PGRI-Science Education Media of Applied Research & Technology
P-SEMART JOURNAL, PGRI-Science Education Media of Applied Research & Technology, is an open-access peer-reviewed research journal that is published by PGRI Provinsi Jawa Timur. It welcomes and acknowledges high-quality empirical original research papers about education written by researchers, academicians, professionals, and practitioners from all over the world. Frequency Journal is 3 issues per year (April, August and December). P-SEMART Journal is a journal which is managed by PGRI Provinsi Jawa Timur. It publishes the results of literature studies as well as research results in the scope of education in general and specific areas. The study cover education and learning in primary level (five areas of elementary school namely mathematics, Indonesian language, science, social studies, and civics and additional fields such as English in basic education includes the study of local content studied in the scope of basic education), secondary education, post-secondary level , and higher level, English Language Education, Assessment, Linguistics, English Literatures, Sociolinguistics, Research & Development as well as its area in its implementations.
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<![CDATA[Students’ Speaking Ability Using Cartoon Movie During Pandemic COVID-19 ]]>
<![CDATA[Darto]]>
<![CDATA[ P-SEMART JOURNAL Vol. 2 No. 3 (2022): P-SEMART Journal ]]>
Publisher : <![CDATA[PGRI Provinsi Jawa Timur ]]>
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<![CDATA[This research was aimed to describe the student’s improvements and their responses toward the use of cartoon movie in speaking skill of expression of giving and responding instruction by the ninth graders in SMPN 55 Surabaya during Pandemic COVID-19 academic year 2020/2021. In order to conduct research, the classroom action research (CAR) was used on 36 students in IX B class as subjects. Observation and tests were the instruments used. The results showed in the preliminary results showed that there were 1 or 3% of 38 students got poor mark, 8 or 21 % of 38 students got less mark, 16 or 42% of 38 students got fair mark, and 13 or 34% of 38 students got good mark. Then, in cycle 1, 2 or 5.2% of 38 students got excellent mark, 32 or 84.3% students of 38 students got good mark, and 4 or 10.5% of 38 students got fair mark. The results of cycle 2 revealed that 21 or 55.3% of 38 students got excellent mark, 17 or 44.7% students of 38 students got good mark. The researcher’s analysis shows that the average of student’s test result of the second cycle was 82.84. The highest score was 92 and the lowest score was 68. Researcher concluded that student’s speaking skill in expression of giving and responding instruction was improved and effective.]]>
<![CDATA[The Use of Volitional Strategies to Foster Students’ Reading Motivation ]]>
<![CDATA[Achmad Bernhardo Elzamzami]]>
<![CDATA[ P-SEMART JOURNAL Vol. 2 No. 3 (2022): P-SEMART Journal ]]>
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<![CDATA[This study was aimed to describe the teacher’s implementations and the students’ perceptions in the use of volitional strategy to foster students’ reading motivation at SMPN 54 Surabaya. As this study was aimed to describe the findings, it was identified as a descriptive qualitative study. The subjects of this study were 7I class of SMPN 54 Surabaya the researcher who is the English teacher. In this this study the instruments were Observation Field Note and Questionnaires. The steps of data collection procedure were field note, questionnaire, and observation. The steps of data analysis in this study were data reduction and data display. The results of study showed that the students were able to perform a desired action even when there was interference or other alternative actions provided to them as a result of the process of managing willingness, as discussed in this framework. Results of the questionnaire clearly demonstrated the perceptions of the students in class 7-I at SMPN 54 Surabaya regarding the implementation of the use of volitional strategy in the academic year 2020/2021, as demonstrated by the fact that a large number of the 20 students agreed with the collected data taken from the questionnaire items.]]>
