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JETL (Journal Of Education, Teaching and Learning)
Published by STKIP Singkawang
ISSN : 24775924     EISSN : 24774878     DOI : -
Journal of Education, Teaching and Learning is a peer-reviewed scientific open access, with e-ISSN : 2477-8478 and p-ISSN 2477-5924 published by Institute for Managing and Publishing Scientific Journals at STKIP Singkawang, Indonesia in 2015. In Last 2016 Journal of Education, Teaching and Learning has built Organization and Editorial team to publish scientific paper
Arjuna Subject : -
Articles 158 Documents
ENVIRONMENTAL LEARNING APPROACHES IN IMPROVING LEARNING OUTCOMES IN ACID-BASE SUBJECT Sahputra, Rachmat
JETL (Journal Of Education, Teaching and Learning) Vol 1, No 1 (2016): Volume 1 Number 1 March 2016
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v1i1.36

Abstract

Learning in the understanding of acid-base chemistry in schools needs to be improved so research to determine differences in learning outcomes between students taught using environmental approaches and methods lectures in class XI SMA on acid-base subject needs to be done. In this study, using a quasi-experimental method using a data collection tool achievement test essay form. The test statistic results of the post-test learning has been obtained Asymp value. Sig (2-tailed) 0,026 that showed the differences between students' learning outcomes with a control experimental class with effect size of 0.63 or much influence difference with the percentage 23.57% which indicated that the learning environment approach can improve learning outcomes of high school students.
The Professionalism of Indonesian Teachers in The Future Lisnawati, Iis
JETL (Journal Of Education, Teaching and Learning) Vol 3, No 1 (2018): Volume 3 Number 1 March 2018
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v1i1.458

Abstract

Teachers are the most crucial factor in learning. Therefore, the process and success of learning as a determinant of the quality of education in the future were determined by the professionalism of teachers. The professionalism of Indonesian teachers in the future must be in line with the demands of their profession, namely (1) having teacher competence covering pedagogic competence, personality competence, social competence, and professional competence, (2) realizing Indonesian language learning in accordance with current curriculum , (3) implementing the paradigm of 21st century learning that has nationalism, global perspective, and multi-literacy to produce graduates who have soft skill and hard skills that are superior and competitive so that they become qualified human resources.
The Development of Problem-Based Practicum Module to Learn Reaction Rate and Basa-Acid Solution Puspasari, Puspasari; Astuti, Indri; Suratman, Dede
JETL (Journal Of Education, Teaching and Learning) Vol 3, No 2 (2018): Volume 3 Number 2 September 2018
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v3i2.748

Abstract

This study aims to determine the design, stages, and acquisition of student learning by using a practicum-based problem module on the material of reaction rate and acid-base solution. The development model used was a combination of the steps of Borg and Gall development research and Dick and Carey learning model design including needs analysis, design, initial design review, individual trials, revision, developing prototypes, small group trials, revision of finalization and trials field. Data collection techniques are observation, interviews, questionnaires and documentation with data collection tools for learning outcomes tests, observation sheets and questionnaires. Data analysis uses qualitative analysis and quantitative analysis. The results of the study show that the practicum module design is feasible to use, it can be seen from the module evaluation by experts that shows the module has met the eligibility criteria. In addition, field trials showed a positive response to the use of modules. Student learning after using the practicum module shows that students can actively use modules in practical activities. It can be seen from the t-test which shows that the value of t counts ≥ t table which means there are differences in learning outcomes before and after using the practicum module. The acquisition of attitude and skill aspects also showed very good results. So it can be concluded that the practicum module in learning the reaction rate and acid-base solution can help students to more easily learn the material of reaction rate and acid-base solution.
Aesthetic-Receptive and Critical-Creative in Appreciative Reading Setiartin, Titin
JETL (Journal Of Education, Teaching and Learning) Vol 2, No 2 (2017): Volume 2 Number 2 September 2017
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v2i2.193

