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"Vol 18 No 2 (2021): Jurnal Lingkar Mutu Pendidikan"
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<![CDATA[Peningkatan Kemampuan Siswa Menggambar Ekspresif Melalui Pendekatan Direct Experience Berbantuan Media Komputer ]]>
<![CDATA[Rusmiyati Rusmiyati]]>
<![CDATA[ Jurnal Lingkar Mutu Pendidikan Vol 18 No 2 (2021): Jurnal Lingkar Mutu Pendidikan ]]>
Publisher : <![CDATA[LPMP Provinsi DKI Jakarta ]]>
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DOI: 10.54124/jlmp.v18i2.5
<![CDATA[Pembelajaran berbantuan media komputer di era teknologi digital mendukung upaya percepatan untuk meningkatkan keterampilan proses menggambar ekspresif melalui bantuan media komputer. Tujuan penelitian ini adalah untuk mengetahui dan mendeskripsikan pembelajaran menggambar siswa. Responden terdiri dari 21 siswa SON Pejaten Timur 22 Jakarta Selatan pada mata pelajaran SBDP menggambar ekspresif dengan media komputer. Jenis penelitian yang dilakukan adalah Penelitian Tindakan Kelas (PTK) yang terdiri dari dua siklus, siklus I dilaksanakan pada tanggal 3 Oktober 2019, dan siklus II pada tanggal10 Oktober 2019 menggunakan model Kemmis dan McTaggart yang terdiri dari empat komponen, yaitu: perencanaan, tindakan, pengamatan, dan refleksi. Teknik pengumpulan data dilakukan dengan observasi dan praktek langsung secara individual. Penelitian tindakan kelas ini menggunakan teori pendekatan kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa pada siklus I nilai terendah adalah 34, sedangkan nilai tertinggi adalah 74. Jumlah siswa yang telah mencapai nilai KKM dan dikategorikan tuntas adalah sebanyak 14 orang dari 21 siswa atau 66,67%. Pada siklus II, nilai siswa terendah 64, sedangkan nilai tertinggi adalah 74. Jumlah siswa yang telah mencapai nilai KKM dan dikategorikan tuntas adalah 85,71%, dan menjelaskan bahwa penggunaan pendekatan pengalaman langsung berbantuan komputer dapat meningkatkan keterampilan siswa dalam pembelajaran menggambar ekspresif.]]>
<![CDATA[Peningkatan Kemandirian Belajar Matematika Melalui Penerapan Pendekatan Scaffolding ]]>
<![CDATA[Setiarsih Setiarsih]]>
<![CDATA[ Jurnal Lingkar Mutu Pendidikan Vol 18 No 2 (2021): Jurnal Lingkar Mutu Pendidikan ]]>
Publisher : <![CDATA[LPMP Provinsi DKI Jakarta ]]>
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DOI: 10.54124/jlmp.v18i2.12
<![CDATA[Kemandirian belajar (SRL) pada masa pandemi covid-19 sangat diperlukan, karena itu perlu memperhatikan model pembelajaran yang tepat. Metode pembelajaran scaffolding dapat memberikan solusi agar siswa aktif dalam pembelajaran jarak jauh. Tujuan penelitian ini untuk melihat peningkatan SRL siswa melalui penerapan metode scaffolding. Metode penelitan menggunakan quasi eksperimen dengan teknik pengambilan sampel random sampling. Penelitian dilakukan di kelas X SMAN di bilangan Jakarta Timur. Jumlah sampel yang digunakan terdiri dari 1 kelompok eksperimen dan 1 kelompok kontrol. Data kemandirian belajar diperoleh melalui instrumen kemandirian belajar. Instrumen SRL memiliki 4 dimensi yang mana tiap dimensi memiliki nilai Alpha Cronbach berkisar dari 0,711 sampai 0,887. Pengujian hipotesis dengan menggunakan program SPSS 21 uji-t mendapatkan data bahwa thitung=2,152, dan p-value=0,036/2<0.05 maka Ho ditolak. Kesimpulan penelitian ini adalah kemandirian belajar siswa yang diberikan pendekatan scaffolding lebih tinggi dibandingkan dengan metode konvensional]]>
<![CDATA[Peningkatan Motivasi Belajar Matematika Melalui Discovery Learning Dengan Aplikasi Google Suite For Education ]]>
<![CDATA[Sri Wahyuni]]>
<![CDATA[ Jurnal Lingkar Mutu Pendidikan Vol 18 No 2 (2021): Jurnal Lingkar Mutu Pendidikan ]]>
Publisher : <![CDATA[LPMP Provinsi DKI Jakarta ]]>
