bluuebunny/crossref_metadata_2025_split huggingface dataset:
Communicative Language Teaching (CLT) through Role Play and Task-Based Instruction
Authors: Rahmatillah Kartini 
Published: October 2019

ThisÂ researchÂ focusesÂ onÂ severalÂ aims,Â firstÂ whetherÂ CommunicativeÂ LanguageÂ TeachingÂ (CLT)Â throughÂ RoleÂ PlayÂ andÂ TaskÂ BasedÂ InstructionÂ bestÂ implementedÂ inÂ EnglishÂ learningÂ processÂ inÂ STIEÂ MadaniÂ Balikpapan.SecondÂ itÂ aimsÂ toÂ proveÂ whetherÂ CommunicativeÂ LanguageÂ TeachingÂ (CLT)Â canÂ improveÂ studentsâ€™Â EnglishÂ skillÂ basedÂ onÂ TOEFLÂ score.Â Third,Â itÂ aimsÂ toÂ findÂ outÂ studentsâ€™Â perceptionÂ aboutÂ theÂ implementationÂ ofÂ CommunicativeÂ LanguageÂ TeachingÂ (CLT)Â inÂ EnglishÂ learningÂ processÂ inÂ STIEÂ MadaniÂ Balikpapan.ItÂ isÂ aÂ combinationÂ ofÂ quantitativeÂ andÂ qualitativeÂ researchÂ inÂ whichÂ survey,Â experiment,Â andÂ interviewÂ areÂ doneÂ relatedÂ toÂ theÂ aimsÂ ofÂ theÂ research.Â TheÂ sampleÂ isÂ 37Â studentsÂ fromÂ twoÂ classesÂ thatÂ tookÂ EnglishÂ Practice/TOEFLÂ subjectÂ inÂ academicÂ yearÂ ofÂ 2019-2020.Â TheÂ resultÂ statedÂ thatÂ CommunicativeÂ LanguageÂ TeachingÂ (CLT)Â isÂ bestÂ implementedÂ throughÂ roleÂ playÂ andÂ taskÂ basedÂ instruction.CLTÂ helpsÂ studentsÂ toÂ betterÂ achieveÂ theirÂ TOEFLÂ scoreÂ sinceÂ thereÂ isÂ anÂ increaseÂ betweenÂ theÂ pretestÂ andÂ theÂ post-test.Â ThroughÂ theÂ useÂ ofÂ CommunicativeÂ LanguageÂ TeachingÂ (CLT)Â approachÂ inÂ class,Â studentsÂ feelÂ theyÂ haveÂ interestÂ moreÂ inÂ learningÂ English,Â doÂ notÂ feelÂ afraidÂ inÂ makingÂ mistakeÂ againÂ becauseÂ theyÂ knowÂ theyÂ areÂ stillÂ learning,Â andÂ itÂ helpsÂ themÂ betterÂ inÂ communication.Â CommunicativeÂ LanguageÂ TeachingÂ (CLT)Â isÂ aÂ betterÂ promisingÂ wayÂ ofÂ learningÂ EnglishÂ sinceÂ inÂ whichÂ studentsÂ areÂ practicingÂ EnglishÂ asÂ ifÂ theyÂ areÂ usingÂ itÂ inÂ realÂ situation.FurtherÂ suggestionÂ isÂ thatÂ toÂ makeÂ useÂ ofÂ thisÂ approachÂ inÂ classroomÂ activitiesÂ andÂ encouragesÂ studentsÂ toÂ activelyÂ participateÂ inÂ eachÂ activities,Â whetherÂ inÂ classroomÂ orÂ outsideÂ theÂ classroom.Â
Studying of the interleukin-36γ expression level in the skin of patients with plaque psoriasis
Authors: Pashkin A. Yu. , Zhukov A. S. , Khairutdinov V. R. , Belousova I. E. , Samtsov A. V. , Garabagiou A. V. 
