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The low learning outcomes of students at SDN Rangga Mekar are different from the Minimum Completeness Criteria (KKM) of Elementary School, so research needs to be conducted. This study aims to discover how using flashcard learning media and jellyfish hunting games improves science learning outcomes at SDN Rangga Mekar in theme two, subthemes 3 of the material "Maintaining the Health of Human Respiratory Organs." The research method used is Classroom Action Research (PTK), using the Kemmis MC Taggart model through four stages: planning, action, observation, and reflection. The research respondents comprised 26 students in grades V-B at SDN Rangga Mekar, South Bogor District, West Java Province. The success indicator of this study is 80%, with 26 students in grades V-B who have a score above KKM or have a minimum score of 70. The results of the study showed that the data obtained from the pre-cycle was as many as 13 students (50%) who achieved KKM, the first cycle showed completeness data as many as 19 students (73%) achieved KKM, and in the second cycle obtained data on 24 students (92%) who achieved KKM. There was an increase of 23% for pre-cycle results to cycle I, from cycle I to cycle II by 19%, and by 42% from pre-cycle to cycle II. Based on this, flashcard learning media and jellyfish hunting games can improve science learning outcomes in class V-B SDN Rangga Mekar. [ABSTRACT FROM AUTHOR]

The urgency of this research lies in the lack of enthusiasm among young children to start learning, which is partly caused by a lack of innovation in teaching methods. This issue is particularly crucial as early childhood is a critical period for cognitive development. This classroom action research aims to develop the potential of kindergarten group B children in readiness to enter elementary school. In this increase, children will be directed to learn using the Preparation Center with the BCCT model and the Bosowa School integrated curriculum. This research is focused on supporting children's school readiness, especially in pre-numeracy, pre-reading and pre-writing. Classroom Action Research (PTK) will be carried out in 2 cycles, each cycle consisting of planning, implementation, observation and reflection. Then the results of the investigation will be continued with an evaluation at the end of the lesson. Learning outcome data was obtained from learning outcome evaluation tests at the preparation stage for children's school readiness. This research involved Kindergarten B, totaling 59 children. The reference for assessing children's observations uses a Likert scale. The results of the research showed that there was an increase in cycle II in the pre-numeracy aspect, 77.8%, pre-reading, 72.6%, and pre-writing, 74%. So the data obtained with an average of >70% complete results, and the use of preparation centers with the BCCT model can support school readiness.

This research is classroom action research (PTK) which aims to increase efforts in students' creative thinking abilities through the application of the Problem Based Learning (PBL) model in class X-DKV SMK MALAKA in the 2022/2023 Academic Year. The subjects of this research were 37 students from class The results of this research are: a) Students who have very creative criteria; b) Students who have creative criteria; c) Students who have the criteria to be creative enough; d) Students who have less creative criteria; e) Students who have criteria for not being creative. The results of the initial test show that students have criteria for not being creative with an average score of 57.16. After receiving lessons given through the Problem Based Learning learning model, students showed increased creative thinking abilities. This is shown by comparing Cycle I with Cycle II, or by comparing the initial stage of Student Ability Tests. These two comparisons show that, no student can achieve the goal at their current level of creative thinking ability. In cycle I, the overall student success rate was 49% (18 of the total students), with an average score of 63.51. In cycle II, the percentage of successful students increased to 81% (30 of the total students), with an average score of 86.89.

The mathematics learning outcomes of students in class X APHP 1 SMKN Pertanian Terpadu Provinsi Riau in the 2022/2023 academic year show that the percentage of classical achievement is only 35.9 percent. From the reflection of the learning process carried out by the teacher, the following conclusions: (1) the learning process was still teacher-centered; (2) during the teaching and learning process, only a small number of students actively participated in the teaching and learning process; (3) there were still students who did not do their work and only copied their friends' work. This study aims to increase students' activity and learning outcomes by applying the Think Pair Share cooperative learning model. This type of research is Classroom Action Research with two cycles. The subjects of this study were 39 students of class X APHP 1 at the SMKN Pertanian Terpadu Provinsi Riau. The results showed that applying the TPS type of cooperative learning model can be active in learning outcomes, as seen by an increase from cycle I to cycle II. The number of students who achieved KKM in the first cycle was 79.5 percent, while in the second cycle, it was 89.7 percent. Therefore, the TPS-type cooperative learning model can be used as an alternative to learning mathematics to improve student learning outcomes. Abstrak Hasil belajar Matematika peserta didik kelas X APHP 1 SMKN Pertanian Terpadu Provinsi Riau semester ganjil tahun ajaran 2022/2023 menunjukkan bahwa persentase ketercapaian secara klasikal hanya sebesar 35,9 persen. Dari hasil refleksi proses pembelajaran yang dilakukan guru diperoleh kesimpulan bahwa: (1) proses pembelajaran masih berpusat pada guru; (2) pada saat proses belajar mengajar berlangsung hanya sebagian kecil peserta didik yang melakukan aktif untuk berpartisipasi dalam proses belajar mengajar; (3) masih terdapat peserta didik yang tidak mengerjakan pekerjaannya dan hanya selalu meniru pekerjaan temannya. Penelitian ini bertujuan untuk meningkatkan aktivitas dan hasil belajar peserta didik melalui penerapan model pembelajaran kooperatif tipe Think Pair Share (TPS). Jenis penelitian ini adalah Penelitian Tindakan Kelas dengan dua siklus. Subyek penelitian ini adalah 39 peserta didik kelas X APHP 1 SMKN Pertanian Terpadu Provinsi Riau. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran kooperatif tipe TPS dapat aktivitas dan hasil belajar, terlihat dengan adanya peningkatan dari siklus I ke siklus II. Jumlah peserta didik yang mencapai KKM pada siklus pertama 79,5 persen, sedangkan pada siklus II 89,7 persen. Oleh karena itu, model pembelajaran kooperatif tipe TPS dapat dijadikan salah satu alternatif pembelajaran Matematika untuk meningkatkan hasil belajar peserta didik. Kata Kunci: hasil belajar; pembelajaran kooperatif; penelitian tindakan kelas; think pair share

