LITERASI : Jurnal Pendidikan Guru Indonesia
LITERASI: Jurnal Pendidikan Guru Indonesia adalah jurnal peer-review tentang pendidikan dan pelatihan guru. Jurnal ini dimaksudkan untuk menyediakan forum akademik bagi para peneliti yang tertarik dengan pembahasan isu-isu pendidikan dan keguruan saat ini dan yang akan datang, khususnya pendidikan dasar. Semua artikel akan ditinjau oleh para ahli sebelum diterima untuk publikasi. Setiap penulis bertanggung jawab penuh atas isi artikel yang diterbitkan. Jurnal ini terbit terbit setiap bulan Maret, Juni September, dan Desember Mulai tahun 2022. Jurnal ini terbuka untuk penulis di seluruh dunia tanpa memandang kebangsaan.
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<![CDATA[Permainan Kata Berpasangan Efektif Meningkatkan Keterampilan Menulis Bahasa Indonesia Kelas X SMA Negeri 9 Tangerang ]]>
<![CDATA[Vedia Midras]]>
<![CDATA[ LITERASI: Jurnal Pendidikan Guru Indonesia Vol. 2 No. 1 (2023): Maret ]]>
Publisher : <![CDATA[Lembaga Bale Literasi ]]>
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DOI: 10.58218/literasi.v2i1.458
<![CDATA[The use of di and ke both as prefixes or prepositions in Indonesian is unavoidable. However, students often make mistakes when writing them. The lack of understanding of the difference in writing between prefixes and prepositions is the reason for this. The use of the paired word game method aims to improve students' writing skills. This research is a class action research. CAR includes four phases, namely planning, action, evaluation and reflection. CAR is carried out using two cycles. The results of research on students' abilities in learning to write text Observation Reports of class SMA Negeri 9 Tangerang have increased. The results of the evaluation of the first cycle when using paired word games showed an increase in category A (86-100) 27%, category B (75-85) 6%. The results of the evaluation of the second cycle increased even more so that category A increased to 61%, and category B increased to 39%. There were no more students with grades in categories C, D, and E. Thus it can be said that all students succeeded in achieving scores of more than 75. From the implementation of the 2 cycles, it can be concluded that learning using word games in pairs can improve students' writing skills.]]>
<![CDATA[The Implementation of VCR Technique in Teaching Explanation Text for the Eleventh Grade Students of SMAN 1 Labuhan Haji in the School Year 2021/2022 ]]>
<![CDATA[Saiful Bahri]]>
<![CDATA[ LITERASI: Jurnal Pendidikan Guru Indonesia Vol. 2 No. 1 (2023): Maret ]]>
Publisher : <![CDATA[Lembaga Bale Literasi ]]>
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<![CDATA[This study is intended to find out the implementation of the VCR technique in teaching explanatory texts to eleventh grade students of SMAN 1 Labuhan Haji in the school year 2021/2022. This study was classroom action research (CAR) which is implemented in four cycles, each cycle consists of four activities, and they are planning, action, observation, and reflection. The subject of the study was the eleventh grade students of SMAN 1 Labuhan Haji, which consists of 30 students (10 males and 20 females). To collect the data the present researcher used multiple choice test and essay test to get the quantitative data and observation sheets to get the qualitative data. The conclusion of this study is that in each cycle of student completeness there is an increase even though the increase is not very significant, because it does not reach the classical completeness that has been determined previously, namely if KK ≥ 80% means that class XI MIPA 1 students who get a minimum KKM score of 75 have reached 80% or more, means complete learning. With KK (classical completeness) which reached 83.33% in cycle IV, thus answering the previously formulated action hypothesis, namely that the application of the VCR technique can increase the ability of Class XI MIPA 1 Students of SMAN 1 Labuhan Haji in the school year 2021/2022 in explanation text learning.]]>
<![CDATA[INOVASI LITERASI MELALUI BARESTA di ERA 4.0 (Studi Kasus di MTs Negeri 3 Jombang) ]]>
<![CDATA[Nurul Swandari]]>;
<![CDATA[Abdurahman Jemani]]>
<![CDATA[ LITERASI: Jurnal Pendidikan Guru Indonesia Vol. 2 No. 1 (2023): Maret ]]>
Publisher : <![CDATA[Lembaga Bale Literasi ]]>