Abstract

Reading is a process of aesthetically appreciative receptive to emphasize critical-creative reading activities. Metacognitively students understand, address any and explore the idea of the author in the text. Students responded, criticize, and evaluate the author's ideas in the text. At this stage, students can construct their post read text into other forms (new text). The aim of this strategy equips students to understand the meaning of the story, explore ideas, responding critically, and creatively pouring backstory idea. Reading strategies aesthetically-critical-creative receptive grabbed cognitive, effective, and psychomotor toward literacy critical reading and creative writing. Read appreciative included into the activities of reading comprehension. This activity involves the sensitivity and ability to process aesthetically-receptive reading and critical-creative. Readers imagination roam the author to obtain meaningful understanding and experience of reading. Some models of reading comprehension proposed experts covering the steps before reading, when reading, and after reading. At that stage to enable students after reading thinking abilities. Activities that can be done at this stage, for example, examine the back story, retell, make drawings, diagrams, or maps the concept of reading, as well as making a road map that describes the event. Other activities that can be done is to transform our student's text stories through reinforcement form illustrated stories into comic book form, for example (transliteration).
Development of TIMSS Model Test to Measure The Number Sense Ability of Junior High School Students Nurdiana, Riyanti
JETL (Journal Of Education, Teaching and Learning) Vol 3, No 2 (2018): Volume 3 Number 2 September 2018
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v3i2.783

Abstract

TIMSS results in the number content and number sense ability of students in Indonesia are still low. This research aims to train and familiarize students of the junior high school to work on problems in TIMSS using number sense abilities. The process of developing test instruments in this research was through the stages of the Plomp development model that are (1) preliminary investigation phase; (2) design phase; (3) realization phase; (4) test, evaluation and revision phase, and (5) implementation phase. This research produced a good quality test. The test instrument has met the criteria of valid, reliable, objective and practical included 4 item with high validity categories and 14 items of medium validity categories. The level of reliability is very high with r11 = 0.884, objective from the results of reliability and practical from the student response questionnaire analysis with the average student giving a positive response of 72.1%. The results of the research reveal that the test instruments that can measure the number sense ability are in the low category with an average percentage in the overall number sense indicator of 44.26% and from the interview results, students have not used all the indicators of the number sensing ability well.
The Effect of CLT Method On Students’ Speaking Skillat The Second Grade of MTSN 1 Kolaka Zakaria, Zakaria; Royani, Rani
JETL (Journal Of Education, Teaching and Learning) Vol 2, No 2 (2017): Volume 2 Number 2 September 2017
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v2i2.301

Abstract

This research presented about the effect of CLT Method on Students’ Speaking Skill at the Second Grade of MTsN 1 Kolaka. The research question was “is there significant effect of CLT Method on Students’ Speaking Skill at the Second Grade of MTsN 1 Kolaka?” The objective was to find out the effect of CLT method, the data and information about students’ speaking skill at the second grade of MTsN 1 Kolaka. The design of this research was quasy expriment in two classes with pre-test and post-test design. The sample were class VIII MTsN 1 Kolaka of 208 students and took 54 students as the sample. The instruments were speaking test comprehension. Data collection techniques in this research were giving pre-test, treatment, and post-test. The result it was found that in expriment class the mean score of pre-test (52,2) was smaller than the mean score of post-test (62,6) it means that the increased of the students’ speaking SKILL was 37% (0,51) and the value of was bigger than at the significant level 0,05 and degree of freedom –26, it means that   was rejected and  was accepted. It can concluded that there was an effect of CLT  method on students’ speaking skill at the second grade of MTsN 1 Kolaka.
Teachers’ Way Applying Integrated Learning Using Integrated Model With Creativity in Development Simple Aircraft as Central Theme Sabri, Tahmid
JETL (Journal Of Education, Teaching and Learning) Vol 3, No 1 (2018): Volume 3 Number 1 March 2018
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v3i1.612

Abstract

his research is carried out in cycles (stages), with some step steps that are (1) The teacher makes the design of integrated learning; (2) Conducted observations by the researcher; (3) Reflection is done to see together the constraints experienced by teachers when designing; (4) Implementing subsequent actions as remedial measures for teacher inaccuracies in previous activities; (5) The next step of implementing the design that has been made; (6) Reflections on the inaccuracy in the implementation of learning (7) Take the next class action as a remedy for inaccuracy in the implementation. Then the findings of this study include (1) Distribution of time in learning, both in the design of learning and in the implementation of learning difficult for teachers to distribute it appropriately; (2) The correlation between concepts in the related field of study, is still awkward or not yet done by the teacher appropriately; (3) Drawing conclusions in learning. Teachers have difficulty directing the students to conclude from the concepts already discussed (4) The views of integrated learning teachers need to be applied in elementary schools, as they can capture some concepts from several fields of study at the same time (5) Students' view that learning in an integrated way not difficult even fun, only a small part that says difficult because not yet accustomed.
Using Learning Science, Environment, Technology and Society (SETS) Local Wisdom and based Colloids Teaching Material Hairida, Hairida
JETL (Journal Of Education, Teaching and Learning) Vol 2, No 1 (2017): Volume 2 Number 1 March 2017
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v2i1.146

