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All Journal Jurnal Pendidikan dan Pengajaran Journal of Educational Research and Evaluation
D. K. Tantra
Universitas Pendidikan Ganesha
Humanities Education Public Health Social Sciences Other

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Implementasi Nilai-Nilai Karakter dalam Pembelajaran Bahasa Inggris Agustini, D. A. E.; Tantra, D. K.; Wedhanti, N. K.
Jurnal Pendidikan dan Pengajaran Vol 47, No 2-3 (2014): Oktober, 2014
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (420.445 KB) | DOI: 10.23887/jppundiksha.v47i2-3.4864

Abstract

Penelitian kualitatif ini bertujuan untuk mengevaluasi pelaksanaan pendidikan karakter dalam pembelajaran bahasa Inggris di SMP Negeri 1 Singaraja. Subjek penelitian ini terdiri atas para siswa kelas VIII dan guru bahasa Inggris di sekolah tersebut. Analisa dilakukan terhadap RPP dan implementasinya untuk melihat bagaimana nilai-nilai karakter dimasukkan dalam pembelajaran keempat ketrampilan berbahasa. Nilai karakter yang dimaksud meliputi religius, jujur, toleransi, disiplin, kerja keras, kreatif, mandiri, demokrasi, rasa ingin tahu, kebangsaan, menghargai prestasi, ramah/komunikatif, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, berpikir logis, dan tanggung jawab. Instrumen yang dipakai adalah catatan lapangan, rekorder, dan panduan wawancara. Hasil analisis menunjukkan bahwa guru tidak memasukkan nilai-nilai karakter ke dalam indikator dan penilaian. Namun, beberapa nilai karakter tersirat dalam langkah-langkah pembelajaran keempat ketrampilan berbahasa dan juga terlihat pada implementasinya di kelas. Kata-kata Kunci: nilai-nilai karakter, pembelajaran bahasa inggris, pembelajaran karakter
Students’ Reading Competency on High Order Thinking Items in The Junior High Schools Riadi, I. K. Sutra; Tantra, D. K.
Journal of Education Research and Evaluation Vol 4, No 3 (2020)
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (319.765 KB) | DOI: 10.23887/jere.v4i3.27621

Abstract

The aimed of this study was to describe and compare the students’ reading competency in answering high order thinking items across classes, text genres, and reading indicators. In the present study, critical reading is defined as reading for comprehension of high-order-thinking items which are focused on the four indicators of reading competency, namely: main idea, specific ideas, textual references, and word meanings. This research was conducted quantitatively and focus on year seven students. To reach such purpose, a purposive sampling technique was used to choose the sample. The subjects of this study were 238 students. The instruments used to collect the data was a Reading Competency Test. The collected data were analysed quantitatively and interpreted descriptively. The first finding of this research shows that the level of the students’ reading competency in answering high order thinking items are categorized weak or low level on both the descriptive texts and recount texts which is the descriptive text and finding main idea are the highest mean score. The second finding shows that there is no significant difference of students’ reading competency in answering high order thinking items across classes, text genres, and reading indicators which is analysed by using One Way ANOVA with significant score is 0.054. > 0.05, thus Ho is accepted and H1 is rejected. The result of the study is an important information about the students’ reading competency in answering HOTS items. it is necessary to do next research in order to design future effective educational strategy or educational policy in learning.
Co-Authors D. A. E. Agustini N. K. Wedhanti Riadi, I. K. Sutra