Published: October 2019

Currently, it has been established that the cytokines of the IL-36 family occupy a significant place in the initiation and regulation of the inflammatory process in psoriasis.Objective: studying the expression level of IL-36γ cytokines in the skin of patients with plaque psoriasis.Material and methods. Skin biopsy specimens of 31 patients with plaque psoriasis were studied. The comparison group consisted of 20 biopsy samples of the skin of patients with lichen simplex, discoid eczema, lichen planus, mycosis fungoides (plaque stage). As a control group studied the skin bioptates of 10 healthy people. An immunohistochemical study of the skin was carried out using anti-IL-36γ antibodies.Results. An increase in the relative expression area of IL-36γ in the affected skin of patients with plaque psoriasis (7.4 %) was found, compared with the unaffected areas (0.10 %) and the control group (0 %). The expression of IL-36γ in the skin of patients with psoriasis in the progressive period (8.85 %) was 1.42 times higher than in the stationary period of the disease (6.2 %). A strong direct relationship was revealed (r = 0.71) between the level of IL-36γ expression in the affected skin and the value of the PASI index, a moderate direct relationship between the level of IL-36γ expression and epidermal thickness (r = 0.34). In the affected skin of psoriasis patients, expressed expression of IL-36γ was observed in the upper layers of the epidermis, patients of the comparison group (discoid eczema, lichen simplex, lichen planus, mycosis fungoides) were weak or moderate, in the unaffected areas of the skin of patients with psoriasis and healthy people — weak or absent.Findings. It was found that the expression of IL-36γ in the skin of patients with plaque psoriasis is significantly higher than with other skin diseases. The data obtained allow us to consider this cytokine as a possible diagnostic marker and use it in the differential diagnosis.
Analisis Kemampuan Berpikir Logis Matematis Siswa SMP Kelas VII dalam Memecahkan Masalah Matematika Ditinjau dari Gaya Belajar
Authors: Fitriyah Desi Melatul , Indrawatiningsih Nonik , Khoiri Miftahul 
Published: October 2019

<p>Kemampuan berpikir logis memiliki peran penting dalam pemecahan dan pembelajaran konsep matematika dan untuk meningkatkan hasil belajar. Penelitian ini adalah penelitian kualitatif deskriptif yang bertujuan untuk mendeskripsikan kemampuan berpikir logis siswa kelas VII dalam memecahkan masalah matematika yang ditinjau dari gaya belajar pada pokok bahasan aritmatika sosial. Subjek dalam penelitian ini berjumlah 3 siswa dengan siswa bergaya belajar visual, auditori dan kenestetik. Pengumpulan data menggunakan angket gaya belajar, tes kemampuan berpikir logis, wawancara dan dokumentasi. Berdasarkan hasil penelitian, subjek bergaya belajar visual memiliki kemampuan berpikir logis yaitu pada tahap klasifikasi, tahap menghubungkan, tahap menghitung dan tahap menarik kesimpulan. Subjek bergaya belajar auditori memiliki kemampuan berpikir logis yaitu pada tahap klasifikasi, tahap menghubungkan, tahap menghitung dan tahap menarik kesimpulan. Sedangkan subjek bergaya belajar kinestetik memiliki kemampuan berpikir logis yaitu pada tahap klasifikasi, tahap menghubungkan dan tahap menarik kesimpulan.</p><p> </p><p>The ability to think logically has a vital role in solving and learning mathematical concepts, its to improve learning outcomes. This research is descriptive qualitative research that aims to describe the ability of students to think logically in class VII in solving mathematical problems in terms of learning styles on the subject of social arithmetic. The subjects in this study amounted to 3 students with students learning styles visual, auditory, and kinesthetic. Data collection uses learning style questionnaires, logical thinking skills tests, interviews, and documentation. The results of the study show that three stages of the logical thinking ability with visual learning style subject, namely the connecting stage, the counting stage, and the conclusion drawing stage. Auditory learning style subjects can think logically that is at the classification stage, the connecting stage, the counting stage, and the conclusion drawing stage. Whereas the kinesthetic learning style subject can think logically, that is at the classification stage, the connecting stage, and the conclusion drawing stage.</p>
