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All Journal YASIN: Jurnal Pendidikan dan Sosial Budaya ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar
Rizki Zulaini
Universitas Muhammadiyah Tangerang
Religion Education Social Sciences Other

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Pengaruh Metode Pembelajaran Berbasis Proyek terhadap Hasil Belajar IPA Konsep Bunyi Kelas IV SDIT at-Taufiq Kota Tangerang Dhessela Sheilawati; Rizki Zulaini; Candra Puspita Rini
ARZUSIN Vol 2 No 3 (2022): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (548.926 KB) | DOI: 10.58578/arzusin.v2i3.402

Abstract

This study aims to determine the effect of project-based learning methods on science learning outcomes for fourth grade students of SDIT At-Taufiq Tangerang City. This study uses a quasi-experimental method with the research design of Neonequivalent Control Group Design. The population subjects in this study were all class IV SDIT At-Taufiq Tangerang City, amounting to 58 students, by taking a sample of two classes of 58 students, namely class IV A, totaling 30 students as the experimental class. Data collection techniques using a test instrument consisting of 22 valid and reliable questions. For testing the pretest hypothesis in this study, the t-test was used, from the results of the t-test obtained calculated = 1.98 and table = 2.00, it can be concluded that there is no significant effect between the average pretest value of the control class and the experimental class. Meanwhile, for testing the posttest hypothesis, the t-test results obtained calculated = 6.167 and table = 2.00, it can be concluded that there is a significant effect between the average posttest value of the control class and the experimental class. This means that the fourth grade students' science learning outcomes using project-based learning methods are higher than using conventional learning methods.
Efektifitas Penggunaan Media Pembelajaran Flashcard dalam Meningkatkan Kosakata Bahasa Inggris Siswa Kelas 2 SDN Karawaci 5 Rizki Zulaini; Nafisa Nuarista Cendany; Gilang Kusuma Ningrum
YASIN Vol 3 No 5 (2023): OKTOBER
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v3i5.1435

Abstract

English is referred to as the second language after Indonesian, because English is the language of instruction used internationally. therefore English is very necessary for students to equip them in facing global challenges and as a supporting tool in their lives. However, there are still many students who have difficulty mastering and understanding English vocabulary in supporting learning activities. Because there is still a lack of use of learning media in the process of learning activities, especially in learning vocabulary in English. This has an impact on the lack of understanding and mastery of vocabulary because learning takes place without any supporting media.One of the learning media that can be used in the effectiveness of learning English vocabulary is with Flash Card learning media. The purpose of this study was to determine the effectiveness of using flashcard learning media to improve English vocabulary mastery in class 2 of SDN Karawaci 5. The research method used was classroom action research (PTK) in which there were several stages as follows: planning ), implementation of the action (acting), observation (observation), and reflection (reflecting). And the data collection techniques used in this study consist of: tests, interviews, and observations. So the results obtained from this research in the first meeting had not achieved maximum results, at the first meeting it was seen that students were unable to pronounce vocabulary or understand vocabulary in English and even at this time students still looked confused in using Flash card learning media . And in the first cycle students get an average score of 68 with a learning completeness percentage of around 72%. By looking at the predetermined minimum completeness criteria (KKM) at SD Negeri Karawaci 5, namely 75, there were 13 people who reached the completion criteria. Which means only 72% while according to KTSP a lesson is said to be complete if the completeness score obtained by students is approximately 75% of the number of students. And in the second cycle there was an increase with an average value of 80, with learning completeness around 100%.
Co-Authors Candra Puspita Rini Dhessela Sheilawati Gilang Kusuma Ningrum Nafisa Nuarista Cendany