Abstract

The aim of this study was to investigate the effectiveness of learning using SETS and local wisdom based colloids teaching material on 10th-gradesenior high school students. Pretest-posttest control group design was used as the study method. Two classes have participated. XA class was chosen as experiment group which was taught using SETS and local wisdom based colloids teaching material, while on the other hand XB class was chosen as the control group which was taught using conventional colloids teaching material. The study showed that there were significant differences between two treatments given. Entrepreneurial passion and concept understanding of experiment group were better than the control group. Overall, students’ entrepreneurial passion was good. Therefore, learning using SETS and local wisdom based colloids teaching material was effective to improve entrepreneurial passion and concept understanding of students 
AN INTRODUCTION: EVALUATION OF QUALITY ASSURANCE FOR HIGHER EDUCATIONAL INSTITUTIONS USING RASCH MODEL Mursidi, Andi; Soeharto, Soeharto
JETL (Journal Of Education, Teaching and Learning) Vol 1, No 1 (2016): Volume 1 Number 1 March 2016
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v1i1.25

Abstract

This is a descriptive qualitatif research about quality assurance evaluation. the research aims to introduce analyzing using Rasch model to evaluate higher education institution based on quality assurance standars that have been developed to evaluate each member including instructor and staff in higher education institution. The instrument have been developed to conduct the experiment to provide raw data sample to doing practical analyzing using Rasch model in this research. The first part of this research will explain definition of the quality assurance and Rasch model analysis. The second part of this research will show introduction analysis using Rasch model to analysis sample data. The third part of this research will show a brief summary of the result and important finding in evaluation of higher assurance. Analyzing data of evaluation quality assurance using Rasch model will help higher educational institutions to increase and develop their quality assurance to be better higher educational institution.
Development of Independent Basic Training Model Based on Early Childhood Teacher Competency in Kubu Raya Regency Yusuf, Muhammad; Syukri, M.; Wahyudi, Wahyudi
JETL (Journal Of Education, Teaching and Learning) Vol 3, No 2 (2018): Volume 3 Number 2 September 2018
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jetl.v3i2.769

Abstract

In carrying out its duties and functions, early childhood teachers must meet the qualifications and competencies required in accordance with PERMENDIKBUD no. 137 of 2014 on the National Standards of Early Childhood Education. But in fact of early childhood teachers have varying variations in qualification and competence. Still found educators who are elementary education, but so many educators who have secondary education (high school or vocational school) and very few who have diploma and graduate education, although not relevant/appropriate with the field of education of early childhood. It is necessary to design a basic level tiered training that can be used by the organizers that are effective and efficient to overcome these problems. The purpose of this study is to develop the basic training model based on the competence of early childhood teachers in Kubu Raya. This study includes a type of research development with reference to the opinion of Borg & Gall. Products developed based on preliminary research are basic competency-based training and training. The test subject in this research is subject of expert, that is expert in the field of Early Childhood Education training, as well as subject of the basic training participants as potential users of the product. The determination of participant subjects for operational field test amounted to 19 teachers of Kubu Raya. Data collection techniques were conducted by questionnaire. The questionnaire is used to assess the training design that is developed in terms of needs analysis, the preparation of training programs, recruitment of participants, preparing training plans, trainers, training facilities, training schedules and administration. Data were analyzed descriptively, quantitatively and qualitatively. The results showed that, on field trial of basic education model based on the competence of early childhood teachers in Kubu Raya included in the effective category. The result of calculation of posttest result distribution shows the dominant calculation is effective as many as 10 people or 53%. Thus, the basic training model based on the competence of the development result is feasible to be used by the basic training provider for teachers.

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