Pengaruh Penerapan Pendekatan Saintifik Berbasis Lingkungan Terhadap Kemampuan Kognitif Mahasiswa

Abstract

This study was conducted to determine the effect of the applying scientific approach based on environment for improving the cognitive abilities of the basic concepts of biology at STKIP NU Indramayu PGSD 2017/2018 academic year. Environment in this research means the utilizing of Karangsong beach. The low level of understanding of the concept of students and the use of Karangsong beach as a learning resource have not been optimally the background of this research. The research method used was a pre-experiment design with the design of one group pretest-posttest design. In this design, the sample is given a pretest and then given treatment and at the end of the learning activity is given a posture. The data for applying the scientific approach was taken by distributing questionnaires. The next step is processing test data and application questionnaires to determine their influence on students' cognitive abilities. From the results of the study, there was a significant (significant) effect of the application of the scientific approach based on environment for improving cognitive abilities of students with a significance value of 0.034

Genre-Based Approach In Arabic Language Books Of Madrasah Aliyah

“…Firkins et al (2007) argued that the development of the Genre-Based approach originated from systemic-functional linguistic theory by Halliday in 1978 and 1994 which was further developed by Christie in 1992, Mackenhorarik in 2001, and Martin in 2004. With respect to Indonesian case, since the implementation of the Education Unit Level Curriculum (KTSP) in 2006, a genre-based approach gained its popularity to the extent of which students are utterly enabled to study various types of texts (Hasan, 2013) (Wijaya & Harmayanthi, 2020). This approach allows students to understand the text comprehensively.…”

“…The Genre-based Approach is an approach in language learning that combines product and process approaches (Prakoso et al, 2021). While emphasizing the significance of collaborative work between teachers and students (Wijaya & Harmayanthi, 2020), thereof it continuously encourages the students to being actively involved in the learning process, this approach also pays a considerable heed to the importance of observing, instead of ignoring, the students' text works. Hasan (2013) argues Genre theory is basically a theory of language use.…”

“…The purpose of the genre-based approach is to enable the students to communicate based on a goal by paying attention to language features and text structure. (Wijaya & Harmayanthi, 2020) The Genre-Based Approach has several characteristics (Martina & Afriani, 2020), including the following: (1) Highlighting the significance of social and cultural contexts and situations embodied in the use of written language. From this context, students can recognize the purpose of the text, its general structure seen from the features of the used language (2) Observing the "readership" that is related to the target audience of the writing and based on linguistic rules prevailed in a society (linguistic conventions) in such a way that the resulting text can be accepted by the reader.…”

“…In learning Indonesian, among the characteristics of the 2013 curriculum include the use of material based on genre texts (Isodarus, 2017). In addition, Wijaya & Harmayanthi (2020) argued that GBA is an up-to-date approach that is congruent with the focus of curriculum objectives as to prioritize a certain genre as the basic material for teaching Indonesian language. Meanwhile, in learning English, Dirgeyasa (2016) stated that GBA is also popular, especially in honing students' writing skills.…”

Cognitive Revised Bloom's Taxonomy Analysis in RPP PAI Documents in Senior High Schools (SMA)

“…Hal ini merupakan tolok ukur untuk menentukan sejauh mana pemahaman siswa terhadap materi yang telah disampaikan oleh guru. Persentase Kriteria Ketuntasan Minimal (KKM), yang ditetapkan oleh sekolah, menjadi indikator keberhasilan mencapai tujuan pembelajaran yang terdapat dalam RPP yang disusun oleh guru (Setiana, 2018).…”