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DOI: 10.54124/jlmp.v18i1.20
<![CDATA[Pembelajaran konvensional kurang mendukung motivasi belajar matematika siswa dimasa pandemi Covid-19. Tujuan penelitian ini untuk meningkatan motivasi belajar matematika melalui penerapan pembelajaran jarak jauh dengan discovery learning-google suite for education. Penelitian dilakukan di kelas VIII SMP Negeri 109 Jakarta semester genap tahun pelajaran 2019-2020 menggunakan Penelitian Tindakan Kelas yang terdiri dari perencanaan, pelaksanaan, pengamatan, refleksi. Berdasarkan analisis data ditemukan: 1) rata-rata motivasi belajar matematika pada siklus 1 = 73,17 meningkat menjadi 77,72 pada siklus 2, Peningkatan motivasi siswa tersebut meliputi; tekun dalam menghadapi tugas; ulet dalam menghadapi kesulitan; menunjukkan minat; senang bekerja mandiri; cepat bosan pada tugas-tugas rutin; dapat mempertahankan pendapat; tidak mudah melepas hal yang diyakini; senang mencari dan memecahkan masalah; 2) rata-rata aktivitas meningkat dari siklus1 = 83,4% menjadi 92,6% pada siklus 2, peningkatan aktivitas siswa tersebut meliputi: hadir tepat waktu; kumpulkan tugas tepat waktu; senang memecahkan soal; terlibat aktif; menyampaikan ide. Simpulan penelitian ini adalah melalui discovery learning-google suite for education dapat meningkatkan motivasi belajar dan aktivitas siswa pada pembelajaran matematika jarak jauh.]]>
<![CDATA[Implementasi Traveller Game Learning Untuk Meningkatkan Hasil Belajar Dan Keterampilan Sosial Siswa ]]>
<![CDATA[Eko Prasetyo Utomo]]>
<![CDATA[ Jurnal Lingkar Mutu Pendidikan Vol 18 No 2 (2021): Jurnal Lingkar Mutu Pendidikan ]]>
Publisher : <![CDATA[LPMP Provinsi DKI Jakarta ]]>
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DOI: 10.54124/jlmp.v18i2.26
<![CDATA[This study aimed to: 1) the implementation of Traveler Game Learning assisted by the media Jelajah Nusantara; 2) improving students' cognitive learning outcomes; and 3) improving students' social skills. This research method uses Classroom Action Research (CAR). The results of this study indicate an increase in three aspects, namely aspects of the quality of learning by teachers, aspects of student cognitive learning outcomes and aspects of social skills.The quality of learning by teachers increased from 85.71% in the cycle I to 91.42% in cycle II. Mastery of students' cognitive learning outcomes classically increased from 76.67% in cycle I to 90% in cycle II. The quality of students' social skills increased from 79.05% in cycle I to 90% in cycle II. Based on these conclusions, the use of traveler learning games can be used as an alternative in social studies learning for the junior high school level]]>
<![CDATA[Penerapan metode Missouri Mathematics Project (MMP) untuk penguasaan persamaan dan pertidaksamaan kuadrat satu variabel ]]>
<![CDATA[Etty Soelistyowati Wulandari]]>
<![CDATA[ Jurnal Lingkar Mutu Pendidikan Vol 18 No 2 (2021): Jurnal Lingkar Mutu Pendidikan ]]>
Publisher : <![CDATA[LPMP Provinsi DKI Jakarta ]]>
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DOI: 10.54124/jlmp.v18i2.27
<![CDATA[The ability to master the material quadratic equations and inequatnies one variable in mathematics learning in SMK is a pivotal important, This notion is based on a foundation in learning mathematics with a higher level and according to KKM. The problem in this study is whether the application of the Missouri Mathematical Project (MMP) learning model can improve students' mastery in mathematics. The number of participant in this study was 32. The sample was taken by random sampling method. Data collection uses written test of mathematics mastery and non-test, that was, observation and questionnaires. The data analysis procedure uses simple statistics with the help of an excel application. The study has come up with the following results in the first cycle the average score was 73 in the second cycle to an average score of 79. From the results of the study, it can be concluded that overall the MMP learning method can enhance students' mastery.]]>
