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<![CDATA[PENGUATAN KETERAMPILAN PENYUSUNAN SOAL ONLINE BERBASIS HOTS DENGAN APLIKASI GOOGLE FORM BAGI GURU-GURU SD DI KOTA SEMARANG ]]>
<![CDATA[Sulistyorini, Sri]]>;
<![CDATA[Purwanti, Eko]]>;
<![CDATA[Isdaryanti, Barokah]]>;
<![CDATA[Asih, Sri Sami]]>;
<![CDATA[Estiastuti, Arini]]>; Abidin, Zaenal
<![CDATA[ Jurnal Kreatif : Jurnal Kependidikan Dasar Vol 11, No 2 (2021): Jurnal Kreatif : Jurnal Kependidikan Dasar ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/kreatif.v11i2.26336
<![CDATA[Hasil studi pendahuluan menunjukan bapak ibu guru di Gugus Srikandi Kecamatan Semarang Barat belum memahami dengan baik teknik membuat instrumen soal HOTS, sementara kebijakan terkait dengan soal HOTS sudah di instruksikan dalam implementasi Kurikulum 2013. Dengan demikian guru memerlukan pengetahuan dan keterampilan tersebut untuk lebih meningkatkan kualitas evaluasi hasil pembelajaran. Tujuan dari kegiatan pengabdian masyarakat kepada guru-guru di gugus Srikandi Kecamatan Semarang Barat Kota Semarang adalah (1) meningkatkan pemahaman guru Sekolah Dasar (SD ) tentang konsep penyusunan soal HOTS, (2) meningkatkan keterampilan guru SD untuk menyusun RPP berorientasi HOTS dan; (3) mengembangkan soal online berbasis HOTS dengan aplikasi google form. Metode pelaksanaan mengacu kepada analisis situasi program-program yang disepakati bersama dengan Kelompok Kerja Gugus Srikandi Kec Semarang Barat adalah  ceramah, diskusi, demonstrasi dalam workshop daring penyusunan soal HOTS. Hasil pengabdian masyarakat peserta terampil menyusun soal HOTS, terampil menyusun RPP berorientasi HOTS dan terampil membuat soal online berbasis HOTS dengan menggunakan aplikasi google form. Hal itu terlihat dari 38 peserta nilai pretest rata-rata nilai 57 setelah mengikuti workshop daring nilai pos-test naik menjadi 81. Selain itu dihasilkan perangkat pembelajaran berupa RPP berorientasi HOTS, soal HOTS dan soal online berbasis HOTS menggunakan aplikasi googleform. Luarannya berupa artikel di proceeding nasional, artikel ilmiah pada media cetak/elektronik, dan buku panduan keterampilan penyusunan soal HOTS bagi guru-guru SD ber-ISBN.]]>
<![CDATA[The Effectiveness of Guided Inquiry with SETS vision to Improve Communication Skills and Understanding of Science Concepts ]]>
<![CDATA[Nikmah, Alfiyatun]]>;
<![CDATA[Saptono, Sigit]]>;
<![CDATA[Sulistyorini, Sri]]>
<![CDATA[ Journal of Primary Education Vol 10 No 1 (2021): March 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i1.27794
<![CDATA[This research aims to analyze the effectiveness of the Guided Inquiry Model with SETS (Science, Environment, Technology, and Society) vision on communication skills and understanding the concept of science. This research design is quasi-experimental design. The data were obtained from a test and the experimental report assessment rubric. The analysis data was used quantitative analysis technique i.e effect size test, N-gain test, average difference test, and simple linear regression test. The result of the effect size value of the experimental class is 1.30 in the high category, while the control class is 0.59 in the moderate category. The mean score of the students' experimental reports was higher classically in the experimental class, namely 71 and 60 in the control class. The guided inquiry learning model with SETS vision is effective in improving students' understanding of science concepts. This is indicated by the average N-gain experiment 57.80> 39.70 N-control control and the average difference test results show the value of Asymp Sig. (2-tailed) of 0,000. (0.000 <0.05). Learning that familiarizes students with scientific thinking, finding concepts and connecting concepts with everyday life and communicating their thoughts both orally and in writing trains reasoning skills. This reasoning ability can develop communication skills in students and build understanding of concepts. This study concludes that learning the SETS Vision Guided Inquiry Model is effective in improving communication skills and understanding of science concepts]]>
<![CDATA[THE DEVELOPMENT OF INTERACTIVE FLASH MULTIMEDIA BASED ON PROBLEM BASED LEARNING OF SD SCIENCE LESSONS ]]>
<![CDATA[Hidayah, Nurul]]>;
<![CDATA[Sulistyorini, Sri]]>
<![CDATA[ Elementary School Teacher Vol 4, No 1 (2020): Elementary School Teacher ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/est.v4i1.29009
