Journal JETL (Journal Of Education, Teaching and Learning)-
Published: 29 October 2017
JETL (Journal Of Education, Teaching and Learning), Volume 2; doi:10.26737/jetl.v2i2.192
Abstract:The purpose of this research found the effect of cooperative learning (Jigsaw type and TPS type) and the type of personality (extrovert and introvert) toward the ability to write scientific articles. The study used an experimental method to factorial design 2X2. The test results the ability to write scientific articles and results of questionnaire analysis of personality types using ANOVA design of two lanes on the 0:05 level of significance. With a diverse class selected a sample of 16 students from 57 students. The results showed that: (1) There are differences between students learning with Jigsaw type of cooperative methods and student learning with cooperative methods TPS type. F-table (F test = 5607> Ftabel (0,05; 1:28) = 4.20). (2) There is a difference between students who have extroverted personality types and students who have introverted personality types. F-table (F-count = 4,928> F-table (0:05; 1:28) = 4.20). (3) There is an interaction between the effects of cooperative learning method and the personality type of the skills of writing scientific articles. F-table (F-count = 51 165> F-table (0:01; 1:28) = 7.64). (4) There are differences between students learning with Jigsaw type of cooperative methods and student learning by the type of cooperative methods TPS on students who have extroverted personality types. Q-count value = 9:53 is greater than Q-table (0:01; 4: 8) = 6.20. (5) There is a difference between students learning with Jigsaw type of cooperative methods and student learning by the type of cooperative methods TPS on students who have introverted personality types. This is evidenced by the results of statistical analysis obtained by value Q-count value = 4.79 is greater than Q-table (0:05; 4: 8) = 4.53. (6) The difference between the students who have the personality types extrovert and students who have introverted personality types on student learning with Jigsaw type of cooperative methods. Q-count value = 9:39 is greater than Q-table (0:01; 4: 8) = 6.20. (7) There is a difference between students who have the personality types extrovert and students who have introverted personality types on students who studied with TPS type of cooperative methods. Q-count value = 4.94 is greater than Q-table (0:05; 4: 8) = 4.53.
Published: 1 October 2017
JETL (Journal Of Education, Teaching and Learning), Volume 2; 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).
Published: 7 August 2017
JETL (Journal Of Education, Teaching and Learning), Volume 2; doi:10.26737/jetl.v2i1.134
JETL (Journal Of Education, Teaching and Learning), Volume 2; doi:10.26737/jetl.v2i1.144
Abstract:This study background is from the history of West Kalimantan as an area that has the potential for violent conflict in the name of ethnicity. This potential is supported by the shift of the demographic map, from homogeneous to heterogeneous society. Segregation population continues to occur when the autonomous regions were accompanied by a local election. At the beginning of this year, for example, we were struck increased intolerance. The potential of violent conflict continues to arise in every operation of the democratic party at the local level. To determine the potential of multi-cultural knowledge in students, the authors conducted research on the two schools with different types of contrast. The research was carried out for two months with ethnographic methods. The author conducted in-depth interviews as well in addition to observation and review of the literature. These results indicate that teens from both schools studied generally have a multicultural knowledge is still relatively low, but they want to learn the culture of the ethnic other. Multicultural education in adolescents (students) is influenced by two factors: internal factors (instrumental) and external factors (environmental). The instrumental factors, among others: the teens themselves, teachers, family, and peers, whereas environmental factors, among others, media, and government (policy). Another important finding is that regional autonomy could be access for schools in encouraging alternative education models as a result of their creative efforts into spaces of democracy and pluralism in schools. Relations between the school through the activities of the organization-Students' Union (OSIS) can be a bridge multicultural adolescent relationships in these two schools. The author realizes there are still many shortcomings of this study, for that kind of research still needs to be done
JETL (Journal Of Education, Teaching and Learning), Volume 2; 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
JETL (Journal Of Education, Teaching and Learning), Volume 2; doi:10.26737/jetl.v2i1.141
Abstract:Among many existing motivational theories, perhaps Maslow's Hierarchy of Needs Theories are widely known. This theory passes a message to us that once a person passes a certain level of need, he is no longer motivated by the level of motivation below. This provides an understanding that a manager or leader or motivator in the organization should know what is needed by subordinates. The need of a daily production worker with staff of managerial staff is different. To provide motivation that can improve performance to both, a motivator must provide different treatment according to their needs.
