Penggunaan Metode Guide Note Taking Berbantu Media Video dalam Pembelajaran Muatan Bahasa Indonesia di Sekolah Dasar pada Masa Pandemi Covid-19 The Use of Guide Note Taking Method Optimizing Video Media to Learning Indonesian Language Content in Elementary Schools During the Covid-19 Pandemic

Main Article Content

Cerianing Putri Pratiwi

Abstract

This research aims to know the video-assisted note-taking guide method to improve the listening skills of elementary school 1st graders during the covid-19 pandemic. This study is a class action study. Teachers and elementary school 1st graders were the data sources for the study. The data collection techniques used are observations, interviews, and tests. The research procedures in each cycle are (1) action planning, (2) implementation of actions, (3) observations, (4) reflections. To analyze data using qualitative descriptive techniques and comparative descriptive. Based on the research that has been carried out, the research results can be known; namely, the improvement of listening skills of elementary school 1st-grade students after implementing the guide note-taking method assisted video. It is known that before being given the action, there are still many students who completed by 20%. After being given the action in cycle 1, students' grades increased by 75%. In this second cycle, all students have received complete grades.

Downloads

Download data is not yet available.

Article Details

How to Cite
Pratiwi, C. P. (2022). Penggunaan Metode Guide Note Taking Berbantu Media Video dalam Pembelajaran Muatan Bahasa Indonesia di Sekolah Dasar pada Masa Pandemi Covid-19. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 5(2), 389-398. https://doi.org/10.30872/diglosia.v5i2.348
Section
Articles
Author Biography

Cerianing Putri Pratiwi, Universitas PGRI Madiun

Universitas PGRI Madiun, Madiun, Jawa Timur, Indonesia
Email: cerianing@unipma.ac.id
Orcid: https://orcid.org/0000-0002-5889-2692

References

Apriati, L., Mulawarman, W. G., & Ilyas, M. (2021). Pengembangan Bahan Ajar Menyimak Berbasis Multimedia Interaktif pada Pelajaran Tematik dengan Tema “Indahnya Kebersamaan” untuk Siswa Kelas IV Sekolah Dasar. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 4(1), 13–22. https://doi.org/10.30872/diglosia.v4i1.73
Arsyad, A. (2003). Media Pembelajaran. Rineka Cipta.
Beaunoyer, E., Dupéré, S., & Guitton, M. J. (2020). Covid-19 and Digital Inequalities: Reciprocal Impacts and Mitigation Strategies. Computers in Human Behavior, 111, 1–9. https://doi.org/10.1016/j.chb.2020.106424
Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus Traffic and E-Learning During Covid-19 Pandemic. Computer Networks, 176. https://doi.org/10.1016/j.comnet.2020.107290
Goodsett, M. (2020). Best Practices for Teaching and Assessing Critical Thinking in Information Literacy Online Learning Objects. The Journal of Academic Librarianship, 46(5). https://doi.org/10.1016/j.acalib.2020.102163
Gunawan, H. (2012). Kurikulum dan Pembelajaran Pendidikan Agama Islam. Alfabeta.
Januarisman, E., & Ghufron, A. (2016). Pengembangan Media Pembelajaran Berbasis Web Mata Pelajaran Ilmu Pengetahuan Alam untuk Siswa Kelas VII. Jurnal Inovasi Teknologi Pendidikan, 3(2), 166–182. https://doi.org/10.21831/jitp.v3i2.8019
Musyahidin, A. S., & Kholis, N. (2015). Pengaruh Perpaduan Model Pembelajaran Kooperatif Tipe Think Pair Share dengan Metode Guided Note Taking terhadap Hasil Belajar Siswa pada Standar Kompetensi Memperbaiki CD Player Kelas XI TAV di SMK Negeri 2 Surabaya. Jurnal Pendidikan Teknik Elektro, 4(2). https://jurnalmahasiswa.unesa.ac.id/index.php/17/article/view/11759
Nakayama, M., Yamamoto, H., & Santiago, R. (2007). The Impact of Learner Characteristics on Learning Performance in Hybrid Courses among Japanese Students. Electronic Journal of E-Learning, 5(3), 195–206. https://academic-publishing.org/index.php/ejel/article/view/1516
Nation, & Newton. (2009). Teaching ESL/EFL Listening and Speaking. Madison Ave.
Nurjamal, D., & Sumirat, W. (2011). Terampil Berbahasa Menyusun Karya Tulis Akademik, Memandu Acara, dan Menulis Surat. Alfabeta.
Post, J. L., Deal, B., & Hermanns, M. (2015). Implementation of a Flipped Classroom: Nursing Students’ Perspectives. Journal of Nursing Education and Practice, 5(6), 25–30. https://doi.org/10.5430/jnep.v5n6p25
Rigianti, H. A. (2020). Kendala Pembelajaran Daring Guru Sekolah Dasar di Kabupaten Banjarnegara. Elementary School, 7(2), 297–302. https://doi.org/10.31316/esjurnal.v7i2.768
Septyanti, E., & Kurniawan, O. (2020). Studi Eksploratif Kebutuhan Pembelajaran Daring untuk Mata Kuliah Menyimak pada Masa Pandemi Covid-19. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 3(4), 365–372. https://doi.org/10.30872/diglosia.v3i4.106
Silberman, M. L. (2006). Active learning 101 Cara Belajar siswa aktif. Nuansa.
Surjono, H. D. (2013). Membangun Course elearning Berbasis Moodle. UNY Press.
Triyanto. (2020). Analisis Kebijakan Pembelajaran Jarak Jauh pada Pelajaran Bahasa Indonesia di Masa Wabah Virus Corona. Diglosia: Jurnal Kajian Bahasa, Sastra, Dan Pengajarannya, 3(4), 393–402. https://doi.org/10.30872/diglosia.v3i4.100
Yudianto, A. (2017). Penerapan Video Sebagai Media Pembelajaran. Seminar Nasional Pendidikan 2017, 234–237.
Yulianto, A., Mahmud, E., & Kumullah, R. (2020). Pengaruh Model Guided Note Taking (GNT) Terhadap Kecerdasan Emosional Siswa Mata Pelajaran PPkn Kelas V SD Negeri 26 Kota Sorong. Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar, 2(2), 64–70. https://doi.org/10.36232/jurnalpendidikandasar.v2i2.492
Zaini, H. (2008). Srategi pembelajaran aktif. Insan Mandiri.