Alif Mudiono
Fakultas Ilmu Pendidikan, Universitas Negeri Malang

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PEMBELAJARAN MEMBACA TERBIMBING DENGAN TEKNIK DIRECTED READING THINKING ACTIVITIES DI SEKOLAH DASAR Mudiono, Alif
Jurnal Ilmu Pendidikan Vol 17, No 5 (2011)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (195.18 KB) | DOI: 10.17977/jip.v17i5.2863

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Abstract: Teaching Guided Reading based on Directed Reading Thinking Activities at the Elemen­tary Schools. This  study is aimed at describing the elementary school teachers knowledge about guided reading thinking model by the Directed Reading Thinking Activities, the learning need analysis and the elementary school teacher perception on DRTA technique. The subject of the research is the teachers teaching the reading comprehension in class V in the elementary school. Data collected by using questionnaire, interview, and observation. The descriptive design is done by validating, identifying, classifying data. Data are analyzed by computing the percentage. The result of the study points out that reading comprehension in the elementary school in Blitar can be developed through DRTA model. Yet, the development of the DRTA model is much dependent on the teachers creativity. Furthermore, this model can be packaged so that it can increase the students critical power towards the content of the texs. Abstrak: Pembelajaran Membaca Terbimbing dengan Teknik Directed Reading Thinking Activities di Sekolah Dasar. Penelitian ini bertujuan mendeskripsikan (1) persepsi guru tentang perlunya pembe­lajaran membaca terbimbing, (2) kebutuhan pembelajaran, dan (3) persepsi guru tentang model rancangan pembelajaran membaca terbimbing dengan teknik DRTA di SD. Subjek penelitian adalah guru bahasa Indonesia di kelas V SD. Data diambil dengan menggunakan instrumen angket yang dilengkapi pedoman wawancara dan observasi. Data dianalisis dengan rancangan deskriptif melalui pengecekan keabsahan data, pengklasifikasian data, dan analisis data. Hasil penelitian membuktikan bahwa sebagian besar guru menanggapi positif bahwa pembelajaran membaca pemahaman di SD yang semula dilaksanakan secara terpisah dengan aspek keterampilan berbahasa lainnya, dapat dikembangkan dengan model pembelajaran membaca terbimbing dengan teknik DRTA.
Kemampuan Guru dalam Pembelajaran Baca Tulis Permulaan di Sekolah Dasar Mudiono, Alif
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 27, No 2 (2000)
Publisher : Universitas Negeri Malang

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Teachers' Competence in Early-Literacy Learning. The study aimed at describing objectively teachers' competence in developing early literacy at elementary schools. Descriptive-qualitative analysis was employed to analyze the data which had been collected from first-grade teachers of three elementary schools in Blitar using Teacher-Competence Evaluation Instrument, documentation study, and field notes. The results suggest that teachers' competence in early-literacy learning, which involves planning, implementing, and evaluating, has not yet met the requirements of the 1994 curriculum of elementary school.
Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Keterampilan Proses Sains dan Hasil Belajar Muatan IPA di Kelas IV Nurhabibah, Sarah; Hidayat, Arif; Mudiono, Alif
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 10: OKTOBER 2018
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (393.996 KB) | DOI: 10.17977/jptpp.v3i10.11625

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Abstract: This study aims to determine the effect of guided inquiry learning model on the science process skills and cognitive learning outcomes of natural science in 4th grade of elementary school. Quasi experiments were used in the study with a pretest-posttest design control group. Science process skills hypothesis test and cognitive learning outcomes of natural science using ANACOVA. The results showed that (1) there is the effect of application of guided inquiry learning model on Keterampilan Proses Sains with sig <0.05 and (2) there is the effect of application of guided inquiry learning model on cognitive learning outcomes of natural science with sig <0.05.Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran inkuiri terbimbing terhadap keterampilan proses sains dan hasil belajar kognitif muatan IPA di kelas IV SD. Kuasi eksperimen digunakan dalam penelitian dengan rancangan control group pretest-posttest design. Uji hipotesis Keterampilan Proses Sains dan hasil belajar kognitif muatan IPA menggunakan ANACOVA. Hasil penelitian menunjukkan bahwa (1) terdapat pengaruh penerapan model pembelajaran inkuiri terbimbing terhadap Keterampilan Proses Sains siswa kelas IV SD dengan nilai sig <0,05 dan (2) terdapat pengaruh penerapan model pembelajaran inkuiri terbimbing terhadap hasil belajar kognitif muatan IPA kelas IV SD dengan nilai sig <0,05.
PENGELOLAAN KELAS DALAM PEMBELAJARAN TEMATIK DI SEKOLAH DASAR Isbadrianingtyas, Nafi; Hasanah, Muakibatul; Mudiono, Alif
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol.1, No.5, Mei 2016
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (330.097 KB) | DOI: 10.17977/jp.v1i5.6300

