Masih bingung menentukan target angka keberhasilan di Bab 3 Penelitian Tindakan Kelas (PTK)? Jangan sampai asal copy-paste angka 80% atau 100% tanpa landasan teori yang kuat, karena ini yang paling sering dicecar oleh dosen penguji! 🛑📉
Di video kali ini, kita akan membedah tuntas cara menyusun sub-bab Kriteria Ketuntasan (Kriteria Keberhasilan Tindakan) pada Bab 3 skripsi PTK. Tidak hanya sekadar teori, kita akan langsung melihat CONTOH PARAGRAF ASLI dan membedah struktur penulisannya kalimat per kalimat.
Di video ini kita akan membahas:
✅ Perbedaan ketuntasan hasil belajar (individu vs klasikal)
✅ Cara menentukan indikator proses (aktivitas siswa & kinerja guru)
✅ Mengapa wajib memasukkan kutipan ahli (Aqib, Mulyasa, Arikunto, Riduwan)
✅ Bedah langsung contoh paragraf penulisan Bab 3 yang rapi dan logis
📝 Buku Referensi Metodologi yang Digunakan di Video:
Aqib, Z. (2018). Penelitian Tindakan Kelas untuk Guru SD, SLB, dan TK.
Mulyasa, E. (2013). Praktik Penelitian Tindakan Kelas.
Arikunto, S. (2014). Penelitian Tindakan Kelas.
Tulis di kolom komentar kalau kamu punya pertanyaan spesifik tentang variabel atau instrumen PTK kamu! Mari kita diskusikan. 👇
Jangan lupa klik LIKE, SUBSCRIBE, dan SHARE video ini ke grup angkatan atau teman seperjuangan skripsi kamu biar pada cepat lulus! 🎓✨
#Skripsi #PenelitianTindakanKelas #PTK #Bab3Skripsi #MetodologiPenelitian #TipsSkripsi #MahasiswaAkhir
Di video kali ini, kita akan membedah tuntas cara menyusun sub-bab Kriteria Ketuntasan (Kriteria Keberhasilan Tindakan) pada Bab 3 skripsi PTK. Tidak hanya sekadar teori, kita akan langsung melihat CONTOH PARAGRAF ASLI dan membedah struktur penulisannya kalimat per kalimat.
Di video ini kita akan membahas:
✅ Perbedaan ketuntasan hasil belajar (individu vs klasikal)
✅ Cara menentukan indikator proses (aktivitas siswa & kinerja guru)
✅ Mengapa wajib memasukkan kutipan ahli (Aqib, Mulyasa, Arikunto, Riduwan)
✅ Bedah langsung contoh paragraf penulisan Bab 3 yang rapi dan logis
📝 Buku Referensi Metodologi yang Digunakan di Video:
Aqib, Z. (2018). Penelitian Tindakan Kelas untuk Guru SD, SLB, dan TK.
Mulyasa, E. (2013). Praktik Penelitian Tindakan Kelas.
Arikunto, S. (2014). Penelitian Tindakan Kelas.
