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All Journal Jurnal Sekolah Dasar Biodik: Jurnal Ilmiah Pendidikan Biologi
A Hardoko
Universitas Mulawarman
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Education Environmental Science Social Sciences

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Kontribusi Aplikasi Nilai Kepramukaan bagi Pembinaan Kepribadian Siswa Sekolah Dasar A Hardoko
Sekolah Dasar : Kajian Teori dan Praktik Pendidikan Vol 16, No 2 (2007): Tahun 16, Nomor 2, November 2007
Publisher : Sekolah Dasar : Kajian Teori dan Praktik Pendidikan

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Abstract: Pramuka (Boy Scout) activities can build full personality. The pramuka activities that are educational games based have objective to develop personality, social needs, state building, and nation building. The activities should be based on among system”Ing ngarso sung tulodo, ing madyo mangun karso, tut wuri handayani”. The value of Pramuka can help elementary school students become good citizens, active loyalty, creative, and innovative through training of character, cleanness and power, handy craft and skills, and pro-social behavior (task-force system).
Needs Analysis in the Problem Based Learning (PBL) Model Tools and Problems Regarding 7th Grade Students’ Science Learning Outcome at SMPN 2 Bongan Zulfaidhah Zulfaidhah; Evie Palenewen; A Hardoko
BIODIK Vol. 4 No. 1 (2018): Juni 2018
Publisher : Program Studi Pendidikan Biologi FKIP Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/bio.v4i1.5508

Abstract

This study aims to: analyze the needs of teachers, feasibility and effectiveness in the development of learning tools based on Problem Based Learning (PBL) model to improve 7th grade students' Science learning outcomes in SMPN 2 Bongan. The results of the observation is in the form of teacher needs analysis instrument analyzed using qualitative descriptive. Observation results obtained that the use of Problem Based Learning model in Science learning process had not been optimally implemented in schools, problems obtained in teachers are: 1) teachers still had difficulties in understanding and composing learning tools, 2) teachers still had difficulties in determining the appropriate learning model, 3) teachers were still less creative, 4) lack of facilities and infrastructure provided in schools for teachers to be more innovative in learning. Problems obtained in students are: 1) low mastery on the subject matter, students were only able to answer the problem of C1 to C3 thinking levels, 2) Science learning only embraced the concept so that students felt lack of interest in learning, 3) students were not engaging in learning, 4) low level of student learning outcomes.
Co-Authors Evie Palenewen Zulfaidhah Zulfaidhah