This Classroom Action Research (CAR) is an effort to improve students' intrapersonal and interpersonal intelligence through the application of Problem Posing in mathematics learning in Junior High Schools on Constructed Spaces with Curved Sides. The research subjects were 64 students from the 9th grade of a Junior High School in Bandung. Data collection techniques include interviews, questionnaires, observations, and documentation. Intrapersonal and interpersonal intelligence in the experimental class using the Problem Posing learning model is relatively better than the control class using conventional learning models. The results of this study show that the application of the Problem Posing learning model can improve students' intrapersonal intelligence and interpersonal intelligence. There are several advantages that researchers get in implementing Problem Posing besides students become the center of learning and practice working in groups, students become much more enthusiastic so that the learning atmosphere is conducive and full of activity, and presentation activities can build courage and confidence in performance. Learning performance and building a positive attitude during learning. Suggestion: The problem-posing learning model can be an alternative to be applied in the classroom because it can foster self-confidence and make students more active, thereby increasing students' mathematical communication skills, which correlate with interpersonal intelligence. Penelitian ini sebagai upaya untuk meningkatkan kecerdasan intrapersonal dan interpersonal siswa melalui penerapan Problem Posing pada pembelajaran matematika di Sekolah Menengah Pertama (SMP) pada materi Bangun Ruang Sisi Lengkung. Jenis penelitian yaitu Penelitian Tindakan Kelas (PTK). Subyek penelitian sebanyak 64 orang siswa kelas 9 salah satu SMPN di Bandung. Teknik pengumpulan data meliputi: wawancara, angket, observasi, dan dokumentasi. Kecerdasan intrapersonal dan interpersonal pada kelas eksperimen dengan penggunaan model pembelajaran Problem Posing, relatif lebih baik dari kelas kontrol yang menggunakan model pembelajaran konvensional. Hasil dari penelitian ini bahwa penerapan model pembelajaran Problem Posing dapat meningkatkan kecerdasan intrapersonal dan kecerdasan interpersonal siswa, terbukti dari peningkatan rata-rata keduanya pada setiap siklus. Ada beberapa kelebihan yang didapat peneliti dalam menerapkan Problem Posing, selain siswa menjadi sentral pembelajaran dan melatih bekerja dalam kelompok, siswa menjadi jauh lebih semangat dan antusias sehingga suasana pembelajaran kondusif dan penuh aktifitas, selain itu kegiatan presentasi dapat membangun keberanian dan keyakinan dalam unjuk kinerja belajar dan membangun sikap positif selama pembelajaran. Oleh karena itu, model pembelajaran Problem Posing dapat menjadi alternatif untuk di-terapkan di dalam kelas karena dapat menumbuhkan percaya diri siswa untuk lebih aktif sehingga mampu meningkatkan kecerdasan intrapersonal dan kecerdasan interpersonal.

The implementation of Loose Part media has proven to enhance various aspects of children's development, particularly in cognitive development. This study aims to evaluate the impact of implementing Loose Part media in early mathematics play activities on the cognitive development of early childhood at 'Aisyiyah Bustanul Athfal (ABA) Simangambat Mandailing Natal Kindergarten. The research adopts the Classroom Action Research (CAR) method, utilizing a quantitative approach to measure the success rate of the children and a qualitative approach to observe advanced development and decision-making. Loose Part media is applied to stimulate the cognitive development of early childhood through early mathematics play activities. The research population involves early childhood subjects in Group B, aged 5-6 years, at 'Aisyiyah Bustanul Athfal (ABA) Simangambat Mandailing Natal Kindergarten, totaling 22 children. The research findings indicate that the implementation of Loose Part media significantly improves the cognitive development of early childhood. Before the intervention, the average score was 30%, which increased to 62.68% after Cycle I and reached 85.20% after Cycle II. Consequently, learning through Loose Part media in play activities proves to be an effective choice for enhancing the cognitive development of early childhood. The interpretation of the research results reveals a significant enhancement in children's cognitive abilities through interaction with Loose Part media. The substantial improvement, reflected in the average score progression from Cycle I to Cycle II (85.20%), indicates the positive contribution of Loose Part media in early mathematics play activities to the cognitive development of early childhood. [ABSTRACT FROM AUTHOR]

