This classroom action research is descriptive quantitative research conducted in class III Public Elementary School Kedunghalang 3, totaling 28 people consisting of 14 male students and 14 female students. This study aims to increase motivation, interest, and learning outcomes of participants in Indonesian subjects about antonyms by using the game method through table charts of used goods. In this study, two cycles of learning were carried out. Each cycle consists of planning, implementing, observing, and reflecting. The data collected in this study is quantitative in the form of student learning outcomes. In pre-cycle learning, the average grade was 59. Students who had completed 6 (21%) and 22 students (79%) had not. In the learning cycle 1, there were 11 students (39%) and 17 people who had not completed it (61%). Complete cycle 2 27 people (96%) and not yet 1 person (4%). The results of the analysis of this study indicate an increase in student learning outcomes starting from cycle 1 39% to 96% in cycle 2. The results of the study can be concluded that the use of the game method using table chart media from used goods can increase motivation, interest, and learning outcomes of studentsPenelitian tindakan kelas (PTK) ini merupakan penelitian kuantitatif deskriptif yang dilakukan di kelas III SDN Kedunghalang 3 yang berjumlah 31 orang peserta didik dan terdiri atas 15 orang laki-laki dan 16 orang perempuan. Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik pada saat prasiklus yang hanya mencapai rata-rata 64,6. 77,42% peserta didik tidak mencapai criteria ketuntasan minimal yang ditetapkan yaitu 75. Penelitian ini bertujuan untuk meningkatkan hasil belajar, motivasi dan minat belajar pada mata pelajaran Bahasa Indonesia tentang antonim. Penggunaan metode permainan melalui media bagan tabel dari barang bekas dapat menaikan hasil belajar peserta didik pada siklus dua yang mencapai rerata 81,9 dan peserta didik yang tuntas mencapai 29 orang atau 94% serta meningkatkan motivasi dan minat belajar peserta didik.Hal ini terlihat pada hasil pengamatan guru. 30 orang peserta atau 97% dapat menjawab pertanyaan yang diberikan oleh guru. Penggunaan model pembelajaran permainan dengan media bagan tabel dari barang bekas memberikan pengalaman nyata, berpikir kritis, kreatif dengan pemahaman tingkat tinggi peserta didik, pembelajaran terpusat pada peserta didik, menambah pengetahuan yang lebih bermakna dalam kehidupan yang nyata, terjadi perubahan prilaku peserta didik, serta dalam pembelajaran guru hanya berperan sebagai fasilitator dan motivator
AbstrakPenelitian ini bertujuan menaikkan minat, motivasi belajar, dan hasil belajar Bahasa Indonesia tentang Menulis Surat Undangan Resmi. Objek dari penelitian ini adalah 22 siswa kelas V SDIT Al Fauzien. Berdasarkan hasil pembelajaran prasiklus, terdapat 3 siswa (13,64%) yang masuk dalam kriteria tuntas dengan nilai rata-rata 53,64 dan masih ditemukan 19 siswa (86,36%) yang belum tuntas. Pada siklus 1 terdapat peningkatan, 10 siswa (45,45%) berhasil memperoleh nilai di atas KKM dengan rata-rata 72,82, dan masih terdapat 12 siswa yang tidak tuntas (54,55%). Pada kegiatan siklus 2, nilai rata-rata meningkat menjadi 91,14, yaitu 21 siswa (95,45%) memperoleh nilai di atas KKM dan hanya tersisa 1 siswa (4,55%) yang belum berhasil mencapai KKM. Berdasarkan hasil pengamatan guru saat pembelajaran untuk melihat motivasi dan minat belajar pada tahapan prasiklus, terdapat 4 siswa (18,18 %) yang dapat menjawab pertanyaan yang diberikan, sedangkan 18 siswa (81,82%) belum mampu menjawab pertanyaan tersebut. Siklus 1, terdapat 10 siswa (45,45%) yang dapat menjawab pertanyaan, sedangkan 12 siswa lainnya (54,55%) dianggap belum termotivasi dengan kegiatan pembelajaran. Siklus 2, sebanyak 21 siswa (95,45%) termotivasi dan masih ada 1 siswa (4,55 %) yang dianggap belum termotivasi dalam kegiatan pembelajaran. Dengan demikian, dapat dikatakan bahwa hasil pembelajaran dengan menggunakan metode modeling the way dan media papan temple dapat meningkatkan kualitas kegiatan pembelajaran, hasil belajar, minat, motivasi dan gairah belajar, juga membantu siswa untuk belajar mandiri, serta bertanggung jawab.Kata kunci: modeling the way, media papan tempel, dan Bahasa IndonesiaAbstractThis research aims at increasing students interest and motivation in learning as well as their output of learning about how to write formal invitation letters in Bahasa Indonesia subject. The subjects of this study are 22 grade V SDIT Al Fauzien students. The results of Pre-cycle learning show that there are 3 students (13,64%) categorized as the complete ones with 53,64 as the average score and 19 other students (86,36%) are categorized as the incomplete ones. There is an improvement in the first cycle. In cycle 2 the average score increased to 91.14. There are 21 students or 95.45% whose scores are above the KKM and there is 1 student (4.55%) whose score is below the KKM. Based on the observation of teachers related to students motivation in learning, it can be said that there are 4 students (18,18%) can answer the questions and 18 students (81,82%) can not do that properly in the precycle. In the first cycle, there are 10 students (45,45%) can answer the questions, while 12 others (54,55%) still can not be motivated to answer the questions. A better result is shown by cycle 2, where 21 students (95,45%) are motivated and only 1 student (4,55%) is not really into the lesson. By looking at the results, it can be concluded that the use of modeling the way method and sticky board media in learning can improve teaching and learning activity, learning outputs, interest, motivation, and passion in learning, students independent and responsibility.Keywords: modeling the way, sticky board media, Bahasa Indonesia