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Thematic already applied learning in elementary school. Implementation of necessary management class when the learning process to achieve learning objectives. The purpose of this research describe the management class in thematic learning in elementary school so as to provide the knowledge related to being classroom management while in the field. The results of this research, namely thematic learning in classroom management can be divided into two classroom management in physical and non physical. Management of class in a non physical includes caring, assertiveness, modeling, and high expectations. While the physical classroom management include setting the position of the Board, seating modification, mading and setting the ventilation in the classrooms. Therefore, this research can be used as references in managing class on thematic learning.Pembelajaran tematik sudah diterapkan di Sekolah Dasar. Dalam implementasinya diperlukan pengelolaan kelas saat proses pembelajaran untuk mencapai tujuan pembelajaran. Tujuan penelitian ini mendeskripsikan pengelolaan kelas dalam pembelajaran tematik di Sekolah Dasar sehingga dapat memberikan pengetahuan berkaitan dengan yang menjadi pengelolaan kelas ketika berada di lapangan. Hasil dari penelitian ini yaitu pengelolaan kelas dalam pembelajaran tematik dapat dibagi menjadi dua yaitu pengelolaan kelas secara non fisik dan fisik. Pada pengelolaan kelas secara non fisik meliputi kepedulian, ketegasan, modeling, dan harapan yang tinggi. Sedangkan pengelolaan kelas secara fisik meliputi meliputi pengaturan posisi papan tulis, modifikasi tempat duduk, mading dan pengaturan ventilasi dalam ruang kelas. Oleh sebab itu, penelitian ini dapat digunakan sebagai bahan pustaka dalam mengelola kelas pada pembelajaran tematik.
KETERBACAAN BUKU TEKS KELAS IV DAN V SD DALAM KURIKULUM 2013 Humairoh, Zuni; Nurchasanah,, Nurchasanah,; Mudiono, Alif
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol.1, No.2, Februari 2016
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (292.305 KB) | DOI: 10.17977/jp.v1i2.6118

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This study aims to determine (a) the readability of text content in terms of students’ understanding of class IV at alementary school by using cloze and (b) the readability of text content in terms of students’ understanding of class V at alementary school by using cloze test. This study used quantitative type descriptive. The population used in this study were 20 text. Sample of this study were students of class IV and V. The data used to answer all of this issues were test cloze. The source of data in the from of long texts of 150-250 words. The instrument was text which has omitted. The result abtained from the percentage of class IV dan V in the 60%, the text is easily understood by the students.Penelitian ini bertujuan untuk mengetahui (a) keterbacaan isi teks dilihat dari segi pemahaman siswa kelas IV SD dengan menggunakan tes cloze dan (b) keterbacaan isi teks dilihat dari segi pemahaman siswa kelas V SD dengan menggunakan tes cloze. Penelitian ini menggunakan kuantitatif jenis deskriptif. Populasinya berupa teks sejumlah 20. Sampel penelitiannya siswa kelas IV dan V. Data untuk menjawab semua permasalahan ini berupa skor dari tes cloze. Sumber data berupa teks yang panjang teksnya 150-250 kata. Instrumennya berupa teks yang sudah dirumpangkan. Hasil persentase yang diperoleh dari kelas IV dan V di atas 60%, teks tersebut mudah dipahami oleh siswa.
PERSEPSI GURU TENTANG PENGEMBANGAN MODEL PEMBELAJARAN LITERASI FOKUS MENULIS NARASI DENGAN TEKNIK PROBING-PROMPTING DI SD Mudiono, Alif; Madyono, Suhel
Jurnal Sekolah Dasar Vol 23, No 1 (2014): Tahun 23, Nomor 1, Mei 2014
Publisher : Jurnal Sekolah Dasar