This analysis dissects a piece of information into its parts and determines how they interact in constructing a concept. This study focuses on enhancing the analytical thinking skills of grade 6 students in science and technology courses by implementing inquiry-based learning management. The aim is to meet the minimum requirement of 70 percent and assess student satisfaction with the approach. This work follows a classroom action research approach involving planning, action, observation, and reflection steps. The target group comprises 25 grade 6 students studying in the first semester of the 2022 academic year at an elementary school in Northeast Thailand, selected through purposive sampling. The research tools include six 5E inquiry-based learning plans, an analytical thinking skills test, and a satisfaction questionnaire. Data collection involves implementing the learning plan in two operational cycles, conducting analytical thinking tests, and administering satisfaction questionnaires. The collected data are analyzed to determine achievement levels and satisfaction ratings. The statistics used are mean, standard deviation, and percentage. The findings from the first operational cycle indicate that 76.0% of students did not meet the evaluation criteria. After the second operational cycle, the mean score improved, and all students met the assessment criteria of 70.0%. Overall, the inquirybased learning approach has the potential to enhance analytical thinking skills, and student satisfaction levels were generally positive. These findings highlight the importance of incorporating effective learning management strategies, such as analytical thinking, to improve students' higher-order thinking skills. [ABSTRACT FROM AUTHOR]

Copyright of Qardhul Hasan: Media Pengabdian Kepada Masyarakat is the property of Universitas Djuanda and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this PKM activity is to help high school mathematics teachers in South Central Timor (TTS) to create PTK-based written work and be able to publish it. Meanwhile, the background for holding this PKM is because the majority of high school mathematics teachers have difficulty getting promoted because they are hampered by published scientific papers.The specific target to be achieved through PKM activities for the community (teachers) is to improve teachers' skills and abilities in creating and publishing PTK-based written work.The methods used in this activity are lecture, discussion, question and answer, demonstration, and practice. Providing material I, namely what is PTK, characteristics of PTK, systematics of written work based on PTK and how to make a good PTK. The second material is about the implementation of PTK writing which is stated through filling in a reflection form to find PTK problems. Next is the final material regarding the publication of Scientific Works. This activity went well and received a positive response from the activity participants

Penelitian ini memfokuskan pada peningkatan keterampilan menulis teks cerita sejarah dan kaidah kebahasaan teks sejarah melalui penerapan model discovery learning pada siswa kelas XII MIPA 3 di SMAN 1 Bantul. Berdasarkan permasalahan yang diidentifikasi, seperti kurangnya minat siswa dalam menulis, pendekatan pembelajaran yang monoton, dan kurangnya pengetahuan siswa tentang teks cerita sejarah, peneliti mencoba menerapkan model pembelajaran discovery learning. Penelitian ini menggunakan metode penelitian tindakan kelas dalam dua siklus. Siklus pertama menunjukkan perbaikan yang cukup signifikan dalam hasil belajar siswa, namun masih ada siswa yang belum tuntas. Pada siklus kedua, dengan peningkatan strategi pembelajaran dan peran guru yang lebih aktif, seluruh siswa berhasil tuntas dengan nilai pengetahuan dan keterampilan yang meningkat secara signifikan. Hasil penelitian menunjukkan bahwa model discovery learning berhasil dalam meningkatkan hasil belajar siswa. Hal ini terlihat dari persentase ketuntasan belajar yang mencapai 100% pada kedua siklus, menandakan kesuksesan model pembelajaran ini dalam meningkatkan kemampuan menulis teks cerita sejarah dan kaidah kebahasaan teks sejarah siswa. Model ini juga memberikan siswa kesempatan untuk terlibat lebih aktif, meningkatkan keterampilan berpikir kritis, dan menciptakan pembelajaran yang lebih menarik. Dengan demikian, diperoleh kesimpulan bahwa model discovery learning dapat menjadi alternatif yang efektif untuk meningkatkan hasil belajar siswa dalam keterampilan menulis teks cerita sejarah dan kaidah kebahasaan teks sejarah di mata pelajaran Bahasa Indonesia.

This study aims to determine students' creative thinking skills by applying the creative problem-solving (CPS) model to electricity material with fluency, flexibility, originality, and elaboration indicators. The subjects of this research are 27 sixth-grade students in Al-Irsyad Banyuwangi Elementary School. This research was conducted through classroom action research consisting of two cycles. Data were collected using essay test instruments with scores of 1 to 4. The results of the diagnostic assessment of creative thinking were 43.17. After applying the CPS model, the results showed that the average fluency was 52.78 (cycle I) and 58.80 (cycle II), flexibility was 48.15 (cycle I) and 64.35 (cycle II), originality was 41.67 (cycle I) and 57.87 (cycle II), and elaboration was 62.96 (cycle I) and 68.98 (cycle II). The class average score increased to 51.39 and again to 62.5 in cycle II. Based on these data, applying CPS in learning electricity can improve students' creative thinking skills.