This study was motivated by the low results of learning Indonesian, which only reached 53.75, where 3 (12.50 %) got complete scores. For this reason, it is necessary to improve learning to increase motivation, interest, and learning outcomes of class V Indonesian language participants at Public Elementary School Kedunghalang 3, Bogor City. The results of the first study obtained an average value of 72.71. There were tenpeople (45.45%) completed. In the second study, the acquisition of the average value increased to 91.14. There were 21 people or 95.45% complete and 1 (4.55%) incomplete. The results of teacher observations to see the motivation and interest in learning in the first lesson 11 people (45.83%) increased to 22 people (91.67 %) who are motivated and interested in learning in the second lesson. Learning outcomes using the modeling the way learning method and sticky board media can improve learning activities, learning outcomes, generate interest, motivation, and passion for learning, help students to learn independently, and be responsible.
This study discusses the use of booklet media in overcoming bullying behaviour in low-grade elementary schools. This study uses a 4-D research and development (R&D) method: Define, Design, Develop, and Disseminate. The study results obtained validation from experts in the material, media, and language showed that the booklet that was developed met the valid criteria and was suitable for use. The validation test results by elementary school teachers in Bogor Regency, which consisted of 30 booklet teachers, were very relevantto be used, did not need to be revised. A large-scale trial to grade 3 elementary school students in Bogor obtained that the booklet media was valid and suitable for use. The results of students' understanding of bullying at the beginning were shallow, amounting to only 31.03 percent while after learning given using the booklet media rose to 72.41%. Thus this media booklet can be used as early prevention of bullying deviant behaviour. The use of booklet media with all its weaknesses and advantages is expected to positively influence the loss of bullying behaviour among students so that harmony is established within the school environment and realizing the school as a safe, comfortable, and pleasant place. Also, the school, as an educational institution, becomes a place to gain knowledge and develop one's maturity to show that he is intelligent rationally, emotionally, socially, and spiritually.
Penelitian ini mendeskripsikan perbedaan antara kalimat pasif dalam dua bahasa, yaitu bahasa Indonesia dan Jepang. Kalimat pasif bahasa Jepang dapat ditunjukkan dengan verba benefaktif yarimorai yang dilekatkan pada verba inti untuk makna benefaktif, sedangkan dalam kalimat pasif bahasa Indonesia ditandai dengan prefiks di-, ter- dan ke-an. Verba benefaktif dalam bahasa Indonesia bukan kalimat pasif, melainkan kalimat aktif. Perbedaan itu sering membuat pembelajar bahasa Jepang melakukan kesalahan ketika pembelajar mengaplikasikan kalimat pasif bahasa Jepang. Tujuan penelitian ini adalah untuk mendeskripsikan kesalahan analisis pembelajar bahasa Jepang dalam mengubah kalimat pasif bahasa Jepang ke dalam Bahasa Indonesia. Metode penelitian yang diterapkan adalah metode deskriptif kualitatif, sedangkan teknik penelitian adalah studi kepustakaan dan metode kajiannya adalah kajian distribusional. Hasil penelitian ini adalah prefiks di- yang merupakan salah satu penanda pasif dalam bahasa Indonesia jika diungkapkan ke dalam bahasa Jepang tidak selalu bisa dipadankan dengan bentuk pasif reru/rareru sehingga hal ini menjadi kendala bagi pembelajar bahasa Jepang yang berbahasa ibu bahasa Indonesia.This study describes the difference between passive sentences in two languages, namely Indonesian and Japanese. Japanese passive sentences can be indicated by the benefactive verb yarimorai which is attached to the core verb for the benefactive meaning, while in Indonesian passive sentences it is marked with the prefix di-, ter- and ke-an. Benefactive verbs in Indonesian are not passive sentences, but active sentences. This difference often makes Japanese learners make mistakes when learners apply Japanese passive sentences. The purpose of this study was to describe the mistakes of Japanese learners in confirming Japanese sentences. The research method applied is descriptive qualitative method, while the research technique is literature study and the method of study is distributional studies. The result of this research is that the prefix di- which is one of the passive markers in Indonesian when expressed in Japanese cannot always be matched with the passive form reru / rareru so this becomes an obstacle for Japanese learners who speak Indonesian as their mother tongue.
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