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%.

Exploring Students Leadership Perceptions and Practices in a Private Secondary School in Karachi, Pakistan

This study is about exploring student leadership perceptions and practices in a private secondary school in Karachi, Pakistan. The study focuses on student leaders with the purpose to understand their perceptions of leadership as well as to understand non student leaders, who are deprived leadership opportunities. The study is to validate the findings of the student leaders' perceptions and practices of leadership. The study involves secondary student leaders, who are head boy, head girl, captain and prefects in the school. The study also looks at the principal's and the teachers' perceptions of leadership in order to understand the kind of leadership provided and how it influences student leadership practices in the school. The study also highlights the factors that promote or hinder practices of student leadership. The data was collected through qualitative research methods, including semi structured interviews, participant observation, and analysis of school documents, which articulated student leaders' roles and responsibilities. In addition, data was collected from focus group discussion with student leaders and non student leaders. The study found that stakeholders such as student leaders, non student leaders, principal and the teachers perceive leadership to be an individual possession, as something that brings power and possess particular qualities. Their perceptions identify the belief that leadership is the property of an individual, who has power and possesses particular leadership qualities. This belief can greatly influence the prevalent practices of student leadership in the school. The study also found that the practice of student leadership involves organizing and disciplining students in the school. Student leaders were exposed to classroom, as well as co curricular activities in order to develop their leadership skills. However, student leaders do not wield power and do not have voice in decision-making in the school. The study also found the influencing factors, such as school vision, home environment, parent-school partnership, and gender disparities, which can support or hinder practices of student leadership in the school.