ERLIN

PENELITIAN KOMPETITIF DOSEN KLUSTES PENELITIAN PENGEMBANGAN PENDIDIKAN TINGGI PENGEMBANGAN PERANGKAT PEMBELAJARAN MATEMATIKA BERMUATAN HIGH ORDER THINKING SKILL DI SMP/MTSN

LAPORAN PELAKSANAAN PENELITIAN KOMPETITIF DOSEN KLUSTES PENELITIANN PENGEMBANGAN PENDIDIKAN TINGGI PENGEMBANGAN PERANGKAT PEMBELJARAN MATEMATIKA BERMUATAN HIGH ORDER THINGKING SKILL DI SMP/ MTSN

Pengembangan Model Pembelajaran Fisika Berbantuan Teka-Teki Silang (TTS) pada Materi Cahaya dan Ala-Alat Optik Kelas VIII SMP N 5 Padang Panjang

ABSTRAK GEPERLIN SISKA NIM. 1630107047, judul “PENGEMBANGAN MODUL PEMBELAJARAN FISIKA BERBANTUAN TEKA-TEKI SILANG (TTS) MATERI CAHAYA DAN ALAT-ALAT OPTIK KELAS VIII SMP N 5 PADANG PANJANG”, Jurusan Tadris Fisika, Fakultas Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Negeri (IAIN) Batusangkar, 2020. Permasalahan dalam penelitian ini adalah hasil belajar peserta didik dikategorikan rendah yang disebabkan karena kurangnya konsentrasi peserta didik dan kurangnya minat belajar peserta didik dalam mata pelajran IPA terutama pada pembelajaran fisika, karena peserta didik menganggap materi fisika merupakan mata pelajaran yang sulit, kurang menarik dan membosankan, hal ini menyebabkan peserta didik menjadi kurang tertarik dengan pembelajaran fisika. Untuk itu salah satu cara yang dapat ditempuh dalam rangka mengatasi kondisi diatas adalah dengan merancang modul yang dapat membangkitkan minat peserta didik sehingga peserta didik dapat aktif dalam proses pembelajaran, maka peneliti melakukan penelitian pengembangan mudul pembelajaran fisika berbantuan teka-teki silang. Penelitian ini hadir sebagai jawaban dari permasalahan di atas yaitu mengembangkan modul pembelajaran fisika berbantuan teka-teki silang pada materi cahaya dan alat-alat optik kelas VIII SMP N 5 Padang Panjang yang valid dan praktis. Modul ini memuat tentang materi cahaya dan alat-alat optik disusun dengan langkah langkah pendekatan saintifik. Penelitian ini menggunakan jenis penelitian pengembangan 4-D (define, design, develop, dan desseminate). Rancangan pada penelitian ini terdiri dari 3 tahap saja yaitu (1) tahap pendefinisian (define) dilakukan untuk mendapatkan gambaran umum sekolah. Kegiatan ini dimulai dengan wawancara dengan guru fisika, menganalisis media pembelajaran yang dipakai dan (2) tahap design yaitu merancang modul pembelajaran fisika berbantuan teka-teki silang (3) tahap develop yaitu kegiatan menguji validitas, praktikalitas dari modul pembelajaran fisika berbantuan teka-teki silang. Instrumen penelitian yaitu (1) Lembar validasi modul, dan (2) angket respon siswa tentang praktikalitas modul. Teknik analisis data penelitian yang digunakan yaitu (1) analisis validitas modul, (2) analisis angket praktikalitas modul. Hasil validitas produk oleh pakar fisika menunjukkan bahwa : (1) Modul pembelajaran fisika berbantuan teka-teki silang materi cahaya dan alat-alat optik valid dengan persentase78,31%, (2) Modul pembelajaran fisika Berbantuan teka-teki silang sudah memenuhi kriteria praktis yang telah diuji cobakan kepada 31 orang siswa kelas VIII SMP N 5 Padang Panjang dengan persentase 82,69%.

