Lesson Hours Research Articles

Identifying Student Motivation in Learning Islamic Education in Senior High School

In general, the reality that with a Senior High School ll number of teachers and a large number of students is that it is unlikely that teachers will be able to provide maximum motivation to students. A large number of students, not comparable to the number of teachers, will usually have difficulty nurturing students with maximum motivation. The aim of this research is to look at students' intrinsic motivation, students' extrinsic motivation, supporting and inhibiting factors in learning Islamic religious education. This research uses descriptive qualitative methods. The data collection techniques used are observation, interviews, and documentation with data analysis through data reduction, data presentation, and drawing conclusions and verification. The results of this research were obtained: i) the intrinsic motivation of students at Senior High School 2 Payakumbuh in learning Islamic religious education was obtained through the appreciation given by the teacher and the students' sense of responsibility. This award is motivation for students to develop and progress further in their learning process, ii) extrinsic motivation for Senior High School 2 Payakumbuh students is obtained from the motivation provided by teachers, principals, and all the environment in the school. Adequate infrastructure is one of the motivations for student learning in achieving goals, iii) supporting factors in increasing student learning motivation in learning Islamic religious education, namely students are given Islamic religious learning guidance, in the form of congregational prayers, tahfiz, reading the koran and delivering learning material. The inhibiting factor in increasing students' learning motivation in learning Islamic religious education is the lack of Islamic religious education lesson hours at school. Apart from the lack of teaching hours for Islamic religious education teachers, students who study religion are less aware of the importance of studying Islam. The results of this research can be used as initial data for future researchers in studying this problem in different contexts and issues.

IMPLEMENTATION OF INTEGRATED QUALITY MANAGEMENT PRIVATE CHARACTER EDUCATION IN IMPROVING DISCIPLINE OF STUDENTS

Education in Indonesia until now has not been able to answer moral inequality. This is because the education system that is schooling focuses on the transfer of knowledge and pays less attention to character education, limited hours of lessons, and the weak implementation of character education in educational institutions. Based on this, a breakthrough is needed to change the behavior of students, one of which is the Implementation of Integrated Quality Management in Islamic boarding schools, which can improve student discipline through training, habituation, and example. The purpose of the study was to determine and analyze the implementation of integrated management of noble character education in improving student discipline. The results of the study, that the quality of character education programs through good educational activities in dormitories or madrasas. The quality of kyai's leadership with charismatic leadership with a colligial collective management approach. Quality of the decision-making process with colligial collectives. Quality evaluation of character education with academic evaluation and parenting. The preserved values ​​of the pesantren are the five souls of the cottage, consisting of the values ​​of sincerity, simplicity, independence, ukhuwah Islamiyah and responsible freedom. The impact of character education is that the discipline character of the students is increased and the students are committed to the values ​​and rules of the pesantren. The Integrated Management-Based Character Education Model used, consists of inputs, processes, outputs and outcomes which are managed using an integrated management typical of Pesantren.

Investigating the Impact of Activities Based on Scientific Process Skills on 4th Grade Students Problem-Solving Skills

The purpose of this research is to examine the impact of activities based on scientific process skills on problem-solving skills of 4th grade students in science lessons. In the study a non-equivalent control group pre-test and post-test design type of quasi-experimental method was used. The research study group was composed of 30 students with 15 each in the experimental study group and control group. In the experimental and control groups, for scientific process skills, the “Scientific Process Skills Test (SPS)”,and for problem-solving skills, the “Problem Solving Inventory for Children at Elementary Education Level (PSIC)” were used as pre-test and post-tests. Activities including scientific process skills in the experimental group were applied for 8 weeks and 16 lesson hours, while no intervention was made to the control group. In the data analysis process, the Mann-Whitney U test and Wilcoxon Signed-Rank test were used. According to the data obtained from the research, it was observed that there was a significant difference in the post-test scores in the Scientific Process Skills Test (SPST) and the Problem-Solving Inventory for Children (PSIC) of the students in the experimental group compared to the students in the control group. According to these findings, it can be stated that activities including scientific process skills develop problem-solving skills of students in primary science education.

