Main Article Content

Abstract

The problems in this study are problems that can be identified, namely: 1. The role of the teacher so that students are more active and enthusiastic in learning art, 2. The way the teacher guides or directs students in art lessons, so that students do not experience difficulties in learning art, 3. teachers must do something to improve student achievement in art lessons. The purpose of this study is through the role of the teacher, students can receive art lessons well and can improve their achievements, for that teachers need to conduct research, approaches, strategies, methods and good learning models, provide tests, suitable media, good motivation and guide and direct students to learn art, all of which must be done by the teacher in the learning process, so that students better grasp the aims and objectives of learning well and by conducting research, approaches and giving tests to students to see student learning outcomes, from the learning outcomes the teacher can see the ability and evaluate students in the process of learning art. In art lessons the methods used by the teacher are the lecture method, question and answer, discussion and practice methods. Some of these methods make it very easy for teachers to deliver lessons, especially the lecture method, followed by questions and answers between teachers and students, discussions between students and students and with teachers, finally by using the practice method after taking the lesson well. From the results of the study it can be concluded that the teacher's role on student achievement is to encourage, guide, and provide learning facilities for students to achieve goals. As a lesson manager, a teacher must be able to manage the entire process of teaching and learning activities by creating learning conditions in such a way that every student can learn effectively and efficiently. restlessness in class, students trust in you, praise, and most students just go along with it.

Keywords

Teacher's Role Learning Achievemnet Art

Article Details

References

  1. Arikunto & Suharsimi. 2007, Prosedur Penelitian dengan Pendekatan Praktek, Yogyakarta: Rineka Cipta.
  2. Bahri Djamarah Syaiful. 2008, Rahasia Sukses Belajar, Jakarta: PT. Rineka Cipta.
  3. Cholid Narbuko. 2013, Metodologi Penelitian. Jakarta: Bumi Aksara.
  4. Dimyati dan Mudjiono.2009, Belajar dan Pembelajaran. Jakarta : PT. Rineka Cipta.
  5. Dirman dan Cicih Juarsih. 2014, Kegiatan Pembelajaran yang Mendidik, Jakarta : PT. Rineka Cipta
  6. E. Mulyasa. 2013, Menjadi Guru Profesional, Bandung : PT. Remaja Rosdakarya
  7. Fathoni Abdurrahmat, 2006, Metodologi Penelitian & Teknik Penyusunan Skripsi Jakarta: Rineka Cipta.
  8. Febrini Deni. 2017, Psikologi Pembelajaran, Yogyakarta: PT. Pustaka Belajar.
  9. H. Baharuddin, Nur Wahyudi Esa. 2008, Teori Belajar dan Pembelajaran, Jogjakarta : PT. Ar-Ruzz Media.
  10. Hamalik Oemar. 2012, Kurikulum dan Pembelajaran, Jakarta: PT. Bumi Aksara.
  11. Heruman. 2007, Model Pembelajaran Matematika di Sekolah Dasar. Bandung : PT. Remaja Rosdakarya.
  12. Juliansyah Noor, 2012, Metodologi Penelitian skripsi, tesis, disertasi dan karya ilmiah. Jakarta: Kencana Prenada Media Group.
  13. Moleong, Lexy. 2006, Metodologi Penelitian Kualitatif, Jakarta: PT. Remaja Roakarya
  14. Nasution. 2008, Berbagai Pendekatan dalam Proses Belajar Mengajar, Jakarta: PT. Bumi Aksara.
  15. Sardiman. 2014, Interaksi dan Motivasi Belajar Mengajar , Jakarta: PT.
  16. Raja Grafindo Persada.
  17. Sitepu. 2014, Pengembangan Sumber Belajar, Jakarta: PT. RajaGrafindo Persada.
  18. Soekanto, Soerjono. 2002, Teori Peran, Jakarta: Bumi Aksara.
  19. Sudjana H. Nana. 1989, Cara Belajar Siswa Aktif Dalam Proses Belajar Mengajar, Bandung: PT. Sinar Baru Algensindo.
  20. Sugiyono. 2016, Memahami Penelitian Kualitatif. Bandung: Alfabeta.
  21. Sugiyono. 2020, Metode Penelitian Kualitatif. Bandung: Alfabeta
  22. Syaifudin Azwar. 2009, Metodologi. Yogyakarta: Pustaka Pelajar.
  23. Syah, Muhibbin. 2006. Psikologi Pendidikan Dengan Pendekatan Baru. Bandung: PT. Remaja Rosdakarya.
  24. Utami Munandar. 2009, Pengembangan Kreativitas Anak Berbakat. Jakarta: PT. Rineka Cipta.
  25. Zubaedi. 2011. Desain Pendidikan Karakter .Jakarta: PT. Kencana.
  26. http://repository.ikippgribojonegoro.ac.id/952/ Diakses ( 07 Juli 2021 00:58 )
  27. https://journal.lppmunindra.ac.id/index.php/RDJE/article/view/3391 Diakses ( 07 Juli 2021 00:58 )
  28. https://inforial.tempo.co/info/1000177/guru-sumber-pengetahuan-dan-keteladanan Diakses ( 11 Oktober 2021 23:02 )
  29. Menurut Para Ahli, Pengertian Akademis dan Non Akademis, http://www.pengertianmenurutparaahli.net/pengertian-akademis-dan-nonakademis/ , (10 November 2021 23:02 )
  30. https://ainamulyana.blogspot.com/2012/01/pengertian-hasil-belajar-dan-faktor.html (30 November 2021 22:00 )
  31. Baan, A. B., & Artikel, I. (2012). the Development of Physical Education Teacher Professional Standards Competency. Journal of Physical Education and Sports, 1(1).
  32. Febianti, Y. N., & Joharudin, M. (2018). Faktor-Faktor Ekstern Yang Mempengaruhi Prestasi Belajar Mahasiswa. Edunomic Jurnal Pendidikan Ekonomi, 5(2), 76. https://doi.org/10.33603/ejpe.v5i2.246
  33. Guru, P., & Pengelolaan, D. (2018). Pendidikan dasar. 5(1), 20–27.
  34. LUBIS, M. (2020). Peran Guru Pada Era Pendidikan 4.0. EDUKA : Jurnal Pendidikan, Hukum, Dan Bisnis, 4(2), 0–5. https://doi.org/10.32493/eduka.v4i2.4264
  35. Mudjiono, D. (2009). Omear Hamalik, Proses Belajar Mengajar, (Jakarta: Bumi Aksara, 2007), Hlm 30 2Dimyati Dan Mudjiono, Belajar Dan Pembalajaran, (Jakarta: Rineka Cipta Tahun2009), Hlm 200 1. 15–49.
  36. rahma, vebri aria. (2018). Jurnal Gaya Kepemimpinan Dalam Pengambilan Keputusan Terhadap Sebuah Organisasi Kemasyarakatan. https://doi.org/10.31227/osf.io/j8x7z
  37. Suwardi, I., & Farnisa, R. (2018). Hubungan Peran Guru Dalam Proses Pembelajaran Terhadap Prestasi Belajar Siswa. Jurnal Gentala Pendidikan Dasar, 3(2), 181–202. https://doi.org/10.22437/gentala.v3i2.6758
  38. Tarbawi, J., Glq, D. W., Edkzd, D., Dgdodk, H. G., Pdv, Q., & Kunci, K. (2018). Dgdodk %de , sdvdo , $\dw glq\dwdndq edkzd 33hvhuwd glgln dgdodk $qjjrwd pdv\dudndw. 3(2), 145–164.