PRAKTEK MENJUAL KEMBALI MAKANAN YANG SUDAH DINILAI HARGAKAN DI RUMAH MAKAN PADANG DITINJAU DARI FIQH MUAMALAH (Studi Kasus di Rumah Makan Lintas Sumatra dan Rumah Makan Galundi di Ombilin Kecamatan Rambatan Kabupaten Tanah Datar)

Herlina . NIM 15301300020. Judul skripsi: “Praktek Menjual Kembali Makanan yang Sudah Dinilaihargakan di Rumah Makan Padang Lintas Sumatra dan Rumah Makan Galundi di Ombilin Ditinjau Dari Fiqh Muamalah”,Skripsi, Hukum Ekonomi Syariah, Fakultas Syariah Institu Agama Islam Negeri Batusangkar, 2019. Pokok permasalahan dalam skripsi ini adalah bagaimana pola penetapan harga makanan di Rumah Makan Padang Lintas Sumatra dan Rumah Makan Galundi di Ombilin ditinjau dari fiqh muamalah dan bagaimana pelaksanaan menjual kembali makanan yang sudah dinilaihargakan di Rumah Makan Padang Lintas Sumatra dan Rumah Makan Galundi di Ombilin berdasarkan fiqh muamalah. Tujuan penelitian ini adalah untuk mengetahui dan menjelaskan pola penetapan harga makanan di Rumah Makan Padang Lintas Sumatra dan Rumah Makan Galundi di Ombilin ditinjau dari fiqh muamalah dan bagaimana pelaksanaan menjual kembali makanan yang sudah dinilaihargakan di Rumah Makan Padang Lintas Sumatra dan Rumah Makan Galundi berdasarkan fiqh muamalah Jenis penelitian yang penulis gunakan adalah jenis penelitian lapangan (field research). Sumber data terdiri dari sumber data primer yaitu penjual/ pemilik rumah makan dan pembeli, sedangkan sumber data sekunder terdiri dari karyawan Rumah Makan . Teknik pengumpulan data yang penulis gunakan adalah observasi dan wawancara . Adapun teknik analisis data yang penulis gunakan adalah analisis kualitatif dan deskriptif. Berdasarkan hasil penelitian yang penulis lakukan dapat disimpulkan bahwa penetapan harga makanan di Rumah Makan Lintas Sumatra dan Rumah Makan Galundi di Ombilin tidak sesuai dengan prinsip penetapan harga dalam Islam yaitu prinsip al-tsaman al-adil (harga yang adil), prinsip kejelasan/keterbukaan, dan prinsip kejujuran. Dalam hal ini, penjual/pemilik rumah makan tidak memberitahu dan/atau menjelaskan harga satuan makanan kepada pembeli. Adapun pelaksanaan menjual kembali makanan yang sudah dinilaihargakan berdasarkan fiqh muamalah dipandang tidak sah, karena tidak terpenuhinya syarat jual beli, yaitu barang yang diperjualbelikan bukan lagi milik si penjual/pemilik rumah makan disebabkan barang tersebut sudah milik si pembeli pertama yang sudah dibayar serta tidak adanya akad penyerahan atau pemindahan kepemilikannya.