Pelaksanaan Pembelajaran Band Di Kelas XI Jurusan Seni Musik Populer SMK Negeri 7 Padang

This study aims to describe the implementation of Band learning in class XI students of the Department of Art Popular Music at SMK Negeri 7 Padang. This type of research is a qualitative descriptive study, with the object of research namely Band learning in class XI students of the Department of Art Popular Music at SMK Negeri 7 Padang. The main instrument in this study was the researcher himself, assisted by supporting instruments in the form of notebooks and mobile phones. Data collection techniques were carried out through library research, observation, interviews, and documentation. The analysis technique is through the steps of data reduction, data presentation, analysis, and concluding. Based on the results of the study, it was found that Band learning in class XI of the Department of Art Popular Music was not running optimally, due to the lack of seriousness of students in carrying out the tasks given by the teacher, even though the implementation of learning carried out by the teacher was following the Learning Implementation Plan (RPP). Factors that cause Band learning are not optimal because students do not have personal instruments, limited lesson hours during the pandemic, and lack of student motivation.

Pelatihan Penyusunan Lembar Kerja Peserta Didik (LKPD) Berbasis Science, Technology, Engineering, Mathematic (STEM) dan Karakter Bagi Guru Sekolah Dasar Kecamatan Batang Kapas Kabupaten Pesisir Selatan

The content and implementation of learning must always adapt to changes and development demands that can answer 21st-century skills. On the other hand, the teacher is an important factor in implementing learning that refers to the development of student competencies. The adjustment of the learning content must be in line with the adjustment/increase of the competence of the teacher as the perpetrator of the implementation of the learning itself. The current learning demands should focus on students as the main learning subjects in the classroom. Training on Preparation of Student Worksheets Based on Science Technology Engineering and Mathematics (STEM) and character was given to 32 elementary school teachers in Batang Kapas District, Pesisir Selatan Regency. The implementation of this training is divided into two segments: (1) delivery of material with an accumulation of 16 hours of lessons and (2) guided assignments with an accumulation of 16 hours of lessons. The effectiveness of the training is determined by comparing the results of the pre-test and post-test of the trainees. The results of the analysis can be concluded that there is an increase in teacher understanding of 27.5% in aspects: 1) 2013 curriculum and integrated thematic learning, (2) STEM approach in learning (3) HOTS-based learning, (4) integration of character values in learning, and (5) the basics of preparing student worksheets.

Studi Problematika Pelaksanaan Pengajaran Bahasa Arab Dan Usaha Pemecahannya Di Madrasah Tsanawiyah Muhammadiyah 03 Sedayulawas Brondong Lamongan

This thesis aims to find out what problems are faced in teaching Arabic at Madrasah Tsanawiyah Muhammadiyah 03 Sedayulawas Brondong Lamongan, as well as to find out the efforts made in overcoming these problematics.
 The results obtained from this study are that there are probles in the implementation of teaching Arabic, naely: The Problem of students is that when receiving teaching 58% "a lot" are difficult to understand. From the factor of educators (teachers) only 2% means "less" is a problem. From the objective factor, it is also less of a problem in the implementation of teaching Arabic because only 11% stated that they did not clearly understand the purpose of learning Arabic. Problems with educational tools, one of which is the method used by teachers in teaching Arabic, is "enough" (25.5%) to be a problem. In addition, the teaching aids used by the teacher are "a lot" (54.5%) which is a problem in teaching Arabic. Meanwhile, environmental factors (family) can be said to be "enough" to be a problem (40%) in teaching Arabic because they are very lacking in paying attention to/motivating their children to learn Arabic lessons.
 The efforts made in overcoming these problems are the first, the efforts of the students, namely by reading Arabic books, and taking additional lessons outside of school hours. Second, the efforts of the Arabic language teacher, namely by increasing the hours of Arabic lessons outside of school hours, the teacher is trying to find the right method to be taught, while those related to teaching aids are the absence of complete teaching aids (still in the stage of being worked on), teachers try to maximize the use of existing media and increase teacher creativity, which is related to evaluation, teachers try to continuously conduct evaluations. Third, the efforts of the school, namely seeking the equipment needed gradually for the further development of Arabic language teaching, as well as holding meetings with the parents of students and providing understanding to the guardians of students to motivate and support their children in learning Arabic.