<![CDATA[The purpose of this study was to determine the characteristics and viability of flash interactive multimedia based on problem-based learning on single and mixed substances topic of natural sciences subject. The type of this study was Research and Development (RD). The development model used is the Borg Gall model adapted by Sugiyono with several stages adapted to the needs of the researcher. The data collection techniques used observation, interviews, documentation, and questionnaires. The results showed that (1) flash interactive multimedia matched with the characteristics of the problem-based learning model; (2) flash interactive multimedia was suitable to be used as a learning media, based on the result of the media expert's validation with a percentage of 83% with the very viable category and the result of the content expert ' s validation with a percentage of 86% with the very viable category. The conclusion of this research was the developed flash interactive multimedia based on problem-based learning was appropriate to be used as a learning media on single and mixed substances topic of natural sciences in the fourth grade at Kalibanteng Kidul 02 Elementary School, Semarang City.]]>
<![CDATA[The Effectiveness of Project Based Learning and Think Pair Share Learning Models for Improving The English Learning Outcomes ]]>
<![CDATA[Eliyana, Eliyana]]>;
<![CDATA[Sulistyorini, Sri]]>;
<![CDATA[Purwanti, Eko]]>
<![CDATA[ Innovative Journal of Curriculum and Educational Technology Vol 7 No 1 (2018): June 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijcet.v7i1.27234
<![CDATA[Indonesia has implemented student learning methods; it can affect student learning outcomes. This study aims to determine the effectiveness of project-based learning models and think pair share to improve the learning outcome of English learning at SMP IT AL-Madani Semarang. This study using Quasi-Experiment design, pre-test and post-test design. Sampling technique used was using cluster random sampling. The research data was analyzed by using independent sample t-test at α = 0.05. The results showed that: (1) learning models using project-based learning on average 81.77 (2) learning models by using think pair share with an average of 74.56. (3) There are differences in cognitive learning outcomes between the project-based learning group and think pair share with a significance value of 0.002 < 0.05. Meanwhile, the gain test concluded that there are differences between project-based learning and think pair share models in the moderate category. The conclusions showed that project-based learning model is more effective than think pair share model in improving students' cognitive learning outcomes. Meanwhile, think pair share model can be used as an alternative on English learning in the subject of “we love what we doâ€. The benefits of this study is as a source of information in answering problems that occur in the learning process, particularly to improve the learning outcomes and are useful in the world of education, especially in the field of curriculum development science.]]>
<![CDATA[The Effectiveness of the Problem Based Learning Model Assisted by Interactive CD on Mathematical Problem Solving Ability Reviewed from Students' Cognitive Style ]]>
<![CDATA[Marifatun, Marifatun]]>;
<![CDATA[Sulistyorini, Sri]]>;
<![CDATA[Ahmadi, Farid]]>
<![CDATA[ Innovative Journal of Curriculum and Educational Technology Vol 7 No 2 (2018): November 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijcet.v7i2.29103
<![CDATA[This study was based on the low ability of mathematical problem solving in students of SMK Negeri 1 Dukuhturi, Tegal. The purpose of this study was (1) analyzing the effectiveness of the PBL Model assisted by Interactive CD in improving the ability to solve mathematical problems reviewed from the cognitive style of Vocational students, (2) analyzing mathematical problem solving ability reviewed from the cognitive style of FD of Vocational students in the PBL model assisted by Interactive CD, (3) analyzing the mathematical problem solving ability reviewed from the cognitive style of FI Vocational students in the PBL Model assisted by Interactive CD. The study used sequential explanatory mixed methods which were combination research methods that combine quantitative and qualitative research methods in sequence. The results showed that the average value of Post-test on students with PBL learning models assisted by interactive CD was 76. Meanwhile, the average score of Post-Test of students with interactive lecture learning was 70. The increased of the mathematical problems solving of the students achieve the classical completeness with a significance level of 0.05 obtained zvalue = 0.9901 < ztable = 2.035. The results of data reduction showed that FI students with PBL models assisted by CD Interactive had better mathematical problem-solving ability than FI students with interactive lectures. FD students with PBL models assisted by CD Interactive have better mathematical problem-solving ability than FD students with interactive lecture learning. This research can be used as an alternative to answering the problem-solving ability that occurs in mathematics learning.]]>