Tulis di kolom komentar kalau kamu punya pertanyaan spesifik tentang variabel atau instrumen PTK kamu! Mari kita diskusikan. 👇
Jangan lupa klik LIKE, SUBSCRIBE, dan SHARE video ini ke grup angkatan atau teman seperjuangan skripsi kamu biar pada cepat lulus! 🎓✨
#Skripsi #PenelitianTindakanKelas #PTK #Bab3Skripsi #MetodologiPenelitian #TipsSkripsi #MahasiswaAkhir
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📚
LearningTranscript
00:00Peace be upon you, and Allah's mercy and blessings
00:01This time we will discuss about
00:03PTK is like that, but
00:05in research methodology in chapter 3
00:08namely in the sub section
00:10chapter material, compiling
00:11completion criteria, now this is very important
00:14for PTK, because it is not uncommon
00:16there are so many
00:17This student is not yet complete in
00:20write down the criteria
00:21completeness, that's it
00:23Well, in some conditions, sometimes
00:25which is not absolutely 80%
00:27completeness, completeness
00:29classically it could be
00:3275%, well
00:33because of what? usually it depends
00:36from observation
00:38their research, that's it
00:39where sometimes
00:42suppose the other cycle crashes
00:44really, if not the classic will plummet
00:45the other cycle is down, then we don't
00:48can force that
00:49classical completeness is 80%, no
00:51yes, again it depends on
00:53how we take
00:55theoretical point of view, that's it
00:57and case by case
00:59when you are on the field
01:00let's start the discussion
01:02okay, actually
01:04we will start to
01:05first the conceptual definition
01:06that is
01:07research end line in PTK
01:09that's the indicator
01:11absolute determinant
01:11success of action
01:12Well, this standard is also that
01:14decide whether the PTK cycle
01:15stopped or continued
01:17where later
01:18if for example
01:19not continued
01:20means enough
01:21up to there
01:21that has been fulfilled
01:23classical completeness
01:25if you really
01:26for example
01:27not yet
01:28according to criteria
01:29classical completeness
01:30then continue again
01:31to the next cycle
01:32Oh, I see
01:33even though it is true
01:34Of course
01:35definitely a bit
01:36love a lot of time
01:37Now
01:38there are two pillars of criteria
01:40success
01:41The first
01:42it is the result of learning
01:43that is
01:44we use
01:45the name is evaluation
01:46qualitative aspects
01:47achievements
01:48end of cycle test
01:49Well, this is usually the case
01:50after you guys
01:51trials
01:52Oh, I see
01:53whatever happens later
01:55the material
01:56or approach
01:57in a group way
01:59scrambled
02:00homogeneously
02:01or heterogeneous
02:01or depending
02:02from ability
02:03early students
02:03Oh, I see
02:04and distribution
02:06good students who
02:06handsome
02:07proficient
02:08it is spread
02:09evenly
02:09or process
02:11his learning
02:11that's an evaluation
02:12class activities
02:13like for example
02:15earlier
02:15teacher and student genera
02:16if it is indeed the student
02:17in one group
02:19everyone is smart, right?
02:20also not good yeah
02:21What if
02:22for example, spread
02:23keep the model
02:24slightly improved
02:25the steps
02:26or for example
02:27added with
02:28scaffolding
02:29it can
02:29okay yeah
02:30well for
02:32first pillar
02:33namely learning outcomes
02:34friends
02:35namely individual completion
02:37minimum KKN score
02:39Well, it depends, right?
02:39from his school
02:41each
02:41if for example
02:42for their skin
02:43namely the criteria
02:44achievement
02:45learning
02:47Well, that depends
02:48how many
02:49at school
02:51that the KKM
02:53oh it should be
02:5480
02:54There are more
02:55for example in other schools
02:56oh the KKM is 70
02:57so different
02:58Now
02:59according to Akib
03:00learning completion
03:01in the PTK
03:01covering completeness
03:02individual and completion
03:03classical
03:04so there must be
03:05two
03:05if for example
03:07the value of which
03:08above 75 of it
03:09more than
03:1185 people
03:12that is
03:13means done
03:14complete
03:14if for example
03:15its classical completeness
03:17his work at 70%
03:20or not
03:21at 80%
03:22Oh, I see
03:22still makes sense
03:24Well, the classical completion
03:26let's just say
03:2780%
03:28suppose this is
03:29target proportion
03:31graduating class
03:31So
03:32of the many
03:33student
03:34for example from 30
03:3580% of it
