Jurnal Simki Pedagogia
Memberikan wadah publikasi karya ilmiah di bidang kependidikan seperti Bimbingan Konseling, Perencanaan pembelajaran, Strategi pembelajaran, Metode pembelajaran, Media pembelajaran interaktif, Kompetensi pendidik, Penilaian pembelajaran, Inovasi pendidikan, Pendidikan Sejarah, Pendidikan Matematika, Pendidikan Bahasa Indonesia, Pendidikan Bahasa Inggris, Pendidikan Guru Sekolah Dasar dan Pendidikan Guru Pendidikan Anak Usia Dini.
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<![CDATA[Meningkatkan Hasil Belajar Siswa Kelas VIII SMPN 6 Kediri dalam Menulis Puisi dengan Pengembangan Model AIT (Aku Ingin Tapi) ]]>
<![CDATA[Eka Sutirta]]>
<![CDATA[ Jurnal Simki Pedagogia Vol 4 No 1 (2021): Volume 4 Nomor 1 Tahun 2021 ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jsp.v4i1.11
<![CDATA[The process of learning Indonesian in Class VIII-A of SMPN 6 Kediri experienced several obstacles. The problem is that the teacher only gives assignments or asks students to write poetry without being accompanied by unclear instructions on how to write poetry. After the evaluation, it was found that 53% of students had complete KKM scores. The solution to overcome this problem is by applying the AIT Model. This model has three steps include: the use of names; specify name; and tell the name figure. The application of AIT (I want to but) poetry learning is done by means of collaboration/groups. This is done in order to grow honesty, participation, cooperation between students and groups. Writing AIT poetry (I want to but) using image media in collaboration with the following learning steps. Students work together in groups of 4-6 children. The teacher distributes pictures to each group. Each student in the group receives a piece of paper to write a poem on. Each group discusses to determine the appropriate title for the image obtained and the image is used as inspiration in writing poetry. Based on the results of the student posttest, it can be seen that in the pre-cycle there were 53% (18) students who completed the KKM. Then, in the first cycle there were 73.5% (25) students who completed the KKM. Then, in the second cycle, 82% (28) students completed the KKM. The success of the research in accordance with the success indicators obtained in the second cycle, which is more than 75% of students complete the KKM. So it can be concluded that writing poetry with the application of the AIT Model is able to improve student learning outcomes for Class VIII-A SMPN 6 Kediri in Indonesian language lessons. Poetry writing materials in the even semester of the 2019/2020 school year.]]>
<![CDATA[Peranan Lingkungan Sekolah dan Kemampuan Berkomunikasi Guru Terhadap Motivasi Belajar Siswa ]]>
<![CDATA[Didit Darmawan]]>;
<![CDATA[Fayola Issalillah]]>;
<![CDATA[Eli Retnowati]]>;
<![CDATA[Donny Richard Mataputun]]>
<![CDATA[ Jurnal Simki Pedagogia Vol 4 No 1 (2021): Volume 4 Nomor 1 Tahun 2021 ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jsp.v4i1.13
<![CDATA[This study aims to analyze and determine the effect of the school environment and teacher's communication skills on students' learning motivation. The sample in this study was 120 respondents who were taken purposively. The students who were used as respondents were third grade students. The analysis tool is multiple linear regression. The findings obtained are the school environment and the teacher's communication skills have a significant influence partially and simultaneously on students' learning motivation. The school environment has the most dominant influence on students' learning motivation.]]>
<![CDATA[Pengembangan Kinerja Guru Ditinjau dari Variabel Lingkungan Kerja dan Budaya Organisasi ]]>
<![CDATA[Samsul Arifin]]>;
<![CDATA[Rahayu Mardikaningsih]]>
<![CDATA[ Jurnal Simki Pedagogia Vol 4 No 1 (2021): Volume 4 Nomor 1 Tahun 2021 ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jsp.v4i1.14
<![CDATA[This explanatory research aims to determine the significance of the influence of work environment and organizational culture variables on teacher performance. The number of respondents involved were 51 teachers. The results of this study state that the work environment has a significant influence on teacher performance. Another independent variable, namely organizational culture also has a significant influence on teacher performance. The work environment becomes the independent variable that has the dominant influence. Simultaneously, the same thing also happened. The correlation between the independent and dependent variables is very strong.]]>
<![CDATA[Perbandingan Pembelajaran Daring dengan Video dan Zoom Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Ekonomi ]]>
<![CDATA[Sri Rahayu]]>;
<![CDATA[Fahimul Amri]]>
<![CDATA[ Jurnal Simki Pedagogia Vol 4 No 1 (2021): Volume 4 Nomor 1 Tahun 2021 ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jsp.v4i1.15