Elemen-elemen Perubahan dalam Kurikulum 2013

The 2013 curriculum is the development of the Competency-Based Curriculum which was pioneered in 2004 and the 2006 KTSP. Teachers must have adequate and mature readiness, starting from readiness in terms of qualifications, competencies and also being ready in terms of common understanding and mindset towards the curriculum. the new. The learning process that encourages students to be active is only possible if the teacher's mindset has changed, has been running in accordance with the direction and changes of the 2013 Curriculum. Failure to change the teacher's mindset will be a source of failure to implement the 2013 Curriculum. The problem is that changes in the teacher's mindset cannot be done in a short time. According to the Ministry of Education and Culture of the Republic of Indonesia, the focus of developing the 2013 curriculum is to reduce the number of subjects, reduce subject matter and increase lesson hours. Referring to Government Regulation No. 32 of 2013 concerning National Education Standards, there are four changes to this new curriculum, namely: First, Changes to Graduation Standards/SKL (Permendikbud no. 54 of 2013). Second, changes to content standards (Permendikbud no. 64 of 2013). Third, changes to process standards (Permendikbud no. 65 of 2013) and Fourth. Changes in the assessment aspect (Permendikbud no. 66 of 2013). While the other four standards did not change.

The Role of The Guidance and Counseling Teacher in Improving Student’s Argumentation Ability at MTS Mal UIN North Sumatra Medan

This study aims to describe the role of BK teachers in improving students' ability to argue at MTs MAL UIN North Sumatra Medan. The research method used is a qualitative approach. The research subjects were BK teachers, students of MTs MAL UIN North Sumatra Medan, subject teachers taken by snowball sampling. Interview data collection techniques, observation and documentation. Data analysis technique is done by editing, classifying, reducing and presenting data. The results showed that: 1) The argumentation ability of class VII students of MTs MAL UIN North Sumatra Medan can now be said to be even better, in the sense that students dare to argue and do not show shy behavior when arguing. 2) The form of the guidance and counseling teacher's role in improving students' argumentation skills through the implementation of information services, group guidance and content mastery and collaborating with subject teachers and homeroom teachers. there is a special time allocated to carry out guidance and counseling. Meanwhile, the BK teacher's efforts in overcoming these obstacles are by continuing to provide guidance and direction to students so that they are still willing to follow the implementation of guidance and counseling services and make closeness that touches students' socio-emotional. BK teachers also take advantage of the empty lesson hours because the teacher is not present to provide counseling services.