Upaya Meningkatkan Keaktifan dan pemahaman Konsep Gaya Magnet Melalui Modul Kartun Berbasis Experiental Learning
Authors: Megariyani Krismayana , Mursidik Elly’s Mersina , Listiani Ivayuni 
Published: October 2019

<p>Penelitian ini bertujuan untuk upaya meningkatkan keaktifan dan pemahaman konsep gaya magnet melalui modul kartun berbasis experiential learning pada siswa kelas VI. Penelitian dilakukan pada bulan April 2019 di SDN Gelanglor, Kecamatan Sukorejo, Kabupaten Ponorogo. Jenis penelitian ini adalah penelitian tindakan kelas yang terdiri dari tiga siklus yaitu siklus 1, siklus II dan siklus III. Penelitian ini dilakukan enam kali pertemuan dengan materi gaya magnet.Subjek penelitian adalah peserta didik kelas VI dengan jumlah peserta didik 29 orang. Teknik pengumpulan data dengan cara observasi dan tes. Hasil menujukkan keaktifan dan pemahaman konsep melalui penerapan modul kartun berbasis experiential learning meningkat dengan sangat baik. Prosentase peningkatan keaktifan 100% dengan nilai rata-rata keaktifan 93,10 dan pemahaman konsep mencapai 100% dengan nilai rata-rata pemahaman konsep 92,76. Sehingga bisa dilihat kelebihan penerapan modul kartun berbasis experiential learning adalah menjadikan peserta didik lebih aktif, kekurangan dari modul ini adalah membutuhkan waktu yang sangat lama untuk menyiapkan materi pembelajaran yang akan diajarkan.</p><p> </p><p>This study aims to improve the activity and understanding of the concept of magnetic force through cartoon modules based on experiential learning in class VI students. The study was conducted in April 2019 at SDN Gelanglor, Sukorejo District, Ponorogo Regency. This type of research is a class action research consisting of three cycles, namely cycle 1, cycle II and cycle III. This study was conducted six times with magnetic force material. Subjects were class VI students with 29 students. Data collection techniques by observation and tests. The results showed activeness and understanding of the concept through the application of experiential learning-based cartoon modules improved very well. The percentage increase of 100% activeness with an average value of 93.10 activeness and understanding of the concept reached 100% with an average value of 92.76 concept understanding. So that it can be seen that the advantages of the application of cartoon modules based on experiential learning is to make students more active, the disadvantage of this module is that it takes a very long time to prepare learning material to be taught.</p>
Pengembangan E-Modul Berbasis Kontekstual pada Materi Program Linear Kelas XI
Authors: Afrianti Reny Eka Nur , Qohar Abd. 
Published: October 2019

<p>Penelitian ini bertujuan untuk mengembangkan modul berbasis elektronik (E-Modul) pada materi program linier dengan menggunakan masalah yang kontekstual. E-Modul yang dikembangkan merupakan modul berbasis android. Respoden penelitian ini adalah siswa kelas XI SMA Negeri 1 Talun. Media dikembangkan dalam tiga tahap. Tahap pertama adalah tahap analisis produk yang dikembangkan yaitu terdiri dari analisis concept, design, dan collecting materials. Tahap kedua adalah tahap mengembangkan produk awal yaitu terdiri dari pembuatan power point yang kemudian di-upload dalam program web to apk. Saat pengembangan produk gambar dan animasi yang dipilih disesuaikan dengan usia siswa sekolah menengah agar konsep mudah dipahami siswa. Produk dibuat dengan mengangkat cerita kontekstual dalam kehidupan sehari-hari yang dipahami siswa sekolah menengah. Tahap ketiga adalah uji coba produk yang terdiri dari uji ahli dan uji coba skala kecil. Uji ahli terdiri dari validasi media dan validasi materi. Hasil menunjukkan bahwa media pembelajaran E-Modul yang dikembangkan valid dan praktis. Nilai kevalidan yang diperoleh yaitu nilainya 3,2.