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All Journal Cakrawala Pedagogik
Omah Mukarromah
STKIP Syekh Manshur
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science

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PENINGKATAN KEMAMPUAN MEMBACA PERMULAAN BAHASA INDONESIA MELALUI METODE GLOBAL SISWA KELAS I SDN KEGANTERAN KECAMATAN KASEMEN KOTA SERANG BANTEN Omah Mukarromah
Cakrawala Pedagogik Vol 2 No 1 (2018): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v2i1.38

Abstract

Penelitian ini bertujuan untuk mengetahui sejauhmana kemampuan membaca permulaan Bahasa Indonesia melalui metode global siswa kelas I SDN Keganteran Kecamatan Kasemen Kota Serang Banten. Penelitian ini dilaksanakan di SDN Keganteran Kecamatan Kasemen Kota Serang Banten, semester II Tahun Pelajaran 2012-2013. Metode yang digunakan adalah metode Penelitian Tindakan Kelas dengan menggunakan model siklus dari Kemmis dan Taggart, melalui tahap perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini ditempuh dalam dua kali siklus. Setiap siklus terdiri dari dua kali tindakan. Pengumpulan data dilakukan dengan tes dan non tes (instrumen pemantauan tindakan dan catatan lapangan). Validitas dihitung dengan menggunakan point biserial dan realibilitas dengan KR-20. Hasil yang dipeoleh adalah adanya peningkatan kemampuan membaca permulaan Bahasa Indonesia melalui pendekatan kontekstual dengan metode global. Pembelajaran dengan menggunakan pendekatan kontekstual dengan metode global terbukti dapat meningkatkan kemampuan membaca permulaan Bahasa Indonesia. Implikasi dari hasil penelitian ini adalah kemampuan membaca permulaan siswa semakin baik jika pembelajaran dengan menerapkan pendekatan kontekstual dengan metode global semakin baik. Berdasarkan hal tersebut disarankan agar pendekatan kontekstual dengan metode global digunakan sebagai salah satu metode yang menjadi bahan pertimbangan guru untuk digunakan dalam pembelajaran bahasa Indonesia.
TOURISM VILLAGE DEVELOPMENT IN COMMUNITY EMPOWERMENT EFFORT (Empowering Local Community through School-Community-based Education) Tatu Mesaroh; Omah Mukarromah
Cakrawala Pedagogik Vol. 6 No. 2 (2022): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v6i2.330

Abstract

Pandeglang is one of the tourist cities that is a destination for tourists, both local and foreign tourists. In view of this, STKIP Syekh Manshur Research and Community Service Center (P3M) along with the Elementary School Education Study Program conducted research related to the development of tourist villages in developing and empowering the community. This research was conducted in a qualitative method by dividing it into three stages; data reduction, organization and interpretation of data. Data reduction was carried out to identify the raw data obtained through observation and interviews. Organizing is done to collect and unify data information obtained from the results of the initial identification (data reduction process) which is then interpreted to produce a conclusion as clearly discussed in the manuscript.
TEACHER CREATIVITY IN INCREASING LEARNING MOTIVATION Omah Mukarromah
Cakrawala Pedagogik Vol. 7 No. 1 (2023): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v7i1.394

Abstract

This study aims to describe the description of teacher creativity and solutions to foster teacher creativity in increasing learning motivation at SDN Drangong 1, Takakan District, Serang City, Banten Province. The approach used is a qualitative approach with descriptive methods. Data obtained from direct observation and analysis of reading materials or theories. Data were analyzed descriptively. The results of the study show that: (1) the creativity of teachers in developing methods, media and presentation of material, learning techniques at SDN Drangong 1 are not maximized; (2) the right form of teacher creativity can be carried out at SDN Drangong 1 namely developing the use of varied methods, appropriate media, presenting contextual material, giving praise and appreciating student work including creating creativity by learning through peers through visits between classes to find ideas just solving problems in class. The conclusion of the research is that developing creativity really helps teachers create a conducive academic environment in the learning process. High creativity for a teacher is necessary so that creativity is fully developed in all subjects. In the end students are motivated to learn. In fact, learning problems will continue and never stop, for this reason, teacher creativity continues to be developed.
Co-Authors Tatu Mesaroh