Geography's ability to enhance powerful thinking skills and knowledge

Finnish upper secondary geography education has faced major changes within the last decade. In 2014, geography lost one of its compulsory courses in the distribution of lesson hours. Afterward, curriculum reforms were conducted in 2015 and 2019, and the geography test in the Finnish matriculation examination was digitalized in 2016. Similar major changes have occurred across the globe over the last 20 years as geography’s position in schools has weakened. Therefore, geography educationists have engaged in discussion regarding the kinds of knowledge and thinking skills that geography encourages young people to learn during their years in school. This thesis acknowledges that geography involves much more than teaching and learning simple facts about world’s topography, regions, and places, which is how geography is usually understood in popular views.
 The aim of this thesis is to widen our understanding of thinking skills and powerful knowledge in the context of geography education. Theoretically, the thesis brings together discussions of powerful geographical knowledge with thinking skills and knowledge dimensions from a revised version of Bloom’s taxonomy, and it suggests that these can be used as two “lenses” through which to examine geography. The main objective of the thesis is to examine geography’s potential to engage students in thinking skills and powerful geographical knowledge, using Finnish upper secondary geography education as an example.
 This thesis is based on three individual research articles, and thus the empirical part of the thesis consists of multiple research materials: in-service upper secondary teachers’ concept maps and in-depth interviews; the geography test questions from the paper-based and digital forms of the Finnish matriculation examination between fall 2013 and spring 2019; students’ answers to the paper-based and digital geography test questions between fall 2015 and spring 2017; and learning objectives in upper secondary geography curricula documents from the years 2003, 2015, and 2019, which are examined through the qualitative research methodology approach. Both inductive and deductive content analysis are used as methods of analysis. Additionally, quantification, descriptive statistics, and statistical analyses are used to comprehensively understand the researched phenomenon.
 In this compilation part of the thesis, the findings from the three original research articles are examined through the two “lenses” to reveal which geographical thinking skills and knowledge are emphasized. The findings suggest that the various thinking skills and knowledge dimensions, as well as powerful geographical knowledge types, are all present to some extent in Finnish geography’s learning objectives and test questions, students’ answers, and teachers’ conceptions. However, the majority of the learning objectives and test questions emphasize lower-order thinking skills, i.e. powerful geographical knowledge types 2 and 5. However, to some extent, teachers additionally emphasize higher-order thinking skills, i.e. powerful geographical knowledge types 1 and 4. The digitalization of the matriculation examination and the curriculum reforms slightly shifted the emphasis toward higher order thinking because the requirement to use analytical thinking skills—i.e. powerful geographical knowledge type 4—increased. Additionally, the findings suggest that students have difficulty answering questions that require them to use analytical (in digital tests only), evaluative, and creative thinking or procedural knowledge, i.e. powerful geographical knowledge types 4, 3, and 1.
 The findings indicate that geography has the potential to enhance students’ higher-order thinking skills and engage them in powerful geographical knowledge, but further development is needed. First, there is a need to reevaluate the optimal distribution between lower- and higher-order thinking skills in the geography curriculum’s learning objectives and the geography test questions in the Finnish matriculation examination. Additionally, there is a need to engage geography teachers and students in reflection on thinking skills and powerful geographical knowledge. Moreover, there is a need to consider the possibility of placing more emphasis on higher-order thinking skills, because this will enable the development of students’ powerful geographical knowledge in greater depth. In conclusion, this thesis provides one perspective on geography education and presents one framework for understanding thinking skills and powerful knowledge in geography. This framework can be used to plan the aims of geography education, or to choose teaching artifacts, methods, or assessments tasks. Moreover, it can be applied in order to “speak the same language” so as to develop geography education, and above all to develop students’ powerful geographical knowledge and thinking skills.
 Keywords revised Bloom’s taxonomy, powerful geographical knowledge, upper secondary education, geography education, geography curriculum, learning objectives, summative assessment, teachers’ conceptions, students’ performance, higher-order thinking skills

Determining the Effects of Interactive Book Reading Implementations on the Social Acceptance of Students with Special Needs

This study examines the effects of interactive book reading (IBR) implementations on typically developing students’ social acceptance of students with special needs. Since inter-group and within-group comparisons are to be made, a split-plot design of factorial designs was used in the study. In this study, the Social Acceptance Scale (SAS) was administered to four different 4th-grade students in this school to determine the study group. According to the social acceptance scores obtained, 64 students in the two classes closest to each other were determined as the study group. With the random method, one of these classes was assigned as the experimental group and the other as the control group in this study, a form of “Friendship Activity Scale” (FAS) developed by Siperstein (1980) and adapted into Turkish by Civelek with the name “Social Acceptance Scale” (SAS) was used. IBR implementations were conducted in an interactive reading of one book, one lesson hour (40 min) per week for eight weeks. After assessing whether the data were suitable for the use of parametric tests based on normality tests, the data obtained were analyzed using the t-Test for between-group comparisons and the Related Measurements Two-Way Variance Analysis (ANOVA) for within-group comparisons (pretest-posttest) within the context of the questions to be answered in the study. This study mainly found that IBR was effective in raising social acceptance levels among students with special needs and typically developing students.

