2020. 1. 24. 09:38ㆍ카테고리 없음
No utilization of mangrove ecosystem models such as the media and learning. 6Source: Permendikbud No. 24 Tahun 2016 so that the integrated. Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 24 Tahun 2016 Tentang Kompetensi Inti dan Kompetensi Dasar Pelajaran Pada Kurikulum 2013 Pada Pendidikan Dasar dan Pendidikan Menengah. Di dalam Lampiran Permendikbud No 24 Tahun 2016 Terdapat KI KD untuk Mata Pelajaran Umum.
The purpose of this study was to improve the quality of learning music in elementary school, particularly in promoting a fun learning atmosphere for students. Subjects were students in grade IV SDN Baturetno 1 Wonogiri. This study uses classroom action research, which combines both of quantitative approach and qualitative, to determine the level of students' affective reactions on the application as a quantum learning model.
Source of data is collected by the technique of giving questionnaires, observations, and interviews. Test the validity use the technique of source triangulation and methods.
Analysis was done by descriptive-comparative. From the findings, it seemed that the application of quantum learning on music class in elementary school, could increase fun learning atmosphere for students. Level affective reactions experienced by students showed 97% of students to the level of pleasure, 3% of students to the level of mediocre, and there is no reaction was not happy. However, the development still needs to be done primarily in the addition to the use of learning media to be combined with quantum models.Keywords: affective reactions, learning music, quantum models. A’la, Miftahul. Quantum Teaching (Buku Pintar dan Praktis). Yogyakarta: Diva Press.BSNP.
Standar Isi untuk Satuan Pendidikan Dasar dan Menengah. Standar Kompetensi dan Kompetensi Dasar SD/MI. Jakarta: BSNP.DePorter, B., Reardon, M., & Singer-Nourie, S. Quantum Teaching.
Bandung: Kaifa.Julia. Pendidikan Musik Permasalahan dan Pembelajarannya. UPI Press: Bandung.Kosasih, N., & Sumarna, D.
Pembelajaran Quantum dan Optimalisasi Kecerdasan. Bandung: CV Alfabeta.Mahadevan, Shankar. ”Ten Reasons Why Everyone Should Learn To Play Musical Instrument”. (diakses 10 Agustus 2016.Maulana.
Memahami Hakikat, Variabel, dan Instrumen Penelitian Pendidikan dengan Benar: Panduan Sederhana bagi Mahasiswa dan Guru Calon Peneliti. Bandung: Learn2Live ‘n Live2Learn.Niland, Amanda.
“The Power of Musical Play: The Value of Play-Based, Child-Centered Curriculum in Early Childhood Music Education”. General Music Today 23(1) 17–21 © 2009 MENC: The National Association for Music Education DOI: 10.11309335625 Downloaded from by KARSONO Jawul on October 21, 2009.Permendikbud No. 24 Tahun 2016, Lampiran 30: Kompetensi Inti dan Kompetensi Dasar Seni Budaya dan Prakarya SD/MI.Pramswari, L. PERSEPSI GURU SD TERHADAP PENELITIAN TINDAKAN KELAS. Mimbar Sekolah Dasar, 3(1), 50-56.
Permendikbud No 24 Tahun 2016 Bahasa Indonesia
Konsep dan Makna Pembelajaran: Untuk Membantu Memecahkan Problematika Belajar dan Mengajar (Cet. Bandung: Alfabeta.Thomas, E. “Growing Young Musicians: Ways Music Educators Can Reach Their Littlest Learners and Those Who Care for Them”.
General Music Today Volume 22 Number 1 October 2008 13-18 © 2008 MENC: The National Association for Music Education 10.11308323145. Downloaded from by KARSONO Jawul on October 21, 2009.Wena, Made.
Strategi Pembelajaran Inovatif Kontemporer: Suatu Tinjauan Konseptual Operasional. Bandung: Bumi Aksara.DOI.
The Problem solving skills are needed to students in physics learning. Physic problem can be seen indaily, such as mirror topic.
Student who has problem solving skills can solve question of mirror topicnot only by equation, but also use concepts and principles what he know. This research aimed todevelop a valid physics assessment to measure problem-solving skills for Senior High SchoolStudents grade XI. The development stages include: (1) determination for general purpose, (2)conceptual definition, (3) operational definition, (4) establishment for indicators, (5) construction forgrid questions, and (6) determination for test form. The development stage includes: (1) the contentvalidation by experts, (2) revision of the instrument, (3) the prepation for research (4) trial andempirical validation.
The disseminate stage was publication of journal. Subjects of this research was55 students of Senior High School 2 Yogyakarta. Students as subjects of this research was chosenwho had learned mirror topic.
According the result of the content validation and the empiricvalidation, assessment instrument was valid to measure physics problem solving skills in mirrortopic. The content validation has 0,96 for all items, while the empirical validation has 0,97 ± 0,18 forInfit MNSQ, it means all items are in accordance with PCM model.
Permendikbud No 24 Tahun 2016 Smp
The assessment instrument hasvalue of goodness of fit un range -0.94 to 1.12 and has level of item difficulty in range -0,94 to 1.12,those mean all items in the assessment instrumen are good. Futhermore, the assessment instrumentis valid in the content validation and the empirical validation and able to measure physics problemsolving skills. Categories problem-solving skills of subjects obtained of low, medium and highcategory.