<![CDATA[The Effectiveness of GIST (Generating Interaction between Schemata and Text) and KWL (Know, Want to Know, Learned) Strategies on Students English Literacy towards Learning Motivation ]]>
<![CDATA[Saepudin, Aep]]>;
<![CDATA[Sulistyorini, Sri]]>;
<![CDATA[Utanto, Yuli]]>
<![CDATA[ Innovative Journal of Curriculum and Educational Technology Vol 8 No 2 (2019): November 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijcet.v8i2.31339
<![CDATA[Reading and writing abilities give the benefit for improving knowledge on integrated English information, where the information is needed to support in this era. It encourages the integration of learning strategies to improve the ability of English literacy. The research has purposed to (1) analyze the effectiveness of learning strategies in the ability of English literacy, (2) analyze the motivational learning influences the student towards English literacy ability, (3) analyze English literacy ability uses GIST strategy and KWL strategy towards learning motivation. The research method used a mix method (quantitative and qualitative) with concurrent embedded research design. The research population was the eight classes of SMPN 1 Lebakwangi. Analyzing the results showed that using GIST strategy was more effective on English literacy than KWL strategy; GIST strategy assisted the students in sorting and selecting vocabularies for classifying the important information so that it could conclude information to facilitate the understanding. The benefit of this research was to support as a reference in the learning of English literacy and to add the insight for improving English literacy ability to integrating GIST strategy and KWL strategy in the learning activity. Moreover, the use of learning strategies promoted students for critical thinking in processing and developing information that was appropriated to them.]]>
<![CDATA[The Effectiveness of Project-Based Learning Model and Talking stickType of Cooperative Learning Model on the Quran-Hadith Subject Learning Outcomes ]]>
<![CDATA[Ulya, Farchatin]]>;
<![CDATA[Rifai RC, Achmad]]>;
<![CDATA[Sulistyorini, Sri]]>
<![CDATA[ Innovative Journal of Curriculum and Educational Technology Vol 9 No 2 (2020): November 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/ijcet.v9i2.40173
<![CDATA[In the Quran-Hadith learning activities, teachers still make use of conventional methods so that students do not achieve optimal results. Therefore, teachers, as managers in a learning process, are required to be creative in order to make their students learn more actively. This study aims to analyze the differences in learning outcomes gained by students treated using project-based learning model and talking sticktype of cooperative learning model withlevels of abilityand interaction as moderating variables. This study used a quantitative method throughan experimental approach using 2x2 factorial design. The results found there are differences in students’ learning outcomes using project-based learning model and talking sticktype of cooperative learning model with a significance value of 0,000; there were differences in learning outcomes between students with high ability and those with low ability with a significancevalue of 0.002; an interaction between the learning models and the students’ ability levels on their learning outcomes with a significance value of 0.011. The implication of this study is to provide teachers with direct experiences in examining the learning models and it can be used by teachers in selecting the proper learning model in improving the learning activity process.]]>
<![CDATA[The Effectiveness of Guided Inquiry with SETS vision to Improve Communication Skills and Understanding of Science Concepts ]]>
<![CDATA[Nikmah, Alfiyatun]]>;
<![CDATA[Saptono, Sigit]]>;
<![CDATA[Sulistyorini, Sri]]>
<![CDATA[ Journal of Primary Education Vol 10 No 1 (2021): March 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i1.27794