Classroom Challenges of Secondary Level English Teachers at Remote Government Schools in Nepal

The study was conducted to explore Secondary level English teachers’ classroom challenges in the government schools of remote Nepal. The purpose of the study was to identify classroom challenges of English teachers at the secondary level and analyze how the factors affect English Language Teaching in the classroom. Twenty English teachers responded to the questionnaire, four were selected for the interview and five agreed to participate in focus group discussion. The main findings of the study were; the teachers do not understand students’ local language, overcrowded classrooms, students’ mostly use their native language to communicate, limited lesson hours, students’ poor linguistic background and poor classroom condition. The most interesting finding is that none of the teachers was English graduates. They were from other streams like Major Nepali, Math, Commerce etc. Learning and applying various teaching methods and classroom management techniques, matching students’ linguistic level and the learning situation, making use of time, and self-reflection can help tackle English teachers’ challenges.Keywords: Challenges; English teachers; Government School; Remote; Secondary level.

Teaching humorous irony to L2 and heritage speakers of Spanish

The present study examined the effect of a pedagogical intervention about humorous verbal irony in Spanish with a mixed group of 40 second language (L2) and heritage speakers of Spanish. Unlike previous studies that have considered only irony comprehension, this project incorporated both comprehension and production of irony into instruction and assessment. The intervention consisted of 2.5 hours of lessons that focused on humorous irony and irony cues. To assess effectiveness, participants completed a pretest and posttest of an irony comprehension instrument and a written production questionnaire designed to elicit humorous irony. The results from the study indicate that the intervention was beneficial in increasing participants’ accurate interpretation of irony and identification of tone of voice as an irony cue. Additionally, after instruction, participants produced significantly more irony and incorporated new resources into their ironic responses. However, participants did not increase their success in being humorous over time. No significant group differences were observed, suggesting that the instruction had similar effects for both L2 and heritage speakers.

THE EFFECT OF VALUE-ORIENTED ACTIVITIES ON APPROACHING SOCIAL PROBLEMS DUE TO TECHNOLOGY

This study, it is aimed to determine the effect of value-oriented activities on the comprehension of technology based social problems within the scope of social studies courses. In the research, a mixed method, in which qualitative and quantitative methods are used together, was preferred. In the quantitative dimension of the study, a quasi-experimental design with pretest-posttest control group was used. Data collection tools were prepared in accordance with the qualitative method. The study group of the research consists of a total of 96 students attending the seventh grade in a state secondary school in the Gemlik district of Bursa in the 2019-2020 academic year. The research was carried out with two experimental groups (n=47) and two control groups (n=49). Value-oriented activities prepared for the teaching of technology-based social problems were applied to the experimental group students for 6 lesson hours. In this process, no intervention was made for the education of the control group. In the research, "Social Problems Questionnaire", "Problem Tree Diagram" and "Social Change and Values Questionnaire", which are data collection tools, were made by the students in the experimental group and control group before and after the application. The obtained data were subjected to content analysis. As a result of the analyzes made on the causes of technology-related social problems, their effects on society, their solutions and their relationship with values, it was seen that while the expressions of the experimental group and control group students were similar before the application, the expressions of the experimental group students after the application were considerably enriched and diversified compared to the expressions of the control group students. In addition, while there was a significant difference in the percentages of change in the expressions of the students in the experimental group before and after the application, it was determined that this difference was not significant in the control group.

Elemen-elemen Perubahan dalam Kurikulum 2013

The 2013 curriculum is the development of the Competency-Based Curriculum which was pioneered in 2004 and the 2006 KTSP. Teachers must have adequate and mature readiness, starting from readiness in terms of qualifications, competencies and also being ready in terms of common understanding and mindset towards the curriculum. the new. The learning process that encourages students to be active is only possible if the teacher's mindset has changed, has been running in accordance with the direction and changes of the 2013 Curriculum. Failure to change the teacher's mindset will be a source of failure to implement the 2013 Curriculum. The problem is that changes in the teacher's mindset cannot be done in a short time. According to the Ministry of Education and Culture of the Republic of Indonesia, the focus of developing the 2013 curriculum is to reduce the number of subjects, reduce subject matter and increase lesson hours. Referring to Government Regulation No. 32 of 2013 concerning National Education Standards, there are four changes to this new curriculum, namely: First, Changes to Graduation Standards/SKL (Permendikbud no. 54 of 2013). Second, changes to content standards (Permendikbud no. 64 of 2013). Third, changes to process standards (Permendikbud no. 65 of 2013) and Fourth. Changes in the assessment aspect (Permendikbud no. 66 of 2013). While the other four standards did not change.