<![CDATA[Peningkatan Hasil Belajar Ilmu Pengetahuan Sosial Tentang “Kegiatan Ekonomi Dan Sumber Daya Alam” Melalui Pendekatan Kontekstual ]]>
<![CDATA[Nurwiyanti Nurwiyanti]]>
<![CDATA[ Jurnal Lingkar Mutu Pendidikan Vol 18 No 2 (2021): Jurnal Lingkar Mutu Pendidikan ]]>
Publisher : <![CDATA[LPMP Provinsi DKI Jakarta ]]>
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DOI: 10.54124/jlmp.v18i2.28
<![CDATA[The purpose of this study is to improve social studies learning outcomes in the material "Economic Activities and Natural Resources" through a contextual approach in class V SDN Tanah Tinggi 09 Pagi, Central Jakarta. This research is a classroom action research conducted in two cycles. The results of the evaluation prove that after taking action in the first cycle, social studies learning outcomes have only reached 68.83%. The research target in the first cycle has not been achieved so that the research continues to the second cycle. The results of the data analysis in the second cycle, showed an increase in student learning outcomes from 68.83% in the first cycle to 82.17% in the second cycle. From the results of this study, it can be concluded that the use of a contextual approach in learning activities can improve social studies learning outcomes about "Economic Activities and Natural Resources" in class V SDN Tanah Tinggi 09 Pagi, Central Jakarta]]>
<![CDATA[Multimetode Sebagai Pendorong Motivasi Dan Hasil Belajar Matematika Kompetensi Dasar Persamaan Linier Dua Variabel ]]>
<![CDATA[Sari Mulyani]]>
<![CDATA[ Jurnal Lingkar Mutu Pendidikan Vol 18 No 2 (2021): Jurnal Lingkar Mutu Pendidikan ]]>
Publisher : <![CDATA[LPMP Provinsi DKI Jakarta ]]>
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DOI: 10.54124/jlmp.v18i2.29
<![CDATA[Concept in mathematics is very important, especially in the discussion of two-variable linear equations. This study aims to determine the effectiveness of the method given to the motivation and increase in student achievement which is marked by increased learning outcomes. This study used survey analysis which was taken from the results of students' tests in two cycles and the results of the survey. The learning that observes was the basic competency of two variable linear equations for class X-Excact-1 in SMAN 66 Jakarta, at 2019/2020. Observations of the results of the study show that learning using multi methods provides an increase of 20.25% compared to conventional learning. The conclusion from this research is that the use of multiple methods can increase student motivation and achievement]]>
<![CDATA[Gerakan Literasi Sekolah Pada Mata Pelajaran Sejarah Untuk Meningkatkan Hasil Belajar Siswa ]]>
<![CDATA[Sarwiyoto Sarwiyoto]]>
<![CDATA[ Jurnal Lingkar Mutu Pendidikan Vol 18 No 2 (2021): Jurnal Lingkar Mutu Pendidikan ]]>
Publisher : <![CDATA[LPMP Provinsi DKI Jakarta ]]>
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DOI: 10.54124/jlmp.v18i2.30
<![CDATA[The purpose of writing is to determine the increase in student learning outcomes in Indonesian history subjects after the literacy movement carried out in schools. This study uses the Classroom Action Research Method, starting with pre-cycle activities and then conducting research activities with action cycles 1 and cycle 2. The results of research in class XI IPS 2 obtained pre-cycle value data from 36 people the average value is: 73.06. Minimum Completeness Criteria Value is 75.00. Furthermore, the value in cycle 1 activities is: 78.66. In cycle 2, learning activities have led to the habituation of literacy activities and exploration of teaching materials. So all students of class XI IPS 2 were completed, with an average score of: 84.72. The conclusion of this paper is that the school literacy movement can improve student learning outcomes in Indonesian history subjects]]>