The success of the learning process is the core goal of education. The success of the learning process can be seen from several things, one of which is student learning motivation. Learning motivation plays an important role in achieving learning success, and it has the potential to affect learning interest, activeness, and learning outcomes. The existence of strong learning motivation will catapult students to success in learning. Students' low motivation to learn is a concern for researchers to solve. This study aims to increase student motivation through learning team games tournament (TGT). The research method used in this study is Classroom Action Research (PTK) with a quantitative-descriptive approach. The data collection technique used is to distribute questionnaires that will be filled out by students. This research was conducted at SMAN 3 Padang on geography subjects. The results of this study show that teams games tournament (TGT) can meet extrinsic learning motivation indicators. The level of fulfillment of all indicators is more than 60% and even reached 72%, such a percentage is classified as "Enough" and "Good". Teams games tournaments (TGT) can also increase students' extrinsic learning motivation. The learning can increase the percentage of students with “Medium” and “High” motivation to 80%.

This study aims to determine students' creative thinking skills by applying the creative problem-solving (CPS) model to electricity material with fluency, flexibility, originality, and elaboration indicators. The subjects of this research are 27 sixth-grade students in Al-Irsyad Banyuwangi Elementary School. This research was conducted through classroom action research consisting of two cycles. Data were collected using essay test instruments with scores of 1 to 4. The results of the diagnostic assessment of creative thinking were 43.17. After applying the CPS model, the results showed that the average fluency was 52.78 (cycle I) and 58.80 (cycle II), flexibility was 48.15 (cycle I) and 64.35 (cycle II), originality was 41.67 (cycle I) and 57.87 (cycle II), and elaboration was 62.96 (cycle I) and 68.98 (cycle II). The class average score increased to 51.39 and again to 62.5 in cycle II. Based on these data, applying CPS in learning electricity can improve students' creative thinking skills. [ABSTRACT FROM AUTHOR]

This study examined the implementation of project-based learning (PBL) integrated with HOTS assessment in helping students develop their English-speaking skills. In addition, this study sought to explore the challenges faced by the teacher when implementing PBL with HOTS assessment. Using classroom action research (CAR) involving 32 ninth-grade students of a junior high school, qualitative and quantitative data were gathered in two cycles. The quantitative data were obtained via speaking tests whereas the qualitative data were acquired through interviews and observations. This research indicated that project-based learning through HOTS assessment helped the students hone their speaking skills as they had more chances to practise speaking. The students were more confident to speak in English. They actively participated during the discussion and could think creatively while performing the project. However, the teacher faced challenges as there were still students with a low mastery of vocabulary and a lack of participation in designing mini-drama scripts. PBL with HOTS assessment can be used as an alternative to facilitate students’ speaking practice in the EFL classroom. [ABSTRACT FROM AUTHOR]

Speaking is like the first assessment for each learner who is studying English and each learner has to speak. This statement means an obligation, duty, task, fact, implementation, process, and it can be learning, although we still find some students are speaking little or even passive in the classroom. One of the method that can raise the students motivate in learning speaking is Holistic method. This study aims to identify the students’ improvement in speaking ability using Holistic Method. This research following the principle working of Classroom Action Research (CAR) that contained of four stages (Planning, Implementation, Observation, and Reflection). a classroom action research was applied by implementing two cycles and each cycle was applied four meetings. To increase the speaking proficiency and fluency of the SMP Negeri 6 Watampone, VII-B class, a holistic approach was used. The research findings indicated a significant improvement of the students’ speaking ability after implementing two cycles. About the speaking accuracy, the students’ get 56.50% in the Diagnostic test, 64.10% in cycle I, and 75.30% in the cycle II. About the speaking fluency, the students get 57.00% in the Diagnostic test, 65.50% in the cycle I, and 75.80% in the cycle II. In the second cycle, the pupils' speaking accuracy improved by 35.32%. In the second cycle, there was a 33.03% improvement in the pupils' speaking fluency. Consequently, the investigator came to the conclusion that the pupils in VII-B class at SMP Negeri 6 Watampone's usage of a holistic approach had been successful in improving their speaking abilities.

The method used was Classroom Action Research (CAR). By using this method, it might raise students' motivation in learning English especially to master language forms, structure and grammar. Most studies focused on improving students’ English skills in high school level. Hence, the researchers planned to implement work in pairs strategy to improve students’ writing skills. It focused on university students who had low motivation and lack of grammar while learning English, especially writing skills. Researchers formulated the research questions; How is work in pairs method be used to improve students’ writing skills? Pre-test and the post-test 2 had improved from lacking to fair. It was proved that implementing the pair work technique is a positive approach to boost students' writing skills, particularly in the context of descriptive writing. The average score of students increased, and the teaching-learning process improved significantly. Work in pairs method was useful in assisting students in writing descriptive text. The researchers hope by publishing this article, it will be useful for teacher and learners on learning English by using this work in pairs method

Background: The objective of writing instruction is to equip students with the ability to proficiently comprehend and produce various types of texts, such as monologues, paragraphs, or essays. So, finding and applying appropriate teaching methods to teach writing skills is necessary. Methods: The subjects of this research were the students at grade VIII of SMP Negeri 3 Bambalamotu that consisted of 22 students. This research was Classroom Action Research (CAR) covering plan, action, observation, and reflection. This research was carried out in two cycles. The first meeting focused on explanation of the materials through the syntax of Genre-Based Approach; 1. BKOF (Building Knowledge of the Field), 2. MCOT (Modeling Construction of the Text), 3. JCOT (Join construction of the Text) and 4. ICOT (Independent Construction of the Text). And the second meeting focused on evaluation. Results: The data of this research were obtained from observation, field notes, and writing test. In the initial test of cycle 1, it was evident that the students did not meet the success standards as they struggled to write descriptive paragraphs. However, the test results in cycle 2 revealed that the introduction of the GBA (Guided-By-Approach) effectively enhanced the students' writing abilities. By following the stages outlined in the GBA, the challenges faced by students in writing can be reduced. Conclusion: three key elements of the GBA, namely collaboration, joint construction, and independent construction, contribute to the potential for improvement in students' writing skills.