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DOI: 10.58218/literasi.v2i1.477
<![CDATA[Growing and honing active and receptive language skills can be done by cultivating a passion for reading. By liking reading, it will train students to understand and interpret information and encourage them to develop critical thinking skills. This manuscript is a case study that involves the author carrying out and observing thoroughly and continuously an activity carried out by students. The aim of this Best Practice is to build the character and love of reading for MTsN 3 Jombang students through the Baresta strategy. The method used in implementing this Best Practice is experiential learning (experience-based), namely providing opportunities for students (grades VII, VIII, and IX) to apply their reading experience in writing and speaking activities, which is carried out over three semesters, namely the odd semester and the second semester. even 2021/2022 and odd 2022/2023. The results achieved in this activity are the honing of receptive and active language skills (reading, writing resumes, telling the contents of a book) and being able to publish either verbally or using YouTube, and practice critical thinking in answering questions.]]>
<![CDATA[Implementasi Manajemen Kurikulum Merdeka Dalam Meningkatkan Mutu Pendidikan Di Sekolah Abata ]]>
<![CDATA[andrian Firdaus]]>;
<![CDATA[Alfan Hadi]]>
<![CDATA[ LITERASI: Jurnal Pendidikan Guru Indonesia Vol. 2 No. 1 (2023): Maret ]]>
Publisher : <![CDATA[Lembaga Bale Literasi ]]>
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DOI: 10.58218/literasi.v2i1.492
<![CDATA[Education is a process by teachers and students when learning occurs in class. At this time, the school began implementing the independent curriculum issued by the Minister of Education, Mr Nadiem Makarim; the educational institutions at ABATA Lombok school were adjusted to the peculiarities, environmental conditions and regional potential. Implementation of Independent Curriculum Management in Improving the Quality of Education at ABATA School education involves the education unit committee and various stakeholders, including parents, organizations, and various centres, under the coordination and supervision of the Mataram City Education Office. which organizes government affairs under its authority. The research method used by the author is descriptive qualitative with a case study design. Because this study seeks to analyze how the implementation of the independent curriculum management at ABATA school Lombok that the qualitative approach is a research process that produces descriptive data in the form of written or spoken words from people or observable behaviour. The Merdeka Curriculum is expected to produce more creative, independent, and skilled students in various fields. Students are expected to prepare for a better and more successful future by developing these skills and abilities.]]>
<![CDATA[PENINGKATAN HASIL BELAJAR SKI MELALUI MEDIA AUDIO VISUAL DI KELAS VI MI NW 2 KEMBANG KERANG ]]>
<![CDATA[Burhanuddin]]>
<![CDATA[ LITERASI: Jurnal Pendidikan Guru Indonesia Vol. 2 No. 1 (2023): Maret ]]>
Publisher : <![CDATA[Lembaga Bale Literasi ]]>
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DOI: 10.58218/literasi.v2i1.501
<![CDATA[This research is Classroom Action Research (CAR) which was carried out on 15 students of MI NW 2 Kembang Kerang which consists of 6 women and 9 men. This study aims the SKI Learning Objectives Improvement on Sunan Maulana Malik Ibrahim material by using the audio-visual media. The result of learning shows that cycle 1 of learning objectives which obtained by students who achieve learning mastery individually as many as 7 people or 46.66% while 8 people or 53.33% have not reached completeness of study. The average result obtained by students is 69.80 which does not complete the KKM determined by MI NW 2 Kembang Kerang is 70 in SKI lessons. In cycle 2 the results of the final student test showed only 15 students achieved completeness individually, namely 100%. In accordance with the mastery of classical learning, Schools are declared complete when 80% of students complete individually. This shows that students in class VI MI NW 2 Kembang Kerang have been able to solve the questions given by the teacher to SKI lessons and show improvement Thus learning using audio media visuals can improve learning outcomes, activeness, and motivation, the material delivered by the teacher understandable, the responsibility of students towards the task is quite high, and helps students to be actively involved in learning activities.]]>