</p><p> </p><p>This study aims to develop electronic-based modules (E-Modules) in linear program material using contextual problems. The developed e-module is an android-based module. The respondents of this study were students of class XI of SMA Negeri 1 Talun. The media developed in three stages. The first stage is the product analysis stage, which is developed, which consists of the analysis of concepts, design, and collecting materials. The second stage is the stage of developing the initial product, which consists of making powerpoints that are then uploaded on the web to an application program. When developing selected drawing and animation products, it is adjusted to the age of secondary school students so that the concepts are easily understood by students. Products are made by bringing up contextual stories in everyday life that are understood by middle school students. The third stage is product trials consisting of expert trials and small scale trials. Expert tests consist of media validation and material validation. The results show that the E-Module learning media developed are valid and practical. The validity value obtained is 3.2.</p>
Kemampuan Spasial dalam Pengkonstruksian Jaring-Jaring Kubus dan Balok
Authors: Wulandari Shinta 
Published: October 2019

<p>Jaring-jaring dapat membantu siswa membuat konsep hubungan antara objek dua dimensi dan tiga dimensi. Namun masih ada ketidakakuratan dalam menyusun jaring-jaring yang disebabkan oleh kemampuan spasial yang lemah. Tujuan dari penelitian ini adalah untuk menggambarkan kemampuan spasial siswa dalam membangun jaring-jaring kubus dan balok. Subjek penelitian adalah empat puluh siswa Sekolah Dasar kelas lima. Dari empat puluh siswa dipilih dua siswa untk diwawancara lebih mendalam terkait penyelesaian tugas jaring-jaring kubus dan balok. Hasil penelitian menunjukkan bahwa dalam menyelesaikan tugas penyusunan jaring-jaring kubus dan balok, subjek menunjukkan kelemahan dalam kemampuan orientasi spasial dan visualisasi spasial. Kelemahan pada orientasi spasial terlihat pada kemampuan subjek untuk melihat objek dari sudut pandang tertentu yaitu dalam mengenali dua jaring-jaring yang kongruen tetapi dianggap tidak kongruen. Sedangkan kelemahan visualisasi spasial nampak pada saat subjek yang tidak dapat membayangkan bahwa jaring-jaring dapat dilipat menjadi kubus dan balok.</p><p> </p><p>Nets can help students conceptualize the relationship between two-dimensional and three-dimensional objects. But there are still inaccuracies in composing the webs caused by weak spatial ability. The purpose of this study is to describe the spatial ability of students in constructing cube and beam webs. The research subjects were forty-fifth-grade elementary school students. Of the forty students, two students were chosen to be interviewed more deeply related to the completion of the task of the cube nets and the beam. The results showed that in completing the task of arranging cube and beam nets, the subject showed weaknesses in the ability of spatial orientation and spatial visualization. Weaknesses in spatial orientation are seen in the subject's ability to see objects from a certain point of view, namely in recognizing two nets that are congruent but considered incongruent while the weaknesses of spatial visualization are seen when subjects cannot imagine that the webs can be folded into cubes and blocks.</p>
Analisis Kesalahan dalam Menyelesaikan Masalah Segi empat Ditinjau dari Perkembangan Kognitif
Authors: Setiawan Doni Indra , Widodo Sri Adi 
Published: October 2019

<p>Penelitian ini bertujuan untuk mendeskripsikan kesalahan yang dilakukan siswa dalam menyelesaikan masalah segi empat pada fase konkret, dan fase transisi. Penelitian ini menggunakan penelitian kualitatif deskritptif dengan subjek penelitian sebanyak 4 subjek yang diambil berdasarkan purposive sampling. Teknik pengumpulan data menggunakan tes. Teknik analisis data menggunakan model yang dikembangkan oleh Miles dan Huberman yaitu reduksi data, penyajian data, dan menarik kesimpulan/verifikasi data. Kesalahan yang sering dilakukan siswa fase konkret yaitu siswa salah dalam menggambar bangun yang diceritakan soal, salah dalam menentukan rumus dan tidak menuliskan rencana penyelesaian, salah melakukan prosedur penyelesaian dan tidak menggunakan rumus secara semestinya, serta tidak melakukan pemeriksaan kembali jawaban. Kesalahan yang sering dilakukan siswa fase transisi yaitu siswa salah dalam menggambarkan bangun yang diceritakan dalam soal, salah dalam menuliskan rumus yang perlu digunakan, pada tahap melaksanakan rencana tidak terjadi kesalahan, serta tidak melakukan pemeriksaan kembali jawaban.