<![CDATA[This research aims to analyze the effectiveness of the Guided Inquiry Model with SETS (Science, Environment, Technology, and Society) vision on communication skills and understanding the concept of science. This research design is quasi-experimental design. The data were obtained from a test and the experimental report assessment rubric. The analysis data was used quantitative analysis technique i.e effect size test, N-gain test, average difference test, and simple linear regression test. The result of the effect size value of the experimental class is 1.30 in the high category, while the control class is 0.59 in the moderate category. The mean score of the students' experimental reports was higher classically in the experimental class, namely 71 and 60 in the control class. The guided inquiry learning model with SETS vision is effective in improving students' understanding of science concepts. This is indicated by the average N-gain experiment 57.80> 39.70 N-control control and the average difference test results show the value of Asymp Sig. (2-tailed) of 0,000. (0.000 <0.05). Learning that familiarizes students with scientific thinking, finding concepts and connecting concepts with everyday life and communicating their thoughts both orally and in writing trains reasoning skills. This reasoning ability can develop communication skills in students and build understanding of concepts. This study concludes that learning the SETS Vision Guided Inquiry Model is effective in improving communication skills and understanding of science concepts]]>
<![CDATA[The The Effectiveness of the Learning Video Assisted Discovery Learning on Science Learning Outcomes and Independent Characters of Students ]]>
<![CDATA[Chuzaifah, Chuzaifah]]>;
<![CDATA[Sulistyorini, Sri]]>;
<![CDATA[Awalya, Awalya]]>
<![CDATA[ Journal of Primary Education Vol 10 No 4 (2021): December 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpe.v10i4.48187
<![CDATA[Science is one of the most important subjects at every level of education. Based on initial observations at SD N Kandang Panjang 02 Pekalongan through interviews with science teachers, information was obtained that learning has not yet led to fostering student independence. This study aims to determine the effectiveness of learning video-assisted discovery learning on learning outcomes and student independence. This study uses a true experimental design research model in the form of pretest - posttest control group design. The Effectiveness of the Learning Video Assisted Discovery Learning Model on Science Learning Outcomes and Independent Characters of Grade V Elementary School Students. The research sample was a fifth-grade student, consisting of an experimental class and a control class with a total of 28 students in each class. The research hypotheses were tested using two-tailed t-test analysis. The results showed that the control class only got an average score of 30,93 while the experimental class only got an average score of 30,68. This means that the pretest scores of the control class and the experimental class have not yet reached the minimum completeness criteria. After teaching and learning activities were conducted using the discovery learning model assisted by learning video, the control class has obtained an average score of 76,46 and the experimental class has obtained an average score of 85,04. The student learning outcomes enhancement is shown by the normalized N-gain score of the experimental class students of 0,913 and the control class students of 0,838 that included in the high criteria. The percentage of discovery learning models assisted by Interactive Learning Videos, directing students to be more active and fun so they can build their knowledge. This research concludes that learning with discovery learning models assisted by interactive learning.]]>
<![CDATA[PENERAPAN PEMBELAJARAN KOOPERATIF TIPE STAD Student Teori Achievement Division (STAD) PADA BIDANG STUDI IPA DI SD NGALIYAN 07 SEMARANG ]]>
<![CDATA[Sri Sulistyorini]]>
<![CDATA[ JURNAL LITBANG PROVINSI JAWA TENGAH Vol 3 No 1 (2005): Jurnal Litbang Provinsi Jawa Tengah ]]>
Publisher : <![CDATA[Badan Perencanaan Pembangunan, Penelitian dan Pengembangan Daerah Provinsi Jawa Tengah ]]>
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DOI: 10.36762/jurnaljateng.v3i1.109
<![CDATA[The goal of this research are as follows: I) To improve student's achievement by applying cooperative teaching, 2) To know the student's cooperative skill, 3) To analyze the teacher's skill in manag• ing cooperative teaching, 4) To get some information about student's response to cooperative teaching. The technique of collecting data in this research are testing sheet instrument to reveal a student's achievement. Observation sheet to analyze teacher's skill in teaching activity and student's cooperative skill, and questionnaire to reveal student's response to the teaching. The results obtained from to applying of cooperative model are: Can improve the student's achievement, there is a skilled teacher in managing teaching activity, the student active in teaching activity and the student feel enjoy with cooperative learning. The conclusion of this research is the cooperative teaching model of STAD type can be applied in elementary school because it can improve student's achievement, so that, they become active and enthusiastic]]>