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Abstract: Developing model of literacy teaching narration writing focused with a probing-prompting technique in elementary schools. Purpose of the research was to describe teachers’ knowledge toward teaching models, teaching materials, and teachers’ perception about of an implementation model of literacy teaching narration writing focused with a probing-prompting technique in elementary schools. The data sources were description about model of literacy teaching, teaching materials, andteachersperception of implementation model of literacy teaching narration writing focused in elementary school. On the basis of data analysis, results showed teachers’ knowledge toward literacy teaching where 28.34% very positive and 63.17% positive. Teaching materials needed were 15.22% very positive and 51.11% positive, and teachers’ perception toward teaching models were 11.53 very positive and 28.47 % positive.Keywords: model, literacy, probing-prompting, elementary schoolAbstrak: Penelitian ini bertujuan mendeskripsikan pengetahuan guru tentang model pembelajaran, bahan pembelajaran, dan persepsi guru tentang model pelaksanaan pembelajaran literasi fokus menulis narasi dengan Teknik Probing-Prompting di SD. Sumber data berupa deskripsi tentang model pembelajaran literasi, bahan pembelajaran, dan persepsi guru tentang pelaksanaan model pembelajaran literasi fokus menulis narasi di SD. Berdasarkan analisis data diperoleh temuan pengetahuan guru tentang model pembelajaran literasi sebesar 28,34 sangat positif dan 63,17% kategori positif, bahan pembelajaran yang dibutuhkan sebesar 15,22% kategori sangat positif dan 51,11% kategori positif, dan persepsi guru tentang model pelaksanaan pembelajaran sebesar 11,53 % kategori sangat positif dan 28,47% kategori positif. Kata Kunci: model, literasi, probing-promting, SD
TINDAK ILOKUSI KOMISIF BAHASA INDONESIA DALAM INTERAKSI KELUARGA Mudiono, Alif
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 38, No 1 (2010)
Publisher : Fakultas Sastra Universitas Negeri Malang

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This research was aimed at describing as well as explaining certain types of Indonesian illocutionary acts, usages, and their impacts on family interactions. Communicative and pragmatic designs were used in the research. The results of the research   indicate   that   Indonesian   commissive   illocutionary   acts   in   family interactions  include  promises  as  well  as  bargain  actions,  and  these  actions  can develop through various powers. They are implicated by the usage of the following principles:  politeness,  cooperation  and  values  developing  in  the  family.  The principles are also influenced by the socio-cultural dimensions.
PENINGKATAN KETERAMPILAN MENULIS NARASI MELALUI MODEL COOPERATIVE INTEGRETED READING AND COMPOSITION DI SEKOLAH DASAR Mudiono, Alif
RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Vol 8, No 1 (2012)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/retorika.v8i1.506

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Abstract: Improving Writing Skills Through Narrative Model Cooperative Integrated Reading and Composition in Elementary Schools. This study aimed to describe an increase in  achievement of  elementary school  students in the  teaching of  narrative writing skills through  model of Cooperative Integrated Reading and Composition (CIRC). This study was designed as a  classroom  action research. The subject of this study were fifth grade students of SDN Klampok Sananwetan District, Kota Blitar 2011/2012  year period with the number of 26 students. The research data obtained through observation, field notes, tests, and documentation. Based on the results of the study, it can be concluded that the use of models of CIRC in learning writing skills can improve student achievement. Abstrak: Peningkatan Keterampilan Menulis Narasi Melalui Model Cooperative Integrated Reading and Composition di Sekolah Dasar. Penelitian ini bertujuan mendeskripsikan pening-katan prestasi belajar siswa sekolah dasar dalam pembelajaran keterampilan menulis narasi melalui model Cooperative Integrated Reading and Composition (CIRC). Penelitian ini didesain dengan penelitian tindakan kelas. Subjek penelitian ini adalah siswa kelas V SDN Klampok Kecamatan Sananwetan, Kota Blitar tahun pelajaran 2011/2012 dengan jumlah 26 siswa. Data penelitian di-peroleh melalui observasi, catatan lapangan, tes, dan dokumentasi. Berdasarkan hasil penelitian, disimpulkan bahwa penggunaan model CIRC dalam pembelajaran keterampilan menulis dapat me-ningkatkan prestasi belajar siswa. Kata kunci : keterampilan menulis, narasi,  CIRC
Studi Penerapan Program Pembiasaan Membaca di Sekolah Dasar Putri Solihah, Febrianita; Santoso, Anang; Mudiono, Alif
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 3, No 3: MARET 2018
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (649.217 KB) | DOI: 10.17977/jptpp.v3i3.10681