</p><p> </p><p>This study aims to describe the mistakes made by students in solving rectangular problems in the concrete phase and the transition phase. This study uses descriptive qualitative research with four research subjects taken based on purposive sampling. Data collection techniques using the test. Data analysis techniques using a model developed by Miles and Huberman, namely data reduction, data presentation, and concluding/verification of data. Students often made mistakes. In the concrete phase, students making drawings that are told about problems. Errors in determining formulas and not writing completion plans, error when doing completion procedures and not using formulas properly, and not re-checking answers. In the transition phase, students who are wrong in describing the shapes told in the problem. Errors in writing the formula that needs to be used, at the stage of carrying out the plan there is no error, and not re-checking the answers.</p>
Penerapan Model Discovery Learning pada Materi Pemanasan Global untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik
Authors: Haryanti Novita , Widodo Antonius Tri , Arfiani Yuni 
Published: October 2019

<p>Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan berpikir kritis peserta didik dengan menggunakan model discovery learning pada materi pemanasan global. Penelitian ini dilakukan pada kelas VII di SMP Negeri 2 Taman Pemalang tahun pelajaran 2018/2019. Pengambilan sampel penelitian menggunakan teknik multi stage random sampling dengan mengambil dua kelas dari populasi untuk kelas kontrol dan kelas eksperimen. Pengumpulan data menggunakan metode tes dengan soal uraian. Hasil penelitian menunjukkan bahwa kelas eksperimen yang menggunakan model discovery learning keterampilan berpikir kritis yang di diperoleh peserta didik meningkat. Hal ini ditunjukkan dari pada kenaikan persentase peserta didik yang mulanya 100% pada kategori kurang kritis menjadi 4% pada kategori sangat kritis, 56% kritis, 36% cukup kritis dan 4% kurang kritis.</p><p> </p><p>This study aims to determine the increase in students' critical thinking skills by using discovery learning models on global warming material. This research was conducted in class VII at Taman Pemalang State Middle School 2 in the 2018/2019 academic year. Sampling research uses a multi-stage random sampling technique by taking two classes from the population for the control class and the experimental class. Data collection using test. The results showed that the experimental class that used the discovery learning model of critical thinking skills gained by students increased. This is shown from the increase in the percentage of students who initially 100% in the less critical category to 4% in the very critical category, 56% critical, 36% quite critical, and 4% less critical.</p>
Upaya Peningkatan Hasil Belajar dalam Pembelajaran IPA Materi Gaya Magnet dengan Model Inquiry Berbantuan LKS pada Peserta Didik Kelas V SD
Authors: Fitriani Deasy Nur , Setiyadi Dwi , Listiani Ivayuni 
Published: October 2019

<p>Berdasarkan hasil observasi awal peneliti di kelas V SD Negeri Tawangrejo 05 Kecamatan Gemarang Kabupaten Madiun menunjukkan masih rendahnya hasil belajar peserta pada mata pelajaran IPA. Penelitian ini bertujuan untuk meningkatkan hasil belajar peserta didik pada mata pelajaran IPA materi gaya magnet dengan menggunakan model inquiry berbantuan LKS. Metode penelitian ini menggunakan metode penelitian tindakan kelas. Prosedur penelitian tindakan kelas ini berbentuk siklus. Dimana setiap siklus terdiri dari lima tahap yaitu perencanaan, pelaksanaan tindakan, observasi, refleksi dan rekomendasi. Teknik pengumpulan data pada penelitian ini yaitu melalui observasi dan tes. Pengumpulan data ini menggunakan instrument berupa lembar observasi keaktifan dan keterampilan peserta didik selama proses pembelajaran berlangsung, sedangkan untuk mengetahui hasil belajar dari peserta didik digunakan tes. Hasil penelitian ini menunjukkan adanya peningkatan hasil belajar peserta didik dari siklus I ke siklus II yaitu pada skor keaktifan peserta didik meningkat sejumlah 21,42%, skor keterampilan peserta didik sejumlah 14,28%, dan tes hasil belajar peserta didik sejumlah 28,57%. Berdasarkan hasil penelitian dan pembahasan, maka dapat disimpulkan bahwa model inquiry dengan berbantuan LKS mampu meningkatkan hasil belajar peserta didik pada mata pelajaran IPA materi gaya magnet.