This study utilized Classroom Action Research and was carried out during a teaching internship in a Junior High School in Batam, Indonesia involving 20 eighth-grade students. The objective of the study is to investigate the impact of implementing the Role Play Strategy on students' attitude, interest, and effort in practicing English speaking skills. The research was structured into distinct stages, including planning, action, observation, and reflection. The research instruments used were observation, pre-test, and post-test. The students were initially observed during their English lessons, after which the pre-test and post-test were administered to evaluate the improvement in their speaking skills. A rubric was devised to assess the students' speaking skills across various aspects. The post-test results revealed a significant improvement in the students' scores compared to the pre-test, demonstrating the effectiveness of the Role Play Strategy in enhancing their speaking abilities. The students' average score for the pre-test was 67.85 points, while their average score for the post-test was 73 points after the implementation of Role Play. Therefore, it can be concluded that the use of Role Play Strategy in classroom instruction is an effective approach for promoting students' speaking skills. The result suggests that the teachers should use creative and modified teaching materials to improve students' curiosity in learning English.

Purpose – For a real educator, instructional activities in the classroom constitute a series of investigations for sustainable quality improvement. However, such classroom inquiries, which are better known as classroom action research in teachers’ world, remain to be seen as exclusive and often neglected, and therefore learning process and outcome become less optimum or even failed. This article aims to examine the gap that exists between the theory and practice of classroom action research and offer its corrections. Methods – This study is based on observation and retrospective interviews during either pre-service or in-service teacher education and training and information obtained from relevant literature. Data/Information regarding the classroom action research practices was confronted with what experts in the field “say”. Findings – Some important points on teachers’ bad practices in implementing classroom action research, and most possible causes, as well as their proper practices, have been crystallized through this review. Research Implications – At the end of this paper, teachers are offered some ways that prevent them from misconceiving and wrongly implementing classroom action research.

Critical thinking skills require an active learning process that involves deciding whether to agree or disagree with the information, making judgments to ensure correctness, and correcting inaccurate information to generate new ideas. This study employed Classroom Action Research (CAR) with the main objective of identifying learning models that can increase student involvement in learning mathematics and improve students' critical thinking skills. This study aims to improve students' critical thinking skills using the Jigsaw cooperative learning model. The teacher conducting the study used the applied learning model, while the researcher acted as an observer. This activity involved twenty-five tenth-grade and was conducted at Madrasah Aliyah Al Muayyad Surakarta. The results showed that by implementing the Jigsaw cooperative learning model, there was an increase in the process of learning mathematics in both cycles. The results showed the jigsaw learning model could improve students' critical thinking skills with an average increase of 43% in critical thinking skills before the study. [ABSTRACT FROM AUTHOR]

Penelitian ini bertujuan untuk mengetahui bagaimana peningkatan dan hubungan antara keaktifan dan hasil belajar peserta didik kelas X Teknik Pemesinan 3 pada mata pelajaran Energi dan Perubahannya melalui model Project Based Learning di SMKN 1 Kertosono. Jenis penelitian ini adalah penelitian tindakan kelas (PTK). Penelitian ini dilaksanakan dengan kolaborasi antara peneliti, guru pamong, dan dosen pendamping lapangan. Teknik pengumpulan data dilakukan melalui kegiatan berupa 1) observasi 2) catatan lapangan, dan 3) dokumentasi. Prosedur penelitian meliputi tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Berdasarkan penelitian yang telah dilakukan, dapat disimpulkan bahwa penerapan model pembelajaran Project Based Learning dapat meningkatkan keaktifan dan hasil belajar peserta didik. Hal ini terbukti dengan meningkatnya persentase keaktifan dan hasil belajar pseserta didik pada siklus I sebesar 57,14% dan 74,29% kemudian pada siklus II sebesar 82,86% dan 88,57%. Hasil pada penelitian ini menjelaskan bahwa keaktifan peserta didik memiliki hubungan yang sedang dengan hasil belajar peserta didik dengan bentuk hubungan antara kedua variabel ini adalah positif yang berarti semakin tinggi keaktifan peserta didik maka semakin tinggi pula hasil belajar peserta didik.

