 Oktober 2017. Adapun subjek penelitian adalah siswa kelas VIII SMP Lentera <span lang="IN">Harapan </span>Way Pengubuan yang berjumlah 11 orang. Instrumen yang digunakan adalah lembar observasi, lembar angket, <span lang="IN">dan rubrik</span>. Data yang dikumpulkan, dianalisis dengan metode kualitatif dan statistik sederhana secara deskriptif. Hasil penelitian menu<span lang="IN">n</span>jukkan peningkatan setiap indikator kemampuan komunikasi matematis dari siklus satu ke siklus kedua. Berdasarkan penelitian ini, disimpulkan bahwa implementasi langkah-langkah metode drill dapat meningkatkan kemampuan komunikasi matematis siswa pada topik persamaan garis lurus.</p><p class="abstrak"> </p>
The objective of this research was to discover the process used in solving a superitem test which consisted of 4 stages according to the SOLO (Structure of Learning Outcomes) Taxonomy, namely unistuctural, multistructural, relational, and extended abstract, and reviewed using the cognitive impulsive and reflective style. The research was qualitative research. The main instrument of the research was the researcher himself guided by a superitem test, an impulsive-reflective cognitive test namely MFFT (Matching Familiar Figure Test), and a valid interview guideline. The subject of this research was the students of class X 1 at SMA Negeri 1 Makale Tana Toraja consisting of four students in which 2 subjects were with cognitive impulsive style and 2 subjects with cognitive reflective style. The data was collected by giving a superitem test which was verified with an interview. The results of the research show that: (a) the first subject's impulsive and reflective style showed the tendency of problem solving at an abstract level which was expanded in the question of one variable linear equation and in the question of two variable linear equation, (b) the second subject's impulsive cognitive style in two variable linear equation problem solving showed the tendency of unistuctural and relational thinking only, (c) the second subject's cognitive reflective style showed the tendency of problem solving in relational level, (d) the subject's impulsive and reflective cognitive style showed the tendency of the same problem solving in the level unistructural, multistructural, relational, and abstract in the question of one variable linear equation, and different in the abstract level in the question of two variable linear equation.
<p class="abstrak"><span>Learning outcomes are student’s responsibility after learning something. Furthermore, it is very important to achieve national education goals. This research is based on the students’ low cognitive learning outcomes. As evidenced by students’ scores, most of them have not been able to achieve the 60 KKM set in mathematics lessons and they lack practice and accuracy in doing mathematical problems. Because of students’ low cognitive learning outcomes, the researcher applied the drill method to overcome this problem and to understand how the implementation of the drill method increases students' cognitive learning outcomes. The research method used was Classroom Action Research (CAR) by Kemmis and McTaggart which was carried out from July to October 2017 in three cycles. The subjects were 21 students of grade 7C at A Junior High School in Sentani. The instruments used in this research were written test sheets, observation sheets, student questionnaires, and interview guidelines. To process the quantitative data, the researcher used descriptive statistical analysis while qualitative data used descriptive qualitative. Based on the results of the research, it can be concluded that the implementation of the drill method does improve students' cognitive learning outcomes in the set material with the percentage of students who reached the KKM in the first, second and third cycle being 52%, 71%, and 86% respectively. Besides implementing the drill method steps, this research also conducted the following: (1) reviewing the material, (2) giving motivation, (3) emphasizing important concepts, (4) checking students' understanding, (5) involving all students working on a variety of questions, (6) guiding students with difficulties, (7) correcting individual and classical mistakes, and (8) reminding students of time and thoroughness.</span></p><p class="abstrak"><strong>BASAHA INDONESIA ABSTRACT: </strong>Hasil belajar merupakan tanggung jawab siswa setelah melakukan kegiatan pembelajaran. Selain itu, hasil belajar sangat penting dalam ketercapaian tujuan pendidikan nasional. Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar kognitif siswa. Hal tersebut terlihat dari nilai-nilai yang diperoleh siswa, sebagian besar siswa belum mampu mencapai KKM 60 pada pelajaran Matematika, serta kurangnya latihan dan ketelitian siswa dalam mengerjakan soal-soal Matematika. Berdasarkan fakta rendahnya hasil belajar kognitif siswa, maka peneliti menerapkan metode drill untuk mengatasi masalah tersebut dan mengetahui penerapan metode drill dalam meningkatkan hasil belajar kognitif siswa. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan model Kemmis dan McTaggart yang dilaksanakan pada Juli sampai Oktober 2017 dalam tiga siklus. Subyek penelitian adalah 21 siswa kelas VII C pada suatu SMP di Sentani. Instrumen yang digunakan pada penelitian ini berupa lembar tes tertulis, lembar observasi, lembar angket siswa, dan pedoman wawancara. Pengolahan data kuantitatif pada penelitian ini menggunakan analisis statistik deskriptif sedangkan data kualitatif menggunakan deskriptif kualitatif. Berdasarkan hasil penelitian, disimpulkan bahwa penerapan metode drill dapat meningkatkan hasil belajar kognitif siswa pada materi himpunan dengan persentase siswa yang mencapai KKM pada siklus I, II dan III sebesar 52%, 71%, dan 86%. Selain melaksanakan langkah-langkah metode drill, pada penelitian ini juga dilakukan hal-hal sebagai berikut: (1) mereview materi, (2) memberikan motivasi, (3) menekankan konsep penting, (4) mengecek pemahaman siswa, (5) melibatkan seluruh siswa mengerjakan soal yang bervariasi, (6) membimbing siswa yang mengalami kesulitan, (7) memperbaiki kesalahan secara individual dan klasikal, serta (8) mengingatkan siswa tentang waktu dan ketelitian. </p>
<p>Student engagement is a manifestation of the responsibility of students as humans to God. Humans have responsibility to be involved in caring for and protecting the earth (Gen. 1:28). So, it is fitting for students to be involved in every process of their life, including learning. Distance learning is negatively affected when students are late joining the video conference, are mostly silent when the teacher asks questions, do not listen to teacher instructions properly which causes them not to return to the video conference, and do not answer when called on by the teacher. Positive reinforcement is given to stimulate and increase student motivation, increase student attention in the learning process, and increase student learning activities. The purpose of this study is to describes the application of positive reinforcement methods on the involvement of student behavior in distance learning and see the positive impact. The research method used is descriptive qualitative. Based on the research, it was found that by applying four forms of positive reinforcement according to the principles of warmth and enthusiasm, meaningfulness, avoiding negative responses, and using various positive reinforcements, students can be encouraged in their behavior and involvement in learning. It also encourages other aspects, such as student discipline, student creativity, student confidence, and student learning attitudes.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Keterlibatan siswa merupakan salah satu perwujudan tanggung jawab siswa sebagai manusia kepada Allah. Manusia memiliki tanggung jawab untuk terlibat dalam memelihara dan menjaga bumi (Kej 1:28). Maka, sudah sepatutnya siswa terlibat dalam setiap proses kehidupannya, termasuk dalam pembelajaran. Pada kenyataannya, siswa terlambat bergabung di <em>video conference, </em>perilaku siswa sebagian besar diam ketika guru bertanya, tidak mendengarkan instruksi guru dengan baik dan menyebabkan siswa tidak kembali bergabung di <em>video conference, </em>dan tidak menjawab ketika ditunjuk oleh guru. Penguatan positif diberikan untuk merangsang dan meningkatkan motivasi belajar siswa, meningkatkan perhatian siswa dalam proses pembelajaran, dan meningkatkan aktivitas belajar siswa. Tujuan dari penelitian ini ialah untuk memaparkan penerapan metode penguatan positif terhadap keterlibatan perilaku siswa pada pembelajaran jarak jauh dan melihat dampak positifnya. Metode penelitian yang digunakan ialah deskriptif kualitatif. Berdasarkan penelitian ditemukan bahwa, dengan menerapkan empat bentuk penguatan positif sesuai prinsip kehangatan dan antusias, kebermaknaan, menghindari respon negative dan menggunakan penguatan positif yang bervariasi dapat mendorong keterlibatan perilaku siswa dalam pembelajaran. Hal ini juga mendorong aspek lain yang terdapat pada diri siswa, seperti kedisiplinan siswa, kreativitas siswa, kepercayaan diri siswa, dan sikap belajar siswa.</p>
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