03:36passed
03:37pass
03:38whose name is
03:38completeness
03:39Study
03:40Minimum Competency (KKM)
03:42Oh, I see
03:42Okay
03:43Where
03:44according to the noble
03:45in 2013
03:46that the quality of learning
03:47said to be successful
03:48if at least
03:4875%
03:50up to 85%
03:51from the number of students
03:52Which
03:52has reached
03:54Minimum Competency (KKM)
03:54Well, this one
03:55can be a reference
03:56for all my friends
03:57Keep going
03:59we'll see again
04:00there are evaluation instruments
04:01this is also very important
04:03that
04:03learning outcome categories
04:04this is adapted
04:06from the assessment
04:06based on
04:07Arikunto 2014
04:08where that
04:0975-85
04:12about student grades
04:13yes
04:14That
04:15Good
04:16Oh, I see
04:17if for example
04:1886-100
04:19it's very good
04:20well it is said
04:21incomplete
04:22or not yet finished
04:23it's in the category
04:24in the range of values
04:2760-74
04:28with the category enough
04:29and its value range
04:31under 65
04:32not enough
04:32and of course that
04:33definitely not finished
04:34Oh, I see
04:34for the process indicator
04:37there is minimal student activity
04:38for example
04:39observation score
04:4076%
04:40that
04:41student
04:42has been appropriate
04:43with what we want
04:44whatever it is
04:45question and answer
04:46dare to express opinions
04:47and others
04:48keep going too
04:49teacher performance
04:49Well this is it
04:50syntax implementation course
04:51in the learning model
04:53that you will use
04:54in the classroom
04:54whether
04:55this teacher
04:57convey
04:58apperception
04:59whether
05:00this teacher
05:00convey
05:01problem orientation
05:02or this teacher
05:03synthesize
05:05the result
05:06Oh, I see
05:06it's on the checklist
05:08on the observation sheet
05:09whatever
05:11for example
05:11we'll see
05:12that category
05:12process assessment
05:13there it is
05:15the criteria too
05:16that is based on
05:182015 festival
05:19that target
05:20at least
05:21that is
05:2160%
05:23up to 80%
05:24category
05:25observer
05:25Good
05:26Oh, I see
05:27and above
05:28must be very good
05:29Okay
05:29But
05:31let's see
05:31there is an error
05:325 fatal mistakes
05:33in the evaluation
05:35Chapter 3
05:35which is often criticized
05:36the real tester
05:38that is
05:39first mistake
05:39target
05:40hallucinations
05:41100%
05:42many have determined
05:43target
05:43classical
05:44perfect
05:45whereas
05:46they ignore
05:47heterogeneity
05:48student cognitive
05:49even though
05:51that student right
05:52diverse, yes
05:53impossible
05:54everything
05:54100%
05:55it worked
05:55impossible
05:55that on
05:56the reality
05:57there's always something
05:58surely the students who
05:59not pass
06:01maybe 1
06:01or 2
06:02even possible
06:034
06:04Oh, I see
06:05or maybe
06:06approach
06:06classical
06:07for example
06:08the classic
06:08You
06:08completion
06:0980%
06:10there must be something
06:11every
06:1282%
06:13Oh, I see
06:14so no
06:15it will be possible
06:15100%
06:16the second mistake
06:18is blind
06:18process indicators
06:19well this is just
06:20measure value
06:21cognitive
06:21just the end
06:22whereas
06:23the most important
06:24in PTK
06:24there are 2
06:24The first
06:27is
06:27completeness
06:28cognitive
06:29The second
06:30is
06:30completeness
06:31learning
06:31Where
06:32these are they
06:33sometimes
06:34forgetful
06:34that is
06:35see
06:36observation
06:37How
06:37implementation
06:38syntax given by the teacher
06:40in learning
06:41in the classroom
06:41and also
06:42student observations
06:43how are their attitudes
06:44when in class
06:45Oh, I see
06:46that's the most important thing
06:47Actually
06:47so they ignore
06:48class activities
06:49and teacher performance
06:50this is the very
06:51important to note
06:52with friends
06:53continue again
06:54third mistake
06:55instruments out of sync
06:57for example
06:57your title variable
06:58that's critical thinking
06:59but the test instrument
07:00It is
07:01memorization
07:01multiple choice
07:02yeah definitely not
07:03this is the most frequent one
07:05keep error 4
07:06origin of shooting numbers
07:07actually yes
07:08like this
07:09there are still lots
07:10Oh, I see
07:11determine targets
07:12baseless
07:13pre-cycle
07:14Well, it's the same here too
07:15so actually we have to
07:16take a look first
07:17Sir, what is the cycle like?