<![CDATA[Peran Supervisi Kepala Sekolah Terhadap Tugas Pokok Guru di SMA Negeri 1 Terara: Penelitian Tindak Sekolah Tahun Pelajaran 2022/2023 ]]>
<![CDATA[Samsul Mujtahid]]>
<![CDATA[ LITERASI: Jurnal Pendidikan Guru Indonesia Vol. 2 No. 1 (2023): Maret ]]>
Publisher : <![CDATA[Lembaga Bale Literasi ]]>
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DOI: 10.58218/literasi.v2i1.505
<![CDATA[This study intends to reveal the problem of the teacher's main tasks objectively regarding "The Role of Supervision of the Principal in the Main Tasks of Teachers in SMA Negeri 1 Terara: Follow-Up Research for the 2022/2023 Academic Year." The purpose of this study is to reveal the supervisory role of the principal in the main tasks of the teacher in planning lessons, studying lesson plans, and implementing lessons. This study uses descriptive qualitative research. The data subjects in this study were 6 (six) teachers of SMA Negeri 1 Terara. Methodologically data was collected using an observation sheet (Observation). Based on the results of the data analysis that has been carried out in the Supervision Role of the Principal on the Main Tasks of the Teacher, it can be concluded that showing the initial conditions of 6 (six) teachers in the observation cycle I was proven by the low results of the average score achieved by the teachers from the three aspects observed, namely 54.5. Then, after conducting individual coaching to 6 (six) teachers. The results of the appointment in cycle II proved to be an increase by achieving a score of 86.3. Judging from the average value of cycle I to cycle II there was an increase in preparing lesson plans, reviewing lesson plans, and learning implementation of the six teachers of SMA Negeri 1 Terara as research subjects.]]>
<![CDATA[Penerapan Pembelajaran Berbasis Masalah untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas XII-MIA-3 MAN 1 Kota Bima Pada Semester Genap Tahun Pelajaran 2021/2022 ]]>
<![CDATA[Siti Hadiah]]>
<![CDATA[ LITERASI: Jurnal Pendidikan Guru Indonesia Vol. 2 No. 1 (2023): Maret ]]>
Publisher : <![CDATA[Lembaga Bale Literasi ]]>
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DOI: 10.58218/literasi.v2i1.574
<![CDATA[The purpose of this research is to describe the learning outcomes and increase in student learning activities. This research is a class action research (CAR) designed in two cycles. This research was conducted in Class XII-MIA-3 MAN 1 Kota Bima in the Even semester of the 2021/2022 Academic Year. The results of this study indicate that; 1) The application of problem-based learning can improve student learning outcomes in learning mathematics in Class XII-MIA-3 MAN 1 Kota Bima. Improved learning outcomes can be seen from the test results of meetings 1 and 2 cycle I and also the results of tests at meetings 1 and 2 cycle II. This increase in learning outcomes is due to students experiencing a learning process where students can find answers to problems formulated by the teacher based on the data and facts they have obtained and can generalize the knowledge they have obtained; 2) the use of problem-based learning can increase student learning activities in learning mathematics in Class XII-MIA-3 MAN 1 Kota Bima. The increase occurred from each meeting of each cycle and from cycle I to cycle II. Students are also interested in paying attention to the material being presented and have the courage to ask questions related to the material being studied. This can be seen from the average score of students in cycle 1, which is equal to 78.00 and the average value of students in cycle II is .84.83 so that there is an increase of 6.83. Meanwhile, if seen from the percentage of students who did not complete the Cycle I was 33% and 67% completed. Meanwhile in cycle II, only 6% remained incomplete and 93% completed.]]>
<![CDATA[Efektivitas Guru Terhadap Pembelajaran Seni Teater pada Mata Pelajaran Seni Budaya di SMK Negeri 1 Benai ]]>
<![CDATA[Yasrizal Indri]]>