Analisis Model Pelayanan Pendidikan Bagi Anak Disleksia dan Disgrafia di Sekolah Inklusi SDN Meruya Selatan 06 Pagi

This study aims to determine the implementation of the curriculum, learning mechanisms, as well as the difficulties of students learning to read (dyslexia) and the difficulties of students learning to write (dysgraphia). The method used in this research is qualitative research with descriptive method. Children with learning disabilities are children who experience difficulties in their academic tasks, which are caused by a minimal dysfunction of the brain, or in basic psychology, so that their learning achievements do not match their actual potential. Children who have learning difficulties, both in general and in particular, such as dyslexia and dysgraphia, need special education services in their learning process at school. The results of this study indicate that the curriculum used is the 2013 curriculum but for children with special needs, dyslexia and dysgraphia need some minor adjustments. in the curriculum structure used, such as simplification of existing learning indicators. In the learning mechanism, children with dyslexia and dysgraphia receive special services in the form of additional learning outside of general lesson hours. Children with special needs, dyslexia and dysgraphia, need an adjustment in learning that prioritizes audio-visual. In terms of educational services, the learning and managerial education system uses regular student policies but is simplified according to the needs of children with special needs, dyslexia and dysgraphia.

The effect of web-supported accurate and speed reading development program on the readıng skills of primary school students

The main purpose of this research is to examine the effect of the Web-Supported Accurate and Speed Reading Development Program (ASRDP), developed by the researchers. For this purpose, “Experimental Model with Pretest - Posttest Control Group” was used in the research. The study group of the research consists of 2nd grade students (n=40) studying in Van. Experimental (n=20) and control (n=20) groups were chosen within the scope of the research. ASRDP, developed with Web-supported content developed by researchers, was applied to the experimental group along with the activities in the Turkish curriculum. The prepared program was implemented for 6 weeks, with 5 lesson hours per-week. The program prepared within the scope of the research was supported by a website (rumeysahoca.com). The data of the study were collected through reading speed measurements, correct reading level measurements and “Reading Skills Scale”. While collecting the data, two different types of texts were prepared as informative and narrative texts. The t-test was conducted to determine whether there was a difference between pre and post-tests. As a result of the research, a significant difference was found between the experimental and control groups in favor of the experimental group. In this respect, it is seen that the ASRDP has a positive effect on reading skills. The prepared site has been designed as a platform suitable for the use of students in this age group and open to development. In future studies, the effect of the program on reading skills can be tested at different grade levels.

Classroom Interactional Competence of Young Learners with Story-Based Lessons in an EFL Context

Making use of the methodological framework of conversation analysis, the present study aims to investigate story-based classroom discourse with young learners of English in an EFL context. The data were collected from a private IB school following the Primary Years Programme (PYP) curriculum. The participants were 24 young learners who were under the age of 6 and two teachers. To present the interactional organisation of the classroom interaction, 16 hours of story-based lessons in two kindergarten classrooms were audio-recorded and transcribed in detail. The data was analysed from a discourse-analytic perspective. Although the study had hypothesised that learner initiatives would be more frequent in the post-story stages, the findings showed that the pre-story stages created more engaging learning environments. Based on the findings, the implications were provided for EFL classrooms as well as suggestions for further research.

The Effect of Class Scheduling on The Students’ English Performance

The study focuses on the effect of the class scheduling toward the students’ English performance during the latest policy of new normal face to face learning. The research method used was case study research design. The researchers used an interview and questionnaire as the research instrument to gain the data. The subject of the research was X MIPA 1 to X MIPA 8 in SMA Negeri 1 Gedangan; in specific number were 15 students as the interviewee and 130 students who were willing to participate filling the survey. The data analysis technique was descriptive analysis with the percentage technique from the questionnaire analysis result to validate the outcome of the research. The results of this study showed that the school has prepared an effective schedule yet the indiscipline of teachers and students who are not able to implement the class scheduling in accordance with the provisions of the applicable rules. Therefore, students’ English performance was disrupted due to the implementation of inefficient time allocations. Thus, the school must optimize teacher performance in managing time and improve student performance so that the short lesson hours can be more effective and help students learn without any interference from time allocation problems, class scheduling, and other internal factors.

