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All Journal Jurnal Cendekia : Jurnal Pendidikan Matematika Proceedings of ISELT FBS Universitas Negeri Padang Indonesian Research Journal on Education
Joni Alfino
Universitas Bung Hatta
Religion Arts Humanities Chemistry Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Realization of “Language is Creative” in ELT Joni Alfino
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (414.168 KB)

Abstract

It cannot be denied that Chomsky’s theory − Language is Creative − is reflected in ELT, including in writing skill in three different conditions. The first condition is when English language learners want to choose a topic to write. If the students are given a chance to choose a topic to write, they certainly will write what they have had in mind and avoid writing what is beyond their thought. When they have decided to write what is coming to their mind, it means that they are performing language creativity because they have created their own style in expressing something. This process, in fact, meets Chomsky’s theory (1968) considering the freedom given to the students to write their own ideas as the implementation of language creativity. The second condition is when the language learners are writing down the string of their coherent sentences with the variation of grammar and vocabulary. Developing a sentence requires a grammatical pattern. Composing several sentences probably needs various grammatical patterns. It means that the more the sentences are developed, the more various the grammatical patterns will be used. Related to the implementation of “Language is Creative”, this point is one of examples because the students here are required to employ various grammatical patterns and vocabulary creatively. The third condition is when the language learners are editing what they have written down. It often happens that someone is editing his works while he is writing something and so are the English language learners. When they find something inappropriate in their works, they will revise it immediately. In addition, it usually happens that they will begin writing the new one when they find that what they have written completely does not meet their hope. The process of editing carried out by the language learners when they are writing shows language creativity they have because they can feel which one is appropriate or not. From the three points stated above, it is clear that Chomsky’s theory, Language is Creative, is realized in English language teaching.
Analisis Technological Pedagogical Content Knowledge Terhadap Kemampuan Menyusun Perangkat Pembelajaran Matematika Daring Calon Guru SD Zulfa Amrina; Vita Nova Anwar; Joni Alfino; Syafni Gustina Sari
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 6 No 1 (2022): Volume 6 Nomor 1 Tahun 2022
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v6i1.1313

Abstract

Peningkatan penggunaan teknologi dalam pembelajaran matematika di Sekolah Dasar menuntut calon guru SD untuk harus menguasai teknologi, pengetahuan konten materi dan kemampuan pedagogi. Tujuan dari penelitian ini adalah untuk menganalisis technological pedagogical content knowledge (TPACK) terhadap kemampuan menyusun perangkat pembelajaran matematika daring calon guru SD. Sampel pada penelitian merupakan mahasiswa PGSD Universitas Bung Hatta yang sedang mengambil mata kuliah pembelajaran matematika II pada semester genap tahun 2020/2021. Desain penelitian yang digunakan adalah mixed method embedded experimental model. Instrumen perlakuan adalah enam buah satuan acara perkuliahan (SAP), angket TPACK yang terdiri dari TK, CK, PK, PCK, TCK, TPK dan rubrik penilaian perangkat pembelajaran matematika. Hubungan antara variabel TPACK dengan kemampuan menyusun perangkat pembelajaran dilihat menggunakan SEM AMOS. Dari hasil penelitian terdapat peningkatan kemampuan TPACK mahasiswa calon guru SD sebelum dan sesudah diberikan perlakuan. Kemudian diperoleh hasil dari confirmatory factor analysis bahwa kemampuan TPACK sangat dipengaruhi oleh kemampuan menyusun RPP. Dari hasil analisis secara keseluruhan diperoleh hasil bahwa calon guru yang mempunyai kemampuan TPACK yang tinggi akan berpengaruh positif terhadap kemampuan menyusun perangkat pembelajaran matematika secara daring.
Pengembangan Model Pembelajaran Tematik Berbasis Aktivitas Siswauntuk Mengembangkan Kemampuan Menulis Narasi Siswa Kelas IVSekolah Dasar Rahmi Anwar; Yetty Morelent; Joni Alfino; Jendriadi Jendriadi
Indonesian Research Journal On Education Vol. 3 No. 1 (2023): Page: 1 - 862
Publisher : Fakultas Ilmu Pendidikan, Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (314.258 KB) | DOI: 10.31004/irje.v3i1.88

Abstract

This study aims to explain the development process and product development of student activity-based thematic learning models to improve the narrative writing skills of fourth grade elementary school students that are valid, practical, and effective. The background of this research is that it begins with the low narrative writing skills of fourth grade elementary school students at SDN 19 Pasar Ambacang, Kuranji sub-district, Padang City. This type of research is development research. This study uses a 4-Dmodel consisting of 4 stages, namely the stage of defining, designing, developing, and disseminating. However, the dissemination stage was carried out in class IV SDN 19 Pasar Ambacang, Kuranji District, Padang City. The developed model was validated by experts. The practicality of the module is seen through the results of teacher and student responses as well as analysis of implementation and learning outcomes using the designed module. The results of this study indicate the following. First, the development process consists of three stages, namely the definition stage which analyzes the curriculum, concepts, and students. At the design stage, the module framework is designed and the module framework is written. Second, at the module development stage, validation results from experts were 84.70 with valid categories. There are two practical models based on practitioner responses, namely; first,the practicality by the teacher is 93.13 with a very practical category. Practicality by students in the first trial was 93.15 with a very practical category. The effectiveness of the developed model has an average of 86.7 with very effective qualifications. Based on the description of the data analysis, it can be concluded that the thematic learning model based on student activities is valid, practical and effective for improving the narrative writing skills of fourth grade elementary school students.
Co-Authors Jendriadi Rahmi Anwar Syafni Gustina Sari Vita Nova Anwar Yetty Morelent Zulfa Amrina