Ta'tsir thariqah at ta'awan wa at-taawani ala fahmi al maqrul u talamiz

تأثير طريقة التعاون والتعاوني ((Coop-Coop على فهم المقروء لتلاميذ المدرسة العالية في كلية المبالغين محمدية (كومان) بادنج بانجنج ايرليندا 14102014 الغرض من هذا البحث هو لمعرفة تأثير طريقة التعاون والتعاوني (Coop-Coop) على فهم المقروء لتلاميذ المدرسة العالية في كلية المبلغين محمدية (كومان) بادنج بانجنج خصوصا للفصل العاشر. وتستعمل الكاتبة منهج البحث التجربية بثلاث آلات جمع البيانات، يعنى دليل الملاحظة و دليل المقابلة و أسئلة الامتحان. ولمعرفة هذه المشكلة، فاستعملت الكاتبة البحث الكمّي بطريقة التعاون والتعاوني (Coop-Coop). وتصميم البحث هوTrue Eksperimental Design، بنوع The Post-test only Control Group Design. وبعد أن تستعمل الكاتبة طريقة التعاون والتعاوني (Coop-Coop) عند التعليم، فتوجد معدل النتائج في الفرقة التجربية هي 86,6 ومعدل النتائج في الفرقة الضابطة هي 57,6. ثم وجدت الكاتبة أن نتيجة t_(o ) أكبر من نتيجة t_(t )، وهي 2,76 <2,04<10,38 . فلذلك، الفرضة العدمية (Ho) مردودة و الفرضة التبادلية(Ha) مقبولة، والمراد بها إيجاد الفرق بين نتيجة فهم المقروء بطريقة التعاون والتعاوني (Coop-Coop) ونتيجته باستعمال طريقة السمعية والشفوية. والخلاصة من هذا البحث، أن طريقة التعاون والتعاوني (Coop-Coop) يؤثر فهم المقروء. محتويات الرسالة العلمية الصفحة

LINGUISTICS FOR ENGLISH LANGUAGE TEACHING: The Systematic Study of Meaning

Linguistics for ELT: The Systematic Study of Meaning

Teachers' Role in Building Students' Character through English Language Teaching Classroom

Teacher plays an essential role in education process. The success of a learning process in changing students behavior depends on how well the teacher treat the students. The teachers also have to be a good model for the student in every classroom interaction. Teaching English will be meaningful when the teacher can integrate the teaching process into the development of students’ character. When the students behave with proper manner in society, the education process can be said meet the goal of education. Any subject matter in education needs to concern about this issue, especially in English language teaching. The students are not only taught about the linguistic structure of the language but also how their character can be built through the classroom interaction. This paper aims to give an overview about the teachers’ role in building student’s character through English language teaching classroom. It is dealing with what is the nature of character and its importance in education. It also describes the roles of teacher as character educator and how to integrate character education into English language teaching which can be done through some way, such as habituation, integrating character education into English material, cooperative learning in English teaching classroom and Instructional Media of English Teaching.

Flipped Classroom: An Inventive Learning Approach in Engaging 21st Century Learners in Digital Age

Nowadays, ini digital era, traditional classroom which mostly provide face-to-face instruction in classroom and doing assignment at home is not relevant anymore with learners’ learning style as “digital natives”. Teacher as “digital immigrant” must be able to make some adaptation to learning approach in order that the learners can attend meaningful learning for their daily life and future career. The present paper aims to review flipped classroom as an inventive learning approach which could accomodate 21st century learners to have better learning engagement through digital technology in instructional practices. The elaboration will include some related sub-topics, namely (1) concept and definition of flipped classroom, (2) theoretical background of flipped classroom, (3) benefits and obstacles of flipped classroom implementation and (4) cycles of flipped classroom implementation.

Bridging Critical Reading and Self-Critical Writing: EAP TaskBased Teaching for Post Graduate Students

Teaching English for students studying for a master degree in English for Academic Purposes (EAP) context should enable the students to be a critical reader of literatures in order to have capability to write critical literature review in their area of study. In EAP context, meaningful and challenging tasks are essential element of the teaching process. One of the main assumptions of EAP is that teaching materials should enable learners to acquire the variety of language and skills they will need in typical situations they meet in their academic or professional life. To accomplish the tasks well, the student is enquired to be capable to apprehend meaning of various authentic materials, such as research-based article (IMRaD format article), book chapter, book review, etc. To comprehend these scientific literatures, they should be provided with strategies and skills—integrated reading and writing. These will be conveyed through an effective methodology in the classroom—Task-based Language Teaching (TBLT). One of the principles of TBLT is using authentic materials to link classroom language learning with real world tasks.This present paper aims at describing how TBLT, as an effectual instructional method of teaching English, comes out to help the student be a skilled reader of AIMRaD format of research-based article. The implementation of this technique begins with critical reading activities which are divided into three stages—pre-reading task, while-reading task and post-reading task—and terminate with writing summary as critical literature review. Faithfully, this strategy can facilitate the students completing their academic tasks.

