Penerapan Model Pembelajaran Cooperative Script Dalam Meningkatkan Kemampuan Membaca Intensif Siswa

Tujuan penelitian ini adalah untuk meningkatkan kemampuan siswa membaca intensif dengan menerapkan model Cooperative Script. Penelitian ini menggunakan metode Penelitian Tindakan Kelas dengan prosedur pelaksanaannya adalah (1). Perencanaan, (2). Tindakan, (3). Observasi, dan (4). Refleksi. Kegiatan Penelitian Tindakan Kelas ini dilaksanakan dua siklus dengan menggunakan teknik pengumpulan data, lembar observasi dan lembar penilaian. Subjek penelitian ini adalah siswa kelas VIII-D yang berjumlah 33 orang dengan jumlah laki-laki 18 orang dan jumlah perempuan 15 orang. Berdasarkan hasil penelitian, peningkatan hasil kemampuan siswa membaca intensif dengan menggunakan model cooperative script pada siklus I dengan nilai terendah 49 dan nilai tertinggi 75, 69 dengan nilai rata-rata 59, 03. Sedangkan, siklus II nilai terendah 76, 69 dan nilai tertinggi 90 dengan nilai rata-rata 81, 74. Hasil observasi peneliti siklus I pertemuan pertama 56, 94% dan pertemuan kedua sebesar 70, 83%. Sedangkan hasil observasi peneliti siklus II pertemuan pertama sebesar 77, 33% dan pertemuan kedua sebesar 90, 27%. Hasil observasi siswa siklus I pertemuan pertama sebesar 51, 51% dan pertemuan kedua 70, 83% sedangkan pada siklus II pertemuan pertama sebesar 91, 28% dan pertemuan kedua 94, 69%.

Social Studies Teachers Perceptions and Practices of Peace Education: An Exploratory Case Study from Chitral

All the formal and informal endeavors at intra and interpersonal, group or national level to promote conducive peace environment by bringing attitudinal change through imparting knowledge, skills and values regarding mutual coexistence, elimination of violence and promotion of a culture of peace come under the purview of peace education (PE). However, the dream of PE, developing and maintaining a culture of peace, has not yet materialized in Pakistan. Youth in Pakistan have not fully acquired the values, skills and practices to resolve conflicts and minimize violence. There are many socio cultural and political reasons, yet the most pressing is related to school/classroom practices of the teachers, curriculum, school environment and institutional policies. The focus of this study was to explore the perceptions and practices of teachers about PE using the case study method under the qualitative research paradigm. Data were collected through semi structured interviews, observations and document analysis, which were later on transcribed and analyzed. The major conclusion from the study is that peace is contextual and different people perceive it differently. Hence, strategies used in PE also vary accordingly. That is the reason why teachers are using different strategies to teach for peace. Moreover, curriculum, co-curricular activities and the school environment help teachers to impart the skills and values related to peace. Adding to this, peace pedagogy is essential in making the content fruitful. However, teachers believe that certain topics in the curriculum and unbridled access to media obstruct the objective of attitudinal change in favour of peace. The study has some implications for teachers and schools. Unless teachers build their pedagogy on a peace principle, the desired objective even in the presence of useful content, cannot be achieved. Moreover, peaceful school environment and eliminating stereotyped contents from the curriculum can help in meeting the objectives.