This study aims to obtain a description of the application of Realistic Mathematic Education (RME) that can improve students' mathematical communication ability. The type of research used is a classroom action research that refers to the design of Kemmis and Mc.Taggart research they are planning, action, observation, and reflection. The results showed that Implementation of mathematics learning with Realistic Mathematics Education (RME) approach that can improve mathematical communication ability is a mathematics learning that has been done in accordance with RME characteristics, That is: use of real context (teacher presents a contextual problem and ask the student to understand the given problem). use of mathematical models (the students modeling by using props to solve problem), use of student production and construction in learning (the teacher gives opportunity to all students to solve the problem, and invite students to deliver the answer), existence of interaction (interaction occurs between teacher and students, and between student one with another), and the existence of integration (combines one unit of mathematics with other units also have integrated with other scientific fields).This is an open access article under the CC-BY-SA license.
This research focuses on classroom interaction during teaching and learning process that included investigation of types and functions of the speech acts produced by teacher. It was designed as a qualitative research. The subject of this research was an English teacher in SMAN 1 Kalirejo. The data were collected through recording. The data were analyzed through three cyclical steps: data reduction, data display, and conclusion drawing or verification. The results show that directives speech acts is mostly produced by the teacher than the other speech acts. This can be seen from the data that 33 utterances (21.2%) are representative speech acts, 6 utterances (3.8%) as expressive speech acts, 112 utterances (71.8%) as directives speech acts, and 5 utterances (3.2%) as commisive speech acts. The types and functions of directives speech acts proposed are need statement, bald imperative, embedded imperative, permission directive, and question directive.
The background of this classroom action research was to find out the low level of learning achievement of fourth grade students of SDN 2 Suban on Mathematics. This is because the learning model used is less attractive to students. The researcher conducted this study with the aim of analyzing the design of learning, the process of learning activities, learning models, and learning achievement of fourth grade students on Thematic subjects. Based on the fact that the student's learning outcomes are low, the writer conducts classroom action research with the intention of improving student learning outcomes. Collaborating with fellow writers trying to use the Discovery Learning model in learning carried out in the first cycle and second cycle, to improve the learning achievement of fourth grade students of SDN 2 Suban. The plan for improving learning through this research turns out that using the Discovery Learning model can improve student learning achievement. From the evaluation results, it can be seen that the percentage of learning outcomes of students who can achieve KKM with the acquisition of the percentage of pre-cycle 30%, cycle I 65%, cycle II 91%. Thus the author feels the need to master and use various learning models in each learning activity in the School. Keywords: Discovery Learning, Mathematics and Learning Achievement
This study aims to determine and evaluate the implementation of the 2013 curriculum specifically in aspects of the learning process and aspects of assessment of learning outcomes. This study is a qualitative descriptive study, with the population being SMA / SMK equivalent in Pringsewu Regency while the sample is 10 high school / SMK level schools in Pringsewu Regency selected from 9 different sub regency. In terms of the learning process aspect, achieving the highest percentage is the teacher's understanding of the subject matter in student textbooks, while the lowest percentage is the suitability of learning procedures with a scientific approach. In terms of the assessment of learning outcomes, the highest percentage achievement is the teacher's understanding of the concepts and applications of midterm tests, while the lowest percentage is the teacher's understanding of portfolio-based assessment concepts and applications. The results of the overall analysis show that, in terms of the learning process aspects and assessment of learning outcomes, the implementation of K-13 at the SMA/SMK/MA level in Pringsewu Regency was in a good category although there were still a few things that needed to be improved.Evaluasi implementasi kurikulum 2013 ditinjau dari aspek proses pembelajaran dan penilaian hasil belajar (studi kasus: SMA/SMK/MA Kabupaten Pringsewu)Abstrak: Penelitian ini bertujuan untuk mengetahui dan mengevaluasi implementasi kurikulum 2013 khususnya dalam aspek proses pembelajaran dan aspek penilaian hasil belajar. Penelitian ini merupakan penelitian deskriptif kualitatif, dengan populasinya adalah SMA/SMK sederajat di kabupaten pringsewu lampung sedangkan sampelnya adalah 10 SMA/SMK sederajat di kabupaten Pringsewu Lampung yang dipilih dari 9 kecamatan yang berbeda. Ditinjau dari aspek proses pembelajaran, pencapaian persentase tertinggi adalah pemahaman guru tentang materi pelajaran yang ada di buku pelajaran siswa, sedangkan persentase terendah adalah kesesuaian prosedur pembelajaran dengan pendekatan saintifik. Ditinjau dari aspek penilaian hasil belajar, pencapaian persentase tertinggi adalah pemahaman guru tentang konsep dan aplikasi ulangan tengah semester, sedangkan persentase terendah adalah pemahaman guru tentang konsep dan aplikasi penilaian berbasis portofolio. Hasil analisis secara menyeluruh menunjukkan bahwa ditinjau dari aspek proses pembelajaran dan penilaian hasil belajar, implementasi K-13 di tingkat SMA/SMK/MA di kabupaten Pringsewu berada pada kategori baik meskipun masih ada beberapa hal yang perlu diperbaiki.
This study aimed to identify the types of cohesive devices used by the teacher during the teaching-learning process. The data were analyzed using Halliday and Hasan's theory (1976) taken from the transcript of the English teaching video recorded in the private high school in Lampung. The method applied in this research was a descriptive qualitative method that provides an overview and interpretation of objects in the actual situation. The results of this study show that the most frequent cohesions that appeared in the conversation are reference 30,77%, ellipsis 33,33%, conjunction 23,08 %. Meanwhile, the occurrences of substitution were 5,13%, and lexical cohesion which included reiteration 7,69%, and collocation (0%) in lexical cohesion. In the teaching dialogues, simple sentence is preferred such as giving explanation, instruction, or complaining about something. In addition, omitting words is mostly used than substituting, also more ellipsis than substitution. Discourse cohesion devices used in the teacher conversations include all cohesion except the collocation as Halliday and Hasan stated, here the researcher found that the cohesive devices that were mostly used by the teacher were the ellipsis and references.
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