<![CDATA[The purpose of this study is to determine the difference between online learning with video and online learning with zoom so that it can determine which learning media is more suitable and most able to increase student activity in economics subjects, which aims to make learning not monotonous. Data collection techniques used by researchers include documentation, tests, and observations. The test uses cognitive and skill tests. From the results of data processing, it can be concluded that there are differences in cognitive and psychomotor assessment of online learning with video and online learning with zoom on economic subjects. It can be seen from the results of parametric statistical testing shows that sig. (2-tailed) < 0.05. For cognitive aspects 0.002 < 0.05 and psychomotor aspects 0.024 < 0.05. Online learning with video is better than online learning with zoom on economic subjects, both cognitive and psychomotor aspects. This can be seen from the average cognitive value of online learning with video of 67.08 and online learning with zoom of 55.19. The psychomotor aspect also shows the same thing for the average value of online learning with video which is higher than online learning with zoom, namely 83.42 and 77.41.]]>
<![CDATA[Pengaruh Metode Kooperatif Tipe CIRC Terhadap Kemampuan Menulis Cerpen Siswa Kelas XI ]]>
<![CDATA[Putri Wulandari]]>;
<![CDATA[Tsalitsatul Maulidah]]>;
<![CDATA[Maulidia Tifani Alfin Nur Hardiana]]>
<![CDATA[ Jurnal Simki Pedagogia Vol 4 No 1 (2021): Volume 4 Nomor 1 Tahun 2021 ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jsp.v4i1.16
<![CDATA[This Study aims to determine the effect of the CIRC type cooperative method on the ability to write short stories for class XI students. This Type of quantitave research uses a quasi-experimental method with a pretest-posttest control group design. Data analysis techniues used include descriptive analysis, normality test, homogeneity test, t-test, and hypothesis testing. The results of this study indicate an increase in student’s short story writing skills. In the pretest score for writing short stories, student obtained an average score of 14.0, and increase in the posttest score with an average of 22.3. This proves that there is a significant effect between the CIRC type cooperative method on the ability to write short stories for class XI student.]]>
<![CDATA[Pengaruh Kepemimpinan dan Komunikasi Kerja terhadap Kepuasan Kerja Dosen ]]>
<![CDATA[Arif Rachman Putra]]>;
<![CDATA[Ella Anastasya Sinambela]]>
<![CDATA[ Jurnal Simki Pedagogia Vol 4 No 1 (2021): Volume 4 Nomor 1 Tahun 2021 ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jsp.v4i1.17
<![CDATA[Lecturers as educators in higher education are assets that must be guaranteed to have job satisfaction based on the work results shown to the organization. This study aims to determine the significance of the influence of leadership and work communication variables on teacher performance. The number of respondents involved were 57 lecturers. The results of this study state that leadership and work communication have a significant influence on job satisfaction. Leadership is an independent variable that has a dominant influence.]]>
<![CDATA[Pengaruh Motivasi Belajar Terhadap Prestasi Belajar Siswa Kelas V SDN Kendalrejo 02 Kecamatan Talun Kabupaten Blitar ]]>
<![CDATA[Ria Fajrin Rizqy Ana]]>
<![CDATA[ Jurnal Simki Pedagogia Vol 4 No 1 (2021): Volume 4 Nomor 1 Tahun 2021 ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jsp.v4i1.18
<![CDATA[Tujuan dari penelitian ini adalah untuk mengetahui pengaruh dari motivasi belajar terhadap prestasi belajar siswa. Metode yang digunakan adalah kuantitatif non experimen. Data yang telah terkumpul dianalisis menggunakan teknik analisis kuantitatif. Teknik pengumpulan data menggunakan angket dan dokumentasi. Setelah dilakukan analisis data hasil penelitian ini menunjukkan bahwa : 1) Pengaruh motivasi belajar terhadap prestasi belajar siswa kelas V sangat rendah dengan nilai sebagai berikut : 27,564 > t tabel 2,100 pada ttabel (taraf signifikansi 0.05) serta dengan tingkat signifikansi 0,000 < 0.05 yang berarti signifikan rendah.]]>
<![CDATA[Meningkatkan Kemampuan Guru dalam Menerapkan Model Pembelajaran Melalui Kegiatan Supervisi Pembelajaran Di SDN Gelang 03 Sumberbaru ]]>
<![CDATA[Herul Badri]]>
<![CDATA[ Jurnal Simki Pedagogia Vol 4 No 1 (2021): Volume 4 Nomor 1 Tahun 2021 ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jsp.v4i1.22