Copyright of Riwayat: Educational Journal of History & Humanities is the property of Riwayat: Educational Journal of History & Humanities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Riwayat: Educational Journal of History & Humanities is the property of Riwayat: Educational Journal of History & Humanities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Jurnal Pendidikan Indonesia is the property of Publikasi Indonesia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Classroom Action Research in "The application of English-bahasa Indonesia compatibility in descriptive text to improve writing skill of Grade VII 19 Junior High School Bandung, Indonesia, in academic year 2020-2021" is purposed to intensify students's competencies both in writing bahasa Indonesia and English. Classroom Action Reseach at this moment was undertaken in Bandung, from November 2016 until April 2017. It took six months to accomplish the purpose of this study. The mayor participants were Grade VII. with 250 students had participated in this study. This classroom action research activities had to be varied with daily activities in learning English, this cycle had been implemented in the early, middle, or in the end of English lesson. Based on the three cycles implemented in applying Englishbahasa Indonesia compatibility in writing descriptive text to improve writing skill, most students has gradually improved their achievement in writing the text. [ABSTRACT FROM AUTHOR]

Copyright of Qardhul Hasan: Media Pengabdian Kepada Masyarakat is the property of Universitas Djuanda and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This community service aims to increase the knowledge and competence of high school teachers in one of the 3T areas in compiling classroom action research (CAR) reports. This service method used training with stages, namely assistance in making proposals, choosing the right model in implementing classroom action research and designing learning activities and tools. These service partners were junior and senior high school teachers in Nangapanda Ende District, NTT. The instrument for evaluating this activity used a pretest, and the posttest was analyzed descriptively. This service showed that the teachers' insight increased in preparing class action research reports, and they better understood the stages in the CAR implementation process. These namely teachers were able to understand knowledge about CAR from the four indicators that were the focus of this training, including the steps for implementing CAR, the systematics of writing/composing CAR, success indicators, data analysis, and CAR implementation instruments. Implementing this training activity provides a good understanding of teachers' understanding and professional competence regarding the importance of carrying out CAR.

The objective of this study was to investigate how the implementation of the flipped classroom in improving students' reading skills. This research was conducted using the Classroom Action Research (CAR) method that uses four phases according to the Kemmis and McTaggart model which includes planning, action, observation, and reflection. The subjects of this study were 18 students of class 10 science 1 SMAN 19 Kabupaten Tangerang. The data gathered in this study through observation sheet, interviews, and tests. The findings of the study found that the implementation of the flipped classroom succeeded in improving students' reading skills in which the average score of students who reached the minimum completeness criteria that students obtained an average score of 77.33 in the post-test cycle 2 compared to the pre-test score in which most of the students did not meet the minimum completeness criteria. This study also found that the implementation of the flipped classroom had a positive impact on student learning participation. Keywords: Classroom Action Research; Flipped Classroom; Reading Skills

Abstract: This classroom action research (CAR) is applied face to face using the Reconnecting strategy. This strategy departs from students who very often not focus when learning so they not understand the subject matter. This study aims to improve understanding of the material of human creation and its essence in class XI MA Nurul Hasan. The sample studied amounted to 16 students. The data collection techniques are observation and tests in 2 cycles. Each cycle has 2 meetings consisting of planning, action, observation and evaluation. The three aspects of student understanding in this study were reexplaining, giving examples and answering questions. The success rate of the “reexplaining” aspects in the first cycle of the first meeting reached 3,7 percent and the second meeting reached 4,3 percent. Furthermore, in the second cycle the first meeting reached 4,8percent and the second meeting reached 5 percent. The success rate of the “giving examples” aspects in the first cycle of the first meeting reached 4,5 percent and the second meeting reached 4,9 percent. Furthermore, in the second cycle the first meeting reached 5,1 percent and the second meeting reached 5,3 percent. The success rate of the “answering questions” aspects in the first cycle of the first meeting reached 4,5 percent and the second meeting reached 4,7 percent. Furthermore, in the second cycle the first meeting reached 4,9 percent and the second meeting reached 5,2 percent. This matter that the Reconnecting strategy is effective as effort to understand the learning of the Quran Hadith. Abstrak: Penelitian tindakan kelas (PTK) ini diterapkan secara tatap muka dengan menggunakan strategi Reconnecting. Strategi ini berangkat dari para siswa yang sangat sering tidak fokus ketika pembelajaran sehingga tidak memahami materi pelajaran. Penelitian ini bertujuan untuk meningkatkan pemahaman materi penciptaan manusia dan hakikatnya pada siswi kelas XI MA Nurul Hasan. Sampel yang diteliti berjumlah 16 siswa. Adapun teknik pengumpulan data yaitu observasi dan tes dalam 2 siklus. Setiap siklusnya mempunyai 2 pertemuan terdiri dari perencanaan, tindakan, pengamatan dan evaluasi. Tiga aspek pemahaman siswa dalam penelitian ini adalah menjelaskan kembali, memberikan contoh dan menjawab soal. Tingkat keberhasilan aspek “menjelaskan kembali” pada siklus I pertemuan pertama mencapai 3,7 persen dan pertemuan kedua mencapai 4,3 persen. Selanjutnya pada siklus II pertemuan pertama mencapai 4,8 persen dan pertemuan kedua mencapai 5 persen. Tingkat keberhasilan aspek “memberikan contoh” pada siklus I pertemuan pertama mencapai 4,5 persen dan pertemuan kedua mencapai 4,9 persen. Selanjutnya pada siklus II pertemuannpertama mencapai 5,1persen dan pertemuan kedua mencapai 5,3 persen. Tingkat keberhasilan aspek “menjawab soal” pada siklus I pertemuan pertama mencapai 4,5 persen dan pertemuan kedua mencapai 4,7 persen. Selanjutnya pada siklus II pertemuan pertama mencapai 4,9 persen dan pertemuan kedua mencapai 5,2 persen. Hal ini menunjukkan bahwa strategi Reconnecting efektif dalam upaya memahami pembelajaran al-Quran Hadis.