<![CDATA[Project-Based Learning and Writing Skill: Are They Related for Junior High School Students? ]]>
<![CDATA[Siti Fatimah]]>
<![CDATA[ P-SEMART JOURNAL Vol. 2 No. 3 (2022): P-SEMART Journal ]]>
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<![CDATA[Integrating students’ knowledge, attitude, and abilities, Project-Based Learning (PjBL) allows for the creation of a productive and pleasurable learning environment. The goal of implementing PjBL is to provide students with a fun learning environment in which they can also practice and enhance their English. Writing is an important ability to have in English class. The purpose of this research was to examine how PjBL influenced the compositional competence of 9th graders at SMP Negeri 44 in Surabaya. In this work, we utilized a pre-experimental design. Forty students from Grade IX-A were used in the study, with one student from the experimental group serving as a representative. When compared to the .05. threshold for statistical significance, the results showed that the Sig. value of (Sig. (2-tailed)) was .001. It was decided that the alternative hypothesis (Ha) should be “accepted”, whereas the null hypothesis (Ho) should be “rejected”. Subsequently, it was calculated that the post-test group had a mean of 85.5, which was considerably higher than the 72.6 mean of the pre-test group. PjBL has been found to successfully enhance students' writing skills. If educators are incentivized to use PjBL to introduce the idea of pedagogical approach in the classroom, students' academic performance may increase. Therefore, it is proposed that other researchers conduct comparable studies using PjBL with different methods and English skills, such as critical thinking.]]>
<![CDATA[The Students’ Writing Ability to Write Descriptive Text by Using Picture Word Inductive Model (PWIM) ]]>
<![CDATA[Nurul Hakimah]]>
<![CDATA[ P-SEMART JOURNAL Vol. 2 No. 3 (2022): P-SEMART Journal ]]>
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<![CDATA[The purpose of this research was to enhance students’ descriptive text writing abilities through the implementation of the Picture Word Inductive Model (PWIM) at SMP Negeri 48 Surabaya in the academic year 2020/2021. Classroom Action Research (CAR) was used to study 42 students as the research subjects in class 7-B. The instruments used to collect the data were observation and tests. Pre-test results indicated that students performed below the expected level of success; the mean score was 62.88, the lowest score was 50, and the highest score was 84. Only two students (4.76%) passed the test. Then, in the results of post-test cycle I, the number of students who passed the test based on the success criteria remained at 7 students (16.67%). The mean score was 72.76, with 60 being the lowest and 84 being the highest. However, when compared to the pre-test results, significant improvements in the students’ descriptive text writing ability were observed. In cycle II, post-test results indicated that students’ ability to write descriptive texts had improved slightly. The mean score was 85, with 78 being the lowest and 92 being the highest. 34 students passed the test with an 80.95% passing rate. This research was stopped when it met the success criteria. The result of the t-Test was as follows: Paired Two Samples for Means indicated that the researcher could accept the hypothesis in the event that the post-test mean was greater than the pre-test’s mean. It was concluded that students’ writing abilities improved significantly as a result of the PWIM strategy’s implementation toward students’ writing abilities for descriptive texts.]]>
<![CDATA[Lari Jarak Pendek Dapat Meningkatkan Keterampilan Praktik Siswa Kelas 8 Dalam Pembelajaran Tatap Muka ]]>
<![CDATA[Djumadi]]>
<![CDATA[ P-SEMART JOURNAL Vol. 2 No. 3 (2022): P-SEMART Journal ]]>
