Efektivitas Pelaksanaan Metode Diskusi Kelompok Terpusat (Focus Group Discussion)terhadap Motivasi  Belajar Ips Murid Kelas v Sd Negeri Ii  Bone-Bone Kota Baubau

Aswad, Hijrawatil

doi:10.31851/pernik.v2i01.3112

Cited by 12 publications

(10 citation statements)

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“…The effects of learning using group discussion methods are very diverse, such as increasing performance, increasing social interaction, increasing activity, and increasing emotional intelligence (Haq, 2019). The application of the discussion method can dig deeper into students 'understanding of a learning topic being studied that can attract students' attention so that it can motivate them in the learning process (Aswat, 2019).…”

Section: Discussionmentioning

confidence: 99%

The Effect of the Discussion Method of Video Analysis of Physics Learning on High Level Thinking Skills of Students

Hikmawati

Ayub

Sahidu

2021

JIPP

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Higher order thinking skills are one of the skills that are used as provisions for students to face competition in the era of globalization. The purpose of this study was to determine the effect of the discussion method of analysis of physics learning videos on students' higher order thinking skills. The subjects of this study were all 5th semester students who took the Physics Curriculum Review lectures in the 2020/2021 academic year at a university in the city of Mataram, totaling 64 people. The research method was quantitative, with a post-test only group design. Higher order thinking skills data were obtained from the essay test given after the treatment. Data analysis to test the hypothesis using one-way ANOVA and calculations using SPSS 25. The results showed that the value of the F coefficient of 16,846 with a significance of 0.000 is much smaller than the alpha value of 0.05. There are differences in higher-order thinking skills between students who take conventional discussion learning, students who take video analysis discussion learning, and students who take problem-solving learning. The follow-up test with the Tukey Test shows that the difference between class 1 and class 2 has a significance of 0.000, the difference between class 1 and class 3 has a significance of 0.003, and the difference between class 2 and class 3 has a significance of 0.048. All comparisons had a significance value less than an alpha value of 0.05, so further tests for all pairs of sample classes were significant. The average score of students who took conventional discussion learning was 78.45, the average score of students who took part in the video analysis discussion learning was 85.20, and the average score of students who took problem solving learning was 82.36. Thus, the class of students who took part in the video analysis discussion learning physics learning had the highest average compared to the other 2 classes. The discussion method of analyzing physics learning videos can be used as an alternative learning method to develop students' higher order thinking skills.

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Section: Discussionmentioning

confidence: 99%

The Effect of the Discussion Method of Video Analysis of Physics Learning on High Level Thinking Skills of Students

Hikmawati

Ayub

Sahidu

2021

JIPP

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“…This number is higher than the 30% of people living in rural areas who use the internet (Aswat dan Belakang 2019). The pandemic situation is increasingly demonstrating an expanding digital divide in society.…”

Section: Introductionmentioning

confidence: 90%

Social Exclusive of Education Inequality in the Covid-19 Pandemia by Education Digitalization Activities

Sarah

2022

QLMN

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The process of utilizing digital systems in the world of education to realize a learning process is the government's effort to equalize access to education and reduce the digital divide. The Covid-19 pandemic is to blame for adopting digitalization in the education sector. Using the perspective of social exclusion in Indonesia, this study aims to describe educational inequality through efforts to digitalize education during the Covid-19 pandemic. The literature review method was used to map the issue of social exclusion and inequality in the education sector in Indonesia's digitalization efforts by the government for students. The Google Scholar and Scopus features filter journal articles about educational inequality and digitalization efforts during the data collection process. Based on research findings, building more ICT infrastructure to support 5G in rural developing countries, promoting digital literacy programs, implementing policy incentives for digital technology, and increasing the equity of digital services are all strategic efforts to address educational inequality. Acknowledging comprehensive schooling, The Service of Instruction and Culture sent off a few developments to help the digitalization cycle. The development of a Learning House is one of the most significant.

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“…Metode diskusi ialah metode yang bisa membuat peserta didik aktif dan siswa bisa mendapatkan peluang berdialog maupun berdialog untuk bertukar pikiran dan informasi sesuatu topik maupun permasalahan serta mencari kebenaran ataupun pembuktian yang bisa digunakan untuk pemecahan permasalahan (Juramika, 2020). Lewat metode ini murid aktif berperan didalam proses pembelajaran serta melatih murid untuk berbicara menghasilkan sebuah pendapat mereka (Aswad, 2019).…”

Section: Pendahuluanunclassified

Peran Guru Dalam Menerapkan Metode Diskusi Kelompok Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Kelas v Sekolah Dasar

Sholihah

Amaliyah²

2022

jcp

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Kompetensi pedagogik merupakan salah satu kompetensi yang harus dimiliki guru. Kompetensi berkaitan dengan kemampuan guru dalam mengemas pembelajaran agar menunjang ketercapaian tujuan pembelajaran. Penelitian ini bertujuan untuk dapat mengetahui kemampuan pedagogik guru dalam menerapkan metode diskusi kelompok dalam pembelajaran PPKn. Penelitian ini untuk mengidentifikasi suatu kemampuan pedagogic guru dalam melakukan pembelajaran. Pada penelitian ini menggunakan pendekan metode kualitatif deskripsi. Metode pengumpulan data pada penelitian ini menggunakan observasi, wawancara dan dokumentasi terhadap guru kelas di sekolah dasar. Pengambilan data melalui guru kelas pada kelas 5 di SDN DUKUH 09 PAGI. Hasil penelitian menunjukkan bahwa guru dapat mengajak siswa untuk berpikir kritis, mengemukan sebuah pendapat, menanamkan mental keberanian dalam berpendapat dengan menggunakan metode diskusi kelompok sehingga siswa tidak menjadi pasif ketika mengikuti pembelajaran dikelas. Penggunaan metode diskusi kelompok dalam pembelajaran menunjang keterampilan berpikir kritis siswa dan guru harus mempersiapkan secara seksama agar metode diskusi kelompok dapat diterapkan dengan baik.

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Efektivitas Pelaksanaan Metode Diskusi Kelompok Terpusat (Focus Group Discussion)terhadap Motivasi Belajar Ips Murid Kelas v Sd Negeri Ii Bone-Bone Kota Baubau

Cited by 12 publications

References 0 publications

The Effect of the Discussion Method of Video Analysis of Physics Learning on High Level Thinking Skills of Students

The Effect of the Discussion Method of Video Analysis of Physics Learning on High Level Thinking Skills of Students

Social Exclusive of Education Inequality in the Covid-19 Pandemia by Education Digitalization Activities

Peran Guru Dalam Menerapkan Metode Diskusi Kelompok Untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Kelas v Sekolah Dasar

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