Journal of Education Papua Baru

Simple Tenses in English and Ngalum (A Contrastive Study)

Ice Kosay — Sat, 18 May 2024 00:00:00 +0000

This study is a contrastive analysis between simple tenses in the English language and the Ngalum language. The research aims to make Ngalum language users understand and aware that Ngalum has a tense system like English, thus making it easier for them to learn tenses in English. The method used in this research is classical contrastive analysis, which involves description, juxtaposition, and comparison. The results of this study indicate that both languages have a tense system. In simple tenses, including past, present, and future tenses. Verbs change according to the tense. The function of these verb changes has the same meaning, indicating activities corresponding to events in the past, present, and future. One notable difference is that verbs in English can stand alone as verbs, while in Ngalum, they are bound to the subject. In the English language, subject markers in English verbs are found in simple present. Especially for the third person. Additionally, sentence structures differ between the two languages, with English following the pattern of Subject +Verb + Object while Ngalum follows Subject + Object + Verb. Even though these two languages are not closely related, they share a similar typology in terms of tense structure.

Perbedaan Hasil Belajar Matematika Model Pembelajaran Kooperatif Tipe Think Pair Share Dengan Tipe Numbered Head Together pada Materi Pola Bilangan Kelas VIII SMP Negeri 1 Nabire

Tut Hidayatillah — Mon, 08 Jul 2024 00:00:00 +0000

This study was conducted with the aim of obtaining answers to the problems that have been formulated, namely to determine the difference in the average mathematics learning outcomes of students who use cooperative learning models of TPS type with NHT type cooperative learning models on number pattern material in class VIII odd semester of SMP Negeri 1 Nabire in the 2018/2019 academic year. This research method uses a method with a quantitative approach with the type of Quasi Experimental design (quasi-experiment). The sample used in the study were students of class VIII.A as many as 31 students and class VIII.B as many as 32 students. Sampling to determine class 1 experiment and class 2 experiment was done by cluster random sampling technique. The results showed that there were differences in the learning outcomes of students who used cooperative learning models of TPS type with NHT type on number pattern material in class VIII odd semester of SMP Negeri 1 Nabire in the 2018/2019 academic year.

Keyword: Learning Outcomes, TPS, NHT, Number Patterns

Penelitian ini dilakukan dengan tujuan untuk memperoleh jawaban masalah yang telah dirumuskan tersebut, yakni untuk mengetahui perbedaan rata-rata hasil belajar matematika peserta didik yang menggunakan model pembelajaran kooperatif tipe TPS dengn model pembelajaran kooperatif tipe NHT pada materi pola bilangan kelas VIII semeter ganjil SMP Negeri 1 Nabire tahun pelajaran 2018/2019. Metode penelitian ini menggunakan metode dengan pendekatan kuantitatif dengan jenis penelitian Quasi Experimental design (eksperimen semu). Sampel yang digunakan dalam penelitian adalah peserta didik kelas VIII.A sebanyak 31 peserta didik dan kelas VIII.B sebanyak 32 peserta didik. Pengambilan sampel untuk menentukan kelas eksperimen 1 dan kelas eksperimen 2 dilakukan dengan tehnik cluster random sampling. Hasil penelitian menunjukkan bahwa ada perbedaan hasil belajar peserta didik yang menggunakan model pembelajaran kooperatif tipe TPS dengan tipe NHT pada materi pola bilangan di kelas VIII semester ganjil SMP Negeri 1 Nabire tahun pelajaran 2018/2019.

Kata Kunci: Hasil Belajar, TPS, NHT, Pola Bilangan

Deskripsi Pembelajaran Diferensiasi dalam Kurikulum Merdeka di SMA YPPK Teruna Bakti

Maura Trynovita Sakliressy — Thu, 13 Jun 2024 00:00:00 +0000

Abstrak. Pembelajaran diferensiasi dikenal dengan pembelajaran memiliki ragam cara belajar yang sesuai dengan minat, bakat dan kebutuhan peserta didik guna mencapai tujuan pembelajaran. Pembelajaran ini terbagi menjadi tiga, yaitu diferensiasi konten, diferensiasi proses, dan diferensiasi produk. Keragaman peserta didik terbagi menjadi tiga, yaitu kesiapan belajar, minat, dan profil studi. Tujuan pembelajaran diferensiasi, yaitu 1) untuk membantu semua peserta didik dalam belajar, 2) untuk meningkatkan motivasi dan hasil belajar peserta didik, 3) untuk menjalin hubungan yang harmonis guru dan peserta didik, 4) untuk membantu peserta didik menjadi pelajar yang mandiri, 5) untuk meningkatkan kepuasan guru. Tujuan artikel ini adalah untuk mengetahui gambaran pembelajaran diferensiasi di SMA YPPK Teruna Bakti kelas XI. Metode yang digunakan dalam penelitian ini adalah deskriptif kuantitatif. Pengumpulan data dilakukan melalui instrumen nontes berupa angket berdasarkan aspek sikap hasil belajar. Tes dilakukan terhadap 29 siswa. Hasil tes menunjukkan bahwa rata-rata keseluruhan tingkat penguasaan adalah 83%. Sikap ilmiah per dimensi, untuk dimensi kesiapan belajar 76%, dimensi motivasi belajar 88%, dan dimensi ketekunan dan rasa tanggung jawab 85%.

Kata kunci: Pembelajaran Diferensiasi, Aspek Sikap, Kurikulum Merdeka

Abstract. Differentiated learning is known as learning that has a variety of learning methods that suit students' interests, talents and needs in order to achieve learning goals. This learning is divided into three, namely content differentiation, process differentiation, and product differentiation. The diversity of students is divided into three, namely learning readiness, interests, and study profile. The objectives of differentiation learning, namely 1) to help all students learn, 2) to increase student motivation and learning outcomes, 3) to establish a harmonious relationship between teachers and students, 4) to help students become independent students, 5 ) to increase teacher satisfaction. The purpose of this article is to find out an overview of differentiated learning at SMA YPPK Teruna Bakti class XI. The method used in this research is quantitative descriptive. Data collection was carried out through non-test instruments in the form of questionnaires based on attitudinal aspects of learning outcomes. The test was carried out on 29 students. The test results showed that the overall average mastery level was 83%. Scientific attitude per dimension, for the learning readiness dimension 76%, the learning motivation dimension 88%, and the perseverance and sense of responsibility dimension 85%.

Keywords: Differentiated learning, attitude aspect, Curriculum Merdeka