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Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH)
Published by Universitas Pendidikan Ganesha
ISSN : 19797095     EISSN : 26154501     DOI : http://dx.doi.org/10.23887/jppsh.v3i2.21271
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences
Jurnal Penelitian dan Pengembangan Sains dan Humaniora (JPPSH) is a journal that uses a double-blind peer review model that can be accessed online. The purpose of JPPSH is to publish a journal containing quality articles that will be able to contribute thoughts from a theoretical and empirical perspective for technological and educational advancement. The writings at JISH will significantly contribute to critical thinking in the scientific fields in general, particularly in the area of Social Sciences and Humanities.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 1 Documents
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Search results for , issue "Vol 3, No 1 (2019): Jurnal Penelitian dan Pengembangan Sains dan Humaniora" : 1 Documents clear
PENERAPAN STUDENT TEAM ACHIEVEMENT DIVISION DALAM KEMAMPUAN MENULIS TEKS DRAMA Simatupang, Linsa; Syahfitri, Dian
Jurnal Penelitian dan Pengembangan Sains dan Humaniora Vol 3, No 1 (2019): Jurnal Penelitian dan Pengembangan Sains dan Humaniora
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (442.995 KB) | DOI: 10.23887/jppsh.v3i1.17365

Abstract

His study was conducted to find out whether the Student Team Achievement Division model had a significant influence on the ability to write drama text of students in eighth grade Medan Agung Budi Middle School. The design of this study was carried out by classroom action research. The research subjects were 32 students. Instruments in collecting data are interviews, observation, tests, and documentation. The data collected was analyzed by qualitative descriptive analysis. The procedure of this study uses a class action research design, namely the stages of planning, implementation, observation and reflection. The results of this study indicate that students' ability to write drama texts has increased. After the implementation of two cycles, the first cycle is 56.25% and in the second cycle, 78.12%.

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