<![CDATA[Peningkatan Keterampilan Berpikir Tingkat Tinggi Ipa Melalui Model Pembelajaran Discovery Learning ]]>
<![CDATA[Suhartati Suhartati]]>
<![CDATA[ Jurnal Lingkar Mutu Pendidikan Vol 18 No 2 (2021): Jurnal Lingkar Mutu Pendidikan ]]>
Publisher : <![CDATA[LPMP Provinsi DKI Jakarta ]]>
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DOI: 10.54124/jlmp.v18i2.31
<![CDATA[Higher order thinking skills (HOTS) are thinking processes that connect, manipulate, transform knowledge and experience to solve problems in new situations. The research conducted aims to improve high-order thinking skills (HOTS) in the content of science lessons through the discovery learning model for fourth grade students of SD Negeri Bleber 1 in the 2019/2020 school year. The subjects of this study were fourth grade students of SD Negeri Bleber 1 Prambanan having their address at Karanggede, Sumberharjo, Prambanan, Sleman, Yogyakarta Special Region. The type of research used is Classroom Action Research which lasts for two cycles, each cycle having two meetings. The data collection instruments used were direct observation and written tests. The data analysis technique used is descriptive analysis of improving science learning outcomes. The way to improve higher-order thinking skills is done by applying the discovey learning model. The learning implementation is based on the discovey learning cycle, namely giving, identifying problems, collecting data, processing data, and drawing conclusions. The average pre-test learning outcomes of science subject content class 55. In the first cycle the average science subject content class increased to 70. In the second cycle the average science subject content class increased to 80. The results of pre-test learning completeness were the number of students who completed as many as 8 students (29%). In the first cycle, the number of students who completed increased by 9 students (31%) to 17 students (60%). In cycle II, the number of students who completed increased by 7 students (26%) to 24 (86%). This shows that the implementation of the discovery learning model can improve the high-level thinking skills of fourth grade students at SD Negeri Bleber 1 Prambanan for the 2019/2020 school year.]]>
<![CDATA[Model Pembelajaran Discovery Learning Dan Media Film Pendek Pada Masa Pandemi Covid-19 ]]>
<![CDATA[Siti Rejeki]]>
<![CDATA[ Jurnal Lingkar Mutu Pendidikan Vol 18 No 2 (2021): Jurnal Lingkar Mutu Pendidikan ]]>
Publisher : <![CDATA[LPMP Provinsi DKI Jakarta ]]>
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DOI: 10.54124/jlmp.v18i2.32
<![CDATA[The purpose of the study was to improve student achievement and motivation to learn English in carrying out learning from home through discovery learning models and short film media. Classroom action research is the method used. Class X SMA Negeri 53 Jakarta, totalling 35 students as research subjects. Questionnaires, observations, and assignments as research instruments as well as quantitative and qualitative descriptive as data analysis techniques. The results of the study concluded that the students' motivation in improving achievement during learning from home was proven by the appearance of a short recount text film about the biography of Indonesian heroes in the first cycle, the lowest score was 70 and in cycle 2 the score was 50, from 35 students in two cycles the highest score was 94. This model can encourage students to be more active in learning]]>