<![CDATA[ LITERASI: Jurnal Pendidikan Guru Indonesia Vol. 2 No. 1 (2023): Maret ]]>
Publisher : <![CDATA[Lembaga Bale Literasi ]]>
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DOI: 10.58218/literasi.v2i1.588
<![CDATA[This research addresses the following problems: (1) Planning in theater arts learning at SMK Negeri 1 Benai, (2) Conformity between plans and the process of learning theater arts at SMK Negeri 1 Benai, (3) The effectiveness of theater arts learning at SMK Negeri 1 Benai. The data collection techniques used are: literature study by reading several books and journals related to the research title. The results showed: (1) The planning for theater arts learning at SMK Negeri 1 Benai is not in accordance with the applicable curriculum standards in the Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 64 of 2013. (2) Conformity between the plan and the theater arts learning process at SMK Negeri 1 Benai is categorized as quite suitable. (3) The effectiveness of theater arts learning at SMK Negeri 1 Benai is less effective.]]>
<![CDATA[Penerapan Model Pembelajaran Project Based Learning (PjBL) untuk Meningkatkan Kreativitas pada Pembelajaran IPAS Siswa Kelas IV SDN 02 Tebaban ]]>
<![CDATA[Mita Juliana]]>;
<![CDATA[Najmul Hadi]]>;
<![CDATA[Farhana Muhammad]]>
<![CDATA[ LITERASI: Jurnal Pendidikan Guru Indonesia Vol. 2 No. 1 (2023): Maret ]]>
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<![CDATA[Based on the results of previous observations, it is known that the low level of student creativity and the application of learning models that are not appropriate for subjects IPAS. This study aims to determine the application of the PjBL model in learning IPAS with a focus on making maps and Pop Up Book media for Indonesian cultural diversity, and how this model can increase the creativity of fourth grade students at SDN 02 Tebaban. The research method used in this study was classroom action research (CAR) in class IV with a total of 18 students. The data collection technique used was a test using a rubric for assessing student creativity. The data analysis used was descriptive qualitative analysis and descriptive statistical data analysis. Qualitative descriptive analysis techniques are used to analyze data in the form of information in the form of sentences. Meanwhile, descriptive statistical data analysis is used to analyze quantitative data in the form of numbers, namely from the assessment of student creativity. Based on the results of data analysis obtained by the creativity of students in the first cycle, the score was 77.8% in the creative category and increased in the second cycle, which was 88.9% in the very creative category. Thus, the project based learning model can increase the creativity of students at SDN 02 Tebaban.]]>
<![CDATA[Penanaman Nilai Agama Dan Moral Pada Anak Usia Dini di Paud Kurnia Jaya Nusantara Sai Soromandi ]]>
<![CDATA[Julidah Julidah]]>;
<![CDATA[Hendra Hendra]]>;
<![CDATA[Muslim Muslim]]>;
<![CDATA[Retnoningsih Retnoningsih]]>
<![CDATA[ LITERASI: Jurnal Pendidikan Guru Indonesia Vol. 2 No. 1 (2023): Maret ]]>
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<![CDATA[Penelitian ini membahas Penanaman Nilai Agama Islam Pada Anak Usia Dini Di PAUD Kurnia Jaya Nusantara di SAI Soromandi. Dalam penelitian ini membahas tentang: 1) Bagaimana Peran Guru Dalam Menanamkan Nilai Agama Islam Pada Anak Usia Dini, 2) Faktor Pendukung dan Penghambat Bagi Guru Dalam Menanamkan Nilai agama Islam Pada Anak Usia Dini. Adapun jenis penelitian yang digunakan yaitu, kualitatif deskriptif dengan metode pengumpulan data, Observasi, wawancara dan dokumentasi. Teknik analisis data yang digunakan setelah pengumpulan data ada tiga tahap antara lain; analisis data, reduksi data dan menarik kesimpulan. Hasil penelitian menunjukan bahwa: 1) Peran Guru Dalam Penanaman Nilai Agama dan Moral Pada Anak Usia Dini yaitu dengan cara membiasakan anak untuk melakukan kegiatan dan pembelajaran yang berkaitan dengan nilai agama dan moral yang telah diajarkan. 2) Faktor Pendukung Dalam Menanamkan Nilai Agama Islam Pada Anak Usia Dini yaitu, guru dipermudahkan dengan adanya buku panduan, serta sarana dan prasarana yang cukup memadai sehingga mempermudah proses pembelajaran, adapun faktor penghambat, yaitu datang dari kedua pihak yaitu guru (pendidik) dan peserta didik.]]>