Using Humour in EFL Classroom Interaction: an Effective Way of Byrning Students’ Interest in Learning English

Teaching English at secondary school level is meant to enable students to grasp out communicative competences. To attain this purpose fruitfully, English teacher needs to consider the strategy how to encourage students to take a part in classroom interaction. One of strategy that can be played by English teacher is “humour” because it is like a battery—creating good circumstances in doing communication. This study approaches teacher-students interaction in EFL classroom from pragmatic perspective. This study explores the types and functions of humors supplied by the English teacher in classroom interaction at the tenth grade of Secondary School. The data were videotape documented from three distinct classrooms in 90 minutes English lesson. The data were analyzed based on the theory of Gay and Airasian (2000), Miles and Hubberman (1983) and Chelimsky (1989). The results of the study shows that (1) there are five types of humour used by English teacher in classroom interaction, namely (a) irony, (b) teashing, (c) banter, (d) language play and (e) jokes; and (2) the humours used by English teacher functions as (a) developing open and supportive communication climates, (b) enhancing positive interaction, (c) creating amusement, (d) lowering students’ anxiety, and (e) fostering students to be courageous to take a part in classroom interaction

Positive Politeness Strategies in EFL Classroom Interaction

Learning a foreign language involves not only knowing how to speak and write well, but also how to behave linguistically. Therefore, the teacher-student interaction in class is influenced by their pragmatic knowledge, how to behave and respond in different situations and contexts. This study approaches teacher-student interaction in EFL classroom from pragmatic perspective. It focuses on linguistic politeness; that is, the ways the teacher expresses politeness verbally through teachers’ use of language.Thepresent study concerns on positive politeness strategies supplied by English teachers in the three 90-minutes English meeting in a senior high school. The data were video-recorded from three different English classroom where English was used in the classroom interaction.The data analysis used the theory of politeness strategies proposed by Brown and Levinson. The reseearch result indicatesthat there are eightstrategies that emerged in the teacher-student interaction namely, Exaggerate interest, approval, sympathy with hearer; use in-group identity markers; seek agreement; joke; offers, promise;be optimistic; including both speaker and hearer in activity and giving or asking a reason. The age difference, institutional setting, power, and the limitation of the linguistic ability of the students has contributed to the different choices of positive politeness strategies.

BUILDING ACADEMIC HONESTY IN SCIENTIFIC WRITING

Character has become a central aspect of education. It has given much more influences on the success of education in the nation. The term of character is defined as an individual’s set of psychological trait that affect person’s capability and inclination to function morally. It is encompassed of those traits that lead an individual to do or not to do the appropriate thing. There are numerous character values in education which have been discussed and proposed by experts. One of them is honesty which significantly affects learners’ attitudes and behavior to do and act properly. Building character of honesty in language learning can be done in many ways. One of them is through scientific writing. Writing is not only about what and how to write. Further, it deals with academic honesty which requires students to behave in accordance with character values. At this point, the issue of plagiarism should come into attention in order to build student’s characters. This paper aim to discuss how scientific writing promotes character building especially in language learning.