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Reading habit in primary school has an important role to build literacy skills from early age. The purpose of this study is to describe the planning, implementation, and evaluation of the reading habit program in SD Muhammadiyah Kota Blitar. This research method uses phenomenology design. The results of the reading habit program are (1) the planning program was centered by headmaster design; (2) the implementation program consisted of opening class, reading habits on Tuesday in the yard, and creating reading habit areas; (3) the evaluation program carried out in monthly meeting and consist oral evaluation.Pembiasaan membaca di sekolah dasar erat kaitannya dengan pembangunan literasi pada diri siswa sejak dini. Tujuan penelitian ini adalah mendeskripsikan perencanaan, pelaksanaan, dan evaluasi program pembiasaan membaca di SD Muhammadiyah Kota Blitar. Penelitian ini menggunakan rancangan deskriptif kualitatif dengan jenis penelitian fenomenologi. Hasil dari pembiasaan membaca, meliputi (1) perencanaan program pembiasaan membaca berpusat pada rencana yang disusun oleh kepala sekolah; (2) penerapan program pembiasaan membaca terdiri dari opening class yang dilaksanakan di kelas dan pembiasaan membaca hari rabu yang dilaksanakan di halaman sekolah, serta adanya penciptaan lingkungan pembiasaan membaca; (3) evaluasi program pembiasaan membaca dilaksanakan pada rapat bulanan dan evaluasi lisan.
PENINGKATAN KREATIVITAS MENULIS NARASI MELALUI PENERAPAN KOOPERATIF MODEL RALLY COACH BERBANTUAN MEDIA GAMBAR UNTUK SISWA SEKOLAH DASAR Lestari, Agustin Wiji; Pratiwi, Yuni; Mudiono, Alif
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 2, No 9: September 2017
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (438.398 KB) | DOI: 10.17977/jptpp.v2i9.9956

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The problem that exist in writing narrative text are (1) learning writing done conventionally without considering the instruction of narrative writing stage, (2) student difficulty in developing the ability of creative thinking. The purpose of this research is to improve student’s creativity of writing narrative of  grade Jatinom elementary school district of Blitar through Rally Coach method with media picture. The research procedure includes pre-action, cycle I, cycle II. The subject of the research is the fourth grade Jatinom elementary school district of Blitar. Research result indicates the pre-action 33,33%, cycle I 55,56% and cycle II 88,89%. Permasalahan yang ada dalam menulis narasi adalah (1) pembelajaran menulis narasi dilakukan secara konvensional tanpa mempertimbangkan petunjuk tahapan menulis narasi dan (2) siswa kesulitan dalam mengembangkan kemampuan berpikir kreatif. Tujuan penelitian ini untuk meningkatkan kreativitas menulis narasi siswa kelas IV SD Negeri Jatinom 01 Kabupaten Blitar melalui model Rally Coach berbantuan media gambar. Prosedur penelitian meliputi pratindakan, siklus I, dan siklus II. Subjek penelitian ini yaitu siswa kelas IV SD Negeri Jatinom 01 Kabupaten Blitar. Hasil penelitian menunjukkan bahwa pada pratindakan 33,33%, siklus I 55,56% dan siklus II 88,89%.