</p><p> </p><p>Based on the results of preliminary observations of researchers in class V SD Negeri Tawangrejo 05 Gemarang District, Madiun shows the low learning outcomes of participants in natural science subjects. This study aims to improve student learning outcomes in science subjects' magnetic force material by using the LKS-assisted inquiry model. This research method uses classroom action research methods. This class action research procedure is in the form of a cycle. The cycle consists of five stages, namely planning, implementing action, observation, reflection, and recommendations. Data collection techniques in this study are through observation and tests. This data collection uses an instrument in the form of an observation sheet of activeness and skills of students during the learning process, while to know the learning outcomes of students using a test. The results of this study indicate an increase in student learning outcomes from cycle I to cycle II, namely the student activity score increased by 21.42%, student skills scores by 14.28%, and student learning outcomes test amounted to 28.57 %. Based on the results of research and discussion, it can be concluded that the inquiry model with LKS-assisted learning can improve student learning outcomes in science subjects' magnetic force material.</p>
Peningkatan Creative Thinking Skill Peserta Didik melalui Model Cooperative Learning Berbantu Peta Konsep pada Tema Pencemaran Lingkungan
Authors: Mukarrom Lailil , Widiyanto Bayu , Arfiani Yuni 
Published: October 2019

<p>Penelitian ini bertujuan mengetahui peningkatan creative thinking skill peserta didik antara penerapan model <em>cooperative learning</em> berbantu peta konsep dengan penerapan model <em>cooperative learning</em> tanpa peta konsep pada tema pencemaran lingkungan. Penelitian ini dilakukan pada peserta didik kelas VII di SMP Negeri 8 Pemalang. Desain penelitian ini adalah <em>pretest-postest control group design</em>. Teknik pengambilan sampel yang digunakan adalah <em>purposive sampling</em>. Pengujian penelitian ini menggunakan uji <em>paired sample t-test</em>. Instrumen yang digunakan yaitu soal pretest dan postest berbentuk uraian dengan 7 soal, lembar observasi dan lembar penilaian hasil tugas mandiri peserta didik. Hasil penelitian menunjukkan ada peningkatan yang signifikan dengan nilai signifikansi pada kelas eksperimen sebesar 0,016&lt;0,05 dan pada kelas kontrol sebesar 0,013&lt;0,05 antara penerapan model <em>cooperative learning</em> berbantu peta konsep dan model <em>cooperative learning</em> tanpa peta konsep untuk meningkatkan <em>creative thinking skill</em> peserta didik pada tema pencemaran lingkungan.</p><p> </p><p>This study aims to determine the improvement of students' creative thinking skills between the application of cooperative learning models assisted with concept maps and the implementation of cooperative learning models without concept maps on the theme of environmental pollution. This research was conducted on grade VII students at SMP Negeri 8 Pemalang. The design of this study was the pretest-posttest control group design. The sampling technique used was purposive sampling. The testing of this study used a paired sample t-test. The instrument used was a matter of pretest and posttest in the form of a description with seven questions, an observation sheet, and an assessment sheet of students' independent assignment results. The results showed a significant increase with a significance value in the experimental class of 0.016 &lt;0.05 and in the control class of 0.013 &lt;0.05 between the application of cooperative learning models assisted with concept maps and cooperative learning models without concept maps to improve participants' creative thinking skills students on the theme of environmental pollution.</p>