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<![CDATA[Penelitian ini bertujuan untuk mendeskripsikan implementasi dan pencapaian keterampilan praktek siswa melalui materi lari jarak pendek di SMP Negeri 41 Surabaya. Penelitian ini menggunakan desain penelitian tindakan kelas. Subyek penelitian ini adalah siswa kelas VIIIG SMP Negeri 41 Surabaya sebanyak 30 siswa. Terdiri dari 16 siswa laki-laki dan 14 siswa perempuan. Penelitian ini dilaksanakan pada semester genap tahun ajaran 2022/2023. Proses kemajuan telah terjadi pada setiap siklus, serta peningkatan nilai rata-rata siswa dan proporsi siswa yang lulus ujian yang diberikan selama penelitian pendahuluan, siklus I, dan siklus II, adalah contoh peningkatan siswa. Nilai rata-rata pre-test hanya 62,42, tetapi siklus I dan siklus II masing-masing meningkat menjadi 71,10 dan 71,10 (77,30). Skor pre-test maksimum setelah itu hanya 74 dan meningkat menjadi 82 menjadi 88 pada siklus berikutnya. Nilai postes tertinggi berkisar antara 62 sampai 68, sedangkan nilai pretes terendah adalah 50. Pretes hanya dilalui oleh lima siswa (16,67%). Sementara hasil post-test menunjukkan peningkatan proporsi siswa yang berhasil, dengan 27 siswa (90%) yang lulus pada post-test siklus II dibandingkan dengan 18 siswa (60%) yang lulus pada post-test siklus I. Norma Kriteria Ketuntasan (KKM) > 70, penelitian ini dihentikan pada siklus II karena kriteria keberhasilan terpenuhi 90%, dengan 27 siswa menyelesaikan post-test.]]>
<![CDATA[Exploring the Effectiveness of Think-Pair-Share Approach in Teaching Comparative Degree to Junior High School Grade 8 Students ]]>
<![CDATA[Viriana]]>
<![CDATA[ P-SEMART JOURNAL Vol. 2 No. 3 (2022): P-SEMART Journal ]]>
Publisher : <![CDATA[PGRI Provinsi Jawa Timur ]]>
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<![CDATA[This study aimed to explore the effectiveness of the Think-Pair-Share (TPS) approach in teaching comparative degree to 42 Junior High School Grade 8 students in a single class, class 8-I. The TPS approach is an active learning strategy that involves students in a collaborative process of sharing and discussing ideas. The research design used in this study was a quasi-experimental design with a pretest-posttest control group design. The participants of this study were divided into an experimental group and a control group. The experimental group was taught using the TPS approach, while the control group was taught using traditional lecture-based teaching. The results showed that there was a significant difference in the post-test scores between the experimental group and the control group, with the experimental group performing better. The findings suggest that the TPS approach can be an effective teaching strategy for teaching comparative degree to Junior High School Grade 8 students in class 8-I. This study explores the effectiveness of the TPS approach in teaching comparative degree to Junior High School Grade 8 students in class 8-I. The results showed that the TPS approach is an effective teaching strategy, enhancing student understanding and academic performance. These findings have implications for promoting active learning and innovative teaching methods.]]>
<![CDATA[Efektivitas Pendekatan Saintifik Dalam Peningkatan Kompetensi Numerasi Pada Materi Suhu Di SMP Negeri 41 Surabaya ]]>
<![CDATA[Endang Sri Wahjuningsih]]>
<![CDATA[ P-SEMART JOURNAL Vol. 2 No. 3 (2022): P-SEMART Journal ]]>
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<![CDATA[This study aims to determine the effectiveness of a scientific approach in improving numeracy competence on the topic of temperature in junior high school students. The research was conducted at SMP Negeri 41 Surabaya, with 32 students from class VII-A in the first semester of the 2022/2023 academic year. The study used a quasi-experimental design with a pre-test and post-test control group. The experimental group was taught using a scientific approach, while the control group was taught using a conventional approach. The data collected were analyzed using a t-test. The results of the study showed that there was a significant difference in the post-test scores of the experimental and control groups, with a mean score of 87.5 for the experimental group and 75.6 for the control group. This indicates that the scientific approach is effective in improving numeracy competence on the topic of temperature in junior high school students. Therefore, it is recommended that teachers use a scientific approach to teach the topic of temperature to improve students' numeracy competence.]]>
<![CDATA[Pengaruh Model Pembelajaran Berbasis Proyek Terhadap Peningkatan Hasil Belajar IPA Siswa SMP: Analisis Variabel Kognitif, Afektif, dan Psikomotor ]]>
<![CDATA[Rika Sumarmi]]>
<![CDATA[ P-SEMART JOURNAL Vol. 2 No. 3 (2022): P-SEMART Journal ]]>
