Implementation of the 2013 curriculum is very different from the previous curriculum, there are still many obstacles that we know greatly affect the learning outcomes, both in terms of media used, the assessment in the 2013 curriculum is more complicated than the previous curriculum then the methods used to convey the learning materials that want to be taught not effective or even incompatible with the material to be conveyed. This research method is a classroom action research conducted in improving the learning process, with four meetings. The assessment taken in this study is an evaluation evaluation of each meeting in the form of attitudinal value, value of knowledge and skill value based on teacher's book on theme 4 "Healthy is Important" with sub theme 1 "Importance of Health and Environment". On the attitudes that appear attitude of self-confidence, curiosity and independence Already entrusted by 20.68% confidence, and curiosity while mandated 6.2% lower because students are still not familiar with the implementation of the curriculum 2013. Results of student knowledge seen the development in excellent value at the first meeting of 36.4%, at the second meeting decreased to 30.3%, while at the third meeting experienced a 52.25% increase again. While on the results of these students' skills on four meetings emerged every meeting with a very good category at the first meeting of 18.1%, at the second meeting increased to 27.3%, the third meeting decreased to 20.68%, while at the fourth meeting increased again by 65.62%.
This research using the experiment quasi carried out in the class 1 SDN 79 Pekanbaru by comparing the skill read beginning between the kontrol and class experiment. The result of the data pre educational the result of the average blended class eksperiment 70,26 and the class kontrol with the averageb 72,76 be seen from the test then summed there is not different the significant because X count = 1,39 < X table = 5, 991. In the data post educational blended class experiment 84,43 and the class kontrol 79,50 on the test the differences there are significant different between the experiment and class kontrol because Xcount = 6,40 > Xtable = 5,991. In an increase in the experiment test with N gain 0,48 with the medium categories and the class kontrol with N gain 0,25 the low categories it gives an idea that SAS methode more effective in improving read the beginning.
Bahasa Indonesia is one of the compulsory subjects taught in elementary school and important to be mastered because it aims for every student to communicate effectively and efficiently, both orally and in writing in accordance with the Indonesian rules is good and true. This study aims to investigeenhanging of 3rd grade primary students’ writing skill after implementation think talk write learning model in Bahasa Indonesia class. Research method in this study is experiment method. The research design used in this research is one-group pretest-posttest design, experimental research conducted in one group only without comparison group and the population subjects in this study were 35 students of 3rd grade elementary school in Pekanbaru. The result of this study is data of pretest and posttest, on the average pretest score of 60.94 with the category of skilled enough then on posttest increased to 75.67 with skilled category. Thus, it can be concluded that the think talk write learning model can influence the narrative writing skill of 3rd grade elementary school in Pekanbaru.
A teacher must be able to develop teaching materials in learning because it is a professional demand that can provide meaningful and enjoyable learning. The purpose of this study was to describe the effectiveness of developing graphic organizer teaching materials in reading in grade 4 of elementary school. The graphic organizer is a learning media used to read learning. This is a development research with consisting of 4 stages namely defining, designing, developing, and disseminating research results. Aspects namely need analysis and student analysis. In needs analysis, some analyzes were carried out covering curriculum, concepts, and assignments. While in the analysis of students looking at the suitability of teaching materials developed with the level of development of students. The design phase of teaching materials was made to plan the implementation of learning indicators, the average indicator was 95, and the learning objectives aspect was 93. The development phase was tested in SDN 38 Kota Pekanbaru with an average reading ability of 87.5, so it can be concluded that the effectiveness of teaching materials for graphic organizer in reading is very decent to use.
This research is research of application development of final project of student based on website at Prodi PGSD FKIPUniversitas Riau by using waterfall model. The formulation of the problem in this research are: (1) how the design ofdeveloping the final project application of student based on the website of Prodi PGSD FKIP Universitas Riau? and (2)whether the program designed to assist the final project guidance on Prodi PGSD FKIP University of Riau ?. The purpose ofthis research is (1) to design a system that can assist the process of guidance of final assignment of students to Prodi PGSDFKIP Universitas Riau and (2) to know the response about the use of application of final student task based on the website ofProdi PGSD FKIP Universitas Riau. This research is a development research with waterfall model. Development stage isdone in four stages, namely: (1) stage study of literature; (2) needs analysis phase; (3) application design; and (4)application testing phase and conclusion. The result of the research stated that the application of the final assignment of thestudents based on the website of PGSD Study Program of FKIP Universitas Riau is valid with four references, namely: (1)correctness aspect (truth); (2) reliability (reliability) aspect; (3) integrity; and (4) usability (usage). Based on the results ofeffectiveness test on the students obtained data that the application of the final project-based student guidance websiteincluded in the category of very effective average percentage is 84.89% with very effective category. It is marked by theacquisition: 1) the correctness (truth) of 84.93% with very effective category; 2) reliability (reliability) of 86.37% with veryeffective category; 3) integrity (integration) equal to 86,08% with very effective category; and 4) usability (usage) of 82.17%with very effective category. The average percentage is 84.89% with very effective category. So it can be concluded that theapplication development of final student task based on the website Prodi PGSD FKIP University of Riau has been declaredeffective and has been widely used.
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