<![CDATA[The gap between the ideal or what should be with reality or real conditions in the field in learning that should be in favor of student activities, meaningful for students, learning can be in the form of groups or individuals and teachers should not occur if teachers are able to design learning well through lesson plans . One of the causes of the teacher's condition is the lack of supervision by the principal, or even the lack of proper supervision by the principal. The objectives of this study are: (1) To determine the improvement of teachers' abilities in preparing lesson plans with learning models at SD Negeri Gelang 03 Sumberbaru Jember in the 2018-2019 academic year semester 2; (2) To find out the increase in the ability of teachers to apply learning models at SD Negeri Gelang 03 Sumberbaru Jember in the 2018-2019 academic year semester 2. The research subjects were SDN Bracelet 03 Sumberbaru Jember teachers in the Academic Year 2017/2018 with a total of 8 teachers teaching. This research model is an action research with two cycles. Methods of data collection is done by using observation and documentation. The results of the research can be concluded that: (1) Supervision of learning can improve the ability of teachers at SD Negeri Gelang 03 Jember in the 2018-2019 Academic Year in preparing lesson plans, this result can be seen from the percentage of success that increases from cycle to cycle.]]>
<![CDATA[Penerapan Pendekatan Tesu untuk Meningkatkan Hasil Belajar Muatan Pelajaran PPKn Materi Mengenal Perbedaan Suku pada Siswa Kelas 2 SDN Alang-alang Caruban 1 ]]>
<![CDATA[Luluk Zuliatin]]>
<![CDATA[ Jurnal Simki Pedagogia Vol 4 No 1 (2021): Volume 4 Nomor 1 Tahun 2021 ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jsp.v4i1.23
<![CDATA[The low learning outcomes of Civics subjects in grade 2 students of SDN Alang-alang Caruban 1 became the background for conducting classroom action research. The strategies that have been carried out have not been able to improve students' reading skills. Through the new learning innovation, research was conducted using the Tesu Approach to help improve Civics learning outcomes. The research was conducted on 2nd grade students of SDN Alang-alang Caruban 1 with 19 students receiving the same treatment. The research was carried out in 2 cycles, each cycle being carried out in 1 meeting. The results obtained in cycle 1 are 74% of students are able to work on questions and get scores above the KKM, the rest have not reached the KKM. However, in cycle 2 there was an increase until there were 89% of students completed in learning. Weaknesses of students in the ability to memorize ethnic differences. Based on the research results, it is proven that the Tesu approach can help teachers in an effort to improve Civics learning outcomes for grade 2 students.]]>
<![CDATA[Kegiatan Supervisi Kepala Sekolah dengan Teknik Group Discussions untuk Meningkatkan Kemampuan Guru dalam Menyusun Soal Tes Hasil Belajar Di SDN Penjaringansari II No. 608 Surabaya ]]>
<![CDATA[Nunuk Sri Wahyu Pratiwi]]>
<![CDATA[ Jurnal Simki Pedagogia Vol 4 No 1 (2021): Volume 4 Nomor 1 Tahun 2021 ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jsp.v4i1.24
<![CDATA[This school action research is based on the results of the supervision carried out by the principal on the ability of the teachers at SDN Penjaringansari II No. 608 Surabaya, shows that often teachers in compiling questions are still guided by the LKS. This means that the teachers arrange questions by taking all or part of the questions in the LKS. In addition, teachers also use tests that have existed in previous years and are then adjusted to the teaching materials. On the other hand, most of the teachers have not been able to arrange tests, so they often look for several sets of questions that already exist. This study aims to determine the improvement of teachers' ability in preparing learning outcomes test questions through Principal Supervision activities with group discussions techniques at Penjaringansari II Public Elementary School No. 608 Surabaya in the odd semester of the 2016-2017 school year. Methods of data collection using the method of documentation and observation. The result of this research is that the Principal's Supervision activities with group discussions technique can improve the ability of teachers in preparing learning outcomes test questions at Penjaringansari II Public Elementary School No. 608 Surabaya in the odd semester of the 2016-2017 school year. This can be proven from the results of observations which show that in the first cycle the percentage of teachers' ability in compiling learning outcomes test questions was 75.6% in the sufficient category, then increased in the second cycle by 91.1% in the very good category. In addition, the principal's supervision activities with the group discussions technique showed the readiness of teachers to participate in the activities in the first cycle, the average percentage was 79.7% in the good category and increased in the second cycle by 97% in the very good category.]]>