Jeopardy game is a common game for players to compete for the highest score. Nevertheless, this game can be modified to provide the students with a fun, engaging, and challenging interactive game for learning activities. The use of the Jeopardy game in improving teaching-learning activities was abundant, whereas the use of Jeopardy in vocational high school was little to be found. This study tried to figure out the implementation of Jeopardy games in enhancing reading skills for vocational high school students. Classroom action research was conducted to observe students' improvement in reading after implementing Jeopardy games in reading activities. Closed-ended questionnaires on how the jeopardy games influence the teaching process and activities were conducted to get the quantitative data. Observation, reflection, open-ended questionnaire, and FGD were gathered to strengthen the result of quantitative data. The results showed that students demonstrated better reading comprehension from the diagnostic test, cycle I, and cycle II results; mean score 5.76, 6.48, and 7.28. Students also reported that they got motivated and were likely to read more. To conclude, students stated that they experienced some improvement in cooperative learning and reading strategies. The implication of the study is discussed at the end of this article.

The objectives of this study are divided into two things: a) to increase the learning activeness and b) to improve the learning outcomes of class 1A students using the index card match learning strategy in Arabic lessons at the KH. Syamsuddin durisawo ponorogo Islamic boarding school. This type of research is called "Classroom Action Research." This method has a significant influence on student activity. It improves student learning outcomes in Arabic lessons, and the number of students in class 1A is 28. This research aims to apply the index card match learning strategy to increase students' activeness and learning outcomes in Arabic subjects. Researchers used testing, observation, and documentation methods to obtain the necessary data. The research results are as follows: 1. The application of the index card match has achieved learning activeness in about 46% of 28 students, and the second stage of student activeness reaches 70% of 28 students. 2. The index card match strategy has achieved the learning outcomes. The student's score reaches 57%, and in the second stage, the student's score reaches 100% of the 28 students.

Paradigm of learning began to change according to the current development. Students will have to start with more complex problems and require good abilities and skills. One of the efforts that teacher can do is to choose the right learning model and method for students. Selection of learning models is adjusted to the characteristics of students based on the results of the diagnostic assessment. Diagnostic assessment is used to see the characteristics of students and determine the appropriate treatment for these students. The appropriate learning model is problem-based learning. Problem-based learning uses problems as learning media; and serves students to actively think, communicate, search and process data, and draw conclusions from a problem. The learning method used is hypnoteaching. Hypnoteaching is used to make learning more interesting and fun. The advantage of hypnoteaching method can create a supportive learning atmosphere by giving positive suggestions to students. This study uses classroom action research in only one class with 2 cycles. Data collection is done by observation to see learning activities and tests to see an increase in student learning outcomes. [ABSTRACT FROM AUTHOR]

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This research aims to find out; (1) whether task-based language teaching can develop students’ grammar accuracy; and (2) whether the implementation of Task-Based Language Teaching can develop class condition in grammar class of the second-grade students of English Department of Universitas Harapan Bangsa. The method used in this research is classroom action research. It was conducted in two cycles from October to December 2021 at the first-grade students of English Department of Universitas Harapan Bangsa. The research result shows that the use of Task-Based Language Teaching can develop the students’ grammar accuracy. The students succeed to make sentences in various tenses with correct form and meaning. The results of all cycles conducted as follows; the average score of post-tests in cycle I is 64, and post-test in cycle II is 73. The class condition also became better since the method was applied. They are more active joining the learning process. They applied the language rules they learned communicatively in the spoken and written forms. This condition made them aware of their ability to use the standard language in the communication. In conclusion, task-based language instruction can improve the classroom environment and the students' grammar proficiency. Both the academic performance and the learning environment of the students are benefited by this approach. [ABSTRACT FROM AUTHOR]

Vocabulary is the words that has a meaning and used by people to communicate with other and it support skills in English, namely Listening, Speaking, Reading, and Writing. In the reality, the students at the Eighth grade of SMP Swasta Idanoi had a problem in vocabulary that effected in their Writing skill, namely: students were not able to know the English words and uses, students were not able to recognize the translation words and difficulties in memorizing the long syllable and unfamiliar words. Based on the problem, this research aimed to overcome the problem by using Bingo game. This research used Classroom Action Research (CAR) that consists of Planning, Action, Observation, and Reflection. The result of the research in cycle I showed there were 13 students did not pass the MCC of 21 students and the average of students’ mark was 63. The lowest score was 10 and the highest was 90. In the cycle II, all the students passed the MCC with the average of students’ mark was 93,33 with the lowest score was 80 and the highest score was 100. The researcher concluded Bingo game improved students’ vocabulary and overcome the students’ problem in this research.