JETL (Journal Of Education, Teaching and Learning), Volume 2; doi:10.26737/jetl.v2i1.147
Abstract:A practical way internalize value on elementary school children is very strategic, this study aims to provide the best solution. The method used descriptive through class actions done by the students in a way peer teaching. The findings showed that the Internalization of learning design can practically be done well. Application of learning can be applied Effectively, seen from the way of practicality Internalization in learning and provide a significant positive impact on personality value on individual students toward the creation of Piety, noble, intelligent, skilled, creative, discipline, independence, responsibility and democratic, this achievement can not be separated from the various constraints experienced by teachers, but can be Overcome, so that the meaningfulness of students in learning remains created. This study is expected to be the authorized capital on the development of thematic learning in primary school.
JETL (Journal Of Education, Teaching and Learning), Volume 2; doi:10.26737/jetl.v2i1.148
Abstract:The results showed: (1) learning model IPS-oriented environment can grow and not you love the cultural values of the area as a basis for the development of national culture, (2) community participation, and the role of government in implementing learning model of IPS-based environment provides a positive impact for the improvement of management school resources, (3) learning model IPS-based environment effectively creating a way of life together peacefully, increase the intensity of togetherness and mutual respect (4) learning model IPS-based environment can improve student learning outcomes, (5) there are differences in the expression of attitudes and results learning among students who are located in the area of conflict with students who are outside the area of conflict (6) analysis of the scale of attitudes among school students da SMA result rewards high school students to the values of unity and nation, respect for diversity and peaceful coexistence, It is recommended that the Department of Education authority as an institution of Trustees and the development of social and cultural values in the province can apply IPS learning model based environments.
JETL (Journal Of Education, Teaching and Learning), Volume 2; doi:10.26737/jetl.v2i1.145
Abstract:This article titled "Dayak and Daily Life" This paper aims to reveal the Dayak and in their daily life. Dayak is a native of Borneo has its own characteristics. Dayak, divided into 405 sub-sub clans . Each sub Dayak both Indonesia and Malaysia are identical. Dayak customs and culture comes from the word "Power" which means upstream, to refer to people who live in inland areas or in the interior of Borneo. In the arsenal of art and culture, Dayak has many similarities such as; saber, chopsticks, beliong, betang, cupai, renjung, empajang and others. Dayak indigenous religion is Kaharingan which is the original religion born of the cultural ancestors of the Dayaks. Most of the Dayak people still adhere to the belief of the existence of unseen objects in certain places such as rocks, large trees, planting gardens in the forest, lakes, pools, and others are believed to have "magical powers". Daily life of the Dayaks in general farming, farming. When will open farming land, farming they held ritual.
JETL (Journal Of Education, Teaching and Learning), Volume 2; doi:10.26737/jetl.v2i1.140
Abstract:Writing is the most difficult skill for second language learners. It can be seen, for example, they always make ageneralization, simplification, less of knowing vocabularies, punctuation, spelling, and grammar. This paper will describe improving the students’ writing competence in second language acquisition through the implementation of lesson study in faculty of language education of Indraprasta PGRI University of Jakarta. This research uses qualitative approach and the data taken from the students who are studying writing in the class. In applying lesson study, lecturer model explains about the materials based on the syllabus of the subject. The students are also given tasks in their groups. The observers watch and write about the students and assist them. After doing this, the observers discuss about the class with the lecturer model. By doing the implementation of Lesson Study, the students can work in group together, the class is so inspiring, they feel satisfied with the explanation of the lecturer model and havegood impact to improve the students’ writing competence.