07:18what's the other cycle like?
07:19Oh, I see
07:20because it is impossible
07:21for example yes
07:22we force
07:23cycle 1
07:24pre-cycle cycle 1
07:25it should
07:26pass for
07:27cycle 2
07:2880%
07:29yeah then let's get down first
07:30classical completion
07:32to 75%
07:33because we also have to
07:34see this
07:34other elements
07:36in our research
07:37That
07:37absence
07:38rationality
07:39complexity of the material
07:40for example
07:42complexity of the material
07:43in junior high school
07:44algebra
07:45that's very difficult
07:46if for example
07:47we force
07:4880%
07:49classical completion
07:50so
07:51it will be heavy
07:52for students
07:53and need
07:53How long
07:55that teacher
07:56improve the PTK
07:57or research
07:57improve the PTK
07:58whereas
07:59time at school
08:00very tight
08:01given by
08:02the school of course
08:03so therefore
08:04we can lower
08:06classical completion
08:08to 75%
08:09Oh, I see
08:09Okay
08:10fifth message
08:12there is a double standard
08:13between cycles
08:14for example lowering
08:15Minimum Competency (KKM)
08:16secretly
08:16in cycle 2
08:17that's absolutely not allowed
08:18right MLKKM
08:19still
08:20Oh, I see
08:21continue to manipulate data
08:22for research explanation
08:24that's also not allowed
08:24actually less
08:25Good
08:25friends
08:26that's what it should be
08:27we hold high
08:28whose name is
08:29awareness and
08:29transparency
08:30and also honesty
08:31in research
08:34Okay
08:34we will try
08:35sync
08:36your methodology
08:37ensure the criteria
08:38expert theory
08:39and measuring instruments
08:40in line
08:40Okay
08:41We will
08:42dissect examples
08:43the writing
08:43Oh, I see
08:44Where
08:45for example on the left
08:46It is
08:47thesis draft text
08:48that right is
08:49methodological analysis
08:50for example
08:51for example
08:52this is the one
08:53Good
08:54Oh, I see
08:54there is a regulation
08:55still studying
08:56you can read it yourself
08:57and maybe
08:58you guys stop
09:01Okay
09:01The second
09:03It is
09:03process completeness
09:05learning
09:05if the results were earlier
09:06now the process
09:07Oh, I see
09:08you can stop it
09:10Okay
09:11let's go
09:12let's dissect
09:13these two paragraphs
09:14friends
09:15Now
09:16for example, earlier yes
09:17in the first paragraph
09:18in classical ketutasan
09:20like that
09:20here we see that
09:22first paragraph
09:23that's the opening quote
09:24it validates
09:25how in a way
09:26theoretical
09:27why is that
09:27the learning outcomes
09:28must be shared
09:29into two
09:30it's individual
09:31and classical
09:32the second paragraph
09:34we can also see
09:35that
09:36there is a name
09:37rationalization
09:38number 75
09:40Minimum Competency (KKM)
09:41that's not allowed
09:42written from the origin
09:43also explained
09:44this number
09:45obtained from
09:46coordination
09:47Teacher
09:47intake analysis
09:49and complexity
09:50maker
09:50later if indeed
09:51you guys still haven't
09:52understand
09:52intake analysis
09:53please write
09:54in the comments column
09:55we will dig
09:55deeper
09:56What's that
09:56intake analysis
09:57Oh, I see
09:58Because
09:58whenever we want
10:00write the number 75
10:00that's what you get
10:01where does it come from
10:02Oh, I see
10:02whether from
10:03his teacher
10:04Oh, I see
10:05discussion
10:06or from
10:07intake analysis
10:08complexity of the material
10:09that's all
10:10must be done immediately
10:10We
10:11cassava
10:12and discuss
10:14together
10:14party
10:15school
10:16as
10:17your research location
10:18carry on
10:20in here also
10:21in the third paragraph
10:23It is
10:23his name
10:23number base
10:2480%
10:25That
10:25raised
10:28and justified
10:30the standard
10:30through
10:30noble
10:32Where
10:3275 to 85%
10:34and tapered
10:3580%
10:36with
10:36reason
10:36logical
10:37condition
10:38pre-cycle
10:39Oh, I see
10:39Now
10:39that's why
10:40these pre-cycle conditions are very important
10:42friends
10:42Oh, I see
10:43the fourth is
10:45finish line
10:45methodology
10:46gas
10:47state
10:47when does PTK stop?
