Self Control Belajar Siswa di Sekolah dalam Menghadapi Era Revolusi Industri 4.0

Juliawati, Dosi; Yandri, Hengki; Afrifadela, Nera

doi:10.32939/tarbawi.v16i01.557

Cited by 8 publications

(8 citation statements)

References 10 publications

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“…The skill and fluency of asking need to be trained and improved, both the content of the question and the technique of asking (Parera, 1987) so that students can understand the subject matter well to obtain learning achievements. One of the factors inhibiting students in learning is the weak self-control and self-esteem of students in school (Juliawati., Yandri., & Afrifadela, 2020;Juliawati., Yandri., & Putri, 2021) so that when students want to convey their ideas and ideas in the learning process become hampered, including in conveying questions in the classroom they become doubtful and indecisive. Furthermore, to see the results of the treatment of content mastery services with a discovery learning approach to questioning skills in the learning process can be seen in Table 2 In table 2, it can be seen that after being given treatment in the form of content mastery services with a discovery learning approach, the questioning skills in the learning process of 27 students showed an improvement.…”

Section: Resultsmentioning

confidence: 99%

Impact of Providing Content Mastery Services for the Discovery Learning Model Approach to Improve Students' Questioning Skills in the Learning Process in Schools

Yandri

Alam²,

Juliawati³

et al. 2022

AN-NUR

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The inability to ask students in the learning process indicates that students do not have good questioning skills. It will hinder students in understanding the subject matter and achievements at school. This study aims to improve students' questioning skills in the learning process by using content mastery services using the discovery learning model. The type of research used is a quantitative experimental approach with a one-group pretest-posttest design. The subjects in this study were 27 people with low questioning skills in the Nurul Haq Semurup Islamic Boarding School students. The data is obtained by spreading a scale of questioning skills developed by researchers who have been tested for validity and reliability. Then the results of the study are processed using the -t-test formula. The results of this study show a significant influence on students' questioning skills before and after being given content mastery services with a discovery learning approach. This means that content mastery services with a discovery learning approach can be used to improve students' questioning skills in the learning process.

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Section: Resultsmentioning

confidence: 99%

Impact of Providing Content Mastery Services for the Discovery Learning Model Approach to Improve Students' Questioning Skills in the Learning Process in Schools

Yandri

Alam²,

Juliawati³

et al. 2022

AN-NUR

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“…Era revolusi industri 4.0 merupakan era dimana hampir semua dikendalikan oleh teknologi termasuk dalam proses pembelajaran yang menuntut peserta didik agar mampu untuk berpikir kritis, kreatif, dan inovatif dalam memecahkan suatu permasalahan-permasalahan yang terjadi di sekitarnya serta keterampilan komunikasi dan kolaborasi (Indrayana & Sadikin, 2020;Juliawati et al, 2020). Tidak hanya bagi peserta didik, guru juga harus siap dalam menghadapi era yang dikendalikan oleh teknologi (Mubarak, 2018).…”

Section: Pendahuluanunclassified

E-LKPD Interaktif Berbasis Discovery Learning pada Muatan IPA Materi Ekosistem

Costadena

Suniasih

2022

j. penelit. dan pengemb. pendidik.

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Pemanfaatan teknologi dalam penggunaan bahan ajar belum sepenuhnya optimal pada proses pembelajaran. Penelitian pengembangan ini bertujuan untuk menciptakan bahan ajar berupa E-LKPD interaktif berbasis discovery learning pada muatan IPA materi ekosistem kelas V SD. Penelitian pengembangan E-LKPD ini menggunakan model ADDIE. Metode pengumpulan data dalam penelitian pengembangan ini dengan melaksanakan observasi, wawancara, dan kuesioner. Subjek uji coba terdiri dari 1 ahli materi,1 ahli desain, 1 ahli media, uji coba perorangan 3 orang peserta didik, dan uji coba kelompok kecil 9 orang peserta didik Data tersebut dianalis secara deskriptif kuantitatif dan deskriptif kualitatif. Hasil penelitian review materi pembelajaran memperoleh persentase sebesar 91,6%, hasil review ahli desain pembelajaran memperoleh persentase sebesar 93,75%, hasil review ahli media pembelajaran memperoleh persentase sebesar 93,75%., uji coba perorangan memperoleh persentase sebesar 95%, dan uji coba kelompok kecil memperoleh persentase sebesar 95,31%. Persentase skor keseluruhan diperoleh dengan kualifikasi sangat baik sehingga E-LKPD interaktif berbasis discovery learning materi ekosistem layak digunakan untuk siswa kelas V SD. Implikasi penelitian ini diharapkan dapat membantu guru dalam pembelajaran daring untuk menjelaskan materi dan membantu siswa yang mengalami kesulitan memahami materi khususnya materi ekosistem.

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“…Demikian juga dengan kombinasi antara self-control dan self-regulated learning terhadap hasil belajar siswa pada mata pelajaran Bahasa Indonesia (Hamonangan & Widiyarto, 2019). Pada fokus berbeda, Juliawati et al mengungkap bahwa tingkat rata-rata self-control belajar siswa SMP terkategori cukup baik untuk menghadapi era revolusi industri 4.0 (Juliawati et al, 2020). Kemudian dalam konteks keluarga, Duri menyimpulkan bahwa pola asuh orang tua otoriter, permisif, dan demokratis tidak berpengaruh signifikan terhadap kemampuan self-control anak SMP (Duri, 2021).…”

Section: Pendahuluanunclassified

Kontribusi Pembinaan Akhlak Dalam Menanamkan Self-Control Siswa Sekolah Dasar Negeri

Surawan

Norvia²

2022

SJPE

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This research aims to determine the contribution of moral coaching in instilling students' self-control. The research uses qualitative research methods. Data collection techniques using interviews and direct observation. The research subjects were students and teachers of Islamic religious education at State Elementary Schools in Palangka Raya City and an expert from outside the school. The results of this study indicate that moral coaching on students' self-control abilities leads to three positive impacts; changes in mindset, changes in principles, and changes in behavior. The three positive impacts received responses from families and communities through family enthusiasm and community support. Overall, it can be concluded that moral coaching can provide positive changes to students' self-control. This research is expected to have implications for strengthening school coaching activities, which further activates the role of parents and the community so that good changes in students can be actualized in daily life and the implementation of school coaching programs becomes optimal.

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Self Control Belajar Siswa di Sekolah dalam Menghadapi Era Revolusi Industri 4.0

Cited by 8 publications

References 10 publications

Impact of Providing Content Mastery Services for the Discovery Learning Model Approach to Improve Students' Questioning Skills in the Learning Process in Schools

Impact of Providing Content Mastery Services for the Discovery Learning Model Approach to Improve Students' Questioning Skills in the Learning Process in Schools

E-LKPD Interaktif Berbasis Discovery Learning pada Muatan IPA Materi Ekosistem

Kontribusi Pembinaan Akhlak Dalam Menanamkan Self-Control Siswa Sekolah Dasar Negeri

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