Based on the observation in the class of X F at SMAN 6 Madiun, it showed that students lack of curiosity, low desire in asking and expressing opinions, and lower enthusiasm for reading sources of information. Through the classroom action, this study aim to increase students’ cognitive on biotechnology with problem based learning (PBL) model. This research was conducted with three cycles. The cycle consists of four stages such as planning, action implementation, observation, and reflection. The target of study amounted to 35 students of class X F. The data collected through pre- and post-test, students’ questionnaires, observation notes and interviews. The data were analyzed descriptively. The result found that after using problem based learning, the students’ cognitive result percentage increased, from 1st cycle 51% to 2nd cycle 60% and 3rd cycle is 86%. Based on the questionnaire data, 49% of students strongly agree that the problem based learning model can help in learning biotechnology. The improvement of percentages cognitive result show the higher number of students complete the material increased in each cycle

Reading comprehension is the ability of understanding the text, like find the information, messages, or idea from the author. Therefore, it is very important for students to master reading comprehension skills, especially in narrative text. In fact, students at SMK Negeri 1 Sogae'adu experienced problems in understanding narrative text. There were several problems faced by students in reading comprehension: The students were not able to determine the main idea, the students were not able to locate the generic structure of narrative text, the students were not able to recognize or predict the important and unimportant content of the text, and the students were lacked of vocabulary. Concerning these problems, this study aimed to solve students' problems and improve students' ability in reading comprehension through the use of the Keyword Method. This research was carried out using a Classroom Action Research (CAR) design. This research was conducted in two cycles consisting of two meetings in each cycle. There were 4 procedures carried out, namely: Planning, Action, Observation, Reflection. In cycle I, there were 24 students who did not achieved MCC; the average student score was 61.76. The highest score was 87 and the lowest score was 20. Meanwhile, in cycle II, the average score was 87.7, the highest score was 100 and the minimum score was 75, where all students succeeded in achieving the MCC. From the results of this study, it could be concluded that the Keyword Method solves students' problems in reading comprehension and improved students' reading comprehension skills in narrative text.

Through role-play and peer feedback, this research aims to improve students' English-speaking skills in Grade VIII of junior high school in Wangon, Central Java. It used Classroom Action Research (CAR) based on Kemmis and Mc Taggart's design to solve the students' problems with English Speaking. The researcher did two cycles: planning, acting, observing, and reflecting. Qualitative and quantitative data were gathered from interview and observation results and speaking scores. The finding of this study indicated that the implementation of the role-play and peer feedback technique was successful since the success criteria were achieved. The first criterion was that 50% of students could pass the target score ≥ 70 based on the KKM. The finding showed that 48.15% of students had already achieved the target score. Besides, the second criterion was the students who become more actively involved in the teaching-learning process. The result of observation and interview showed that by using role play and peer feedback techniques, students were actively involved in the classroom activity. Based on the previous finding, the writer suggests that the English teacher could implement Role play and peer feedback techniques in teaching speaking to improve students' English-speaking skills.

The objectives of this research were to 1) study the knowledge, understanding and competency in classroom research of preservice physics teachers who had received hands-on instructional activities, and 2) study the satisfaction of hands-on instructional activities in classroom research. The target group were 20 preservice physics teachers, who were 3rd year students and enrolled in a science research course, second semester, academic year 2019. The research tools consisted of. 1) study plan of hands-on instructional activities in science classroom research, 2) evaluation form enquiring about knowledge and understanding of science classroom research, 3) understanding and competency evaluation form of science classroom research, 4) satisfaction form on process in science classroom research, 5) observation form on process in science classroom research, and 6) semi-structured interview form for science classroom research. Quantitative data were analyzed by using mean, and standard deviation and qualitative data was using content analysis. The results of the research were as follows.1) physics preservice teachers who received hands-on learning activities had a better understanding in classroom research, the mean was 4.23 which is a high level. The competency about conducting science classroom research by using5-stepprocesses, the mean was4.22 which is a high level, 2) the satisfaction of hands-on instructional activities in science classroom research, the mean was 4.30 which is a high level.

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This study aims to determine the development of student activity and learning outcomes in the Fiqh subject, Buying and Selling Studies in class IX-F at MTs Negeri 2 Demak in the 2022/2023 academic year through a simulation learning method. This Classroom Action Research was carried out as a means to overcome problems that arise in the classroom. The simulation method is used in order to increase student learning activities and results in the subject matter of Fiqh Buying and Selling. The results of research conducted that learning Fiqh through the application of simulation methods has increased learning outcomes. This increase can be seen through the cycles or meetings that have been implemented. This research was carried out collaboratively and participatively in two cycles. Data collection in this study was carried out using participant observation and written tests. Based on the results of the study it was concluded that through the simulation method it can increase the activity and results of students' Jurisprudence learning. This is supported by research data which shows an increase in the percentage of completeness of written tests conducted at the second meeting in each cycle. During the pre-cycle, the completeness of students was only 11 students or around (39.29%) out of 28 students, after the first cycle was carried out using the simulation learning method it became 18 students who completed with a complete percentage of student learning outcomes around (64.29%) with the average score of 73.21. Then in the second cycle of action, the completeness of student learning outcomes became 26 students or reached around (92.86%) with an average score of 82.14. The application of the Simulation Learning Method can also increase the learning activities of class IX-F students of MTs Negeri 2 Demak for the 2022/2023 academic year. Student activities consist of curiosity, cooperation and tolerance. In the first cycle of student learning activities, a final score of 61.61% was obtained, means that student learning activities were in good criteria. In cycle II the final score of student learning activities reached 83.33% so that it is in very good criteria. [ABSTRACT FROM AUTHOR]