[Active Learning 101 Strategi Pembelajaran Aktif Pdfl
Denna Repaci
The objectives of this classroom action research are (1) increasing children's interest in learning in Kindergarten Sulthoni, (2) Knowing how to use active learning methods to increase children's learning interest, (3) Knowing how children's perceptions and impressions of active learning methods in increasing children's learning interest . This research is a Classroom Action Research (PTK). The research subjects were students of group B TK Sulthoni. The data collection techniques used were observation, documentation and interviews. The results of the study concluded that active learning for treasure-seeking strategies can increase children's interest in learning, especially calistung learning in students in group B TK Sulthoni with an increase in cycle I 60%, cycle II 75%, cycle III to 90%, (2) The seriousness of students in the cycle I 45%, cycle II 60%, Cycle III to 75%, accuracy of sisawa in cycle I 25%, cycle II 50%, cycle III to 80%, (4) Ability to arrange words into sentences in cycle I 45%, cycle II 60%, cycle III becomes 80%.
Madrasah Ibtidaiyah (MI) is a basic/primary education level where at this level, learning should begin to teach students to think actively, creatively, critically, so that they are trained from an early age to apply learning outcomes in their daily lives. Especially in the Aqidah Akhlak lesson, where the direction of achievement of this learning is not just understanding theories in terms of faith and behavior, but until students can apply good behavior as a habit that they carry out every day. Teachers of moral beliefs at the MI level need guidance on how to apply an active learning strategy or method so that learning objectives can be achieved successfully. The aim of this research is to present a discussion about the principles and urgency of implementing active learning strategies in learning moral beliefs for students at the MI level. The research method is library-research, where research data is taken from books and scientific articles from the internet that are relevant to the research discussion. The research results show that learning moral beliefs using an active learning strategy aims to make students more active, interesting and encouraging to attract interest in learning. Active learning can use the basic principles of speaking and listening, reading, writing and reflection methods on students. This strategy is urgent to implement because it can encourage students to become creative individuals in contextualizing the material they receive with their surroundings. In the context of learning moral beliefs, it will provide experience for students so that they are ready to face and answer problems that arise in an era that continues to develop by becoming polite, civilized, moral individuals who have faith and devotion to Allah SWT.
Sutinah, & Kumala Nahrasyiah. (2018). Implementasi Strategi Active Learning dalam Pembelajaran Fiqh Siswa Madrasah Tsanawiyah Muhammadiyah Gedontengen Kota Yogyakarta. In Jurnal Komunikasi dan Pendidikan Islam (Vol. 7, Issue 1).
This paper examines how to apply learning strategies that can increase motivation, activate the atmosphere, demanding concentration, fun / entertaining as well as can be a game in the learning process, especially learning Arabic. With a qualitative approach, which is the subject of discussion is an active learning strategy Crossword Puzzle, then analyzed with content analysis approach. The first result, the active learning strategy Crossword Puzzle is one of the strategies suitable for learning Arabic (mufrodat) because in addition to enabling students, motivating students in fact contain the values of characters such as meticulous, hard work, responsibility, help, and discipline. Second, the application of crossword puzzle was also able to be a game as well as a very good written assessment techniques for learners. Thus, corssword puzzles can be used as an alternative active learning strategy for teachers, especially in Arabic learning.
Rantika dan faizal Abdullah, Penggunaan Media Teka Teki Silang Dalam Meningkatkan Hasil Belajar Siswa Kelas Ii Pada Pembelajaran Bahasa Arab Di Madrasah Ibtidaiyah Nurul Iman Pengabuan Kabupaten Pali, Jurnal Ilmiah PGMI, Vol. No. 1 (Januari 2015).
The age of 0-6 years children is known as the golden period where at this time the child's development is quite rapid so that at this time the environment must provide good stimulation. TKIT Insan Harapan is a PAUD institution that applies active learning strategies to increase the value of Islam in its students. Ages 4-5 in living religious values are still influenced by fantasy and emotions. Children almost all of their activities are playing exploring objects around which are certainly fun so teachers need active learning strategies to increase the value of the Islamic religion. Aspects of the development of Islamic religious values develop well, of course, with the role of teachers who provide balance through activities by carrying out learning strategies in order to achieve goals. In this study, it uses qualitative research methods, namely in collecting researcher data using observation techniques, interviews and documentation. The results showed that active learning strategies to increase the value of Islam in TKIT Insan Hrapan used picture and picture strategies, singing, true or false, storytelling and card sort and there were several supporting and inhibiting factors for learning strategies
Penelitian ini bertujuan: (1) mengembangkan perangkat pembelajaran PKn berbasis pembelajaran aktif, (2) mendeskripsikan kualitas hasil pengembangan. (3) mendeskripsikan keterlaksanaan Rencana Pelaksanaan Pembelajaran (RPP) PKn selama kegiatan pembelajaran. (4) mengetahui peningkatan hasil belajar siswa SD setelah diterapkan. Penelitian ini merupakan penelitian pengembangan dengan menggunakan model pengembangan perangkat Dick & Carey. Objek penelitian adalah perangkat pembelajaran PKn dan subjek uji coba adalah siswa kelas IV SD N Tambakrejo II Gresik. Hasil penelitian yaitu: (1) Pengembangan perangkat pembelajaran dengan cara mengidentifikasi tujuan pembelajaran, menganalisis pembelajaran, mengalisis siswa, merumuskan tujuan pembelajaran, menyusunan tes beracuan kriteria, mengembangkan strategi pembelajaran, memilih media pembelajaran, mengembangkan perangkat pembelajaran, dan melaksanakan validasi. (2) Kualitas perangkat pembelajaran diperoleh berdasarkan hasil validasi para ahli yaitu silabus, RPP, LKS, dan BAS yang memiliki kategori sangat baik. (3) Keterlaksanaan RPP pada uji coba 1 dan uji coba 2 dalam 3 pertemuan memiliki kategori rata-rata sangat baik. (4) Hasil uji coba pengembangan perangkat pembelajaran PKn SD pada uji coba 1 dan uji coba 2 terjadi peningkatan hasil belajar siswa sebesar 21%.