Building Students' :Learning Autonomy through Collaborative Learnin

Language awareness is defined as a person’s sensitivity to and conscious awareness of the nature of language and its role in human life. It refers to the development in learners of enhancing consciousness and sensitivity to the form and function of the language itself. Students’ language awareness is very important to be developed as it contributes much towards students on how they should learn the language, being well-motivated and how they come into language comprehensively. The activity of students’ learning in the classroom typically seems to concern with learning which they need to learn for achievement of life goals than being aware of what they learn. This is exactly what happened in learning English as a foreign language for Indonesian students. They seem to not have any responsibility for their own learning. This paradigm makes students become more less-motivated and increase their passivity. Students need to develop their own learning strategies so that as far as possible to be autonomous learners. Students having learning autonomy tend to be more competitive in learning because they have a capacity for detachment, critical reflection, decision making and independent actions. This autonomy enables students to develop their own potential. The widespread of autonomy provides an environment which stimulates students’ critical self-awareness. It also supports awareness-raising about the nature of languages, cultures and language learning. Collaborative learning seems to be one effective teaching technique to foster learners’ autonomy. This paper aims to promote the idea of how to build students’ learning autonomy though collaborative learning to develop their language awareness.

Developing Students' Language Awareness through Discovery Learning in English Language Teaching

Language acquisition has strong relation with language awareness which is very important in order to be a good language user, because it is a person‘s compassion to and sentient awareness of language and its function in human life. It deals with overt knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use. Language awareness includes the knowledge about language, a conscious understanding of how languages work, of how people learn them and use them. In English language teaching the use of language in classroom interaction is not only for communication, it is also used to deliver norm through language, meanwhile in Indonesia, most of student is multilingual where they have already acquired languages, including their mother tongue and their national language, the students‘ awareness in learning foreign language such English is a crucial issue to be considered. One of technique that can be used to develop students‘ language awareness is through discovery learning. It is an inquiry-based theory which engages students to be active actors in their own process of learning, including in language learning. Discovery learning in English language teaching allows the students to work on language by having a role in their own learning and developing their activity through the language. So, this paper aims to give an overview how to apply discovery learning in English language teaching to develop student language awareness.

SURE: Developing Learners' Language Awareness through Pragmatic Instruction in the EFL Classroom

A great number of English language learners in Indonesia tend to be recognised as ‘fluent fools’ learners. They can produce all correct sentences following the grammar rules but cannot communicate in proper manner. The phenomenon of this ‘incompetent learners’ has been observed as a result of the absence of learners’ language awareness. Activities aimed at raising learners’ pragmatic competence and activies offering opportunities for communicative practice can be used as a way out of this faulty. The goal of this paper is to discuss activities utilized in pragmatic instruction. It has acronym name—SURE (See, Use, Review and Expeprience).Hopefully, this strategy will enable learners gradually to gain how language works and how to use language appropriately to various communicative settings.

PERILAKU SINTAKTIS KONSTITUEN NEGATIF PADUAN (KNP) “TANPA” DALAM BAHASA INDONESIA

Penelitian ini bertujuan untuk mendeskripsikan perilaku sintaktis KNP ‘tanpa’ dalam konstruksi bahasa Indonesia. Sumber data penelitian adalah buku-buku fiksi berbahasa Indonesia dan surat kabar nasional. Peelitian ini termasuk penelitian kualitatif. Metode dan teknik yang digunakan adalah metode simak dengan teknik dasar adalah teknik sadap dan teknik lanjutan adalah teknik catat. Teknik analisis data adalah reduksi data, display data, dan pengambilan kesimpulan/verifikasi. Temuan penelitian ini adalah (1) kategori sintaktis KNP ‘tanpa’ adalah PREP dan KONJSUB; (2) fungsi sintaktisnya adalah sebagai (a) KET baik berbentuk kata, frasa maupun klausa yang menunjukkan hubungan penyerta, cara, dan alat dan (b) APOSISI sebagian.

Integrasi Pendidikan Karakter dan Pendidikan Moral dalam Pembelajaran Sastra (Sebuah gagasan Pengembangan Nilainilai Karakter Bangsa dalam Pembelajaran Bahasa Inggris

Introductory Research-Based Learning in Linguistics Class: Students’ Perspectives

ACHIEVEMENT MOTIVATION AND ACADEMIC ACHIEVEMENT DIFFERENCESOF ENGLISH STUDENTS