IMPLEMENTING GOOGLE CLASSROOM IN ENGLISH LEARNING AT STIT AL-ITTIHADIYAH LABUHANBATU UTARA

The use of technology in the learning process is something that is always used. In the industrial era 4.0, the lecturer is required to have sufficient ability to keep up with technological developments. Learning that focuses on face-to-face processes must be integrated with blended learning. This condition makes Google as one of the largest web tools to introduce Google Classroom (GC) in 2014. The existence of GC is expected to be a solution to problems such as the lack of English lesson hours at the junior high school level. But unfortunately, there is still a lecturer who still does not know about the benefits of GC. So that through this service, it is hoped that it can provide a holistic picture related to the use of GC, especially in learning English. Further, this service is expected to improve student's English language skills which include listening, speaking, reading, and writing skills. The dedication method is carried out in four stages, namely: a) analysis stage, b) material preparation stage, c) implementation stage, and d) activity report preparation stage. The result of this service is that all participating lecturer is not familiar with GC, so the lecturer is very enthusiastic and interested in using GC. Lecturer knows the platforms that they can use in learning that is integrated with blended learning. The lecturer can more easily manage class assignments quickly and provide feedback to students effectively.

PENGARUH KEGIATAN EKSTRA KURIKULER PRAMUKA DAN PMR TERHADAP HASIL BELAJAR SISWA ( STUDI DI SEKOLAH DASAR NEGERI 1 PASIR KECAPI DAN SEKOLAH DASAR NEGERI 2 SANGIANG)

Extracurricular activities are a series of programs of teaching and learning activities outside of programmatic lesson hours, which are intended to increase the horizon of students' views, foster talent and interest and spirit of community service. For example: in scouting activities and the youth red cross (PMR) is a form of activity that develops many humanitarian activities. This study aims to find out if there is an influence of scout extracurricular activities on student learning outcomes. To find out if there is an influence of adolescent red cross activities (PMR) on student learning outcomes. To find out if there is an influence of extracurricular activities of scouts and PMR on student learning outcomes in public elementary school 1 pasir lute and public elementary school 2 sangiang. The results of the Extracurricular Scout and Extracurricular PMR variables had a partially significant effect on Student Learning Outcomes. Evidenced by the magnitude of the Scout Extracurricular regression coefficient of 0.546 and extracurricular PMR of 0.518 with a significant value of 0.000 (0.000<0.05). There is an influence of scout extracurricular activities (X1) on student learning outcomes in state schools 1 sand lute and public elementary school 2 sangiang, this is evident from the results obtained that the regression value (t count) for variable X1 (scout extracurricular activities) is 4,478, while the t table value for N = 40 is 2,026. so 4,478 > 2,026, It can be concluded that partially variable extracurricular activities of scouting do have a positive influence on students' learning outcomes.. There is an influence of PMR (X2) extracurricular activities on student learning outcomes in state schools 1 sand lute and public elementary school 2 sangiang, this is evident from the results obtained that the regression value (t calculate) for variable X2 (PMR extracurricular activities) is ,484, while the t table value for N = 40 is 2,026. So 4,848 > 2,026, it can be concluded that partially variable extracurricular activities PMR does have a positive influence on student learning outcomes. Extracurricular activities of scouting and PMR together (simultaneously) affect the learning outcomes of students in public elementary school 1 sand lute and public elementary school 2 sangiang. This is evident from the results obtained that the value of f calculated at 35,071 which is greater than the f table of 3,250 or 35,071 >3, 250 with a significant level of 0.000 < 0.05, it can be said that the extracurricular activities of scouting (X1) and variable PMR (X2), together have an effect on the variable learning outcome (Y). This showed that 65.5% of scout and PMR extracurricular activities simultaneously (together) did have a positive effect on students' learning outcomes while the remaining 34.5% had an effect on other factors not studied in the study