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<![CDATA[Penelitian ini bertujuan untuk menganalisis pengaruh model pembelajaran berbasis proyek terhadap peningkatan hasil belajar IPA siswa SMP, khususnya pada aspek kognitif, afektif, dan psikomotor. Penelitian ini dilakukan di SMP Negeri 44 Surabaya, Indonesia, dengan melibatkan 30 siswa kelas VII-A. Penelitian ini menggunakan desain kuasi-eksperimen dengan pengambilan pre-test dan post-test pada kelompok eksperimen dan kontrol. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan pada peningkatan hasil belajar IPA antara kedua kelompok, dengan kelompok eksperimen yang menerima model pembelajaran berbasis proyek menunjukkan skor yang lebih tinggi dibandingkan dengan kelompok kontrol. Selain itu, penelitian ini juga menemukan bahwa model pembelajaran berbasis proyek efektif dalam meningkatkan aspek kognitif, afektif, dan psikomotor siswa. Oleh karena itu, disarankan bagi pendidik untuk menggunakan model pembelajaran berbasis proyek dalam mengajar IPA guna meningkatkan hasil belajar siswa.]]>
<![CDATA[Investigating the Impact of Problem-Based Learning on Academic Performance of Grade XII Students ]]>
<![CDATA[Erni Yuniati]]>
<![CDATA[ P-SEMART JOURNAL Vol. 2 No. 3 (2022): P-SEMART Journal ]]>
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<![CDATA[Traditional teaching methods have been found to be ineffective in promoting students’ critical thinking skills, real-world application, and engagement. To overcome these issues, this study aimed to examine the effectiveness of problem-based learning (PBL) as an alternative teaching method to enhance the academic performance of Grade XII students in MAN 1 Kota Madiun. Using a pre-experimental design, the research focused on a single class, specifically Class XII-IPS 2, with a sample of 32 students during the second semester of the academic year 2021/2022. The topic investigated was “How to Prepare Your Future”. The study assessed the impact of implementing PBL on students' academic performance by examining their engagement, critical thinking skills, and ability to apply their knowledge to real-life situations. The results indicated that the use of PBL significantly improved students' academic performance, as evidenced by increased engagement, enhanced critical thinking skills, and better application of knowledge. These findings highlight the potential of PBL as an effective teaching method to improve students' overall academic achievement. Therefore, it is recommended that educators and policymakers explore the integration of PBL into their curriculum to enhance students' critical thinking skills and better prepare them for future challenges.]]>
<![CDATA[Peningkatan Hasil Belajar melalui Permainan Edukatif pada Mata Pelajaran Sejarah Kebudayaan Islam di MI Roudlatul Huda Bibrik Jiwan Madiun ]]>
<![CDATA[Masrukin A.]]>
<![CDATA[ P-SEMART JOURNAL Vol. 2 No. 3 (2022): P-SEMART Journal ]]>
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<![CDATA[This classroom action research (CAR) aimed to improve learning outcomes in the subject of Islamic Cultural History at MI Roudlatul Huda Bibrik Jiwan Madiun, specifically targeting fourth-grade students. The study followed the CAR structure and utilized a cyclical process of planning, acting, observing, and reflecting. The research was conducted in two cycles, with each cycle consisting of four stages: planning, implementation, observation, and reflection. The intervention involved the use of educational games as a teaching strategy in Islamic Cultural History lessons. Data were collected through pre-tests, post-tests, observations, and reflective journals. The findings revealed that the implementation of educational games positively influenced students' learning outcomes. There was a significant improvement in students’ understanding and retention of the subject matter. The study highlights the effectiveness of using educational games in enhancing student engagement, motivation, and active participation in the learning process. The results provide valuable insights for teachers and educators to explore innovative and interactive teaching approaches in Islamic education. This research contributes to the ongoing efforts to enhance the quality of religious education by incorporating engaging and interactive method.]]>