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This study aims to understand and improve the thinking ability of vocational mathematics students with active Question Student Have. This research is an experimental study. To see the suitability of the implementation of learning with this strategy, validation was carried out on the observation sheet and the implementation plan of learning. The subjects of this study were class XI TKJ 2 Penida Vocational School 2 Katapang 2016/2017 academic year (35 students). This strategy is used to get hopes and problems in mathematics learning written on the question card. The instrument used is a matter of description. . Data in the implementation of the application through a sheet of activities and learning outcomes compiled at the end of learning, a tool used to process pretest and posttest data from the results of using a computer with Minitab 16 software. Using the application of mathematics Question Student Have Strategies Owned by Students. The results of the research conducted on the Application of Active Question Student Have to Vocational Critical Mathematical Thinking Ability of students concluded that "the mathematical thinking ability of Vocational students through active learning strategies type of Student Questions Ask better about what is considered for mathematics students who learn to use learning models conventional.
Pembelajaran merupakan bantuan yang diberikan pendidik agar terjadi proses pemerolehan ilmu dan pengetahuan, penguasaan kemahiran dan tabiat, serta pembentukan sikap dan kepercayaan pada peserta didik. Dengan demikian, untuk membantu peserta didik dalam memperoleh ilmu pengetahuan tersebut maka diperlukan strategi pembelajaran yang sesuai dengan tuntutan kurikulum saat ini. Tujuan penelitian ini yaitu untuk mengetahui strategi guru dalam pembelajaran aktif melalui pendekatan saintifik dalam mewujudkan pembelajaran abad 21. Metode yang digunakan dalam penelitian ini adalah kualitatif dengan jenis penelitian fenomonologi dengan subjek penelitian guru kelas IV SD Negeri 111/I Muara Bulian pada tahun ajaran 2021/2022. Instrumen yang digunakan dalam pengumpulan data adalah observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa strategi yang digunakan guru dalam menerapkan pembelajaran aktif melalui pendekatan saintifik dalam mewujudkan pembelajaran abad 21 yaitu dengan cara guru mengimplementasikan langkah pendekatan saintifik: Mengamati, Menanya, Mencoba/mengumpulkan informasi, menalar/mengolah informasi serta Mengkomunikasikan dan mengintegrasikannya dengan keterampilan abad 21: Kritis, Komunikatif, Kolaboratif dan Kreatif. telah dilaksanakan.
ABSTRAK: Bahasa Arab merupakan suatu alat interaksi antara umat
Islam. Bahasa Arab juga telah ditetapkan oleh UNESCO sebagai salah satu
bahasa resmi di dunia, maka sebab itu bahasa Arab sangat perlu untuk
dipelajari. Pembelajaran bahasa Arab di Indonesia sudah di mulai pada
jenjang sekolah dasar hingga perguruan tinggi. dalam pembelajaran bahasa
Arab, tentunya diperlukan sebuah strategi pembelajaran agar terciptanya
suasana pembelajaran yang kondusif dan efektif. Strategi memiliki arti
rencana yang cermat mengenai kegiatan untuk mencapai sasaran khusus,
salah satu dari berbagai strategi ialah strategi active learning. Strategi
active learning memiliki arti sebagai strategi yang dilakukan oleh para
pendidik bahasa Arab dalam mengajarkan bahasa Arab dengan cara
memusatkan pembelajaran pada peserta didik atau yang dikenal dengan
student center. Oleh karena itu, strategi active learning ini sangat efektif
diterapkan pada pembelajaran bahasa Arab. Pada tulisan ini, kami akan
memaparkan penjelasan secara deskriptif melalui literatur-literatur yang
terkait strategi active learning dalam pembelajaran bahasa Arab.
KATA KUNCI: Strategi, Active learning, Pembelajaran, Bahasa Arab.