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All Journal PeTeKa JETE : Journal of Education and Teaching Jurnal Pendidikan Nasional
Novri Yaldi
STKIP NASIONAL
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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THE INFLUENCE OF READING HABITSAND READING STRATEGIES ON STUDENTS’ READING COMPREHENSION ATJUNIOR HIGH SCHOOL 1 IN THE DISTRICT OFBENAI-KUANSING Novri Yaldi
Journal of Education and Teaching Vol 2, No 2 (2021): September
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/jete.v2i2.11612

Abstract

The research background was caused by the low learning outcomes of students in Indonesian language subjects in grade V SD Negeri 05 Patamuan. This is due to several problems including the teacher still dominantly using conventional models, which causes students to be lazy to read and understand reading content. One way that can be used to overcome this problem is to use the Cooperative Integrated Reading and Composition (Circ) model. The purpose of this lesson is to learn to understand a passage. The approach used is a qualitative and quantitative approach using an action research design. The research design includes (1) planning, (2) implementation, (3) observation, (4) reflection. This research was conducted in 2 cycles, each cycle consisting of two meetings, the subjects studied were 27 students of class V SDN 05 Patamuan. The research instrument used in this study was the teacher activity observation sheet in the learning process, student activity sheet, student learning result sheet and documentation. The research results from each cycle carried out showed an increase in student learning outcomes. If referring to the average percentage of student learning outcomes in the form of daily tests (UH), it increased by 70.37% in cycle I and 85% in cycle II. The researcher concludes that the implementation of Indonesian language learning through the use of the Cooperative Integrated Reading and Composition (Circ) model can improve Indonesian learning outcomes for fifth grade students of SD Negeri 05 Patamuan, Patamuan sub-district.
PENGEMBANGAN BAHAN AJAR MODEL DISCOVERY LEARNING PADA PEMBELAJARAN TEMATIK TERPADU DI KELAS V SEKOLAH DASAR DI PADANG PARIAMAN Novri Yaldi
PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran) Vol 6, No 2 (2023): PeTeKa (Jurnal Penelitian Tindakan Kelas dan Pengembangan Pembelajaran)
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/ptk.v6i2.387-400

Abstract

Kurikulum 2013 yang menghendaki adanya proses pembelajaran yang bersifat student center dalam proses pembelajaran.. Salah satu upaya yang dapat dilakukan dengan ketersediaan bahan ajar yang dapat membangkitkan motivasi, kreatifitas, dan kemampuan siswa dalam belajar mandiri. Dilapangan memperlihatkan tidak tersedianya bahan ajar yang dapat membangkitkan motivasi, kreatifitas dan kemandirian siswa untuk menggali dan menemukan sendiri konsep pengetahuan yang dipelajari. Berdasarkan latar belakang tersebut maka penulis menggunakan model pembelajaran berbasis discovery learning sebagai alternatif model pembelajaran yang dapat digunakan dalam pengembangan bahan ajar yang dapat menuntun siswa untuk belajar secara mandiri, kreatif, dan dapat melatih kemampuan siswa dalam menemukan, mengumpulkan, dan mengolah informasi sehingga mampu menemukan sendiri konsep pengetahuan yang tengah dipelajari. Penelitian pengembangan ini menggunakan desain penelitian menurut Plomp yang terdiri atas 3 fase yaitu, preliminary research, prototyping phase, dan assesment phase. Data penelitian ini diperoleh dari uji validitas, praktikalitas, dan efektivitas. Hasil penelitian dari uji validitas menunjukkan bahan ajar berbasis model discovery learning sudah sangat valid. Hasil uji praktikalitas dari respon guru dan siswa menunjukkan kategori sangat praktis. Hasil uji efektivitas menunjukkan bahan ajar berbasis model discovery learning efektif dalam meningkatkan aktivitas belajar dan hasil belajar siswa.
Peningkatan Hasil Belajar pada Pembelajaran Tematik Terpadu dengan Menggunakan Model Cooperative Learning Tipe Numbered Head Together di Kelas IV SDN 07 Sungai Limau Novri Yaldi; Refiarni Refiarni
Jurnal Pendidikan Nasional Vol. 1 No. 1 (2021): June
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55249/jpn.v1i1.4

Abstract

The researcher found that: 1) The teacher had not divided the students into several groups and gave different numbers, 2) the teacher had not asked questions to the students, 3) the teacher had not given students the opportunity to think about the answers to the teacher's questions, and 4) the teacher had not given the opportunity to the students. students to provide answers to the teacher's questions. The purpose of the study was to improve student learning outcomes in integrated thematic learning with the Numbered Head Together Cooperative Learning Model in Class IV SDN 07 Sungai Limau. The approach used in this research is a qualitative approach and a quantitative approach. This type of research is classroom action research, which consists of 2 cycles, carried out in 4 stages, namely planning, implementation, observation, and reflection. The technique of this research is observation and test. This research data is in the form of information about the implementation process obtained from observations of lesson plans, teacher aspects, and aspects of students and learning outcomes. The research subjects were teachers and fourth grade students of SDN 07 Sungai nLimau, totaling 13 people. The results showed that planning, implementation and learning outcomes had increased. The RPP assessment in the first cycle was 77.78% with qualification (C) and in the second cycle it increased to 94.4% with qualification (SB). The assessment of the implementation of the first cycle of teacher activities is 79.16% with qualifications (C) and increases to 95.83% in cycles with qualifications (SB). For student activities in the first cycle, 79.16% with qualification (C) increased to 95.83% in cycle with qualification (SB). The assessment of student learning outcomes in the first cycle was 66.42 with qualifications (PB) and increased in the second cycle to 84.83 with qualifications (B). Thus, it can be concluded that the Numbered Head Together Cooperative Learning model can improve integrated thematic learning in elementary schools.
Co-Authors Refiarni Refiarni