10:48and when
10:49must continue
10:50this is very important
10:51sometimes
10:52there aren't any
10:53when it stops
10:55on
10:56classical
10:57what percentage
10:58is there anything wrong with that?
10:59rather
10:59please you can
11:01direct content
11:01check who has seniors
11:04furthermore
11:05indicator without bigu
11:06Now
11:07For
11:08next paragraph
11:09it is an affirmation
11:10research direction
11:11specific
11:11measure
11:12participation
11:13and independence
11:14not deviating
11:15to other aspects
11:16because when
11:17in class learning
11:18that's what we're seeing
11:19there is something called
11:19collaboration
11:20How
11:21children solve problems
11:22in a way
11:23independent
11:24Oh, I see
11:24that's what must be seen
11:25there are also
11:26good category standard
11:27Well this is it
11:28categorization
11:29also must
11:29it's clear yeah
11:30where is the limit
11:3176% locked
11:33with the aim of the book
11:34we have to see
11:35whose name is
11:37reference
11:37that we
11:38quote
11:39like that
11:39and there is also a name
11:41credibility of assessment
11:42Well, here it has to be
11:43absolute objective
11:44which states that
11:45this observation was carried out
11:47collaborator
11:48avoided
11:49from subjective bias
11:51So
11:51as much as possible
11:52in the castle
11:53that
11:54how many observers are there?
11:56are 2
11:561
11:57that should be explained too
11:58and what is his name
11:59keep going too
12:00there is a function
12:01data
12:01observation
12:03not just lampirat
12:04But
12:04exclusive
12:05as a measuring tool
12:06scenario reflection
12:08Lesson Plan
12:09that's it, friends
12:10so friends
12:11can make it yourself
12:12we will try later
12:13make the instrument
12:14if so
12:15there are still many who want
12:16Oh, I see
12:17please at
12:17click
12:18this video
12:19and written
12:20in the comments column
12:21there are also
12:23strict tolerance limits
12:24Where
12:24logical justification of the target
12:25it is 80%
12:27justified by expert standards
12:28and the consequences of actions
12:30definite rules
12:30when does the cycle stop
12:32and continue
12:33and there is also
12:34focus parameters
12:35specific
12:36explain
12:36measuring metrics
12:37learning participation
12:38like what
12:39using who
12:40or
12:41quoting on
12:42who is the reference?
12:43Keep going
12:44there is validation
12:45score category
12:46this score is 76
12:46locked
12:47from citation
12:48conversion
12:49from
12:50Aripunto
12:52There are also
12:53objectivity
12:54evaluator
12:55evaluation
12:56is a third party
12:56or colleagues
12:57it must also be there
12:58his name
12:58objectivity
12:59he must
13:00clarify
13:01Who is it
13:01Which
13:02as
13:03server
13:03Oh, I see
13:04There are also
13:05sheet function
13:06observation
13:06this is used
13:07as a measuring tool
13:08reflection
13:09valid
13:10For
13:12How
13:13implementation
13:14learning
13:14in the classroom
13:15Now
13:16this too
13:17let's see
13:17expert quotes
13:18validate
13:19individual distribution
13:19and Pacific
13:20and also
13:21there is a name
13:21resonance
13:22KKM yes
13:23this too
13:23need
13:24Keep going
13:24tolerance limit
13:26action
13:26valid too
13:27this is it
13:27same yeah
13:29so
13:29between
13:31the part that
13:32to the first
13:32second part
13:33that is, too
13:34It's finished
13:35Possible
13:35that's all from me
13:36Peace be upon you
13:37wr. wb
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